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Статті в журналах з теми "English language"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 30 липня 2024

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1

Kirkpatrick, Andy. "‘Chinese English or English Chinese?’." Global Chinese 1, no. 1 (April 1, 2015): 85–110. http://dx.doi.org/10.1515/glochi-2015-1004.

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Abstract A question which is frequently asked in discussions about the future roles of English and Chinese (Modern Standard Chinese or Putonghua and often also referred to as Mandarin) in the Asia-Pacific region is whether Chinese will replace English as the primary regional language or lingua franca. In this article, I shall first consider the roles that each language is playing in China itself and within the Asia-Pacific region. I shall argue that it is important to take these languages together, as the combination of Modern Standard Chinese and English is threatening regional languages, including other major Chinese languages such as Cantonese. In dealing with these two major languages in combination, I shall also consider how each language has influenced and continues to influence the other linguistically, illustrating this with examples at the levels of lexis, syntax, rhetoric and pragmatic norms. I shall conclude by tentatively suggesting how the roles of these two languages may develop in future, and the potential sociolinguistic consequences of this.

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2

Tambile, Rajendra K. "Language Laboratory and English Language Learning." Indian Journal of Applied Research 3, no. 6 (October 1, 2011): 28–29. http://dx.doi.org/10.15373/2249555x/june2013/10.

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3

Eneremadu, Queen Easther Chioma, Ndubuaku Rosita, and Chuwuezi Eziku. "Language Planning in Nigeria: Clash Between English Language and Indigenous Languages." Indonesian Journal of Applied and Industrial Sciences (ESA) 3, no. 2 (March 16, 2024): 189–202. http://dx.doi.org/10.55927/esa.v3i2.8363.

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In Nigeria almost 500 indigenous language that has assumed the status of a global linguistic code. The contact in different domains between English language an contact languages in the country continues to effect the performance in English and contact languages thereby making communication in either English or any other indigenous languages unattainable. This research work studied the gap between the use of English language and the indigenous languages in multilingual country, Nigeria which exists as a result of the non-implementation of language policies as stipulated by the Government. The sampling research method was adopted and questionnaires were employed to test the research hypothesis which proved positive. The major conclusion deduced from the findings reflect that if there must exist a linguistic balance between the use of English language in the country, the Government must endeavour through the Ministries of Education that both public owned and private owned schools adhere to a new language policy as the research work suggests. Offering indigenous languages in schools must be made compulsory and not optional as well as a compulsory subject to gain admission into Nigerian Universities like the English language.

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4

HOGG, R. M., and R. COATES. "English Language." Year's Work in English Studies 63, no. 1 (January 1, 1985): 24–43. http://dx.doi.org/10.1093/ywes/63.1.24.

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5

COATES, R., D. DENISON, V. SALMON, and K. WALES. "English Language." Year's Work in English Studies 64, no. 1 (January 1, 1986): 31–73. http://dx.doi.org/10.1093/ywes/64.1.31.

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6

COATES, R., D. DENISON, V. SALMON, and K. WALES. "English Language." Year's Work in English Studies 66, no. 1 (January 1, 1988): 57–111. http://dx.doi.org/10.1093/ywes/66.1.57.

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7

Coates, R., K. C. M. MacMahon, K. Turner, F. Colman, D. Denison, and P. Simpson. "English Language." Year's Work in English Studies 67, no. 1 (January 1, 1989): 63–117. http://dx.doi.org/10.1093/ywes/67.1.63.

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8

BURNLEY, D., M. K. C. MACMAHON, K. TURNER, F. COLMAN, J. DOR, R. COATES, and P. SIMPSON. "English Language." Year's Work in English Studies 68, no. 1 (January 1, 1990): 59–120. http://dx.doi.org/10.1093/ywes/68.1.59.

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9

TURNER, K., M. K. C. MacMAHON, F. COLMAN, J. DOR, R. COATES, and P. SIMPSON. "English Language." Year's Work in English Studies 69, no. 1 (January 1, 1991): 52–114. http://dx.doi.org/10.1093/ywes/69.1.52.

