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Law of Language, 2005.
A look at the impact of police language and communication on society and the judicial system.
1,800 words (approx. 7.2 pages), 2 sources, $ 71.95
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Abstract
This paper discusses police communication and law of language in courts and how it has impacted society in terms of language and cultural barriers. Forensic linguistics is also examined in terms of how police and the courts of law utilize linguists in trials. This document covers linguistic techniques and approaches such as the sliding-scale method.
From the Paper
"Mention linguistics and the law in the same sentence and most people think of police cases involving handwriting or stylistic analysis to develop a writer profile for some piece of evidence, such as the ransom note in the JonBen? Ramsey murder investigation (Gibbons, 2003). Language is not only an essential component of culture, it is also part of a person's identity and serves as an important function in the exchange of ideas and information (Henrard, 2000). Language must be seen as a necessary precondition to the maintenance of human dignity (Kaplan, 1993). Language rights are crucial from the angle of substantive equality, non-discrimination on the basis of language, equal enjoyment of public services, and equal opportunities (Perkins, 2004)."
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Language through Immersion, 2005.
Examines the benefits of total physical response when teaching language through immersion.
2,250 words (approx. 9.0 pages), 5 sources, $ 89.95
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Abstract
This paper demonstrates why TPR is such an effective method for language instruction. The paper thoroughly examines the nature, principles, and practice of TPR among educators, pointing out along the way the primary reasons why it is a superior pedagogical method when contrasted with some other language education methods.
From the Paper
"Language acquisition is fast becoming a major part of state-sponsored education. Increasingly diverse communities in the West have made it a requisite that schools understand and cater to the needs of students from other linguistic backgrounds. In addition, the ability to quickly pick up a second language in some parts of the world is important to future socioeconomic success. For example, in the United States, an ability to speak Spanish can be exceptionally beneficial for individuals working with the public. In the West and Southwest, this is particularly important and can mean the difference between securing a coveted job and not. The real question for educators is in determining what the best means of teaching languages is."
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Post-Derridian Theorists, 2005.
Analyzes theories that were created post-Derrida.
1,125 words (approx. 4.5 pages), 1 source, $ 44.95
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Abstract
This paper examines whether it is justified for literary scholars to critique Derrida and post-structuralism as apolitical. It is evident that such criticism is accurate, for Derrida's theory of language holds that there is no inherent relationship between the linguistic signifier and the signified. The paper shows that this is broad implications, for accepting this denial of a relationship between signifier and signified requires acknowledgement that the meaning of a word issues from the structure of language itself.
From the Paper
"In analyzing whether it is justified for literary scholars to critique Derrida and post-structuralism as apolitical, it is evident that such criticism is accurate, for Derrida's theory of language holds that there is no inherent relationship between the linguistic signifier and the signified. This is broad implications, for accepting this denial of a relationship between signifier and signified requires acknowledgement that the meaning of a word issues from the structure of language itself. Even more implications ensue because of Derrida's argument that words gain their meaning through the process of difference, which he described as a dual process involving differing and deferring. In this theoretical process, every element has to refer to the other element in order to define itself."
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Linguistics Assignment, 2005.
This paper analyzes teaching methodologies that are effective for language acquisition.
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
This paper discusses various theories of language acquisition for second language learners. The paper looks at how the teacher's personality, aptitude, age and motivation affect how well or poorly these theories and the corresponding methods can be applied. In light of this, the paper assesses three different methods of language acquisition and the corresponding theories.
From the Paper
"All SLA theories and teaching methodologies have to take individual variables into account. Previously, we have examined these variables in terms of the learner. Age, aptitude, motivation and personality all have an impact on how the teaching is implemented and how it is received. For instance, because age so strongly affects the ease with which language is acquired, teaching has to be different for different age groups. However, the way that individual factors affect teachers is important, as well. In particular, personality and aptitude affect the teaching methodology that the teacher should use and that will be most effective for him or her."
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Ebonics in Schools, 2005.
This paper presents an argument supporting the usage of Ebonics in secondary education.
1,125 words (approx. 4.5 pages), 4 sources, $ 44.95
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Abstract
The paper discusses how Ebonics is not a dialect which can be passed off as an inferior form of the Standard English now taught in secondary schools across America. The paper explains that the genetic structure of African Americans presents a new insight into how different language can be, regardless of the native language to influence the cultural aspects of African American identity over many life spans. The paper maintains that there should be a basic tolerance for other cultures over all of these arguments and suggests that the white hegemonic society should tolerate Ebonics to create further integration between different races.
