Archive for the ‘Book review’ Category

‘A Little Book’ Helps Kids Learn To Love Language

June 15, 2010

Some linguists lament that in the digital age, once-sacred grammar skills will be lost in the shorthand shuffle of texting and tweeting. But language expert David Crystal isn’t worried. In A Little Book Of Language, he writes about how kids actually do love words. The book, geared toward young people, traces the history and the future of language.

A Little Book Of Language is an echo of an earlier title, E.H. Gombrich’s A Little History of the World. Gombrich was inspired to write the book because “a little girl wrote to him and said, ‘Please tell me about the history of everything,’ ” Crystal explains in a conversation with NPR’s Neal Conan. Crystal says he read the book years ago and found it fascinating; it inspired him to write a book that would “be of interest to young teenagers, who desperately need this kind of awareness of language,” yet would not be off-putting to older readers.

One of the most noticeable aspects of language in the present generation is the pace at which it is changing — “thanks largely to the Internet,” says Crystal. At first glance, language online might not seem like a revolution, “because most of the language you see on the Web, or in a blog, or in a tweet … is pretty familiar,” he explains.

But there are aspects of online communication that are distinct from the way we use words everywhere else. Take hypertext, for example: “When was it ever possible previously to take a piece of language and click on it, and end up somewhere else?” Crystal asks. The closest comparison is probably to a footnote, but Crystal argues that hyperlinks are more essential to online communication than footnotes in books. “The Internet could not exist without those links,” he says.
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GLOBISH FOR BEGINNERS

MAY 31, 2010

In 1834, Thomas Babington Macaulay, the British historian and statesman, arrived in Madras. He travelled north to Calcutta, then India’s capital, to assume the role of Law Member of the Governor-General’s Council. “We know that India cannot have a free Government,” Macaulay had written to the Scottish philosopher James Mill the year before. “But she can have the next best thing: a firm and impartial despotism.” A few months later, Macaulay wrote a memo on Indian education, which stated, “It is impossible for us, with our limited means, to attempt to educate the body of the people. We must at present do our best to form a class who may be interpreters between us and the millions whom we govern; a class of persons, Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect.” The implication was obvious: Indians must learn the language of their occupiers.

With Macaulay’s backing, schools instructed Indian students in English, a language that offered “ready access to all the vast intellectual wealth, which all the wisest nations of the earth have created and hoarded in the course of ninety generations,” whereas Sanskrit and Arabic offered only “false taste and false philosophy.” By 1840, according to Macaulay’s biographer Robert E. Sullivan, “English was the dominant language in Calcutta.” In 1857, English-speaking universities opened in Madras, Bombay, and Calcutta. Macaulay’s vision of an independent class of Anglophone Indians was being realized.
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How English erased its roots to become the global tongue of the 21st century

Robert McCrum. The Observer, Sunday 9 May 2010

‘Throw away your dictionaries!’ is the battle cry as a simplified global hybrid of English conquers cultures and continents. In this extract from his new book, Globish, Robert McCrum tells the story of a linguistic phenomenon – and its links to big money.

Globalisation is a word that first slipped into its current usage during the 1960s; and the globalisation of English, and English literature, law, money and values, is the cultural revolution of my generation. Combined with the biggest IT innovations since Gutenberg, it continues to inspire the most comprehensive transformation of our society in 500, even 1,000, years. This is a story I have followed, and contributed to, in a modest way, ever since I wrote the BBC and PBS television series The Story of English, with William Cran and Robert MacNeil, in the early 1980s. When Bill Gates was still an obscure Seattle software nerd, and the latest cool invention to transform international telephone lines was the fax, we believed we were providing a snapshot of the English language at the peak of its power and influence, a reflection of the Anglo-American hegemony. Naturally, we saw our efforts as ephemeral. Language and culture, we knew, are in flux. Any attempts to pin them down would be antiquarianism at best, doomed at worst. Besides, some of the experts we talked to believed that English, like Latin before it, was already showing signs of breaking up into mutually unintelligible variants. The Story of English might turn out to be a last hurrah.
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Teaching Reading to English Language Learners: Insights from Linguistics

ISBN13: 9781606234686
Notes: Brand New from Publisher. No Remainder Mark.