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10

TURNER, K., M. MACMAHON, F. V. D. LEEK, J. DOR, R. COATES, and P. SIMPSON. "English Language." Year's Work in English Studies 70, no. 1 (January 1, 1992): 78–150. http://dx.doi.org/10.1093/ywes/70.1.78.

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11

TURNER, K., M. K. C. MACMAHON, F. VAN DER LEEK, J. DOR, R. COATES, and P. SIMPSON. "English Language." Year's Work in English Studies 71, no. 1 (January 1, 1993): 112–76. http://dx.doi.org/10.1093/ywes/71.1.112.

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12

TURNER, K., M. K. C. MACMAHON, N. WOODS, F. VAN DER LEEK, C. KAY, R. COATES, and J. J. WEBER. "English Language." Year's Work in English Studies 72, no. 1 (January 1, 1993): 16–69. http://dx.doi.org/10.1093/ywes/72.1.16.

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13

TURNER, K., M. MACMAHON, N. WOODS, O. FISCHER, W. VAN DER WURFF, R. COATES, and J. J. WEBER. "English Language." Year's Work in English Studies 73, no. 1 (January 1, 1995): 1–81. http://dx.doi.org/10.1093/ywes/73.1.1.

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14

JASZCZOLT, K., N. WOODS, O. FISCHER, W. V. D. WURFF, C. HOUGH, and J. J. WEBER. "English Language." Year's Work in English Studies 74, no. 1 (January 1, 1996): 1–79. http://dx.doi.org/10.1093/ywes/74.1.1.

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15

JASZCZOLT, K., N. WOODS, J. COLEMAN, O. FISCHER, W. V. D. WURFF, C. E. HOUGH, and J. J. WEBER. "English Language." Year's Work in English Studies 75, no. 1 (January 1, 1997): 1–90. http://dx.doi.org/10.1093/ywes/75.1.1.

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16

JASZCZOLT, K., J. COLEMAN, N. J. WOODS, O. FISCHER, W. VAN DER WURFF, C. HOUGH, A. H. JUCKER, and C. CALVO. "English Language." Year's Work in English Studies 76, no. 1 (January 1, 1998): 1–109. http://dx.doi.org/10.1093/ywes/76.1.1.

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17

JASZCZOLT, K., I. T. B. VAN OSTADE, O. FISCHER, W. VAN DER WURFF, J. COLEMAN, C. HOUGH, L. PUST, A. SAND, A. H. JUCKER, and C. CALVO. "English Language." Year's Work in English Studies 77, no. 1 (January 1, 1999): 1–129. http://dx.doi.org/10.1093/ywes/77.1.1.

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18

Ginsberg, Daniel, Maya Honda, and Wayne O'Neil. "Looking beyond English: Linguistic inquiry for English Language Learners." LSA Annual Meeting Extended Abstracts 1 (May 2, 2010): 28. http://dx.doi.org/10.3765/exabs.v0i0.507.

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Анотація:

Is there a role for linguistic inquiry in a class of high school English Language Learners? Based on a year-long pilot project initiated by a Greater Boston high school teacher, we present evidence: (1) that examining the spoken and written languages represented in the classroom captures students’ interest and engages them in critical inquiry about the nature of linguistic knowledge and about their beliefs about language; (2) that the analysis of students’ home languages validates these languages in the school context, defining them as a rich resource worthy of study, rather than as a hindrance to education.

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19

Passoni, Taisa Pinetti. "Language Without Borders (English) Program: A Study on English Language Ideologies." Revista Brasileira de Linguística Aplicada 19, no. 2 (June 2019): 329–60. http://dx.doi.org/10.1590/1984-6398201913661.

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Анотація:

ABSTRACT This paper presents the synthesis of a study on the English language ideologies (ELI) underlying the Federal Program entitled “Languages without Borders-English” (LwBE). The investigation draws on texts from the legal, educational, and journalistic spheres about the enactment of the Program. Using NVivo 11 software, these texts were stored and categorized in the light of the Policy Cycle Approach and Critical Discourse Analysis. The overlapping of six ELI - standard language, English language as a commodity, native-speakerism, instrumentalist, global language and linguistic imperialism - is conceived as a common trait of LwBE in discourses, displaying tensions between the ratification and the questioning of English hegemony in the language policy engendered by the Program, within the context of the internationalization of Brazilian higher education.

