Academic literature on the topic 'English language; History; Linguistic philosophy'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'English language; History; Linguistic philosophy.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "English language; History; Linguistic philosophy"
1
Bushueva, Emiliia. "Topical Methods for Shaping a Linguistic World View in International Relations Students." Bulletin of Baikal State University 29, no. 4 (December 20, 2019): 576–80. http://dx.doi.org/10.17150/2500-2759.2019.29(4).576-580.
Full textAbstract:
The language is a specific type of human activity, «a shape of thought». As a means of communication, it acts as an exponent of the speaker’s spirit and world outlook. The issue of shaping a linguistic world view in students of non-linguistic colleges and, in particular, the problem of the language impact on the way of view of life still requires its solution. The author of the article harks back to the history of foreign linguistic school of thoughts of German linguists Wilhelm von Humboldt (founder of theoretical linguistics) and Johann Leo Weisgerber (who proposed the term «the linguistic world view»), of American ethno-linguists Edward Sepir (author of the comprehensive typological classification of languages of the world) and Benjamin Whorf (author of the theory of linguistic relativity), of an English philosopher John Langsho Ostin, one of the creators of the theory of speech acts. The article mentions some ideas of the Russian world view presented in works of the national linguists, such as A.A. Potebnya, A. Vezhbitskaya, Ye.S. Kubryakova, V.M. Vorobyev. Drawing on many years of experience of teaching the English language in departments of international relations, linguistics and translation studies in St. Petersburg Institute for External Economic Relations, Economics and Law, the author examines the methods of shaping the linguistic world view in students of International Relations and Linguistics. As an example, the author brings forth a scenario of the lecture course in the discipline «Professional Foreign Language (English) in Studying the Topic «National Identity».
2
Stell, Gerald. "Ethnicity in linguistic variation." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 20, no. 3 (September 1, 2010): 425–47. http://dx.doi.org/10.1075/prag.20.3.06ste.
Full textAbstract:
The Afrikaans speech community is characterized by a long-standing rift between Whites and Coloureds, and is for a large part bilingual, with English being increasingly integrated in its stylistic repertoire. Yet, the history of English is different across the White/Coloured divide, as in particular in terms of diffusion and in terms of ideological associations. The question we wish to ask is twofold. First, how far may there be a question of ethnic norms of Afrikaans-English code-switching? Second, if norms of code-switching are different across the ethnic divide, is code-switching used differently in the negotiation of White and Coloured identities? This contribution is organized in three main parts. First, we give an overview of the different norms of Afrikaans-English code-switching encountered across Whites and Coloureds on the basis of a corpus of informal speech data. Then we give an overview of the sequential patterns of Afrikaans-English code-switching following a CA methodology. Finally, we determine with the help of macrosocial knowledge in how far these different forms and functions of Afrikaans-English code-switching are made relevant to the projection of White and Coloured identities in South Africa’s current post-Apartheid context on the basis of select individual examples. The results of our analysis indicate that Afrikaans-English code-switching in the Coloured data displays the features of a ‘mixed code’, which is perceived as a ‘we-code’, where English input tends to be stylistically neutral. By contrast, English input is more syntactically and sequentially salient in the White data, and more visibly serves purposes of identity-negotiation. Despite those differences, there remains a clear correlation in both White and Coloured samples between the use of English monolingual code and affiliation with ‘New South African values’.
3
Hertsovska, N. О., and O. М. Labosh. "LEXICAL MEANS OF LOVE VERBALIZATION IN THE ENGLISH LANGUAGE." PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, no. 3(55) (April 12, 2019): 81–88. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-81-88.
Full textAbstract:
In the history of any national culture, issues relating to human relationships, such as love and friendship, have always been and still remain of paramount importance. Aspects and the peculiarities of such relationships have always been the cause of misunderstandings among people. The phenomenon of love is still not fully understood. Therefore, the article explores the conceptual aspect of the love notion in English, the means of its verbalization and its main components. The love concept, which is verbalized by the means of contemporary English, is defined as a certain abstract unit that reproduces the centuries-old experience of the people in the form of various notions about this feeling. Love as a complex phenomenon of various spheres of human life has a high status in many disciplines of different cycles, therefore the study of this notion is relevant not only in lexicology or linguistics, but also in philosophy, ethics, sociology, and other sciences. Various linguistic means for representation of love in English have been studied and the main components of this notion have been identified. The main components of the notion of love have been defined, the expression of the notion in psychological texts has been analyzed, and duality as a conceptual feature of love has been described. Verbalized ideas about the inner world of a person who is the bearer of a particular culture have been considered. The notion of love has been investigated precisely from the linguistic side, also because the culture of love in the European space is primarily a verbal culture, which is closely linked to its verbal expression. There is every reason to believe that love is understood as one of the main aspects of human life and is recognized as one of the primary factors in human relationships, which is reflected in the language conceptualization. Thus, the conducted analysis allowed to reveal the versatility and multi-component character of the notion of love in the English language.
4
Rumbaut, Rubén G., and Douglas S. Massey. "Immigration & Language Diversity in the United States." Daedalus 142, no. 3 (July 2013): 141–54. http://dx.doi.org/10.1162/daed_a_00224.