Product Description
Written specifically for K–12 educators, this accessible book explains the processes involved in second-language acquisition and provides a wealth of practical strategies for helping English language learners (ELLs) succeed at reading. The authors integrate knowledge from two fields that often remain disconnected: —linguistics and literacy—, with a focus on what works in the classroom. Teachers learn effective practices for supporting students as they build core competencies not just for reading in English, but also for listening, speaking, and writing. Engaging vignettes and examples illustrate ways to promote ELLs’ communicative skills across the content areas and in formal and informal settings.

Source: http://msmdcnews.com/teaching-reading-to-english-language-learners-insights-from-linguistics/5305

Presentan en Bolivia la Nueva Gramática de la lengua española

La Paz, 24 abr (EFE).- La embajada de España en La Paz y la Academia Boliviana de la Lengua presentaron hoy la Nueva Gramática de la Lengua Española, en un acto en el que también se conmemoró el Día del Idioma.

El director de la Academia Boliviana de la Lengua, Raúl Rivadeneira, recordó que la Nueva Gramática fue construida en 11 años de trabajo por las 22 Academias de la Lengua que, dijo, “nada han inventado” sino que han investigado y procesado científicamente “el fenómeno lingüístico nacido en sus respectivos pueblos”.

Ratificó que la obra es un mapa mundial del español, en el que figuran las regiones en las que esa lengua “compite con otras de uso masivo, como el inglés” y donde, además, “coexiste en relaciones de recíproca influencia con las lenguas latinas de América”.

Señaló que los hablantes bolivianos están representados en la Nueva Gramática, al igual que los demás hispanohablantes de la región, con el registro de ejemplos del uso español en el país.

Rivadeneira y los académicos Mario Frías y Carlos Coello fueron quienes desarrollaron el trabajo que aportó Bolivia a la obra, labor que fue destacada y agradecida por el embajador de España, Ramón Santos.

El diplomático afirmó que la presentación de la Nueva Gramática “es motivo de celebración para los hispanohablantes porque demuestra la viveza de nuestro idioma” y, además, porque es la primera vez que es elaborada por las 22 Academias de la Lengua.
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Slang phrase guide speaks volumes about language

13:06, April 19, 2010

It’s the type of book that would make sailors blush, but don’t go buying it for grandma. Welcome to the book of Chinese slang.

With chapter titles ranging from “Internet Slang” to “Behaving Badly”, Eveline Chao’s “Niubi – The Real Chinese You Were Never Taught in School”, has got Chinese learners and citizens alike speaking in a more colorful, and sometimes more coarse, vernacular.

More than three years in the making, Chao’s book, published late last year, catalogs the underbelly of the Chinese language.

With phrases from “suo tou wugui”, a Chinese expression for cowards meaning “turtle with its head in the shell”, to “se lang”, meaning “color wolf”, an expression used to describe an overly aggressive male, to the downright dirty, the book offers adult readers a way to “spice up” their everyday dialogue.

“The key to learning any language well is to create real interest. If you’re just taking Mandarin to earn a college credit, you won’t take it very seriously,” she said. “These kinds of words help make the language much more fun.”

She said learning slang also allowed you to discover Chinese culture, because many of the more casual sayings and expressions are lost when written.
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NLA publishes new ‘Miyari Urdu Qaida’

Saturday, April 03, 2010

ISLAMABAD: National Language Authority (NLA) has published “Miyari Urdu Qaida” keeping in view the modern standards of linguistics and needs of Urdu language in present era. NLA Chairman Iftikhar Arif said the new ‘Urdu Qaida’ would prove beneficial for students and teachers to learn and teach Urdu language. The authority has brought changes in the Urdu Qaida over the years and the new one is published to simplify the language learning process, he said. A committee was formed under the supervision of renowned scholar and Dean Linguistics Department, International Islamic University Islamabad (IIUI), Dr Moinuddin Aqeel to compile the Urdu Qaida. Dr Aqeel said the students, teachers, parents and educationists would find it a comprehensive and standard Qaida, which would help promoting Urdu language. Prominent scholar and former Urdu Lughat Board chairman Dr Rauf Parekh, IIUI Women Campus Urdu Department in charge Dr Najiba Arif and Muhammad Islam Nashter were members of the committee.