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20

Ogunnaike, Oludamini, and Mohammed Rustom. "Islam in English." American Journal of Islamic Social Sciences 36, no. 2 (April 15, 2019): 102–11. http://dx.doi.org/10.35632/ajiss.v36i2.590.

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Анотація:

The Quranic revelation had a tremendous impact upon the societies, art, and thought of the various peoples with whom it came into contact. But perhaps nowhere is this influence as evident as in the domain of language, the very medium of the revelation. First, the Arabic language itself was radically and irrevocably altered by the manifestation of the Quran.3 Then, as the language of the divine revelation, Quranic Arabic exerted a wide-ranging influence upon the thought and language of speakers of Persian, Turkish, numerous South and South-East Asian languages, and West and East African languages such as Hausa and Swahili.

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21

Ogunnaike, Oludamini, and Mohammed Rustom. "Islam in English." American Journal of Islam and Society 36, no. 2 (April 15, 2019): 102–11. http://dx.doi.org/10.35632/ajis.v36i2.590.

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Анотація:

The Quranic revelation had a tremendous impact upon the societies, art, and thought of the various peoples with whom it came into contact. But perhaps nowhere is this influence as evident as in the domain of language, the very medium of the revelation. First, the Arabic language itself was radically and irrevocably altered by the manifestation of the Quran.3 Then, as the language of the divine revelation, Quranic Arabic exerted a wide-ranging influence upon the thought and language of speakers of Persian, Turkish, numerous South and South-East Asian languages, and West and East African languages such as Hausa and Swahili.

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22

Mish, David. "Sharing Stories: English Language Learners Become English Language Authors." TESOL Journal 5, no. 1 (February 26, 2014): 150–55. http://dx.doi.org/10.1002/tesj.128.

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23

Kirubai, Mrs Joyce Deva, and Dr J. Joel Dr.J.Joel. "Assessing English Language Proficiency." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 309–10. http://dx.doi.org/10.15373/2249555x/may2014/89.

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24

Nimram, Mary Daniel, Obins Isaac Nuhu, Blessing Saina’an Lagan, Asheazi Diana Ponsak, and Daniel Nanlir Nimram. "Translation Equivalents in Nigerian English and Ghanaian English." European Journal of Theoretical and Applied Sciences 1, no. 6 (November 1, 2023): 1170–80. http://dx.doi.org/10.59324/ejtas.2023.1(6).113.

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Анотація:

This research is an analysis of the translation equivalents in Nigerian and Ghanaian Englishes. Translation equivalents refer to manifestations of mother tongues interferences in which lexical items are substituted literally from other local languages to English language. This study discusses the data from ICE Nigeria and Ghana respectively that reflect mother tongue interferences. All the data were purposively drawn from International Corpus of English (ICE) Nigeria and (ICE) Ghana components. A total of thirty-nine expressions constitute the data for analysis in this study. An eclectic framework of language interference, transfer and language variation and change is used for analysis. The analyses are in three levels: sociolinguistic, semantic and corpus based. This study identifies some distinctive NE and GhE lexical items from ICE Nigeria and Ghana with their meanings. Examples include “raise voice and no light” (NE) and “feel the rain and kill time” (GhE). The translation equivalents in NE are majorly as a result of the influence of the Nigerian indigenous languages: Igbo, Yoruba and Hausa languages, among others. That of GhE is greatly influenced by the Akan, Ewe and Ga languages. The study reveals that translation equivalents in both varieties of English are quite related.

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25

Ngarsou, Voudina. "First Language and Second Language in the Multilingual Context." J-Lalite: Journal of English Studies 3, no. 2 (December 31, 2022): 144. http://dx.doi.org/10.20884/1.jes.2022.3.2.6944.

