Culture in the EIL paradigm Over the past years, linguists have put a lot of emphasis on the learning of not only English itself but also the culture of English-speaking societies. Cortazzi and Jin (1999) propose three categories of culture in English textbooks to be investigated. The first is the source culture referring to the learners’ native culture. The second is the target culture where the target language is used as a first language, for example American or British culture. The third category
they brought with them English culture. The colonies in New England, Middle Colonies, and Southern Colonies all attracted Englishmen and therefore aspects of English culture. However, the New England colonies were the most significant group of colonies of the New World in establishing an outpost of English culture along the Atlantic coast of North America in the 17th century. The middle and southern colonies played their roles as well, and the differences in regional culture are evident today. Everyday
Learning English through popular culture Once I was having a conversation with my friend who is going to have the Hong Kong Diploma of Secondary Education examination and talked about the difficulties of learning English. He said is getting boring about English, he cannot find a proper for himself to learn English; therefore he is losing enthusiasm of it. Then I try to think about how I can help him out of this situation, and I found out if you want to learn better English, you have to feel passion
various nations as English has became a global language. Wherever one travels around the world, there is always a substantial chance for that person to communicate with minimum English. At the same time, one may notice that English in different nations has its own characteristics that could not be found in any other countries. English in New Zealand is a distinctive example of how English language in different nations has been introduced and shaped. We can observe the development of English in New Zealand
writing, since she was able to experience both traditions and customs at first hand. Crossing borders and identity are both reoccurring themes that Gina decides to interpret in her writings. The English and Spanish languages as well as both cultures weave through her life. Valdes received degrees from the English and Spanish departments at the University of California, San Diego. She has also taught both languages at various universities such as at the University of California, San Diego and San Diego
The Influence of the Norman Conquest Incorporating French into English Culture and Language Normandy and England circa. 1066 Normandy is a coastal district in France that lies almost directly across from England. Its name was derived from the groups of Northmen who settled in the district only a century or two before the Norman Conquest. Although the Norman population would be largely Scandinavian in origin during the ninth and tenth centuries, it would shift in the century spanning 966
every aspect of botany and nature. In order to increase his knowledge, he had the opportunity to travel to Australia, South America, Tahiti, New Zealand, and Newfoundland and Labrador. For example, in "Joseph Banks and the English Enlightenment: Useful Knowledge and Polite Culture" by John Gascoigne, the author begins his book by discussing Banks' public life. Gascoigne starts by comparing Francis Bacon and Joseph Banks. He believes that
There are simply two types of people in this world; good people and bad people. In Shakespeare’s play Macbeth, the King of Scotland (well at least at the beginning of the play) whom is King Duncan, would be labeled as a good person. Duncan is viewed as Macbeth’s opposite, since Macbeth’s characteristics are all made to be pointed out as a bad person. The story of Macbeth is all about greed, power, and guilt. Macbeth becomes greedy when he kills Duncan in order to become king and to gain power. Lady
English and Chinese culture are quite different from each other, because of different language habits, historical background, traditional customs and so on, The cultural differences between them are reflected obviously not only on literature, arts, thought etc, but also on something inconspicuous, such as the usage of color words. There are a large quantity of English color words. According to etymology, they can be divided into two kinds, basic color words and object color words. The former are
widely disregarded. Several of the critiques of CR are based on Kaplan’s view of culture being homogenous and static. Critics argue that rhetorical styles interact with and influence one another, reasoning that boundaries between the rhetorical styles of different languages and cultures are much less rigid than Kaplan presumed (Li 104). Contrastive Rhetoric, according to Wang’s criticism of Kaplan’s work, sees culture as something that is fixed, unchanging, and based on national boundaries (141)
Japanese culture. Japanese culture has infatuated me ever since middle school when my friend invited me to go to a Japanese-styled restaurant with her family. The first time I tasted sushi and nigiri was captivating. The flavors were new and enticing. I never believed I would enjoy something raw other than cookie dough. I always loved trying new foods, and Japan had a variety of new flavors for me to taste. After experiencing Japanese cuisine, I developed a new interest in Japanese culture beginning
emphasizes the powerful way language impacts people, their identity and culture in a small rural town of Baile Beag, Ireland. Friel connects language to social and political issues that are invading Ireland by the British, exposing the unbridgeable gap between the two different cultures; also he uses symbolism and two distinctly different dialects. The narration of the story has two distinctly different dialects, English and Gaelic. This distinction provides the reader with an understanding of
useful idea to incorporate the concept of culture competence. That is, bring together a set of congruent behaviors, attitudes, and policies in a system to enable that system to work effectively in cross-cultural situations. In my experiences in education, I come from a school district in which linguistic diversity is present in a significant majority of the students. Linguistic diversity has students who may have a first language other than English. English Language Learners are reasonably fluent
understand how other cultures communicate, we should learn about other cultures and the ways they communicate with each other. When all team members make an effort to understand each other better, a more cohesive team is formed. International
Assimilation and Retroculturation When people are forced to make a choice between keeping their own roots and blending into the mainstream culture, many people tend to assimilate into the mainstream culture. Blending into the mainstream means new opportunities and better lives, but keeping old identities make them get the sense of belonging. There are numerous ways for people to keep their roots. In the essay “Once Upon a Quinceanera”, Julia Alvarez follows the female “coming-of-age” tradition known
“The Pre-Raphaelite Brotherhood Manifesto and Victorian English Culture in John Everett Millais’s “Ophelia” The British Royal Academy of Art dictated how young artists learned their craft and the works that were considered successful art. Three students at the Royal Academy; Dante Gabriel Rossetti, William Hunt, and John Everett Millais, set out to create work that differed from the Academy’s established criteria. Those three men formed the Pre-Raphaelite Brotherhood in secret in order to create
globalization is on the rise, so is the diverse student population rising in schools all over the United States, including students who are learning English as a new language. These students are English Language Learners (ELLs); they are learning English for the first time in addition to their native language. They’ve either had little or no knowledge of English before entering the school environment. According to the National Center of Educational Statistics (2013), an estimated 4.7 million or ten percent
regarding the amount of immigrants coming to the United States. The impact the immigrants have had on education and diversity is unbelievable. There are many factors which contribute to the element of diversity in education, such as each student 's culture, the different languages each student speaks, promoting gender equality amongst students, and working with students who have exceptionalities. As today 's educators, teachers must understand diversity from an omniscient perspective and the influence
claims, “The borderline work of culture demands an encounter with “newness” that is not part of the continuum of past and present. It creates a sense of the new as an insurgent act of cultural translation” (Bhabaha 938). In other words the culture must locate differences between their beliefs and customs from those of a foreign cultures. In doing so this “newness” creates a sense of insurgent acts (Bhabha). These other cultures are different, and that because these cultures are different they are automatically
the blend or melting of cultures, or a combination of several of cultures in a society. Explorers to the “New World” such as Cabeza de Vaca and William Bradford are significantly important in history and in literature. Both explorers traveled to the “New World” for different reasons. Cabeza de Vaca went on an exploration to gain more wealth, gold, learn about the land, and culture. On the other hand, Bradford moved to the Americas for religious freedom, and away from English rule. Cabeza de Vaca and