Source: http://www.dailytimes.com.pk/default.asp?page=2010\04\03\story_3-4-2010_pg11_9

Fun and games are key to teaching language

Published Date: 24 July 2009

A BUCKINGHAM author has written a groundbreaking new book he hopes will be a vital resource for those teaching and learning English as a second language.

John Mayston, from Page Hill, had spent five years teaching English to students in Japan and South Korea when he realised there was a big gap in the market for an easy-to-use teaching aid.

Mr Mayston said: “I came back from Japan in 2007 and had read about how teachers were struggling to teach students who can’t speak English.

“I’ve developed a book that’s very easy to understand so it’s perfect for children who can’t speak or read English, and also for parents who want to teach at home.”

Using techniques he had developed and tested in class, Mr Mayston created a comprehensive book with 35 ready-made lesson plans incorporating step-by-step guides, starting with pre-reading and phonics, and progressing to more complex language.

Mr Mayston said his book – The Fun Guide: Games for Learning English – is suitable for everyone from young learners up to teenagers.

Each lesson plan includes a game with an accompanying worksheet, making learning English appealing to young students. Flashcards are also used to break lessons down into manageable chunks.
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The power of reading and the acquisition of language

Setiono Sugiharto , Contributor , Jakarta | Sun, 07/19/2009 11:26 AM

With the dominance of English language as the language of technology, politics, and economy, there is always a strong desire for non-native English countries to learn it, either through the school curriculum or informal institutions offering English language courses.

The most conspicuous are Korea, China, Hong Kong, Japan and Indonesia. All these countries have been suffering what is dubbed “English fever”.

In a country like ours, for instance, where English is taught as a mandatory school subject, the goal of teaching English is geared not to the acquisition, but to the learning of the language. That is, English is taught and learnt for the sake of preparing students to pass both school and the national exams.

But, what does it take to acquire English in particular and language in general? Learning grammatical rules? Memorizing vocabulary and idiomatic expressions? Learning how to spell words correctly?

Learning (through direct instruction), as Stephen Krashen has consistently argued, takes a conscious effort and is of limited use as it doesn’t necessarily transfer into the acquisition of the language. Furthermore, language is too complex to be learnt and taught.

As a result of direct instruction, people do master language rules, understand vocabulary, and spell the words correctly.
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Not so boring: Grammar unlocks language secrets

By FRANK THOMAS POOL, Monday, July 06, 2009

I’ve just devoured with pleasure John McWhorter’s recent book on our language, “Our Magnificent Bastard Tongue: The Untold Story of English.” His book, barely 200 pages long, deals with English grammar and how it got to be the way it is. The author, a fellow at the conservative Manhattan Institute, often writes on social issues, but his academic training in linguistics is the genesis of this lively little volume.

He writes for an intelligent but non-specialist audience, and he writes with grace and humor, in much the same vein as Bill Bryson, whose “The Mother Tongue” is still the best, most accessible and funniest book on the history of our language. McWhorter’s book is not a history, but is a group of linked chapters devoted to the issues he thinks are important for understanding why English is different from other Germanic and European languages, and what the reasons for those differences are.

McWhorter chooses not to focus on words, but on grammar. Surprisingly, he manages to avoid boring the reader, or at least this reader. Like a popular scientist trying to avoid mathematics, he uses straightforward language and keeps his eyes on the main point rather than going off into pedantic byways. He credits his wife, his best critic, for his focus.
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‘La Bella Lingua,’ by Dianne Hales

My Love Affair With Italian, the World’s Most Enchanting Language, By Dianne Hales
(Broadway Books; 301 pages; $24.95)

An economic crisis has a way of curbing one’s ability to rent a Tuscan villa for the summer, but, thankfully, there are other, more affordable means to indulge a passion for all things Italian. Among them: getting a copy of Dianne Hales’ wonderful new book, “La Bella Lingua: My Love Affair With Italian, the World’s Most Enchanting Language.”