Full textAbstract:
While the United States historically has been a polyglot nation characterized by great linguistic diversity, it has also been a zone of language extinction in which immigrant tongues fade and are replaced by monolingual English within a few generations. In 1910, 10 million people reported a mother tongue other than English, notably German, Italian, Yiddish, and Polish. The subsequent end of mass immigration from Europe led to a waning of language diversity and the most linguistically homogenous era in American history. But the revival of immigration after 1970 propelled the United States back toward its historical norm. By 2010, 60 million people (a fifth of the population) spoke a non-English language, especially Spanish. In this essay, we assess the effect of new waves of immigration on language diversity in the United States, map its evolution demographically and geographically, and consider what linguistic patterns are likely to persist and prevail in the twenty-first century.
5
Longmore, Paul K. "“Good English without Idiom or Tone”: The Colonial Origins of American Speech." Journal of Interdisciplinary History 37, no. 4 (April 2007): 513–42. http://dx.doi.org/10.1162/jinh.2007.37.4.513.
Full textAbstract:
The interplay between modes of speech and the demographical, geographical, social, and political history of Britain's North American colonies of settlement influenced the linguistic evolution of colonial English speech. By the early to mid-eighteenth century, regional varieties of English emerged that were not only regionally comprehensible but perceived by many observers as homogeneous in contrast to the deep dialectical differences in Britain. Many commentators also declared that Anglophone colonial speech matched metropolitan standard English. As a result, British colonials in North America possessed a national language well before they became “Americans.” This shared manner of speech inadvertently helped to prepare them for independent American nation-hood.
6
Enfield, N. J., and Anna Wierzbicka. "Introduction." Pragmatics and Cognition 10, no. 1-2 (July 11, 2002): 1–25. http://dx.doi.org/10.1075/pc.10.1-2.02enf.
Full textAbstract:
Anthropologists and linguists have long been aware that the body is explicitly referred to in conventional description of emotion in languages around the world. There is abundant linguistic data showing expression of emotions in terms of their imagined ‘locus’ in the physical body. The most important methodological issue in the study of emotions is language, for the ways people talk give us access to ‘folk descriptions’ of the emotions. ‘Technical terminology’, whether based on English or otherwise, is not excluded from this ‘folk’ status. It may appear to be safely ‘scientific’ and thus culturally neutral, but in fact it is not: technical English is a variety of English and reflects, to some extent, culture-specific ways of thinking (and categorising) associated with the English language. People — as researchers studying other people, or as people in real-life social association — cannot directly access the emotional experience of others, and language is the usual mode of ‘packaging’ one’s experience so it may be accessible to others. Careful description of linguistic data from as broad as possible a cross-linguistic base is thus an important part of emotion research. All people experience biological events and processes associated with certain thoughts (or, as psychologists say, ‘appraisals’), but there is more to ‘emotion’ than just these physiological phenomena. Speakers of some languages talk about their emotional experiences as if they are located in some internal organ such as ‘the liver’, yet they cannot localise feeling in this physical organ. This phenomenon needs to be understood better, and one of the problems is finding a method of comparison that allows us to compare descriptions from different languages which show apparently great formal and semantic variation. Some simple concepts including feel and body are universal or near-universal, and as such are good candidates for terms of description which may help to eradicate confusion and exoticism from cross-linguistic comparison and semantic typology. Semantic analysis reveals great variation in concepts of emotion across languages and cultures — but such analysis requires a sound and well-founded methodology. While leaving room for different approaches to the task, we suggest that such a methodology can be based on empirically established linguistic universal (or near-universal) concepts, and on ‘cognitive scenarios’ articulated in terms of these concepts. Also, we warn against the danger of exoticism involved in taking all body part references ‘literally’. Above all, we argue that what is needed is a combination of empirical cross-linguistic investigations and a theoretical and methodological awareness, recognising the impossibility of exploring other people’s emotions without keeping language in focus: both as an object and as a tool of study.
7
Lams, Lutgard. "Linguistic tools of empowerment and alienation in the Chinese official press." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 20, no. 3 (September 1, 2010): 315–42. http://dx.doi.org/10.1075/prag.20.3.02lam.
Full textAbstract:
Attempts at reinvigorating mythical sensations of shared values and cultural identities happen particularly at times of dislocatory events in a community’s history, when ‘the national Self’ is perceived to be threatened by external forces. Such a critical moment for China was the collision between a US surveillance plane and a Chinese F-8 jet fighter on April 1, 2001, and the ensuing diplomatic standoff between the US and China. As the Chinese authorities and the state media viewed this incident in a series of ambiguous incidents involving the US, it was concluded that the collision had been the inevitable outcome of US hegemonism intended to provoke China. It is this concurrence of events, triggering feelings of disempowerment of the Self that causes recurrent flurries of heated anti-Other rhetoric. Boundaries of exclusion/inclusion along cultural, historical and political lines set up the Other as the negative mirror of the Self, which as a consequence is positively reasserted. Informed by insights from Language Pragmatics and Critical Discourse Analysis, this paper sets out to examine linguistic tools of alienation and empowerment in the Chinese official press narratives about the collision, comprising the Chinese-language Renmin Ribao, its English equivalent The People’s Daily and the English-language China Daily. It aims to trace processes of meaning generation, in particular discursive practices of an ideological nature, such as antagonistic portrayals of in- and outgroups, hegemonic exercise of power, as well as naturalized conceptualizations of contingent processes, structures and relations.
