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African-American Vernacular English, 2005.
A discussion of the roots and future of African-American Vernacular English (AAVE).
1,458 words (approx. 5.8 pages), 5 sources, MLA, $ 48.95
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Abstract
African American Vernacular English (AAVE) is the dialect of English used by most African-Americans in familiar and informal settings . Although the language spoken by African-Americans in different parts of the United States exhibits some regional variation, the dialect has fairly uniform characteristics. It has a well-formed grammar and an interesting, though controversial, history. Dismissed as 'bad English' by some, it has evoked considerable debate interest among academics and linguists many of whom recognize its importance, especially as a medium of instruction for the African-Americans. This paper explores the origins of AAVE, discusses whether the dialect is a creole, investigates its similarity with other creoles and examines its grammar.
From the Paper
"There is some controversy about the origin of AAVE. Some people believe that the Black people, who were brought to America as slaves, picked up English from the 'English-speaking' Southerners they came in contact with. The proponents of this theory, also known as the dialect hypothesis, note that the AAVE and the English spoken by the American Southerners have many features in common, such as the Southern Vowel Shift, vowel lowering, and double modals. (Sidnell, background) The theory contends that the white Southerners in the 17th century spoke a distinct "Virginian" dialect that had its origins in a family of regional dialects spoken in the south and west of England in counties such as Sussex, Surrey, Hampshire, Dorset, Devon, Wiltshire, Oxford and Gloucester during the 17th century. (Williams, 24) Although the use of such a dialect in polite conversation quickly disappeared in England by the end of the 18th century, most of its characteristics persisted in the American South. According to this theory, the 'incorrect' English picked up by the Blacks from the Southern whites was passed down through subsequent generations. In other words, this theory (also known as the 'dialect hypothesis') about the origins of AAVE contends that the present form of the dialect is simply "bad English" and has nothing to do with the native, Western African languages of the slaves. In answer to the question as to why this type of English does not currently exist among its originators, the proponents of this theory argue that most people avoid using "bad" English when they get educated. They contend that the Englishmen from the south and west counties of Britain and the white Southerners discontinued the use of such an 'incorrect' form of English after being educated; the African Americans continued to persist with such 'bad' as they did not benefit from similar education. (Ibid.)"
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The Study of African-American Vernacular English, 2001.
A look at the language developed by the African-Americans and its move from a "slang" to a recognized dialect of English.
2,400 words (approx. 9.6 pages), 6 sources, MLA, $ 73.95
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Abstract
This paper provides examples of the differences between standard English and African American Vernacular English (AAVE). It explains the development and history of this language and explores how it has been taught and passed down to the next generation. It also examines the roots and origins of AAVE and asks what the future holds.
From the Paper
"There are a couple of theories as to the origin of African American Vernacular Englsh (AAVE). Some linguists believe that the language derives from West African languages. This dialect theory is based on the knowledge that most African Americans who were brought to the United States from Africa had to learn how to speak English by ear. The may have picked up some of the English words incorrectly and incorporated the incorrect words in their language. Another theory is called the creole hypothesis. This theory bases its origin on the thought that slaves developed the language themselves. The slaves, who came from many different countries in Africa formulated AAVE so that they may talk amongst themselves. They developed with is called a pidgin by combining words from their own language with new words from America. They used grammar and speech patterns that were known to them from their own language as well. The language was then indirectly taught, or passed on to their children and children's children. Future generations now know the AAVE language."
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English Dialects, 2001.
A comparison between Standard English and African-American Vernacular English (AAVE)
950 words (approx. 3.8 pages), 6 sources, MLA, $ 33.95
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Abstract
This paper analyzes an English dialect, the African-American Vernacular English and compares it to the Standard English. It also analyzes how and in what ways it differs from the Standard American English.
From the Paper
"The African American Vernacular English, in short known as the AAVE, was previously famous as the Black English Vernacular or Vernacular Black English. Though this dialect has some very unique features but it has some common aspects that are also the part of other varieties of dialects in the U.S region. The African American Vernacular English has once been a very hot topic in the public debates as well as among the sociolinguists.
