Dutch Difficulties with English Dialects Knowledge of the Dutch language is not sufficient to be understood all over the world. Therefore, many Dutch people have taken the effort to acquire a level of near-native proficiency of the English language. However, there are several varieties of English, for example Irish and Scottish dialects. Nevertheless, the majority of the Dutch have learnt British English instead of Scottish, Irish. Why would this be the case? Although the Irish and Scottish dialects are closely related to the British English language, it remains more difficult for Dutch people to acquire this language. This can be explained by the fact that British tradition is more integrated in the Dutch culture, and RP is more often heard in the media than Scottish and Irish pronunciation. Also, the use of Scottish and Irish is diminishing, because an international pressure to create uniformity in the English language forces dialects to disappear gradually. Dutch learners have better opportunities to acquire British English instead of Scottish or Irish dialects. The British tradition is more integrated in the Dutch culture than Scottish. Of all the major modern Germanic languages, Dutch is the closest relative of English. The Dutch language contains many French loanwords, though not as many as the English. The German language contains less French loanwords than English or Dutch. For example, the word 'boulevard', a French word integrated in both Dutch and English language, is in German called a 'Prachtstraβe'. The word 'saint', a French loanword integrated in English, can be translated by 'sint' in Dutch, which is comparable to the English word. On the contrary, the German word for 'saint' is 'Heiliger', a word completely deviated from English language. This proves that English vocabulary is deeply enrooted in Dutch vocabulary. Many English words have been integrated in Dutch language so profoundly that nowadays, hardly anyone recognizes them as being ´English loanwords´. Some examples of words of English origines that have been integrated in Dutch language are: manager, computer, flat and ticket. There are no typically Scottish of
Society judges civilians based on looks, social status, class and many other ways. One way society places judgment on civilians is by criticizing how they speak or write. This judgment has consequences on individuals who have not mastered the English language, such as limited opportunities and being socially awkward. In “Mother Tongue,” Amy Tan discusses the struggles of speaking “Broken” English, consequently leading to judgment.
Following on from the I CAN report (2006) this independent cross governmental review was undertaken by John Bercow (2008) at the request of Alan Johnson, the Secretary of State for Children, Schools and Families (2007), and noted by Mroz (2012) as the most extensive review of Speech Language and Communication Needs (SLCN) undertaken in England. The review, which assessed efficiency and effectiveness of provision for SLCN, was facilitated through major consultation with both parent and professional, alongside personal experience and carried out through discussions and questionnaires. In conjunction with this, support and contribution was made by the Royal College of Speech and Language Therapists (RCSLT) and the write out(DCSF). The RCSLT (2008) highlights how the review is the most significant policy, having long-term impact on the future of SLCN.
A good amount of people when thinking of Vietnamese English, one word come to mind to summarize the dialect is “Broken English”. While it is true that Vietnamese who learned and tried to speak English do use the “broken English” not because they are lazy and don’t want to learn how to speak properly, but because they are using Vietnamese grammar structure that they know their whole life and applying in it to English. That is a much easier thing to do rather than learning a whole new grammar structure. Since the stereotype of how Vietnamese people speaks, it carries on throughout media and are mostly use by comedians. There are lots of real stories on Vietnamese or Asian people overall being treated unfairly because of the
The linguistic and cultural clashes that children encounter, and how they negotiate between their ethnic and American “mainstream” cultures, and how these clashes and problems influence their relationship with their parents and their ethnic identities as a whole and how they were dealt with differently as we look at two stories dealing with two girls who are both coming of age in different society from where they originally came from. Jairy’s Jargon a story written by Carmen-Gloria Ballista, is a story that encounters the life of a young girl coming of age in Puerto Rico, except she’s originally from New York. Milly Cepeda’s story, Mari y Lissy, is a story about twin sisters who differ in personality and are often at odds with each other, but are both learning to live in a city that is very different from where they came from.
I have lived in the United States for almost three years now. Being natively of Bangladeshi origin, I experience an extremely different lifestyle than Americans do. It is the lifestyle experienced by those you come from other countries to live in the U.S. Being part of this international community, I am more sensitive to and hence aware of issues that primarily affect the lives of these kinds of people than Americans are. Of these many issues, there is one I have identified that comes up in discussions more frequently than others. The issue I am referring to is that of the language barrier that exists between those whose primary language is English and those whose primary language is not English.
The article titled “Language Use in Family and in Society” written by Lee Thomas and Linh Cao, is about how language can affect a single family in a terrible way. Thomas teaches linguistics at the University of Nevada, Reno, and Cao is an English teacher at Sparks High School located in Sparks, Nevada. Cao has much background information on the topic because she herself is part of the family discussed in this essay. Their concern with a language barrier is that it leads to confusion and frustration within the family. They give examples of families becoming more distant due to miscommunication and their sense of loss. Imagine trying to speak with your mother and only understanding half of what she says. Sure you would get the idea, but what if you needed to respond with emotions and feelings that weren’t understood? This article gives you a better sense of acceptance to the many dialects in the world today. Rhetorical appeals called Pathos and Ethos were used in order to convince the readers that communication is an important part of a family. By using a problem / solution argument, this article presents a problem and suggests a solution.
