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Hlonipha: Women's Language of Respect, 2005.
An analysis of the origin, function and characteristics of Hlonipha.
1,480 words (approx. 5.9 pages), 17 sources, MLA, AU$ 70.95
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Abstract
This paper examines how there adequate support to deduce that there still is a traditional language of respect, which is used by women in Nguni and Sotho cultures. It looks at how among the older women there is still a positive attitude towards the custom, although urbanisation and political and social change are responsible for a decline in the use of Hlonipha.
From the Paper
"Hlonipha - which derives from the root -hloniph- means 'respect', and it covers both linguistic and behavioural aspects. It is claimed that Zulu King Shaka arrived at a well after travelling a long distance. He wanted to name the place 'amanzi amnandi' or 'fresh sweet water'. Out of respect for his mother, whose name was 'Nandi', he named the place 'Amanzimtoti', inventing a new word. 'Toti' had thus become the hlonipha word for 'mnandi'. King Shaka may have been one of the first to use hlonipha, but this language of avoidance is predominantly used by married women. Men and children use hlonipha but to a lesser extent. The Nguni woman, on the other hand, is expected to hlonipha her whole life."
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French Feminism - Woman in Language, 2004.
A discussion on how the political and theoretical work of French feminists has been much misunderstood owing to the reader?s failure to distinguish between their use of the terms ?feminine?, ?woman? and ?women?.
3,576 words (approx. 14.3 pages), 6 sources, APA, AU$ 145.95
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Abstract
This paper begins with an overview of the problems facing feminist theorists regarding terminology, such as the persistent risk of 'essentializing' woman's culturally specific situation into an immutable truth. It then discusses Kristeva's conception of the culturally and temporally specific woman in "Le Temps Des Femmes" (Women's Time) and compares it with Cixous' work in 'La Jeune Mee' (The Newly Born Woman) in terms of the theorists' similar approaches to the constructed, 'symbolic' woman. It then looks briefy at Simone Beauvoir's early work, "Le Deuxieme Sexe" (The Second Sex), adding her conception of ontology as a perpetual state of becoming and political analysis of woman's situation to the constructivist debate. Finally, it examines Irigaray's more post-structuralist work (including "Speculum" and "Ce Sexe Qui N'en Est Pas Un") in order to discuss the further complication of housing the material aspect of woman within langage.
From the Paper
"Kristeva?s thought on feminism provides a useful point of departure for a discussion of how a useful feminist understanding of the term woman, especially if taken from an ?essentialist? point of view, is far from simple. In her 1982 essay Le temps des femmes , Kristeva postulates that the concept of ?woman? desiring men and desired by them is created in the symbolic by the concept of desire founded on a lack with the penis as its major referent. She believes that the ?meaning? of the woman object, the female body only exists in the symbolic and that any attempt to deny, or re-traverse the separation between this symbolic nature and something contained within the physical nature of ?woman? merely magnifies this separation and perpetuates the myth which allows oppression to occur."
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Language Differences between Men and Women, 2006.
A paper looking at how males and females communicate and how verbal and non-verbal messages are developed and sent.
1,580 words (approx. 6.3 pages), 12 sources, APA, AU$ 74.95
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Abstract
This paper examines several studies concerning the differences between male and female communication. The paper concludes that there are both differences and similarities in how men and women communicate but the differences, while they may be subtle, have judgemental consequences. Such consequences, the paper notes, can be seen in the way that female speakers are rated higher on socio-intellectual status and aesthetic quality while males are rated higher on dynamism.
From the Paper
"Status is also designated in this power scheme. Many of the "women's language" such as politeness and raising the ends of sentences is found more in low- versus high-status individuals. "Women's language" seems to be more often used when individuals are unemployed, housewives or have lower jobs than well-educated people and professionals (O'Barr & Atkins, 1980). Subordinates share higher rates of speech associated with women than they do their managers. Single male parents use language more similar to single mothers than married fathers. It is recognized, then, that language is not just a matter of gender dominance, but goes hand-in-hand with status as well."
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The Study of Language, 2001.
The following paper examines the theories of bilingualism and multilingalism, language acquisition and language learning, making reference to a number of case studies.
2,790 words (approx. 11.2 pages), 8 sources, MLA, AU$ 120.95
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Abstract
The following paper examines the theories on language acquisition and looks at the useful distinction between acquisition and learning. The writer also comments on approaches and methods to teaching second and foreign languages. Lastly the writer comments on interference as a factor in language learning.
