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The English Language and India, 2005.
This paper discusses the history of the British using their English language and culture in India to "educate the Indians".
2,280 words (approx. 9.1 pages), 6 sources, MLA, $ 70.95
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Abstract
This paper explains that, beginning in the 18th century, the British missionaries and their establishing institutions of learning, which initiated much of the early education of the Indians, thought that if English was intrinsically healthy, it stood to reason that the Indian languages were the opposite. The author points out that, to find employment in a civil service position, an individual needed to pass an English qualifying exam and receive a "western degree"; therefore, it is no surprise that the educated class, in some cases, became more English than the English. The paper relates that, with the leadership of Gandhi, who was once an avid Anglophile, the many Indian languages came to be favored over English; however, even today, English is used as a kind of national language for affairs of state because India is multi-lingual and having a unifying language is seen as important. Several long quotes.
From the Paper
"The group that benefited possibly the most was the Bengalis.
The Bengalis developed a vigorous Westernized culture quite independent of their British neighbors. Education became a mark of social distinction as well as a means for advancement. Competition in the schools and universities was (and is) fierce by Western standards. The highly educated and literate populace gave rise to a great demand for books. A few blocks south of the Marble Palace is the College Street Market where, adjacent to the dignified buildings of Calcutta University, there exists a prodigious collection of publishers and booksellers. The market is an intellectual phenomenon in itself, probably the largest book market in the world. Books on every conceivable subject are published both in English and Bengali. The Bengali authors have a marvelous facility with the English language and at its best the quality of literature in Calcutta ranks with that of any center in the world."
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Sindhi Language, 2004.
This paper is a phonological view of Sindhi, a language of India
3,600 words (approx. 14.4 pages), 13 sources, APA, $ 127.95
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Abstract
This paper presents a historical overview of the Sindhi language. The author discusses code-switching, borrowing and other issues related to Sindhi language.
From the Paper
"The Sindhi a people named after the Indus Sindhu in Arabic River are said to be one of the oldest groups in the Indian subcontinent. They inhabit both sides of the Indus River, which divided India and Pakistan. Until Pakistan became an independent Muslim country in the Hindu and Muslim Sindhi lived together in the same region. As a result of the partition of India and Pakistan, a majority of the Hindu Sindhi migrated to metropolitan areas of India whereas the ..."
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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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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 1947 Partition of India, 2005.
This paper discusses the impact of the partition of British India in 1947 into India and Pakistan and argues its harmful effects.
1,800 words (approx. 7.2 pages), 6 sources, $ 71.95
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Abstract
This paper sums up the social, political, economic repercussions of the 1947 partition of British India into India and modern-day Pakistan. The paper suggests that a more conciliatory approach on behalf of the political leaders of the day might have avoided much of the subsequent bloodshed and spared both of these nations the acrimony and animosity that presently lingers.
From the Paper
"The partitioning of India has stirred a great deal of debate. This paper will wade into that debate by examining whether or not the partition of India made sense socially, politically, or economically. More specifically, this paper will argue that the 1947 partition did a great deal of harm to India - and to Pakistan - in all three regards and that a more inclusive approach involving the leaders of the day might have spared both nations the tragedies that followed. With that in mind, it is to a discussion of the Indian partitioning of 1947 that one now turns."
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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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Clive and the East India Company, 2008.
A discussion of Sir Robert Clive's impact upon India and the East India Company.
1,966 words (approx. 7.9 pages), 4 sources, MLA, $ 62.95
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Abstract
The paper explores the towering personality of eighteenth-century East India Company Commander Robert Clive and how his forceful personality -combined with questionable ethics - established the East India Company as the de facto ruler of North-East India. The paper also shows how Clive undermined the legitimacy of the regional Nawabs while transforming Indian society in ways that created anger and resentment among Indians. The paper then looks at how the Chinese managed to secure a degree of autonomy in contrast to the Indians.
From the Paper
"The beginning of the East India Company's century of political domination in the "crown jewel" of the British Empire dates back to the 1750s - at least according to historian Philip Lawson. Specifically, shortly after securing the corporate presidency, Robert Clive was called upon to respond to an emergency in Bengal involving the capture of Calcutta by the new Nawab, Siraj-ud-Daula. While the matter is actually rather complex, what had essentially happened is that a simmering Mogul rivalry had spilled over into British affairs. Particularly, the Nawab had imprisoned 146 Europeans - of whom 123 died in one evening in a crowded cell. Suffice it to say, the Nawab's actions and the reckless disregard for the safety and security of the Europeans sparked mass revulsion across Europe (most notably in Great Britain) and Clive became one of the two senior commanders of an expeditionary force sent from Madras to re-capture Calcutta and rescue those Europeans who had not perished; the campaign, just as one might expect, was a huge success and marked the high point in Clive's military career."
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India and Its Independence, 2007.
An analysis of India's position regarding World War II and their desire for independence.
2,549 words (approx. 10.2 pages), 8 sources, MLA, $ 77.95
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Abstract
This paper discusses the independence of India. It looks at India's political situation during the World War II and whether India was a country with beliefs that agreed with the War. It discusses why India wanted to be free from the British. The paper analyzes why India became involved in the war, the part Mohandas Karamchand Gandhi and Chandra Bose had in the war and the position India held concerning the war. Finally, the paper discusses how Bose believed it was better to fight with the Japanese against the British to win independence while Ghandi believed it was better to fight on the side of the British with the hope of gaining independence.