It will be quite difficult to estimate as to how many individuals speak African American English as there is a little confusion about it. some people use some unique characteristics of the pronunciation and vocabulary of this variety but they do not use the grammatical aspects of this variety. The majority of sociolinguists believe that the term of African American Vernacular English can be used only for those varieties of dialects that use the unique features of grammar which we will discuss here and compare it with the Standard American English "
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The Ebonics Debate, 2002.
An overview of the African-American Vernacular English (AAVE) debate in the American educational system.
2,136 words (approx. 8.5 pages), 12 sources, MLA, $ 66.95
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Abstract
In December 1996, the Oakland School Board decided that it was going to accept and recognize Ebonics, or what is known as African-American Vernacular English (AAVE), as a valid dialect and would use it in teaching African-American children. This paper examines the linguistic controversy surrounding this decision, showing the pros of using AAVE in schools across the United States.
From the Paper
"AAVE is a fact of life and it is creating a linguistic and cultural disunity in the United States by allowing teachers to stereotype black students and by ensuring that black students do not acquire Standard English fluency. The introduction of AAVE as a tool language of instruction simply means accepting that fact of life and using it to correct current problems facing African Americans in the educational system." Educational psychologists, such as William Labov, have determined that the primary obstacle to academic progress for most African American students is their inability to fully understand what is communicated to them or, in turn, communicate what they are thinking in a dialect that teachers can comprehend (10)."
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African Poverty and the Bankruptcy of African Leadership, 2005.
Examines poverty in Sub-Saharan Africa and the failure of African leaders to enact strong economic and agricultural policies geared towards change in the region.
1,734 words (approx. 6.9 pages), 4 sources, MLA, $ 56.95
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Abstract
This paper demonstrates that African leaders have contributed significantly to the growing problems of poverty in the Sub-Saharan African region by failing to address endemic problems of embezzlement, bribery, corruption, and nepotism. The paper also shows that many of these leaders are unable to institute effective economic and agricultural development policies geared towards uplifting the African people from their current state of poverty to that of self-reliance.
From the Paper
"From time to time, some parts of Africa are prone to drought, but this paper takes the position that drought constitutes a very negligible aspect of the problem of poverty in Africa. Technological innovation could be adopted to deal with the issue of drought as has been demonstrated in Israel. The core problem in Africa is bad government and poor management of the peoples' resources. Africa holds the majority of the world's natural resources, but the continent is suffering from a leadership crisis that is basically symptomatic of all the African states."
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African Americans and Native Africans, 2002.
A comparison of the different sub-cultures of the African American minority group in the United States.
2,370 words (approx. 9.5 pages), 6 sources, MLA, $ 72.95
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Abstract
This paper discusses the history and culture of the recent immigrants to the United States from Africa and the Caribbean. It details how these immigrants are labeled as "African Americans" and lumped into the same sub-culture as the veteran African American population of the United States since the slave-trade. These two population groups are compared for their manners, cultures and social norms. A history of African immigration to America is provided.
From the Paper
"The African Americans, or Black Americans as they are called, are the largest minority group in the United States, after the Hispanic Americans. This is a racial group whose ancestry is believed to be from the sub-Saharan Africa. However, there are some African Americans who claim to have their roots from the European immigrants, Native American or the Asians. In general the African American populations is usually referred to as Negroes, blacks and Afro-Americans. "
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English Teaching Methodolodgy - ESL (English Second Language), 2002.
This paper explores some of the fundemental principles of teaching English as a second language.
830 words (approx. 3.3 pages), 2 sources, MLA, $ 29.95
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Abstract
This paper serves as a guide for teaching students English as a second language. It is divided into three parts. The first part deals with the first three weeks of educating a group that has never before learned English. The paper explains the characteristics of the material intended to be taught. It also clarifies what one should do if the students made mistakes and deals with ways of encouraging students to talk. The second part of the paper explores the required environment for second language acquisition and the thirds part discusses factors that are beneficial for second language learning efforts.