The Netherlands is a wonderful place to vacation and has a lot much to offer. An old saying said in the Netherlands is, “God created the world, but the Dutch created Holland.” The country is sometimes called Holland though it’s only a small part of Netherlands. The people of Netherlands have pride in their country and keeps it clean and friendly. Hollanders or Nederlanders are what they called them self. However, the English speaking countries refers to them as Dutch. Many tourists each year travel to Netherlands to see its beautiful Dutch art, flowers, and its amazing architectures.
Miscommunication is a huge part of it because not being able to understand someone while speaking to them can be a problem and hard to accept. Dialects are different in vocabulary, pronunciation, grammar, and speech. People are very judgmental when it comes to dialects and often think it is a broken form of language which it isn’t (Ronald). It is a different form of that same language. Dialects tend to be favored by people because some dialects get more attention and are more popular. No dialect dominates another because everyone who speaks a language has a dialect, but people may have favorites. Another problem with dialects is when it comes for someone to apply for a job; it is difficult to get approved if he/she speaks a different
In ascertaining the differences and similarities between European and Western neighbours in how education serves its purpose, this essay will address various areas that concern the historical, political and social perspectives of primary schooling between both Danish and its English counterparts with reference to key issues such as relevant areas of concern. Thus highlighting matters such as the difference in starting ages; varied approaches to the curriculum and assessments in how both countries address its education, it is therefore significant in evaluating the backgrounds in both the Danish and English primary schools. This essay will emphasise how influential factors in education has developed in light of the twenty-first century, evaluating ideology which has directed both primary schools aims and outcomes that exemplifies the difficult outlook of education and learning viewed by its pupils as well as the teachers. Furthermore, highlighting and providing evidence for the importance of understanding the socio-cultural context and how learning takes place to meet the requirements and reinforce analysis on educational modifications in comparing educational systems and their outcome and effectiveness, this essay endeavours to provide knowledge, in comparing both countries’ primary schooling.
Despite the fact that English is considered one language, there are many regional varieties called dialects spoken all over the world. Although these dialects are mutually intelligible by English speakers, they are quite different. For example, British English is markedly different than American English. British speakers pronounce words differently and use a different vocabulary. Some words and phrases have different meanings in American English versus British English. One example is the word “bathroom.” If an American were to ask where the bathroom is in a British home, they might be sent to a room with a bath and no toilet, which is probably not what the American wanted. The two dialects may even differ in grammar in some cases. For example, “gotten” is considered correct in American English, but in British English, “got” is used.
Mollin, S., 2006. “English as a Lingua Franca: A New Variety in the New Expanding Circle?”, The Nordic Journal of English Studies 5(2), pp. 41-57. Available from
In a language, there are usually variants that emerge from it—variants such as dialects or different colloquial phrases. This usually happens when the language is split across different parts of the country or world. Different living situations call for different phrases or different ways of expressing that idea. In Japanese, these different dialects are known as hougen. There are several different Japanese hougen comprising that of the Tokyo area, the Tohoku region, the Kansai region, and even the Kyushu area to name a few places. Also within each certain areas, there may also be variants of each hougen with similar or minor changes such as in Kansai, there’s difference between Osaka and Kyoto for example. In general, the dialects in Japan can be split into about three different parts: Eastern, Western, and Kyushu.
An individual is constructed through many aspects , whether it be their likes/dislikes, personalities, goals or self assigned origin(s), etc. One of these aspects that help build up and sketch an individual is the language they choose to speak. This does not simply include choosing between English or French but choosing or learning to speak high/low language, or the type of slang one uses, and even the rules that are set up with that language the individual has obtained.
Children’s acquisition of language has long been considered one of the uniquely defining characteristics of human behaviour.
The dialects of these languages cannot definitively be attributed to any particular group but have been narrowed down to that of; Northumbrian, Mercian, West Saxon, and Kentish. As Baugh and Cable tell us, ‘The English language of today is the language that has resulted from the history of the dialects spoken by the Germanic tribes who came to England...’ These new settlers brought with them everyday vocabulary, words that were for needed for daily survival in a foreign country with an unfamiliar language, words which we still use today in modern English, such as; weall(wall), wif(wife), cild(child) mete(meat), etan(eat), drincan(drink). There are debates as to what extent the vocabulary is Germanic. Baugh and Cable describe the vocabulary of Old English as predominantly Germanic , while, Helmut Gneuss argues that while the morphology and syntax was essentially of a Germanic language, the vocabulary was not . Written records in English do not go beyond the year 700AD, so we have relatively no way of assessing when a word came into Old English vocabulary prior to this time. Regardless of where the vocabulary originated, or where loan words were adopted into the Old English language it has to be assumed that as the contact between the various tribes ensued be it for trade or fighting, so too did the merging of dialects and