8
Aroshidze, Marine, and Nino Aroshidze. "The Role of the Language Priorities in Development of Society." Balkanistic Forum 30, no. 1 (January 5, 2021): 105–19. http://dx.doi.org/10.37708/bf.swu.v30i1.6.
Full textAbstract:
The need to comprehend contemporary global problems the mankind is facing poses demands to modern science to expand the range of functions and strengthen interac-tion between areas of society. The modern anthropocentric scientific paradigm makes a focus on the interdisciplinary research of the civilizational processes of social de-velopment, which created the need for a comprehensive study of sociocultural and linguistic processes in their functional interaction during the historical development of society.The process of human socialization is, first of all, the mastery of the symbolic cultural code and cultural memory of society, which in modern society is losing its usual monoculturism and is increasingly acquiring a bi- and multicultural character, which poses a pressing multifaceted problem for society - linguistic policy, linguistic consciousness, persona lingua. The language policy of any particular country or region is dictated by the prevailing socio-political situation in the country and contributes to shaping the fate of this country for it regulates the status of the state language, the language of the press, education, and science.In each society, certain language priorities are formed, as well as language prohibitions that regulate the life of society, and the formation of the worldview of the participants in society depends on the languages being assimilated. Not surprisingly, the problems of language (with the light hand of the philosopher Ludwig Wittgen-stein) have long exceeded philological problems of philological problems. The language policy of small countries largely depends on foreign policy fac-tors; it is interesting to follow the example of Georgia to trace the change in language priorities in different historical eras (from Arabic, Persian, Greek, Latin, Turkish to Russian, and now to English). The Second World War became an important milestone for Soviet Georgia in language policy: the spiritual unity of all the peoples of the USSR was so intense that the formation of a single supra-ethnic community “Soviet nation” was successfully supported by language policy: having Russian as the second native language. The education system and the press were fully focused on the Russian language. The schools taught foreign languages (French, German, English) by choice, but the minimization of hours, the grammatical approach and the lack of language practice allowed only units to learn European languages at the level of free communi-cation.The 1990s became a period of forced breaking of habitual linguistic priorities for Georgia, free of imperial influence. English has become compulsory subject matter at all stages of the Georgian educational system, Russian is studied only by choice as a second foreign language with a minimum number of hours. The previously banned Turkish language is strengthening its position, especially in Adjara, neighboring Turkey.
9
Allen, Cynthia L. "Reconsidering the history of like." Journal of Linguistics 22, no. 2 (September 1986): 375–409. http://dx.doi.org/10.1017/s0022226700010847.
Full textAbstract:
The history of the verb like has attracted a good deal of interest among linguists and students of the history of English, from Van der Gaaf (1904) and Jespersen (1927) up to Elmer (1981), Lightfoot (1981), and Fischer and Van der Leek (1983). The interest in this verb is caused by the fact that it presents a clear case of a verb changing its assignment of semantic to syntactic roles. In Modern English (ModE), this verb subcategorizes for a cause, which takes the grammatical role of object, and an experiencer, which plays the role of subject. But in Old English (OE), the semantic roles were assigned to the opposite grammatical roles:It is generally assumed (with an exception to be discussed below), that this change is an instance of syntactic reanalysis. The purpose of this paper is to demonstrate that no reanalysis of a structure has taken place; rather, a new subcategorization frame has been introduced and gradually ousted the old one.
10
Métraux, Alexandre. "Opening Remarks on the History of Science in Yiddish." Science in Context 20, no. 2 (June 2007): 145–62. http://dx.doi.org/10.1017/s0269889707001226.
Full textAbstract:
When introducing a collection of essays on Yiddish, Joseph Sherman asserted, among other things, that: Although the Nazi Holocaust effectively destroyed Yiddish together with the Jews of Eastern Europe for whom it was a lingua franca, the Yiddish language, its literature and culture have proven remarkably resilient. Against all odds, Yiddish has survived to become a focus of serious intellectual, artistic and scholarly activity in the sixty-odd years that have passed since the end of World War II. From linguistic and literary research in the leading universities of the world to the dedicated creativity of contemporary novelists and poets in Israel and America, from the adaptation of Yiddish words and phrases to the uses of daily newspapers in English to the elevation of Yiddish as a new loshn koydesh by Hasidic sects, from the publication of new writing to the translation of its established canonical works into modern European languages, Yiddish is continually reminding the world of its vibrancy, relevance and importance as a marker of Jewish identity and survival. (Sherman 2004, 9)
Dissertations / Theses on the topic "English language; History; Linguistic philosophy"
1
Manly, Susan. "Authorized language : theories of language and questions of authority (1786-1851)." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307353.
Full text
2
Townend, Matthew. "Language and history in Viking age England : linguistic relations between speakers of Old Norse and Old English /." Turnhout : Brepols, 2002. http://catalogue.bnf.fr/ark:/12148/cb388738336.
Full text
3
Pierce, April Elisabeth. "Of poems and propositions : T.S. Eliot and the linguistic turn." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:6c67504e-2158-48a9-ac4a-3ee1c792efcf.