Hales, who lives in Marin County, has written more than a simple guidebook about the language she came to cherish over many visits to Italy. In lively, self-deprecating prose, this “sensible woman of sturdy Polish peasant stock,” as she describes herself, charts her progress in learning “the world’s most luscious language.” “Italians,” she writes, “say that someone who acquires a new language ‘possesses’ it. In my case, Italian possesses me.”

Hales also shows how the language’s evolution has been closely linked to the development of the Italian state. Dante Alighieri, the medieval poet who wrote “The Divine Comedy,” may have done more than any one person to spur the growth of Italian, but many readers will be surprised to learn that as recently as the early 20th century, “most Italians spoke in dialect; many were illiterate. Italiano standard remained the language of the privileged, the politicians, and the priests.” It was a new art form, Hales asserts, that united citizens: “Millions of Italians learned how to speak the national language at the movies.”
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Une philosophie du langage qui ne dit pas son nom

Essai . Après la littérature, Georges-Arthur Goldschmidt explore la langue allemande.

À l’insu de Babel, Georges-Arthur Goldschmidt.
CNRS Éditions, 160 pages, 25 euros.

Toute vie a ses moments fondateurs. Celle de Georges-Arthur Goldschmidt s’est jouée à l’âge de dix ans, un jour de mai 1938, alors qu’un train l’arrachait à sa famille et à sa langue maternelle pour le sauver de l’extermination nazie. De cette commotion première est né plus tard le besoin physique d’écrire, de revenir inlassablement buter sur cette « scène primitive » de la découverte de soi. Mais une telle dépossession, un tel « manque des mots », est aussi à l’origine d’une véritable philosophie du langage, laquelle ne dit jamais son nom tant elle est éloignée de toute théorie, mais donne à l’écriture de Goldschmidt toute la saveur d’une pensée.

À l’insu de Babel est comme tous les autres livres. Sans début ni fin, sans explication ni justification, il tourne autour d’un vide. Il explore la « fulguration muette » propre à celui qu’aucun mot ne sauve de l’interdit d’exister : « Les langues sont le seul moyen donné à chacun de s’établir en tant qu’il est lui-même, mais l’innocent accusé ne peut prouver son innocence, telle est bien la faillite originelle du langage, son éblouissant paradoxe. » Mais, si dans ses précédents essais, Goldschmidt explorait plutôt dans la littérature, et plus particulièrement dans les fables de Kafka, les manifestations sublimes de cette « certitude vide », cette fois-ci, c’est au coeur de la linguistique, dans le fonctionnement même du langage, qu’il s’émerveille d’une défaillance fondatrice. Car, comme le disait joliment Valéry, « si le langage était parfait, l’homme cesserait de penser ».
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Bilingual events with simultaneous translation are killing Welsh language, says expert

Jun 29 2009 by Martin Shipton, Western Mail

BILINGUALISM is killing the Welsh language in its own heartlands, an academic has claimed.

Instead of helping Welsh to survive, the increasing prevalence of simultaneous translation facilities is having the opposite effect, says Dr Richard Glyn Roberts, a lecturer in the School of Gaelic and Celtic Studies at University College Dublin.

In a thought-provoking chapter in a new book about Wales published by the University of West Brittany, Dr Roberts – writing in French – argues that bilingualism amounts to little more than a gesture which paradoxically confirms the predominance of English.

Dr Roberts states: “The reality is that in a great number of meetings, the interpreter has nothing to do because Welsh speakers insist on speaking English in the presence of non-Welsh speakers – a fact that surprises no-one in view of the socio-cultural weight of the English language.

“One example will suffice to illustrate the growing cost of bilingualism.

“In December 2006 at Caernarfon, I was present as the translator at a meeting of 18 health professionals, of whom nine were Welsh speakers and nine non-Welsh speakers.

“In spite of the equality of numbers, everyone spoke English. Numerical equality; linguistic inequality. That is easily understood, because the Welsh speakers speak English as fluently, or nearly as fluently, as the non-Welsh speakers, and they feel frustrated at being obliged to speak via an interpreter.
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IN THE LAND OF INVENTED LANGUAGES

By A.J. Jacobs. Sunday, June 28, 2009

Esperanto Rock Stars, Klingon Poets, Loglan Lovers, and the Mad Dreamers Who Tried to Build a Perfect Language
By Arika Okrent; Spiegel & Grau. 342 pp. $26

One surefire way to become aware of the absurdity of the English language is to have a kid. My 5-year-old son’s sensible linguistic assumptions are constantly butting up against the deep weirdness of our mother tongue. He tells me “I runned to the store.” He should be right. He says “no more asparaguses.” That should be correct. And what’s the opposite of “upside down?” “Upside up,” of course. As opposed to “right side up,” which is peculiar and confusing.