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Анотація:

Studies in English continues to gain ground in different countries and from different perspectives to the extent that some concepts need to be rethought. For this reason, the first language (L1) and second language (L2) in a multilingual setting were examined. This study was motivated by the fact that despite the extensive research into language teaching and language learning, little was clear about L1 and L2 in the context where many indigenous languages coexist with European languages and others. As example, Chad which is a multilingual country has French and Arabic as official languages, and English is given the status of a foreign language. Many studies in English in non-native English speaking environment considered the students’ mother tongue as L1, but the current research aimed to show that the first language could refer to the second language and rethink what are called first language and second language in research on English language learning by contextualising the situation. Qualitative method was used. It did not involve the collection of data. It was based on literature: books, articles, and opinions. So, from the body of the paper, the findings showed that many studies in English referred to the first language not as the speaker’s mother tongue, but the second language. This meant that L1 in terms of the students’ native languages (indigenous languages) should not be included in studies that involve the influence of L1 on English, unless the L1 that refers to the native language is made clear in the study.

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26

Md. Khalid Raza. "Impact of English Language in Engineering." Creative Launcher 4, no. 4 (October 31, 2019): 76–79. http://dx.doi.org/10.53032/tcl.2019.4.4.14.

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Language, verbal or non-verbal is an important tool of communication. Languages are created by humans and are a lot different from human communication systems. It is through language that traditions, belief, system, information and knowledge are transferred from one generation to another. There is multitude of languages across the world, despite of this. Effective communication , where the listeners interprets message in exact manner as the speaker intends to while speaking , requires accurate use of language. Languages cannot exist in isolation. Any language that is not a native language of any community is called dead language. A dead language may be studied for academic purposes but not communication (verbal or written) is preformed in that language apart from educational purpose. Ancient Sanskrit, Hebrew, and Latin are some of the examples of dead language.

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27

Malto, Margielyn A., and Dr Francis Mervin L Agdana. "English lexical reference of minamanwa language." International Journal of Multidisciplinary Research and Growth Evaluation 5, no. 3 (2024): 488–502. http://dx.doi.org/10.54660/.ijmrge.2024.5.3.488-502.

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This study focuses on the preservation of the Minamanwa language, an indigenous language spoken by the Mamanwa tribe in the Philippines. Employing a qualitative ethnographic research design, data were collected through observations and interviews with adult members of the Mamanwa community in Barangay Jubgan, Surigao del Norte. The findings reveal 404 Minamanwa words, with a 10.2% similarity to the Visayan language in spelling and pronunciation. Additionally, a mini-dictionary was developed as a lexical reference for the Minamanwa language in English. The study concludes that the Minamanwa language has been influenced by the Visayan language due to daily interactions, and it holds potential for use within schools, particularly in the MTB-MLE program. Recommendations include incorporating the Minamanwa dictionary into language instruction, implementing language programs to preserve indigenous languages, and conducting further research on ethnolinguistic languages in the Philippines. This study contributes to the preservation and recognition of indigenous languages, fostering cultural continuity and pride among Filipino communities.

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28

Axatovna, Safina Farida, and Baymatov Abduaziz Abdujabbarovich. "WHY LATIN LANGUAGE IS FUNDAMENTAL IN STUDYING EUROPEAN LANGUAGES." American Journal of Philological Sciences 3, no. 12 (December 1, 2023): 97–103. http://dx.doi.org/10.37547/ajps/volume03issue12-16.

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Анотація:

The development of language is a fascinating study. The ancient Chinese and Egyptians used pictographic languages which took years for the priests and scholars to master. The common working citizen had no time for such study and so remained powerless and able to be exploited. About 1500BC the Phoenicians developed a phonetic alphabet which could be used by the common merchants to conduct their trading businesses. The Greeks learned it from them and further developed it by adding vowels. This phonetic alphabet made people think differently. It encouraged analysis and the developmentof awhole written language of interchangeable components.All the languages that developed from the Latin and Greek root vocabularies function like that. If we don’t teach the root meaning of those components, we burden ourselves with the task of learning thousands of individual English words as wholes. By studying Latin can master the components of many languages, including English.

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29

Dahl, Anne. "University language students' motivations for their language of study." Nordic Journal of Language Teaching and Learning 10, no. 1 (September 12, 2022): 1–23. http://dx.doi.org/10.46364/njltl.v10i1.1013.