Table of Contents
Bilingualism and Multilingualism
Diglossia
First Language Acquisition
Using a text-mapping device to depict the important stages in first-language acquisition
Theories on how language is acquired
Innateness
Cognition
Input
Approaches and methods to teaching second and foreign languages
Interference as a factor in language learning.
From the Paper
"Diglossia is the coexistence of two forms of the same language in speech community. The one form will often be the literary or prestige dialect, and the other one can be a dialect commonly spoken by most of the population. The term diglossia could also be used to indicate bilingualism, or the speaking of two languages by the people of the same community. An example for the first definition is the use of Dutch in Belgium. Dutch is one of the official languages in Belgium. Dutch-speaking Belgians are called the ?Flemish? where the French-speaking Belgians are called ?Walloons?. Dutch spoken by Belgians is also referred to as ?Flemish?, which is not a literary form of the language, but a spoken ?dialect?. They are different varieties of the same language."
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Second Language Acquisition: Noam Chomsky, 1993.
Discusses Chomsky's theory of language acquisition, in which there exists some sort of "language organ" that makes language possible for humans & impossible for animals.
675 words (approx. 2.7 pages), 9 sources, AU$ 34.95
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From the Paper
"Nativist Theories of Second Language Acquisition: Noam Chomsky
Introduction
According to Larsen-Freeman and Long (1991), nativist theories posit the existence of a specific, innate biological capacity or organ that makes learning possible. Some of those nativist theories are specific to language acquisition, with Noam Chomsky perhaps the earliest and foremost exponent of the theory that language acquisition follows a universal pattern based on an innate language organ, or system of hard-wiring within the brain.
Noam Chomsky and Universal Grammar
Chomsky became most visible in his struggles with the researchers who were working with chimpanzees and gorillas to ..."
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Identity and Language, 2002.
A look at the relationship of identity and language through models of Lacanian theory and the books "Black Baby" and "The Woman Warrior".
1,400 words (approx. 5.6 pages), 6 sources, AU$ 76.95
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Abstract
This essay will explore the issue of how identity is mapped onto individuals through the use of language. The models established by Lacanian literary criticism will provide part of the theoretical basis of the essay. However, this essay also recognizes criticism that has been made of Lacanian theory with respect to its so-called real-world relevance by critics operating from a New Historicist perspective. Therefore, elements of this New Historicist approach will be used to reinforce Lancanian theory of identity. This essay will argue, through a reading of the novels "Black Baby" and "The Woman Warrior", that an understanding of identity, gender and race in the modern context requires a recognition of both psychological and ideological forces, and how they unite in the (mis)shaping of identity.
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The Power of Language in Literature, 2006.
This paper examines the use and impact of language in Alice Walker's "The Color Purple" and Timberlake Wertenbaker's "Our Country's Good."
3,110 words (approx. 12.4 pages), 2 sources, APA, AU$ 130.95
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Abstract
The writer of this paper explores and compares the use of language and its effect on women's lives in both "The Color Purple" and "Our Country's Good." This paper probes both works of literature and the authors' argument that the empowerment of women is possible through the establishment of one's voice which in turn alters the characters' perception of themselves and makes them aware of the choices available to them.
From the Paper
"Nettie however provides a balance as a woman who finds her identity and asserts herself without becoming like a man. She represents what Celie could have become with education. Nettie rediscovers her African roots and the culture and traditions of Africa. She describes a village ceremony of delivering the roof is part of the villagers' welcome when Samuel, Corrine, Nettie and the children arrive at their African mission station."
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Oralism vs. American Sign Language, 2007.
This paper argues in favor of the deaf or hard of hearing using American Sign Language or their native language over oralism or other methods of communication.
1,302 words (approx. 5.2 pages), 6 sources, APA, AU$ 62.95
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Abstract
This paper explores the tradition of oralism vs. American Sign Language (ASL) in the West. Specifically the researcher proposes that deaf and hard of hearing students should be afforded opportunities to learn using their native language or American Sign Language. Forcing students to adopt other methods of learning including oralism or Signing Exact English (SEE) may promote frustration and inhibits learning in the classroom. This paper reviews the potential merits and demerits of each tradition, highlighting the significance of providing students with resources to use ASL in the classroom.