From the Paper
"This study will evaluate the importance of Ebonics within America's secondary and post-secondary educational curriculum. By analyzing the cultural integration that African American culture is now being implemented in American schools, one can realize the importance of learning the relationship that the English language has in a historical context. Through history and culture, Ebonics plays a large role in how interracial attitudes and behaviors influence both African American and non African American cultures that constantly inter-mesh within the educational community. In this manner, Ebonics plays a large role in providing interracial language skills, which create more culturally and genetically united policies within American schools. The debate about teaching Ebonics in American secondary and post-secondary schooling is essential to the cultural fabric of education in America."
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The Canadian Language, 2005.
This paper examines the forms of English spoken in Central Canada.
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
The paper discusses the sociolinguistics of English spoken in the Greater Toronto Area where more than half the population was born outside of Canada. The paper notes that one hears many forms of English and English as a second language. The paper brings a reference to the O'Grady text (2004) and offers a comparison with what is observed in Kingston, London and Ontario. The paper discusses grammatical errors spotted by people from elsewhere that are commonly used in Toronto as well as the slower pace of speech and higher inflection at the ends of their sentences.
From the Paper
"An important adjustment of life in the Greater Toronto Area involves how many people do not speak English as the first language. In fact, more than half of the Toronto population was born somewhere other than Canada. The English they speak may be fluent, but it reflects a first language, where English was learned, if learned formally or informally and perhaps how much the individual watches American television. The stereotype of Canadians as people who speak English that is more formal than American English seems untrue of Toronto. One does notice how in public, people speak quite slowly to one another, as if expecting the other person to be "ESL" or English Fourth Language, perhaps."
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Children and Language, 2005.
This paper explains how children learn and build new words.
1,350 words (approx. 5.4 pages), 10 sources, $ 53.95
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Abstract
The paper explains that the principles of reference, extendability and object scope are the building blocks of new words. The paper relates that children build new words by paying attention to their environment and sometimes just by being in an environment. The paper points out that culture is an important part of the language for children just as memory and cognition are important factors in children learning new words. The paper says that children learn new words in many different ways including overhearing words, one-on-one contact with adults and building onto words they know.
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Linguistics Assignment, 2005.
This paper discusses whether communicative teaching methods are superior to older methodologies in learning a language.
1,125 words (approx. 4.5 pages), 1 source, $ 44.95
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Abstract
This essay considers whether modern language teaching methods - namely, communicative methodologies -are really any better than older methodologies in facilitating language acquisition. The writer claims that these methods are better. Further the writer points out that this can be measured according to the learner's age, aptitude and motivation to learn another language. The writer concludes that communicative methods are more like real communication.
From the Paper
"In one way, it might seem clear from the outset that communicative language teaching methodologies are superior to earlier methodologies in all measurable aspects; after all, if they were not better, there would have been little sense in deviating from the older methods. Furthermore, in terms of the three learner variables - aptitude, age and motivation - it seems as though communicative language methodologies are indeed superior. However, this is particularly the case with two of these three variables, age and motivation. This is probably because communicative methods of teaching language offer much greater flexibility, and as such, they can accommodate a range of student ages and can also go a long way toward stimulating motivation where it may not previously have existed."
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Second Language Acquisition (SLA), 2005.
This paper examines theories of second language acquisition ( SLA).
900 words (approx. 3.6 pages), 1 source, $ 35.95
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Abstract
This paper discusses certain theories of second language acquisition especially about the development of grammar over time. The author review theories of Long, Anderson, Vygotsky, Bialystok, and Pulvermuller and Shumann. The paper relates that these theories do not necessarily contradict each other but do emphasize different parts of the process, such as some theories emphasize the neurological process while others emphasize interaction with other speakers.
From the Paper
"The theories of Long, Anderson, Vygotsky, Bialystok, and Pulvermuller and Shumann all explain second language acquisition (SLA) with a different emphasis, but interestingly, not all of these theories are mutually exclusive. That is, because some of them simply emphasize different parts of the process as being of primary importance, or they see the process as happening in a certain part of the consciousness, rather than directly contradicting one another. However, it would be an exaggeration to say that these theories complement and complete each other and give us a complete picture of language acquisition."
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Natural Human Languages and Mathematics, 2005.
This paper discusses the similarities of human languages and mathematics.
675 words (approx. 2.7 pages), 1 source, $ 26.95
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Abstract
This paper relates that one often hears people say, "I am good with languages but useless at math" and vice versa as if the two were entirely opposite ways of thinking. The author points out that closer examination of human language and mathematics reveals a surprising number of similarities. The paper states that the most obvious similarity between the two is that both natural human languages and mathematics have a formal syntax i.e. a set of rules that governs them.
From the Paper
"Human languages and mathematics seem on the face of it to be very different things. One often hears people say "I am good with languages, but useless at math", and vice versa, as if the two were entirely opposite ways of thinking. However, closer examination reveals a surprising number of similarities. The most obvious similarity between the two is that both natural human languages and mathematics have a formal syntax, i.e. a set of rules that governs them. In the case of language, this is a set of rules that governs how the words may be put together. "
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