LanguageandSocialChange
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.(1902- ‐1920).Atlaslinguis quedelaFrance.Paris:H.Champion.
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How did French become a language and the restdialects? Francewasn’tjusttheretobeginwith- ‐ithadtobeconstructed. Theconstruc onofacommonstandardlanguage- ‐French- ‐wascentraltotheconstruc onofFrance. Thisinvolvedcodifica on,regula on,bothofthespokenandwriYenlanguage.– Frenchgotstandardized- ‐thatis,arela velyinvariantdialectwascreated– Frenchgotgrammarsanddic onaries– Frenchgotenforced- ‐requiredindocuments,andadministra vefuc ons,etc.
Acommonlinguis cvarietycanservetounifyana onintwoways:–Asalinguafranca,facilita ngcommunica onacrosstheen repopula on.–Asindexicalofna onhood,of(apar cular)commonorigin.
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LanguageShiA ertheFrenchrevolu on,intheinterestsofpar cipatorydemocracy,universaleduca onwasins tuted- superiorto‘patois’,denigra ngnotonlynon- ‐Frenchdialects,butlinguis cvariability,andthecultures- ‐eventheminds- ‐associatedwithnon- ‐Frenchdialects.
againstthatcollec fstruggle,intheirunity,intheircapaci esandul telandofnon- esfromthatwasteland.Itmakesthemwanttoiden p://www.swaraj.org/ngugi.htm
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AnotherLanguageLifeCycle Arabicisalanguagecon nuum– ClassicalArabicasaunifyinglanguage linguafranca sacredlanguage NorthAfricawascolonized,mostlybyFrench– Frenchbecamethelanguageofglobality,finance– Postcolonial:FrenchandArabicasstandards Arabicindexescultural,religiousauthen city,masculinity FrenchindexesEuropeanculture,inauthen city,femininitySadiqi,Fa rill.
GenderedPaYernsofLanguageShiIntradi onalArc cculture,menengagedinicefishing,polarbearhun ng,andsealhun ng–ac vi s,theystayedfairlyclosetohome,andtheirmajorac vi dlinguis csurvivance.Clevedon,UK:Mul lingualmaYers
aq(one- ‐year- eshoo ?Underwater?Whentheyharpoonit?11.Tom:Evon- �oa ultureandlinguis csurvivance.Clevedon,UK:Mul lingualmaYers
TokPisininNewGuinea ingcosmopolitanstatus. MissionariesIntroducinghierarchy– Buyinglabor– Churchhierarchy– Pejora onofna veculture ndculturalreproduc on.Cambridge:CambridgeUniversityPress.
SocialchangeandCajunlanguageideology1921legisla isiana,conver ngtheeduca vilys gma zed1960s- srisensignificantly.1997survey:Preserva ung,Frenchfluentpeopleiden fiedmorestronglyasCajunsthantheoldergenera sociatedwithbeingCajun.Dubois, S. and Melançon, M. 1997. Cajun is dead; long live Cajun: Shifting from alinguistic to a cultural community. Journal of linguistics, 1.63-93.!
women70Closednetworks- ‐mostfriendsliveintown50% nmen60th closed40th open30dh closed20dh uage.oldmiddle-agedyoungInoldergenera nAllyoungspeakershaveEnglish.1009080% stops70th closed6050th open4030dh closed20dh a.1998.Let's nkaboutdat:InterdentalFrica vesinCajunEnglish.Languagevaria onandchange,10.245- enttomarkerinCajunEnglish:Astudyofdialectforma oninprogress.EnglishWorldWide,19.161- ‐88.
JonathanHolmquist.1985.Socialcorrelatesofalinguis y14:191- on’tknowit’eltrabajudelcampunolosaben[u] 0.[o] 4
HOLMQUIST,JONATHAN.1985.Socialcorrelatesofalinguis y,14.191- ‐203.250height of y Farming0 [o].4 [u]Heightof(u)inUciedaWorkers
nçaisparlé:Etudessociolinguis ques,ed.byP.Thibault,13- ‐28.Edmonton,Alberta:Linguis cResearch.)
an:/r/inMontrealFrench.Language,83.560- ‐88.