Full textAbstract:
This thesis describes how Eliot's concern for language and form finds roots in early twentieth century language philosophy. It also explores the way Eliot's early philosophical themes concerning language and meaning reemerge in his literary criticism and philosophical poetry during the 1920s and 1930s, and in his more explicitly philosophical Four Quartets. More significantly, this thesis historically elucidates Eliot's debt to the philosophies of Edmund Husserl and Bertrand Russell, reframing his philosophy within the two poles of the "Linguistic Turn". By closely examining Eliot's unpublished and only recently published essays and notes, the thesis unearths probable connections between Eliot's own philosophical interests and his later poetics, redefining his legacy as a prototypical modernist poet, and suggesting a new framework of study for scholars and students of literary modernism.
4
Gorelick, Adam D. "The Enchanter's Spell: J.R.R. Tolkien's Mythopoetic Response to Modernism." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1022.
Full textAbstract:
J.R.R. Tolkien was not only an author of fantasy but also a philologist who theorized about myth. Theorists have employed various methods of analyzing myth, and this thesis integrates several analyses, including Tolkien’s. I address the roles of doctrine, ritual, cross-cultural patterns, mythic expressions in literature, the literary effect of myth, evolution of language and consciousness, and individual invention over inheritance and diffusion. Beyond Tolkien’s English and Catholic background, I argue for eclectic influence on Tolkien, including resonance with Buddhism.
Tolkien views mythopoeia, literary mythmaking, in terms of sub-creation, human invention in the image of God as creator. Key mythopoetic tools include eucatastrophe, the happy ending’s sudden turn to poignant joy, and enchantment, the realization of imagined wonder, which is epitomized by the character of Tom Bombadil and contrasted with modernist techno-magic seeking to alter and dominate the world. I conclude by interpreting Tolkien’s mythmaking as a form of mysticism.
5
Kilpert, Diana Mary. "Language and value : the place of evaluation in linguistic theory." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1002635.
Full textAbstract:
It is a central claim of modern linguistic theory that linguists do not prescribe, but describe language as it is, without pronouncing on correctness or judging one variety better than another. This attempt to exclude evaluation is motivated by a desire to be ' politically correct', which hinders objective analysis of language, and by an ill-advised imitation of the natural sciences, which obstructs the discipline's progress towards becoming a science in its own right. It involves linguists, as users of a valued variety, in self-deception and disingenuousness, distances them from the concerns of the ordinary language user, and betrays a failure to understand the involvement of social values in language, the nature of language itself, and the limits of linguistic science. On a wider scale, linguistics reflects society's devaluing and mechanisation of language. Despite growing concern expressed in the literature, and the incoherence that becomes apparent when linguists attempt to address social problems using a theory that regards language as an autonomous object, newcomers to the discipline continue to be taught that anti-prescriptivism is the natural corollary of a scientific approach to language. This thesis suggests that the way out of these difficulties is to rethink the meaning of ' theory' in linguistics. If we take the reflexivity of language seriously, building on M.A.K. Halliday's notion of 'linguistics as metaphor', we are reminded that a linguistic theory is made of language. Metalanguage must use the experiential and interpersonal meaning-making resources of everyday language. It follows that a linguistic theory cannot escape being evaluative, because evaluation is an inherent part of interpersonal meaning. If we fail to notice our own metalinguistic evaluation, this is because language disguises its evaluative meanings, or perhaps we are just not used to thinking of them as part of the grammar. To achieve clarity about the involvement of value in language, we need to turn our metalanguage back on itself - 'using the grammar to think with about the grammar' . Some ways of doing this are demonstrated here, turning the resources of systemic functional linguistics on linguists' own language. The circularity of this process should be seen not as a drawback but as a salutary reminder that linguistics is an interpretive rather than a discovery process. This knowledge should help us revalue language and make a place for evaluation in linguistic theory, paving the way for a socially responsible and productive linguistics.
6
Meyer, Heather. "Unilateral conversations the role of marked sentence initial elements in skilled senior secondary academic writing : a thesis submitted to Auckland University of Technology in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD), 2009 /." AUT University, 2009. http://hdl.handle.net/10292/831.
Full textAbstract:
This research is a practical attempt to develop academic writing pedagogy at secondary level in New Zealand because from interviews with teachers, personal experience and literature in the professional journal for teachers of English in New Zealand, English in Aotearoa, it appears that this would be a useful enterprise. Literature relating to this, and extending to the related contexts of the UK and Australia has been reviewed. The approach taken is an investigation of top-rated senior secondary writing in subject English, using elements of Hallidayan Systemic Functional Grammar (SFG). The concepts of SFG chiefly drawn upon, namely, Theme and linguistic metafunctions, and their application to the data are presented and explained. This grammatical model was chosen because it allows the interface of grammatical structure and linguistic function to be explored, which in turn permits insight into how the qualities of top-rated writing may be formulated grammatically. This insight may then become part of teaching resources in academic writing by way of both pre- and in-service training material for teachers. Over 100 top-rated English literature essays (graded by teachers) were collected from students, via their schools, so that the data obtained were authentic. Two samples were collected: timed and untimed writing. Each sentence of each essay was typed into one of nine Microsoft Excel spreadsheets, representing locations within the essay. The nine locations were: three introduction locations: initial sentence, medial sentences, terminal sentence; three paragraph locations (all paragraphs in the body of the essays, not introductions or conclusions): initial sentence, medial sentences, terminal sentence; and, three conclusion locations: initial sentence, medial sentences and terminal sentence. The initial grammatical elements and their metafunction(s) for each sentence were categorised. Percentages in each category for each location were calculated so that individual locations could be compared for grammatical and metafunctional characteristics. Grouped locations were also considered where this seemed felicitous; for instance, introductions were compared to conclusions or medial sentences compared to boundary sentences (initial and terminal). Comparisons were also made between the timed and untimed samples. The results showed that some grammatical structures could be associated with particular grouped locations and metafunctional characteristics were not independent of location. The research was also able to suggest grammatical means to achieve metafunctional effects that align with descriptors for writing given by examination boards. For example, clear, logical organisation of writing is highly valued by examination boards. This is achieved by means of elements that perform the textual linguistic metafunction. A variety of grammatical elements to perform this function and their most prominent locations were identified. It is intended that the findings may be a highly directed way to help teachers address some of the writing challenges faced by their students at secondary level.