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Анотація:

While there is abundant research on motivation in second-language learning, we know little about what motivations students may have for choosing a specific language of study in the Norwegian university context. The number of students who apply to English study programs every year is high, while the numbers for the traditional foreign languages beyond English, especially German and French, are concerningly low. The present study surveyed students in their first year of university language study, asking key questions about their reasons for choosing their language of study. Overall findings are that students of English are particularly instrumentally motivated, believing that English will be useful for future work. Students of French and Spanish, on the other hand, are more affectively motivated, while German students fall in between the other languages in responses to questions of motivation. While all students generally feel that knowledge of foreign languages beyond English is important, Spanish students were especially consistent in this response. In terms of interest in sub-disciplines of university language study, all student groups were relatively similar in showing a stronger interest in learning about the cultural and social aspects of countries where the language is spoken compared to literature formal aspects of language. The main conclusion is that motivations may be different for studying different foreign languages beyond English, and that in order to recruit more students to academic language programs, focusing on each specific language and its potential motivations is necessary. Keywords: foreign language, motivation, language studies, English, French, Spanish, German

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30

Baghana, Jerome, Tatiana G. Voloshina, Yana A. Glebova, Emilia A. Bocharova, and Minara A. Radovich. "Globalization influence on linguistic and cultural state due to the language contacts’ interaction." Laplage em Revista 6, Extra-A (December 14, 2020): 190–97. http://dx.doi.org/10.24115/s2446-622020206extra-a579p.190-197.

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Анотація:

The article deals with the peculiarities of linguistic and cultural changes of language structure influenced by globalization process within the language contacts’ interaction. The analysis of various aspects in the modern society proves the dominance of the English language in the formation of the world collaboration. According to the research, English hybrid languages or new Englishes, based on the Standard English norms, are forced to adapt to the local linguistic and cultural needs. These hybrid languages perform the mixture of indigenous languages’ structure and Standard English rules, thought in many cases English dominates and replaces phonetic, lexical, syntactic elements of indigenous languages. Much attention in the work is paid to the peculiarities of such hybrid language as Nigerian English, which presents the local language variant, functioning in Nigeria. Owing to language contacts’ cooperation, Nigerian English combines the language features of Standard English rules and Nigerian local languages’ peculiarities.

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31

Chechetka, V. I., L. V. Lukina, and A. V. Pilevtseva. "THE DYNAMICS OF ANGLICISMS IN THE MODERN GERMAN LANGUAGE." Modern Linguistic and Methodical-and-Didactic Researches, no. 2(37) (December 31, 2022): 70–83. http://dx.doi.org/10.36622/mlmdr.2022.20.78.008.

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Анотація:

Statement of the problem. Our research is aimed at considering the problem of borrowing English words (anglicisms) in German. On the basis of modern German texts of different genres (slogans of firms and enterprises, speeches of public figures in the media, etc.), an attempt is made to analyze some of the problems dealing with distortions of the standard German language. Results. Over the centuries, as a result of political and economic changes in the German-speaking countries, the German language has been significantly influenced by other languages, and a large number of foreign words have entered its vocabulary. Today, in the lexical system of the German language, there is an excessive amount of English borrowings. Some linguists and vocabulary researchers classify and treat German as a recipient language. At present, there are cases when English words are used as a standard, and even the term Denglisch has appeared, i.e. combination of two languages (Deutsch+Englisch = German + English). The article deals with the problems of the phenomena of linguistic purism, analyzes the research of the German Linguistic Society (VDS), which opposes the excessive dominance of foreign words. Every year, the Society awards prizes for the creation of new words by mixing German and foreign languages, in particular English, and the peculiarities of their translation. We have identified the “words of the year” that influenced the German language in one way or another, and we also consider problems that have a negative impact on the standard German language. Conclusion. Due to the rapid development of new technologies and industries, the role of English as the language of international communication in German society is growing. The influence of the English language on the language situation in Germany has been observed for several centuries. In the 21st century, this process is not weakening, but on the contrary, it is expanding. As a result of the study, it is concluded that the English language certainly has an impact on the development of the German language, but does not violate its uniqueness and naturalness of the lexical system.

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32

Wahid, Suhaimi Abdul. "The Competency of English Language Teachers in Implementing the English Language Literacy Programme." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5518–26. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020259.

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33

Phillipson, Robert. "Global English and local language policies." Language Problems and Language Planning 25, no. 1 (August 16, 2001): 1–24. http://dx.doi.org/10.1075/lplp.25.1.02phi.