From the Paper
"First impressions are important in establishing a good relationship between teachers and students. Foreign students often come to the classroom with many fears. (Cary, 2000) Therefore, it is very important that the teacher establish a friendly, enthusiastic atmosphere free of any negative vibes. (Samway, 1999) Even though the students are afraid, this can be eased by a friendly smile and pleasant small talk. This is especially important before giving any sort of assessment test, which should be given during the first class of the term as part of class orientation."
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African-American Literature, 2005.
This paper discusses the use of the English language in African-American literature by Ralph Ellison's novel "Invisible Man" ("The Battle Royal" scene) and Harryette Mullen's poem "Sleeping with the Dictionary".
1,100 words (approx. 4.4 pages), 4 sources, MLA, $ 38.95
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Abstract
This paper explains that Ralph Ellison's and Harryette Mullen's respective use of language represent descriptive language usage within two entirely different literary genres (fiction vs. poetry) and contexts (a public speech vs. a private bedroom). The author points out that Ellison's use of language is vividly descriptive, harsh at times, non-playful and non-alliterative; whereas, Mullen's use of language to playfully describe a solitary bedroom setting is relaxed, playful, metaphorical and alliterative. The paper relates that these differences are due to social context: Ellison's black speaker (the powerless) is publicly addressing a group of whites (the powerful); whereas, Mullen's speaker is relaxing at home with a much-loved though inanimate object.
From the Paper
"Not only is the dictionary used as metaphor for an erotic lover; within lines 16-18 Mullen's speaker even metaphorically describes the sex act, using doubly-denotative words and phrases like: "Aroused"; "perverse positions"; "nightly act"; "penetration." Later, in the final line, yet another playfully metaphorical phrase appears, describing nighttime decoding of the dictionary's messages as similar to deciphering "the secret acrostic of a lover's name" (line 23). Like an illicit love relationship, then, relationship of speaker to the dictionary ("taking the big dictionary to bed" (line 8)) is secretive, stimulating, and filled with new and exciting discoveries. "
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Matthew Arnold: Late Victorian English Poet and Critic, 2002.
This paper discuses Matthew Arnold's critical analysis of English culture and the English nation during late the Victorian period.
1,205 words (approx. 4.8 pages), 4 sources, MLA, $ 41.95
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Abstract
The author states the late Victorian period in England was a unique time in that country?s literary history. Both literature and the political culture supported one another by different notions of England?s future. Matthew Arnold addressed directly issues of the purpose of English culture and the English nation.
From the Paper
"Matthew Arnold was a conservative writer in the sense that he was not egalitarian. He feared an intrusion of ?vulgarity? into the culture and of ?Philistine populism.? (Wilson xvii; xvii) But his ideas were more complex than that. Arnold did believe that the essential thrust of English development should not be so much to expand its physical boundaries, but to create a culture of, as he termed it, ?Sweetness and Light.? "
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The Future of English and Mother Tongue, 2001.
This essay deals with shifts of languages other than English and the globalization of English.
1,900 words (approx. 7.6 pages), 6 sources, APA, $ 60.95
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Abstract
A personal opinion paper which addresses the following questions - Does globalization of English form a serious threat? Do languages other than English face a slow death? This essays argues the eminent future of English and mother tongue.
From the Paper
"It appears that English is to become the main language in Europe, and perhaps the world. This topic has been discussed extensively and widely and there has been massive scientific research in recent years. I came upon the article ?The Great English Divide? merely by chance, and the discussion caught my particular interest, as I am a Dutch-speaking Belgian, living in multi-lingual South Africa and currently studying towards a degree in English. I surfed the Internet, and found hundreds of articles discussing this same subject. The articles of my choice are only a few examples. Professor David Crystal has nominated a book to the subject ?English as a global language? , where he researched these three questions: What makes a world language? Why is English the leading candidate? Will it continue to hold that position? David Crystal has written a number of books on the topic itself. My main interest is how this globalisation of the English Language will influence English as a language. Is the idea of globalisation of English not just a triumphalist notion? Will the increase of the use of English in non-English speaking countries change English vocabulary and grammar? Will the use of 'Fusion English' increase? Paradoxically, could it mean that the population of Europe will become monolingual and could therefore mother languages become extinct?"