7
Uzum, Baburhan. "Analysis Of Turkish Learners'." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608571/index.pdf.
Full textAbstract:
This study aimed at investigating learners&rsquoattitudes towards English language and English speaking societies. The study also explored the historical and sociopolitical factors that might have influenced learners&rsquo
attitudes. In order to collect data, a language attitude questionnaire was designed adapting several questionnaires which were prepared with the goal of collecting information about learners&rsquo
attitudinal predispositions towards language and language learning in various countries around the world. The study sampled 219 students studying at the preparatory schools of two state and three private universities in Ankara. In addition to the quantitative data obtained from the questionnaire, qualitative data were obtained from the open ended items in the questionnaire and the interview sessions. Interview sessions were conducted at the sampled universities, and 10 students (5 male 5 female) were asked their opinions about their reasons to learn English, their opinions regarding the current status of English in Turkey and their feelings towards English and towards their native language. After the data collection procedure, inferences were made according to the data obtained from the questionnaire and interviews so as to make quantitative and qualitative analysis. While the quantitative findings of the data were analyzed using descriptive and inferential statistics via SPSS 11.0 (Statistical Package of Social Sciences), qualitative data were analyzed through the content analysis. According to the factor analysis of the responses in the pilot and the actual study, the parallel statements were categorized into a factor. Consequently, five factors which ultimately formed five &lsquo
themes&rsquo
were obtained. The research findings were interpreted with reference to these five themes-native language loyalty, instrumental orientation, cultural interest, appreciation of intercultural contact and attitudes towards British and American people respectively. According to the research findings, Turkish learners of English at sampled universities have favorable attitudes towards the English language due to their interest in the cultural products of the English speaking societies and the instrumental value of English as a global language. On the other hand, they have developed ambivalent attitudes towards the target societies due to the intercultural contact with these societies throughout Turkish history, current sociopolitical concerns regarding the British and American state policies and finally their perceptions regarding their native language and culture. Alternative solutions at individual and institutional levels have been proposed in order to change negative attitudes into favorable ones, and prevent the generalization of stereotypes and attitudes into individual levels. In order to achieve the acquisition of favorable attitudes at individual level, intercultural contact should be promoted so that learners will have personal experiences and personal contacts rather than relying on indirect sources such as press and cultural products which might generate biased assumptions.
8
Figone, Kelsey E. "The Hegemony of English in South African Education." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/43.
Full textAbstract:
The South African Constitution recognizes 11 official languages and protects an individual’s right to use their mother-tongue freely. Despite this recognition, the majority of South African schools use English as the language of learning and teaching (LOLT). Learning in English is a struggle for many students who speak indigenous African languages, rather than English, as a mother-tongue, and the educational system is failing its students. This perpetuates inequality between different South African communities in a way that has roots in the divisions of South Africa’s past. An examination of the power of language and South Africa’s experience with colonialism and apartheid provides a context for these events, and helps clarify why inequality and division persist in the new “rainbow nation.” Mending these divisions and protecting human dignity will require a reevaluation of the purpose of education and the capabilities of South African citizens.
9
Workman, Jameson Samuel. "Chaucerian metapoetics and the philosophy of poetry." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:8cf424fd-124c-4cb0-9143-e436c5e3c2da.
Full textAbstract:
This thesis places Chaucer within the tradition of philosophical poetry that begins in Plato and extends through classical and medieval Latin culture. In this Platonic tradition, poetry is a self-reflexive epistemological practice that interrogates the conditions of art in general. As such, poetry as metapoetics takes itself as its own object of inquiry in order to reinforce and generate its own definitions without regard to extrinsic considerations. It attempts to create a poetic-knowledge proper instead of one that is dependant on other modes for meaning. The particular manner in which this is expressed is according to the idea of the loss of the Golden Age. In the Augustinian context of Chaucer’s poetry, language, in its literal and historical signifying functions is an effect of the noetic fall and a deformation of an earlier symbolism. The Chaucerian poems this thesis considers concern themselves with the solution to a historical literary lament for language’s fall, a solution that suggests that the instability in language can be overcome with reference to what has been lost in language. The chapters are organized to reflect the medieval Neoplatonic ascensus. The first chapter concerns the Pardoner’s Old Man and his relationship to the literary history of Tithonus in which the renewing of youth is ironically promoted in order to perpetually delay eternity and make the current world co-eternal to the coming world. In the Miller’s Tale, more aggressive narrative strategies deploy the machinery of atheism in order to make a god-less universe the sufficient grounds for the transformation of a fallen and contingent world into the only world whatsoever. The Manciple’s Tale’s opposite strategy leaves the world intact in its current state and instead makes divine beings human. Phoebus expatriates to earth and attempts to co-mingle it with heaven in order to unify art and history into a single monistic experience. Finally, the Nun’s Priest’s Tale acts as ars poetica for the entire Chaucerian Performance and undercuts the naturalistic strategies of the first three poems by a long experiment in the philosophical conflict between art and history. By imagining art and history as epistemologically antagonistic it attempts to subdue in a definitive manner poetic strategies that would imagine human history as the necessary knowledge-condition for poetic language.