Table of Contents:
Abstract
India and Politics
The History of British Rule in India
India and Its Position at the Beginning of World War II
Netaji Subhas Chandra Bose
Mahatma Gandhi and India
Independence for India
From the Paper
"Many of the leaders in India did not want to actively participate in World War II. History shows that Gandhi and Nehru wanted to tie any participation of their country in the war with independence for them. First, consider some facts about Mahatma Gandhi. This is explained in the article, "Mahatma Gandhi", (2006), Mohandas Karamchand Gandhi's birth was in a small town called Porbander on October 1, 1869 (p. 1). He went to school in Rahkot due to the fact that his father was the prime minister of this area. Gandhi was actively involved in keeping peace between the Hindu and Muslims. One of Gandhi's problems was that he refused to see the two separate elements the Hindu and Muslims had (Mahatma Gandhi 2006). Gandhi wanted peace and independence for his country."
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India's Ancient Civilization to Modern Day Politics and the Legacy of the British Raj., 2001.
A look at India's development from as early as the 3rd millennium and how other nations and civilizations often imposed their rule on India. The primary focus of the paper is on how British rule in India continues to effect modern Indian politics.
3,960 words (approx. 15.8 pages), 6 sources, $ 107.95
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Abstract
In this paper the author examines how British rule has made an impact on Indian politics. Making comparison to Abdullah Hussein?s characters in ?Weary Generations?, the author suggests that British rule, in modern Indian politics, continues to be ?an unhappy marriage that still is not broken?. The second section of the paper discusses political institutions in contemporary India and their relevance, whilst the third section looks at Indian ancient civilization which the author suggests has led to a modern day philosophy of non-violence, religious tolerance. The paper concludes with a look at democracy in India as compared to that in China and Japan.
From the paper:
?The English made many external changes that led to the Indian people's desire and ability to become their own unified country. Although unification may never have happened without the influence of the British, it was the Indians themselves that eventually achieved their unity. The British could not completely unify India.?
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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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Linguistics and the History of the English Language, 2002.
This paper explores the areas of linguistics and the history of the English language in terms of what an English teacher should know before teaching the subject.
4,392 words (approx. 17.6 pages), 7 sources, APA, $ 115.95
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Abstract
This paper asks if future English teachers should study the history of English. The writer shows that teachers should have a knowledge of linguistics. Main points of the paper include: why English is complicated, why languages (especially English) change, grammar rules and problems, spelling history and problems, how dialects are developed and how they influence English in the classroom, semantic changes and more. The paper concludes that all these contribute to a better and more interesting English classroom.
From the Paper
"The English language has a rich history, spanning centuries and passed on by different tribes. A lot of other languages, especially French, has had some influence on the English language. The language has undergone many changes in its history, including the Great Vowel Shift, which changed the way English was spoken. Some people who know more than one language have said that English is the hardest language to learn. As of today, many educated professors and acclaimed administration members probably don?t know the real reasons behind some grammar rules and depend on technology to correct their fragment sentences. What makes English such a hard language to learn and use, even for its native speakers? Will the knowledge of the history behind the English language enable teachers to help students master English? I believe that knowledge leads to understanding; therefore teachers with a strong background in the history of English will be better equipped to teach this difficult subject."
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Mandarin Speakers' Production of English Vowels, 2007.
An analysis of Mandarin speakers' production and perception of English vowels and their mastery of the English language.
1,526 words (approx. 6.1 pages), 7 sources, MLA, $ 50.95
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Abstract
This study examines how production and perception of English vowels are affected by one's native language, specifically among Mandarin speakers. The paper examines the specific relationship between Mandarin speakers' production and perception of English vowels and their mastery of the English language, including their comprehension of intonation and pitch. The author hypothesizes that Mandarin speakers' would experience more difficulty mastering English vowels if their exposure to the English language encompassed one year or less.
Table of Contents:
Abstract
Introduction
Discussion
Conclusion
From the Paper
"Previous studies suggest that multiple factors affect speakers' ability to produce sounds and their perceptions of sound. Various studies including that conducted by Boroditsky (2001) suggest that how one speaks affects many aspects of their livelihood including how one views or perceives the world. Further studies suggest that when compared with native English speakers, Mandarin speakers tend to refer to different concepts in different ways, including describing time in different manners (Boroditsky, 2001). The results of this study are relevant as they suggest that language is a "powerful tool shaping thought" and that one's native language "plays an important role in shaping thoughts and thought processes" (Boroditsky, 20)."
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The California English Language Development Test, 2008.
This paper is a review of the literature on the California English Language Development Test (CELDT) and student achievement when learning English as a second language.
1,580 words (approx. 6.3 pages), 14 sources, APA, $ 51.95
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Abstract
This paper explains that the California English Language Development Test (CELDT) is used as a means of evaluating language proficiency among students learning English as a second language to identify students who are learning English as a second language. The author points out that the CELDT also is used to monitor the performance of these students at regular intervals and to reclassify students from limited English proficiency to fluent English proficiency. The paper stresses that CELDT is a monitoring system, not a pedagogical approach; therefore, its use will never directly improve or diminish the scores of second language learners. The paper concludes that administrators and educators may have unwittingly created a setting in which the CELDT is given more credibility than it deserves in terms of its significance as a testing apparatus.
Table of Contents:
Abstract
Introduction
CELDT in Application
Implications
Conclusion
From the Paper
"The test was used for the first time in 2001, suggesting that data pertaining to its use is insufficient to judge long-term outcomes based on the use of the test. The CELDT was developed by the professional for-profit test organization, "CTB-McGraw Hill" and is "designed to assess English learners in grades 1 through 12 on reading, writing, comprehension, and oral English along a continuum of five levels, from Beginning (1) to Advanced (5)" The test has been praised in California by educators and administrators who were forced to rely on a variety of different tests but now can evaluate a student's performance even when he or she has moved from one school to another."
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