Table of Contents:
Introduction
Personal Philosophy
The Essential Nature of Human Beings
Basic Meaning or Purpose of Life
Determination of Morality
Constancy of Life: Unchanging or Always Changing?
Philosophy of Education
My Perception of an Educational Philosophy
Why do you need a Philosophy?
What has been the Basis or Source of your Educational Philosophy?
How has your Philosophy Changed or Evolved over Time?
My formal Ideological and Philosophical Orientation
The Purpose of Education, Teaching and Schooling
Are Students Intrinsically Motivated to Learn?
Should Schools Address Human Differences such as Multiple Intelligence, Learning Styles etc. ?
Topics
Knowledge and Content
Knowledge with Knowing
My Conceptual Framework for Improving my Practice
Theoretical Framework for Improving Practice
Skills Competencies Necessary
Educational Skills Required
Communication Skills and Content
Nonverbal Communication Skills
Verbal Communication
Influence of Interpersonal Relationships
Importance of Self-Identity
Peer Relations
Influence of Support Networks
Knowledge and Learning
Direct vs. Indirect Learning
Direct vs. Indirect Communication
Conclusion
Reference
From the Paper
"Many consider American Sign Language (ASL) the standard language beneficial for hard of hearing and deaf citizens. However, oralism shares a rich history much the same as ASL, and many often argue the potential merits and demerits of using one vs. another in an educational and communicational context. Wilcox & Peyton (1999) recognize that ASL is a fully developed language with unique grammar requirements distinguished from the English language (Coltrane, 2006). Oralism contrarily, involves lip reading to understand speech instead of using ASL to communicate with one another (Coltrane, 2006). This study will help review the merits and demerits of each, questioning whether one vs. the other is more beneficial for promoting communication and sharing among the deaf or hard of hearing community, or whether a combination of both may result in less frustrating choices among the hard of hearing and deaf community. "
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Language and Sexism, 2004.
An analysis of language's role in sustaining inequality between the sexes.
2,975 words (approx. 11.9 pages), 7 sources, MLA, AU$ 126.95
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Abstract
This paper discusses the role played by language in sexism. The paper examines whether language is the cause of sexism or whether sexism causes certain language. The paper contends that this might be impossible to distinguish, but assesses that language clearly plays a key role in perpetuating sexism and inequality between men and women. The paper claims that sexist language reveals the gender-bias that is pervasive in society. Sexist language takes many forms. From gender-related words used as insults or compliments to the sexualizing of previously gender-neutral words, the paper presents a myriad of examples of how the English language helps foster a chauvinistic society. The paper explores how the normalization of the male and reliance on masculine pronouns and nouns marginalizes the existence of women in society.
From the Paper
"Gender-based words also play a role in maintaining sexual inequality when used in an insulting manner. For example, some of the most pejorative insults in the English language consist of calling a person a derogatory term for a vagina. Not only is the "p" word one of the ultimate insults that a person can levy towards a man, it has also become synonymous with an absolute lack of courage. Given that women use their vaginas to bring forth life, in what is almost universally recognized as an extremely painful process, the fact that a euphemism for the word "vagina" has become synonymous with the word "coward" indicates how language helps perpetuate sexual inequality."
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Communicative Competence and Language Learning, 2007.
A look at the role of communicative competence and language learning when a learner is learning a second language.
1,517 words (approx. 6.1 pages), 6 sources, MLA, AU$ 71.95
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Abstract
This paper examines how language learners learning a second language need to develop their communicative competence in order to be able to communicate effectively with speakers of the target language. It discusses how this is because when one uses a language, one needs to take into consideration the purpose, the context and the person that one is addressing. It shows that when one has a good command of communicative competence in the target language, one will be able to communicate in the target language without many problems.
Outline:
Grammatical Competence
Discourse Competence
Sociolinguistic Competence
Strategic Competence
From the Paper
"Most scholars agree that there is some kind of fundamental difference between being able to use the forms of the language and being able to talk about the forms of the language. The relationship between those two kinds of knowledge is a controversial topic (Alptekin, 2002)5. Chomskyan syntax would reject the sentence 'colorless green ideas sleep furiously' as although it is grammatically correct, the sentence is illogical and does not provide a clear meaning. It would also not accept sentences that have subtle semantic differences such as 'my lust for the polish people'. "
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Language Planning, 2003.