10
Curran, Timothy M. "The Medievalizing Process: Religious Medievalism in Romantic and Victorian Literature." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7491.
Full textAbstract:
The Medievalizing Process: Religious Medievalism in Romantic and Victorian Literature posits religious medievalism as one among many critical paradigms through which we might better understand literary efforts to bring notions of sanctity back into the modern world. As a cultural and artistic practice, medievalism processes the loss of medieval forms of understanding in the modern imagination and resuscitates these lost forms in new and imaginative ways to serve the purposes of the present. My dissertation proposes religious medievalism as a critical method that decodes modern texts’ lamentations over a perceived loss of the sacred. My project locates textual moments in select works of John Keats, Lord Byron, Charles Dickens, and Oscar Wilde that reveal concern over the consequences of modern dualism. It examines the ways in which these texts participate in a process of rejoining to enchant a rationalistic epistemology that stymies transcendental unity. I identify the body of Christ, the central organizing principle of medieval devotion, as the cynosure of nineteenth-century religious medievalism. This body offers a non-dualistic alternative that retroactively undermines and heals Cartesian divisions of mind and body and Kantian distinctions between noumenal and knowable realities. Inscribing the dynamic contours of the medieval religious body into a text’s linguistic structure, a method I call the “medievalizing process,” underscores the spiritual dimensions of its reform efforts and throws into relief a distinctly religious, collective agenda that undergirds many nineteenth-century texts.
Books on the topic "English language; History; Linguistic philosophy"
1
Moskowich, Isabel. The conditioned and the unconditioned: Late modern English texts on Philosophy : edited by Isabel Moskowich ; Begoña Crespo, University of A Coruña. Amsterdam: John Benjamins Publishing Company, 2016.
Find full text
2
Ringe, Donald A. A linguistic history of English. Oxford: Oxford University Press, 2008.
Find full text
3
Ringe, Donald A. A linguistic history of English. Oxford: Oxford University Press, 2006.
Find full text
4
1957-, Arnovick Leslie K., ed. The English language: A linguistic history. 2nd ed. Don Mills, Ont: OUP Canada, 2011.
Find full text
5
Linguistic turns in modern philosophy. Cambridge: Cambridge University Press, 2006.
Find full text
6
The unity of linguistic meaning. Oxford: Oxford University Press, 2011.
Find full text
7
Kramer, Michael P. Imagining language in America: From the Revolution to the Civil War. Princeton, N.J: Princeton University Press, 1992.
Find full text
8
Kramer, Michael P. Imagining language in America: From the Revolution to the Civil War. Princeton, N.J: Princeton University Press, 1991.
Find full text
9
The romantic performative: Language and action in British and German romanticism. Stanford, Calif: Stanford University Press, 2000.
Find full text
10
Surber, Jere Paul. Language and German idealism: Fichte's linguistic philosophy. Atlantic Highlands, N.J: Humanities Press, 1996.
Find full textBook chapters on the topic "English language; History; Linguistic philosophy"
1
Görlach, Manfred. "Language and Linguistic Change." In The Linguistic History of English, 9–24. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-25684-6_2.
Full text
2
Görlach, Manfred. "Language Contact." In The Linguistic History of English, 137–54. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-25684-6_11.
Full text
3
Allan, Keith, Julie Bradshaw, Geoffrey Finch, Kate Burridge, and Georgina Heydon. "Researching the History of Language(s)." In The English Language and Linguistic Companion, 297–304. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-349-92395-3_26.
Full text
4
Gruntfest, Yaakov. "On the history of semitic linguistic philosophy." In Studies in the History of the Language Sciences, 241. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/sihols.94.32gru.
Full text
5
Formigari, Lia. "Linguistic Historiography between Linguistics and Philosophy of Language." In Studies in the History of the Language Sciences, 1. Amsterdam: John Benjamins Publishing Company, 1995. http://dx.doi.org/10.1075/sihols.74.02for.
Full text
6
Curzan Momma, Anne. "Corpus-Based Linguistic Approaches to the History of English." In A Companion to the History of the English Language, 596–607. Oxford, UK: Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444302851.ch57.
Full text
7
Verlato, Micaela. "Linguistic description and language philosophy in Wilhelm von Humboldt’s North American grammars." In Studies in the History of the Language Sciences, 21–34. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/sihols.127.02ver.
Full text
8
Glaser, Ben. "Introduction." In Critical Rhythm, 1–18. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823282043.003.0001.
Full textAbstract:
Critical Rhythm asks where the attraction of rhythm comes from, and how it operates (secretly or openly) in the history and present practice of criticism. In large part the essays center on literary and specifically poetic concepts of rhythm, though they engage with cognitive linguistics, anthropology, musicology and scientific acoustics, and continental philosophy. The collection is largely but not exclusively focused on English language poetry and criticism, primarily post-1800.