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Анотація:

The paper analyses the mythology and imagery underpinning global English, the many labels used to describe English, and the transition from an imperialist language into one that meshes with ongoing processes of Europeanisation and Americanisation, largely through the influence of transnational corporations. EU language policy does not represent a counterweight to an expansion of English, which constitutes a threat to other languages. Implications are drawn for Danish, the dominant language hitherto, and for foreign and immigrant languages, in Denmark, a country that traditionally has a laissez-faire attitude to language policy. Building on a wealth of research evidence and experience in other countries, an ABC of language policy for Denmark is articulated. It covers an Action plan, links with Business, Consultation, Diversification of languages and ways of learning them, Europeanisation, proper Funding through co-ordination between relevant government departments, Goals that reflect local and global needs, policies that respect the linguistic Human rights of speakers of all languages in Denmark, and resistance to linguistic Imperialism.

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Khamitova, Shaizat Amantayevna, and Almagul Sovetovna Adilova. "Language Adaptation of Turkisms in English." Engineering and Educational Technologies 8, no. 3 (September 30, 2020): 24–32. http://dx.doi.org/10.30929/2307-9770.2020.08.03.02.

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Анотація:

One of the most important indicators of the adaptation of Turkic borrowing in English is their allocation in different dictionaries of English (explanatory, etymological, phraselogical), as well as their use in different works of fiction. Linguistic contacts manifest themselves in the interaction of linguistic, cultural and historical factors and represent an essential process in intercultural communication. Turkic lexical elements, actively used in various languages as a language mechanism, require special attention. A comparison of different languages shows that borrowing is a universal fact of language, the linguistic essence of which allows to determine the absolute or relative chronology of their entry into the system of different languages. Turkisms closely related to the lexico-semantic system of the recipient language expands the body of language units of English and other languages, indicating the paths of penetration and the degree of adaptation. This takes into account the patterns of lexical and phonetic potential of the language. Turkic borrowing includes not only Turkic words, but also lexical elements of Arabic and Mongolian, Persian, Tatar, Uzbek, Kazakh origin, which have penetrated English through many Turkic languages and have been reflected in English lexicographic sources. Turkism thus refers to words included in English from Turkic languages or through Turkic languages regardless of the source of the mutual relationship, i.e. words having a Turkic stage in their history.

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35

Millet, Jérôme. "Éditorial (english language)." Inflexions N° 1, no. 1 (2005): 14. http://dx.doi.org/10.3917/infle.001.0014.

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36

Domingues, Vera. "Beyond English language." Nature Ecology & Evolution 5, no. 12 (November 1, 2021): 1567. http://dx.doi.org/10.1038/s41559-021-01596-9.

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SARFRAZ KHAN, JUNAID, SAIMA TABASUM, OSAMA MUKHTAR, Tahira Bano, and Maryam Iqbal. "ENGLISH LANGUAGE PROFICIENCY;." Professional Medical Journal 19, no. 02 (February 22, 2012): 172–79. http://dx.doi.org/10.29309/tpmj/2012.19.02.2004.

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Анотація:

Introduction: Each year, more than 30,000 students sit in the Government sponsored Entrance Test conducted by University ofHealth Sciences, Lahore for admission in Public and Private Medical & Dental Institutes of Punjab, Pakistan. Objective: In this study, we haveembarked to seek the relationship of the performance of students in the English component of the test and their sciences components scoresand how this English-Science relationship varies amongst the developed and underdeveloped districts of Punjab, Pakistan. Period: Threeyears from 2008 to 2010. Methodology: The sciences components scores of the candidates in MCAT, their scores in English portion in the testand their demographic variables were entered into Statistical Package for Social Sciences (SPSS) v.16. Parametric tests were applied.Results: Nearly 14% of the question paper tests proficiency of the candidates in the English Grammar. The students from thesocioeconomically challenged districts scored less marks in English component as well as in the sciences component of Entrance Test whencompared with the scores of the students of more developed districts (p<0.05). The difference in the mean marks of English and Sciencescomponents of the test when adjusted for weightage was higher in the socioeconomically developed districts (p<0.05). A steady improvementfrom 2008 to 2010 in the scores obtained by candidates in English component of the Entrance Test was observed (p<0.05). Conclusions: Foradmission in Medical and Dental Colleges in Punjab, candidates scoring more than 60% marks in their Higher Secondary School CertificateBoard Examination, have to sit in a uniform Entrance Test in which from the year 2008-2009, candidates from socioeconomically low districtshave performed poorly in both English component and sciences components of test in comparison to the candidates from more developeddistricts. The comparatively lower score is more significant in sciences components of test. The lower scores of the less developed districts,candidates can not therefore be attributed to their low proficiency in the English language but rather to a lower general educational performance.