Presents a theoretic view of language planning (LP).
3,538 words (approx. 14.2 pages), 4 sources, APA, AU$ 143.95
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Abstract
This paper explains that language policy is a big problem in developing countries, especially in the Maghreb world, which was under the French rule: Tunisia, Algeria and Morocco. The paper defines language planning (LP) as the activity of preparing a normative orthography, grammar and dictionary for the guidance of writers and speakers in a non-homogeneous speech community and relates that language planning includes language policy. The paper then discusses corpus, status and acquisition planning using examples mainly from the French Academy and the Hebrew revival movement.
Table of Contents:
A Theoretical View on Language Planning (LP)
Introduction
Definitions and Elements of LP
The Term "Language Planning"
Two Different Definitions of LP
Elements of Language Planning
Types of Language Planning
Corpus Planning
Status Planning
Acquisition Planning
Examples of Language Planning and Language Planning Policies
The "Academie Francaise" as an Example of Corpus Planning
The Promotion of Hebrew in Palestine as an Example of Status Planning
Examples of Language Planning Policies: Policy A, B, C.....
From the Paper
"Richelieu established the AF. In 1624, he became first minister in Louis XIII. Richelieu was so close to artists, writers in particular. In 1629, a group of men interested in language and literature started to meet at a rich man's house just for conversation. Richelieu wanted to transform this club into an official institution serving the country. He formed this group into an official body. He had a political purpose. He wanted them to work on his behalf by supporting his policies, which is the main reason behind his finding of the AF. "
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Teaching the English Language, 2008.
This paper discusses task based instruction in English language learning for English second language (ESL) students and presents a teaching module combining English language learning and social issues.
1,635 words (approx. 6.5 pages), 8 sources, APA, AU$ 77.95
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Abstract
This paper explains that a task based curriculum provides students with the opportunity to apply immediately their learning to tasks on a consistent basis. The author points out that task based instruction provides students with a true learning experience in which they are capable of demonstrating learning through actual experience. The paper indicates that, as students perform tasks they are capable of building on the knowledge and skills that they have already acquired and realizing their abilities related to the unit of instruction. The author includes a module that focuses on the combination of English language learning and social issues, which are relevant to the student's learning and growth and will lead to positive outcomes in education.
Table of Contents:
Introduction
English Language Learning and Social Issues Module
Part One
Part Two
Part Three
Part Four
Part Five
Literature
Conclusion
From the Paper
"The module will focus on the theme of social issues and the target learning stage is intermediate, at grades 9-12. At this stage of learning and development high school students are consistently focusing on social issues that impact their everyday lives. Allowing these students to focus on these issues, as well as using English as a means to that expression will motivate the students toward successful completion of the unit. Additionally, tasks that are defined for the students that will allow them to realize their goals in the unit will support the learning and ensure retention of the skills and knowledge that have been acquired."
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Language, Thought and Perception, 2008.
An analysis of the influence of language upon thought and perception, and the influence of thought and perception upon language.
1,968 words (approx. 7.9 pages), 6 sources, MLA, AU$ 90.95
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Abstract
How much does our language influence what we can think and perceive? Indeed, does our language control what we can think and perceive? Conversely, do our thoughts and perceptions influence or even control our language? This paper explores these questions, and shows that - while it is difficult to say which comes first, as the process is clearly somewhat circular - it does seem that culture influences language more than language influences culture.
From the Paper
"Theories such as the Sapir-Whorf hypothesis, which combine linguistic relativity and linguistic determinism, are useful in that they remind us of the relationships between culture and language. For example, in Canada the many aboriginal languages have died - and in terms of this hypothesis, this is one of the important reasons why aboriginal cultures are under threat. On the other hand, in South Africa, despite decades of colonial rule and then apartheid, the indigenous languages, such as Zulu and Xhosa, remained very strong. This was reflected in the fact that the indigenous cultures remained very strong - so it is certainly possible that the survival of the languages enabled the survival of the cultures. "
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English, The Global Language, 2005.
This paper discusses the advantages of learning English as the global languages to be used by all the world; however, this presents a danger to the native culture.