9
Sauer, Hans. "Knowledge of Old English in the Middle English period?" In Language History and Linguistic Modelling, 791–814. DE GRUYTER MOUTON, 1997. http://dx.doi.org/10.1515/9783110820751.791.
Full text
10
Kristensson, Gillis. "The dialects of Middle English." In Language History and Linguistic Modelling, 655–64. DE GRUYTER MOUTON, 1997. http://dx.doi.org/10.1515/9783110820751.655.
Full textConference papers on the topic "English language; History; Linguistic philosophy"
1
Bykova, D. V., and I. V. Kicenko. "The experience of integrating a foreign language into society using the example of the project “Free English »." In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-05-2020-02.
Full text
2
Rodríguez-Abruñeiras, Paula, and Jesús Romero-Barranco. "From scribe to YouTuber: A proposal to teach the History of the English Language in the digital era." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9303.
Full textAbstract:
The present paper deals with a proposal for enhancing students’ engagement in the course ‘History of the English Language’ of the Degree in English Studies (Universitat de València). For the purpose, the traditional lectures will be combined with a research project carried out by groups of students (research teams) in which two digital tools will be used: electronic linguistic corpora and YouTube. Electronic linguistic corpora, on the one hand, will allow students to discover the diachronic development of certain linguistic features by looking at real data and making conclusions based on frequencies by themselves. YouTube, on the other, is a most appropriate online environment where students will share a video lecture so that their classmates can benefit from the research work they did, fostering peer-to-peer learning. The expected results are to make students more autonomous in their learning process, as they will be working on their project from the very beginning of the course; and to engage them more effectively since they will be working in a format that resembles what they do at their leisure time.
3
Abilova, Zulfiyya. "INFLUENCE OF OTHER LANGUAGES ON THE LEXICAL SYSTEM OF THE INTERNATIONAL ENGLISH LANGUAGE." In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7256.
Full textAbstract:
Many natural languages contain a large number of borrowed words, which usually enter the language as the result of cultural-historical, socio-economic and other relations between people. The article is devoted to the English language which, in the process of its historical development, was crossed with the Scandinavian languages and the Norman dialect of the French language. In addition, English almost, throughout its history, had linguistic interaction with Latin, French, Spanish, Russian, German and other languages of the world. This article examines the influence of Latin, French and Scandinavian languages as well as the development of English as the language of international communication.
4
Raheja, Roshni. "Social Evaluations of Accented Englishes: An Indian Perspective." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.1-1.
Full textAbstract:
Research in the field of Language Attitudes and Social Perceptions has evidenced the associations between a speaker’s accent and a listener’s perceptions of various aspects of their identity – intelligence, socio-economic background, race, region of origin, friendliness, etc. This process of ‘profiling’ results in discrimination and issues faced in various social institutions where verbal communication is of great importance, such as education environments, or even during employee recruitment. This study uses a mixed-methods approach, employing a sequential explanatory design to investigate the social evaluation process of native and non-native accents on status and solidarity parameters by students from a multicultural university located in Pune, India. The findings are consistent with research in the field of language attitudes, demonstrating preference for Indian and Western accents as compared to other Asian accents. Semi-structured interviews revealed factors such as education, colonial history, globalization and media consumption to be key in influencing these evaluations. The themes are explored in the context of the World Englishes framework, and the socio-economic history of the English language in India.
5
Islamov, R. S. "THE EXPERIENCE OF TEACHING ENGLISH SPECIAL LEXIS FOR THE MULTILINGUAL GROUPS OF CHEMICAL DEPARTMENTS (BASED ON THE ONOMASTICS OF D.I. MENDELEYEV'S PERIODIC TABLE)." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.130-138.
Full textAbstract:
The paper observes the matter of proper names of chemical elements of the periodic table by D.I. Mendeleev, the history of their origin, and transformation while the morphemic and semantic loaning from Greek and Latin languages. Moreover, the name for this lexis is proposed as stoichonyms. The topic under discussion is actual for chemistry students in classes of English. The paper provides an example of multilingual group of the speakers of Russian, Tajik, and Kyrgyz languages. The special interest is the comparative lexemic analysis of the names of chemical elements in these three languages. By means of it, one can conclude on the students' perception of the scientific lexis in the light of its etymology, on the one hand. On the other hand, one can make an approach to teaching the special lexis not only by language teacher but chemistry as well.
6
Fedorova, Kapitolina. "Between Global and Local Contexts: The Seoul Linguistic Landscape." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.5-1.