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African Cultural Retention, 2008.
This paper explores the question: Are African Americans destroying African culture?
765 words (approx. 3.1 pages), 4 sources, APA, $ 27.95
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Abstract
This paper explains that African culture retention is noticeable in many aspects of the American lifestyle. The author points out that the African heritage for U.S. blacks survived the vicious system of slavery, despite attempts to remove remnants of African culture from the slaves and to instill a European/white culture so that they could be more accepting of their situation. The paper relates that some distorted cultural practices such as violence, sometimes labeled as "African", are not even remotely related to any kind of link with the cultural diversity of the African continent. The author concludes that the issue of African cultural retention and the destruction of the African-American society is so intertwined that it is sometimes hard to examine them separately.
Table of Contents
Introduction
Tenets of African Culture In the United States
Conclusion
From the Paper
"The retention component has also been used to damage the influence of African culture; for example acts of violence or family structure, and or social interactions have sometimes been linked to the African culture, or the travesty of slavery, or even more so, the cultural practices in Africa concerning relationships, marriage, and relationships. Liberating African American cultural identity will show that the African influence or content of this identity, although not in a pure form, offers a significant amount of positive influences."
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Who and Which in Bulgarian and English, 2006.
Examines problems of number and gender transfer when translating "who" and "which" from Bulgarian into English.
4,983 words (approx. 19.9 pages), 8 sources, MLA, $ 126.95
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Abstract
There are a number of problems that a translator might come upon when translating wh- words from Bulgarian into English. This paper looks at "who" and "which" in particular. Why is there a problem? In English, "who" and "which" do not take grammatical markers for gender and number, while in Bulgarian they do . In English and Bulgarian, gender is grammaticalized differently. This particularity is sometimes considered a problem for certain translations from Bulgarian, and more specifically, when gender seems of importance to the Bulgarian text. This paper deals with the notions of grammatical and semantic gender only because the former exists in Bulgarian and the latter is used in English. This paper begins with some preliminary remarks, exposing the differences between Bulgarian and English when it comes to number and gender markings. Some translation examples are discussed in more detail in the section entitled "Examples". It must be pointed out that the paper investigates only one side of the problem, where Bulgarian is the source language and English is the target language. Back translation is not discussed here. The main focus is on how gender itself is produced and translated. Following paragraphs clarify what gender is in both languages and what problems translators might encounter if they choose to transfer a gendered reference from Bulgarian into English.
Table of Contents:
Introduction
Preliminary Remarks on Gender and Number in English and Bulgarian
Who and Which in English
Who and Which in Bulgarian
Examples
Conclusions
Bibliography
From the Paper
"In the extra-linguistic world, gender is a physiological phenomenon connected with the structure of some living beings. There are objects with no sex (inanimate) and others with sex (animate). The category of sex has two exponents (male and female). These facts can be reflected in language since gender markings in a given language are, on the first place, categories established through our contact with the natural differences between the sexes and between what we have called "the animate" and "the inanimate". Thus, the linguistic exponent of sex has the following grammatical and/or lexical correspondences in English:
1 M / he male (animate) boy, father, John, etc.
2 F / she female (animate) girl, mother, Mary, etc.
3 N / it O gender (inanimate/undetermined) cat, stone, table, baby (if sex unknown)"
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English Language Learners (ELLs), 2007.
This paper discusses writing strategies for English language learners (ELLs).
2,600 words (approx. 10.4 pages), 18 sources, APA, $ 78.95
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Abstract
This paper explains that the problem of English language learners (ELLs) learning to write English may be in the failure of the current educational system to distinguish between the differences in the oral and written traditions of the English language. The author points out that ELL students may acquire verbal English skills fairly quickly, which is often mistaken for complete English proficiency; however, research demonstrates that the conventions of written English are far different than spoken English and that ELL students develop written English skills at a rate far slower than the rate at which they develop spoken English skills. The paper relates that ELL students must have a clear understanding of the methodology behind the writing process in order for them to comprehend the general writing traditions of the English language.