4,640 words (approx. 18.6 pages), 6 sources, APA, AU$ 174.95
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Abstract
This paper argues that English is the most likely of all languages to create a useful global lingua franca (language of trade); therefore, teaching English globally is only logical. The author contends that, because of the strong link between language and culture, the globalization of the English language threatens other languages and cultures with extinction; therefore the method of teaching English as a second or foreign language is important. The paper relates that young students, who are most at risk of becoming indoctrinated into speaking English as their dominant language rather than their native language, should be taught in a bi-lingual program which stresses the values of the native language and culture, while teaching English as a useful second global lingua franca.
Table of Contents
Language Dominance and English-as-a-Second Language Education
The Relationship between Culture and Language
Can Teaching EFL be a Threat to Local Ways of Life and Languages?
The Importance and Advantages of Learning to Use English
Balancing between Globalism and Local Culture
From the Paper
"There are several ways in which English is taught as a second language in other countries. Many nations include English education in primary schools. This is common not only in countries where English is a primary official or natural language, but also in countries that merely wish their educated youth to be able to communicate in English. Most European countries teach English as a second language to their young. Most people who learn English in school will not be likely to need EFL instruction later in life. Another form of English education involves teaching by non-native English teachers who instruct academically, much as one would learn a foreign language in America. These classes may be instructed both in English and the student''s native language and tend to focus more on aspects like appropriate grammar and spelling than on mere usage. EFL instruction, on the other hand, tends to be taught by native English speakers entirely in English."
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Revival of the Kaurna Language, 2007.
This paper focuses on why the Kaurna language was revived and how it was accomplished.
1,781 words (approx. 7.1 pages), 9 sources, APA, AU$ 83.95
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Abstract
In this article, the writer explains that the Kaurna language is one of the main languages spoken by Indigenous peoples in and around the Adelaide region of Southern Australia. The writer notes that after the colonisation of South Australia in 1836, the population of the Kaurna people declined rapidly as they suffered from the effects of disease and displacement. Subsequently their language and culture experienced serious hardship. The writer looks at the importance of the Kaurna language to its people and by studying the techniques used to awaken the language from its dormancy. The writer points out that the revival of the Kaurna language is still an ongoing process, though much progress has already been made. Kaurna is now taught at all levels of education throughout Southern Australia. The writer concludes that whilst many steps have already been laid out to ensure the survival of Kaurna, it is up to future generations to take them and keep the language alive.
Outline:
Why Revive a 'Dormant' Language?
The Kaurna Language Revival
Resurrecting the Kaurna Phonology
Kaurna for a New Generation
From the Paper
"These texts were essentially a written record of the language of the Kaurna people for the English speaking colonists to read. Whilst there was little public interest in the text at its time of publication, even more so when the use of Kaurna was forbidden by government bodies in subsequent years, this publication has become a major tool in the revival of Kaurna for today's generation."
"The reclamation of the Kaurna language began around 1990 with the writing of six songs in a National Aboriginal Languages Program (NALP)
funded songwriters workshop. This was the first time the language had been used again in a creative manner and these songs were subsequently published into a songbook.
"Several workshops on the Kaurna language were held over the following years along with the introduction of Kaurna to some South Australian schools, helping the language to gain recognition once again."
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Bilingual Language Development, 2004.
An exploration of the process of double language acquisition by children.
2,676 words (approx. 10.7 pages), 11 sources, MLA, AU$ 116.95
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Abstract
This paper examines how there are several different ways to expose children to a second language. It looks at how some children are exposed to two languages since birth and how others are exposed to a second language once they enter a school program. It discusses how the process of double language acquisition is not so smooth and how there are a few discrepancies in fluency and language confusion to be taken into account.
Outline
Introduction
How Children Learn Two Languages
Stages of Development
Code Switching
Language Mixing
Two Languages, One Sentence: Not a Sign of Confusion
Language Imbalance
Language Loss and Semilingualism
Conclusion
From the Paper
"For some bilingual children, code switching is a normal language phenomenon. While some children acquiring a second language appear to confuse the two languages at first, code switching is a normal aspect of second language acquisition. Young bilingual children tend to insert single items from one language into the other (McClure, 1977), primarily to resolve ambiguities and clarify statements. Children over nine and adults, however, tend to switch languages at the phrase or sentence level, typically to convey social meanings. Studies of code switching in adults show it to be a sophisticated, rule-governed communicative device used to achieve goals such as conveying emphasis or establishing cultural identity."
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