Full textAbstract:
Multilingualism in urban spaces is mainly studied as an oral practice. Nevertheless, linguistic landscape studies can serve as a good explorative method for studying multilingualism in written practices. Moreover, resent research on linguistic landscapes (Blommaert 2013; Shohamy et. al. 2010; Backhaus 2006) have shed some light on the power relations between different ethnic groups in urban public space. Multilingual practices exist in a certain ideological context, and not only official language policy but speaker linguistic stereotypes and attitudes can influence and modify those practices. Historically, South Korea tended to be oriented towards monolingualism; one nation-one people-one language ideology was domineering public discourse. However, globalization and recent increase in migration resulted in gradual changes in attitudes towards multilingualism (Lo and Kim 2012). The linguistic landscapes of Seoul, on the one hand, reflect these changes, and However, they demonstrates pragmatic inequality of languages other than South Korean in public use. This inequality, though, is represented differently in certain spatial urban contexts. The proposed paper aims at analyzing data on linguistic landscapes of Seoul, South Korea ,with the focus on different contexts of language use and different sets of norms and ideological constructs underlying particular linguistic choices. In my presentation I will examine data from three urban contexts: ‘general’ (typical for most public spaces); ‘foreign-oriented’ (seen in tourist oriented locations such as airport, expensive hotels, or popular historical sites, which dominates the Itaewon district); and ‘ethnic-oriented’ (specific for spaces created by and for ethnic minority groups, such as Mongolian / Central Asian / Russian districts near the Dongdaemun History and Culture Park station). I will show that foreign languages used in public written communication are embedded into different frameworks in these three urban contexts, and that the patterns of their use vary from pragmatically oriented ones to predominately symbolic ones, with English functioning as a substitution for other foreign languages, as an emblem of ‘foreignness.’
7
Hock, Hans Henrich. "Foreigners, Brahmins, Poets, or What? The Sociolinguistics of the Sanskrit “Renaissance”." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.2-3.
Full textAbstract:
A puzzle in the sociolinguistic history of Sanskrit is that texts with authenticated dates first appear in the 2nd century CE, after five centuries of exclusively Prakrit inscriptions. Various hypotheses have tried to account for this fact. Senart (1886) proposed that Sanskrit gained wider currency through Buddhists and Jains. Franke (1902) claimed that Sanskrit died out in India and was artificially reintroduced. Lévi (1902) argued for usurpation of Sanskrit by the Kshatrapas, foreign rulers who employed brahmins in administrative positions. Pisani (1955) instead viewed the “Sanskrit Renaissance” as the brahmins’ attempt to combat these foreign invaders. Ostler (2005) attributed the victory of Sanskrit to its ‘cultivated, self-conscious charm’; his acknowledgment of prior Sanskrit use by brahmins and kshatriyas suggests that he did not consider the victory a sudden event. The hypothesis that the early-CE public appearance of Sanskrit was a sudden event is revived by Pollock (1996, 2006). He argues that Sanskrit was originally confined to ‘sacerdotal’ contexts; that it never was a natural spoken language, as shown by its inability to communicate childhood experiences; and that ‘the epigraphic record (thin though admittedly it is) suggests … that [tribal chiefs] help[ed] create’ a new political civilization, the “Sanskrit Cosmopolis”, ‘by employing Sanskrit in a hitherto unprecedented way’. Crucial in his argument is the claim that kāvya literature was a foundational characteristic of this new civilization and that kāvya has no significant antecedents. I show that Pollock’s arguments are problematic. He ignores evidence for a continuous non-sacerdotal use of Sanskrit, as in the epics and fables. The employment of nursery words like tāta ‘daddy’/tata ‘sonny’ (also used as general terms of endearment), or ambā/ambikā ‘mommy; mother’ attest to Sanskrit’s ability to communicate childhood experiences. Kāvya, the foundation of Pollock’s “Sanskrit Cosmopolis”, has antecedents in earlier Sanskrit (and Pali). Most important, Pollock fails to show how his powerful political-poetic kāvya tradition could have arisen ex nihilo. To produce their poetry, the poets would have had to draw on a living, spoken language with all its different uses, and that language must have been current in a larger linguistic community beyond the poets, whether that community was restricted to brahmins (as commonly assumed) or also included kshatriyas (as suggested by Ostler). I conclude by considering implications for the “Sanskritization” of Southeast Asia and the possible parallel of modern “Indian English” literature.
8
Eklics, Kata, Eszter Kárpáti, Robin Valerie Cathey, Andrew J. Lee, and Ágnes Koppán. "Interdisciplinary Medical Communication Training at the University of Pécs." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9443.
Full textAbstract:
Medical communication training is being challenged to meet the demands of a more internationalized world. As a result, interdisciplinary simulation-based education is designed to advance clinical skill development, specifically in doctor-patient interactions. The Standardized Patient Program has been applied in American Medical Schools since the 1960s, implementing patient profiles based on authentic cases. At the University of Pécs, Medical School in Hungary, this model is being adapted to facilitate improving patient-interviewing, problem-solving, and medical reporting skills. The interdisciplinary program operates in Hungarian, German and English languages, utilizing actors to perform as simulated patients under the close observation of medical specialists and linguists. This innovative course is designed to train students to successfully collect patient histories while navigating medical, linguistic, emotional, and socio-cultural complexities of patients. Experts in medicine and language assess student performance, offering feedback and providing individualized training that students might improve their professional and communicative competencies. This paper examines how this interdisciplinary course provides valuable opportunities for more efficient patient-oriented communication practices. Through responding to medical emergencies, miscommunications, and conflicts in a safe environment, medical students prepare to deal with a diverse patient context, that more qualified and empathetic health personnel may be employed throughout clinics worldwide. Keywords: interdisciplinary simulation-based education, doctor-patient interaction, MediSkillsLab, medical history taking, language for specific purposes competencies
Reports on the topic "English language; History; Linguistic philosophy"
1
O’ Brien, Gisela, Magaly Lavadenz, and Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.
Full textAbstract:
In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.