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Francis, W. Nelson, and Robert Burchfield. "The English Language." Language 62, no. 3 (September 1986): 712. http://dx.doi.org/10.2307/415507.

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Francis, W. N., and David Crystal. "The English Language." Language 66, no. 4 (December 1990): 861. http://dx.doi.org/10.2307/414745.

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Blockley, Mary. "Old English Language." ANQ: A Quarterly Journal of Short Articles, Notes and Reviews 3, no. 2 (April 1990): 45–48. http://dx.doi.org/10.1080/19403364.1990.11755237.

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41

Eskey, David E., and Robert Burchfield. "The English Language." Modern Language Journal 70, no. 1 (1986): 89. http://dx.doi.org/10.2307/328106.

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COATES, R., D. DENISON, V. SALMON, and K. WALES. "II English Language." Year's Work in English Studies 65, no. 1 (January 1, 1987): 24–66. http://dx.doi.org/10.1093/ywes/65.1.24.

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VAN OSTADE, I. T. B., J. VAN DE WEIJER, O. FISCHER, W. VAN DER WURFF, B. GYURIS, J. COLEMAN, C. E. HOUGH, et al. "I English Language." Year's Work in English Studies 78, no. 1 (January 1, 2000): 1–155. http://dx.doi.org/10.1093/ywes/78.1.1.

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FANEGO, T., I. T. B. VAN OSTADE, J. VAN DE WEIJER, M. VAN GENT-PETTER, W. VAN DER WURFF, B. GYURIS, J. COLEMAN, et al. "I English Language." Year's Work in English Studies 79, no. 1 (January 1, 2001): 1–130. http://dx.doi.org/10.1093/ywes/79.1.1.

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FANEGO, T., I. T. B. VAN OSTADE, J. VAN DE WEIJER, M. VAN GENT-PETTER, W. VAN DER WURFF, B. T. GYURIS, J. COLEMAN, et al. "I English Language." Year's Work in English Studies 80, no. 1 (January 1, 2001): 1–123. http://dx.doi.org/10.1093/ywes/mae001.

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FANEGO, T., C. VASQUEZ, J. VAN DE WEIJER, B. LOS, W. VAN DER WURFF, B. T. GYURIS, J. COLEMAN, et al. "I English Language." Year's Work in English Studies 81, no. 1 (January 1, 2002): 1–131. http://dx.doi.org/10.1093/ywes/maf001.

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FANEGO, T., C. VASQUEZ, J. V. D. WEIJER, B. LOS, W. V. D. WURFF, B. T. GYURIS, J. COLEMAN, et al. "I English Language." Year's Work in English Studies 82, no. 1 (January 1, 2003): 1–114. http://dx.doi.org/10.1093/ywes/mag001.

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VASQUEZ, C., J. VAN DE WEIJER, B. LOS, W. VAN DER WURFF, B. T. GYURIS, J. COLEMAN, E. CALLARY, et al. "I English Language." Year's Work in English Studies 83, no. 1 (January 1, 2004): 1–108. http://dx.doi.org/10.1093/ywes/mah001.

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Keizer, E. "I English Language." Year's Work in English Studies 84, no. 1 (August 5, 2005): 1–129. http://dx.doi.org/10.1093/ywes/mai001.

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Keizer, E., M. Albakry, J. van de Weijer, B. Los, W. van der Wurff, B. Gyuris, J. Coleman, et al. "I * English Language." Year's Work in English Studies 85, no. 1 (January 1, 2006): 1–128. http://dx.doi.org/10.1093/ywes/mal001.

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