Table of Contents:
Discussion
Time Expectations for Adaptation
Conversational English versus Written and Academic English
Failure to Distinguish Oral and Academic Communication in Teaching
Strategies for Teachers
Prewriting
Revising and the "Writer's Workshop"
Journal Writing
Reformulation
Benefits of Encouraging Primary Language Development
Conclusion
From the Paper
"The wide variance in writing conventions amongst different languages often forces ELL students to 'unlearn' the conventions of their first language. For example, if a student's first language is a mainly a symbolic, or logographic language, a student may have difficulty learning to form letters that in turn form a word. However, this aspect of language acquisition should not always be considered a hinderance in learning written English. It can also have positive benefits. If a student is already writing in their first language, it is likely that those skills can be utilized to advantage of teaching written English."
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Teaching the English Language, 2008.
This paper discusses task based instruction in English language learning for English second language (ESL) students and presents a teaching module combining English language learning and social issues.
1,635 words (approx. 6.5 pages), 8 sources, APA, $ 53.95
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Abstract
This paper explains that a task based curriculum provides students with the opportunity to apply immediately their learning to tasks on a consistent basis. The author points out that task based instruction provides students with a true learning experience in which they are capable of demonstrating learning through actual experience. The paper indicates that, as students perform tasks they are capable of building on the knowledge and skills that they have already acquired and realizing their abilities related to the unit of instruction. The author includes a module that focuses on the combination of English language learning and social issues, which are relevant to the student's learning and growth and will lead to positive outcomes in education.
Table of Contents:
Introduction
English Language Learning and Social Issues Module
Part One
Part Two
Part Three
Part Four
Part Five
Literature
Conclusion
From the Paper
"The module will focus on the theme of social issues and the target learning stage is intermediate, at grades 9-12. At this stage of learning and development high school students are consistently focusing on social issues that impact their everyday lives. Allowing these students to focus on these issues, as well as using English as a means to that expression will motivate the students toward successful completion of the unit. Additionally, tasks that are defined for the students that will allow them to realize their goals in the unit will support the learning and ensure retention of the skills and knowledge that have been acquired."
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Pan-Africanism, 2007.
A discussion on black African philosophy and Pan-Africanism.
2,380 words (approx. 9.5 pages), 6 sources, MLA, $ 72.95
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Abstract
This paper examines how Pan-Africanism is a philosophy or belief that African people have a common bond and share common objectives, aimed ultimately at unifying themselves on their own continent as a dignified race. It points out that the belief has pertained to all black Africans and their descendants in the African continent, including the non-Blacks, and later, those outside the continent. It explores their attempts at expressing a common African personality and coming together as a nation and as one race on their own continent, especially during the period between World War I and World War II.
Outline:
Introduction
Review of Literature
Method
Summary of Findings and Conclusion
From the Paper
"This source describes Pan-Africanism as a socio-political viewpoint and movement for the unification and uplifting of all Africans within the African Continent and outside or those in African diaspora into one global community. It was first conceived of by Henry Sylvester Williams to cover Africans in the Continent and then later broadened to include those throughout the world. Pan-Africanism started in the West Indies, not Africa, and was coined by Williams for his 1900 Pan-African Congress. The leading and largest pan-African movement in the world is the UNIA-ACL organization, founded by Marcus Garvey, an Afro-Jamaican, in Kingston, Jamaica in 1912. His advocacy spread to the United States, specifically to Harlem, New York where he set up his headquarters in 1914. It re-examines African history from a pro-African perspective rather than from a pro-European's and restores traditional African concepts and culture. Other pan-African organizations are Garvey's Universal Negro Improvement Association-African Communities League, Trans-Africa and the Internal Peoples Democratic Uhuru Movement. It is, however, criticized for ignoring or downplaying cultural and ethnic differences and socio-political circumstances among Black peoples worldwide."
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