As Arika Okrent writes in her new book, “In the Land of Invented Languages,” “from an engineering perspective, language is kind of a disaster.” English in particular is choked with irregular words and anachronistic phrases that long ago stopped making intuitive sense. If it were a car, it would be a jalopy patched together from a bunch of spare parts. Such is the curse of the natural language. It’s not as if French or Swahili is much more logical.

So it’s easy to understand why thousands of people over hundreds of years have tried to create a better language from scratch. Okrent’s book is a fascinating look at some of these attempts, from the well-known (Esperanto) to the obscure (Toki Pona, which “uses only positive words . . . to promote positive thinking.”) As she notes, the efforts have been mostly failures. If they are spoken at all, these languages are spoken by fringe groups, few of whom get much more respect than those Trekkie Klingon speakers. But it’s still worth learning about them, because they shed light both on the perils of idealism and on the evolution of natural language.
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Fair Usage

By ROY BLOUNT Jr. Published: May 20, 2009

If language were set in concrete, there would be no call for new books on how to use it. These days, most such books are at pains not to seem prescriptive. In 1996, Patricia T. O’Conner gave us the admirably entitled “Woe Is I,” aptly subtitled “The Grammarphobe’s Guide to Better English in Plain English.” In this lucid and sensible book she criticized the use of “hopefully” to mean “It is hoped” or “I hope”: “Join the crowd and abuse ‘hopefully’ if you want; I can’t stop you. But maybe if enough of us preserve the original meaning it can be saved. One can only hope.”

Now, in “Origins of the Specious,” she says, “I’m not hopeful about convincing all the fuddy-duddies out there, but here goes: It’s hopeless to resist the evolution of ‘hopefully.’ ” So use it, she says. “Hopefully, the critics will come to their senses.”

According to how you look at it, O’Con­ner has turned on her fellow preservationists (“fuddy-duddies,” is it?), or she has evolved along with the language. In “Woe Is I,” she took a hard line on the difference between “disinterested” and “uninterested.” Now she says the one, generally speaking, means the other, because “as we all know, in English the majority rules. All those usage experts will eventually come around. . . . You can take a stand, use ‘disinterested’ to mean not interested, and risk being thought an illiterate nincompoop by those who don’t know any better.” You’ll note that “those who don’t know any better,” here, are the “usage experts.” That is a bit much, coming from someone who is widely regarded as a usage expert. O’Conner goes on, however, to offer characteristically good advice, which is to finesse the issue (that is, to avoid confusion) by using “impartial” instead of “disinterested” and “not interested” instead of “uninterested.”
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In the Land of Invented Languages

Daniel L. Everett, Special to The Chronicle. Friday, May 15, 2009

Esperanto Rock Stars, Klingon Poets, Loglan Lovers, and the Mad Dreamers Who Tried to Build a Perfect Language
By Arika Okrent
(Spiegel & Grau; 342 pages; $26)

In the 1931 movie “Frankenstein,” the mad Dr. Henry Frankenstein (played by French-born actor Colin Clive) electrifies the collage of human body parts that was his “monster.” As the android creature stirs, Frankenstein famously exclaims, “It’s alive. It’s ali-ha-hive.”

I have always thought of people who tried to invent languages as about as sane and practical as the mad scientists in the movies who try to create life. Less self-destructive, perhaps. Presumably, no group of fear-crazed villagers will come to burn down your castle because they are afraid of your verb structure.

But I had missed the real interest behind created languages – what they have to tell us about the evolved communication systems, natural languages, that all humans speak. In her new book, “In the Land of Invented Languages,” Arika Okrent enlivens the enterprise of language invention and takes the reader on an illuminating and highly entertaining tour of human folly and brilliance, pointing out at various places the shortcomings of both natural and invented languages as communicative systems.
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