Moore,Emma.2004.Sociolinguis cstyle:Amul dimensionalresourceforsharediden tycrea on.Canadianjournaloflinguis cs,49.375- YEAR9YEAR10
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Personae:Thedoctor,theson,andthegaydivaReleased /t/Medical6%Burstduration33 ms.Barbecue3%49 ms.p .010p .048Podesva,R.(2004).Onconstruc datSociolinguis csSymposium15.NewcastleuponTyne.
Varia onandSocialChange Peoplechangeastheygofromminutetominute,situa ontositua on,daytoday,andthroughlife. hange.
StylesandRegisters Stylemakesloca onsinthesociallandscapeobservable. Stylis cprac ceisanongoingprocessthatshi sthelandscapeaspeoplemakeimpercep bleandpercep blesocialmoves. nsualloca oninthesociallandscape,itmightbecalledaregister
Register “alinguis crepertoirethatisassociated,culture- ‐internally,withpar cularsocialprac cesandwithpersonswhoengageinsuchprac ntolinguis canthropology,ed.byAlessandroDuran ,23- ‐45.Cambridge:CambridgeUniversityPress. “acoherentcomplexoflinguis cfeatureslinkedtoasitua helinguis cexpressionofemo on,.Languageandthepoli csofemo on,ed.byCatherineA.LutzandLilaAbu- s.
Enregisterment Theprocessbywhichalinguis crepertoireCOMESTOBEassociated,culture- ‐internally,withpar cularsocialprac cesandwithpersonswhoengageinsuchprac anguageandcommunica on,23.231- ‐73.
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CREAK ityforyoungurban- ech,85(3),315–337. Podesva,R.(2010).Genderandthesocialmeaningofnon- ‐modalphona ontypes.PaperpresentedattheBerkeleyLinguis cSociety. heacous crealiza onofcreakyvoice:evidencefromconversa atLinguis cSocietyofAmericaannuallmee ng,Portland,OR.
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Personae Changeiswhatmakeslanguageviableforhumanlife. Socialchange,likelinguis taininterpretability. Changesinpersonaecons tutesmallandimmediatelyaccessiblesocialchanges.
IndexicalObsolescence Theyoungareleadersinbothsocialandlinguis cchange. Thenewpersonaetheyconstructcons tutenewdis nc onsinthesocialorder. Thesedis nc onsarelessinterpretabletopeoplewhodonotpar pateinthenewsocialorder. Olderpeoplearelikelytointerpretstylis cchangesintermsofanoldersocialorder.
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Types of relation between education and social change There are three ways in which the relationship between education and social change can be studied 1. Education may ignore social change and serve as a conserver of traditions 2. It may act as a co-operative force in social change; or 3. It may act as an agent of social change
Social change takes place as a response to many types of changes that take place in the social and non-social environment. Education can initiate social changes by bringing about a change in outlook it may cause social changes. KEYWORDS: role of education, social change, socialization, human needs, social order Introduction
Social change does not refer to the change which occurs in the life of an individual or life pattern of individuals. It is a change which occurs in the entire community and that change can be called social change which influences a community form. Social change is the result of the interaction of various factors
According to UNICEF, Social change is a deliberate and iterative process of public and private dialogue, debate, and negotiation that focuses on the community as the unit of change. It aims to change behaviours on a large scale, eliminate harmful social and cultural practices, and change social norms and structural inequalities. Social change
Education brings social change both to the individual and the society at large. Teachers are the agents of change, education as the stimulus and the students are the recipients and preserves of change. In this paper discussed about the role of education on social change and lags in educational system. Key Words: Education and Social Change.
American Sign Language is offered and accepted as a foreign language to fulfill high school and post-secondary language requirements. New Hampshire American Sign Language as a foreign language has never been proposed to the state legislature. However, some high schools and colleges offer American Sign Language and give academic credit.
language development standards. They provide the pathway for English language learners to grade-level content. And it's really the scaffolding of language that enables our English language learners to witness academic success in today's classrooms. Language defines who our English language learners
Communicative Language Teaching- a case study with secondary high school learners of English Language" . 2.1 A brief history of English Language Teaching methods Language teaching or language education in its simplest form refers to the process of acquiring a new language. Language is the core of language teaching.