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The Standard English Debate, 2004.
A discussion on the multi-stranded debate on standard English in education.
2,459 words (approx. 9.8 pages), 12 sources, MLA, $ 74.95
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Abstract
Standard English is described as "by far the most important dialect in the English-speaking world from a social, intellectual and cultural point of view" (Trudgill 1999;123). This suggests that the debate about Standard English is a multi-stranded one. This paper demonstrates how it can be divided into: a linguistic debate, which shows the rise of standard English as a direct result of certain historical event; a socio-cultural debate, which demonstrates the way that society often shapes its attitudes on stereotypes and assumptions about attributes of a speaker and their linguistic variety and a political debate, which shows the area of language attitudes as one with which presuppositions about social class have a significant relationship.
From the Paper
""Standard English refers to the 'structure of the language, i.e. its grammar and vocabulary', but it may be 'spoken in any accent' (Perera, 1994 cited by Brindley, 1996). Since the 1950's there has been a decline in the teaching of grammar in schools. Some educationalists have interpreted criticism on prescriptive grammar as criticism of grammar teaching in general. It has been found that English students are now entering universities with little knowledge of basic grammatical terminology (Milroy and Milroy, 1991). Honey (1983) says that English language teaching is in decline and blames the discipline of linguistics for this."
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Standard and Non-Standard Language, 2007.
An analysis of the issues surrounding the use of standard and non-standard language varieties in education.
1,908 words (approx. 7.6 pages), 11 sources, APA, $ 60.95
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Abstract
The paper attempts to determine the place of standard and non-standard varieties of English in education. It examines how the study of language attitudes has a long history that has expanded across several decades and social scientific disciplines and how it recognises that language is a powerful social force that does more than convey intended referential information. The paper also looks at how a "standard" English has developed over the years and how it has been dictated by association with the social group with the highest degree of power, wealth and prestige.
From the Paper
"By the 16th century a specific form of English used mainly by the government, and among the most educated, had surfaced and the standardisation of its written form was later encouraged by the development of the printing press. Regional dialects which possessed their own distinctive grammar, vocabulary and accent, continued to be spoken by all classes of society until their rapid decline in the 19th century. The main reason for this decline was related to issues such as geographical mobility, the spread of education, and the mass-readership press. Meanwhile, a standard form of accent, now known as 'received pronunciation' (RP) had emerged and by around 1900 this form, or one very close to it and containing only a few small markers of one's local accent, had come to be widely recognised as the form indicative of 'educatedness' (Honey, 1983)."
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It Ain?t Standard So it Ain?t No Good, 2002.
A study of the deconstruction of standard English, and a debate on whether or not such a standard is effective.
1,000 words (approx. 4.0 pages), 4 sources, MLA, $ 35.95
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Abstract
This paper debates the existence of a standard grammatically correct English language. It describes that English, like all languages, is continually and constantly changing. The author argues that language is constantly changing, because it is as alive and organic as the people speaking it. The paper does establish that written English has a more established set of rules that is taught in academic institutions than the spoken language.
From the Paper
"A debate rages across the worlds of lexicographers, authors, professors and creators of dictionaries alike: what is ?standard English?? The question is, of course, oversimplified. The standardization of any language involves ??a uniformity of orthographic, typographic, grammatical and lexical practices,? and so one might research the subject of language standardization for years to no conclusion specific or accepted enough to answer the posed question (Davis 69). Some have attempted ambiguous conclusions, including linguist Peter Trudgill who said, ?Standard English is that variety of English which is usually used in print, and which is normally taught in schools and to non-native speakers learning the language."
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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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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.
A paper on the sociology and linguistic perspectives of "The Ebonics Resolution" a Californian plan to accept African-American language as the primary language of African-American students.
1,850 words (approx. 7.4 pages), 10 sources, MLA, $ 59.95
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Abstract
The paper shows that in 1996, the Oakland School Board in California passed the ?Ebonics Resolution? - a plan to accept African-American language, termed Ebonics, as the primary language of African-American students and to implement a system to teach them in their primary language as a means of assisting them to learn standard American English. The paper discusses the debate that followed involving the public and the media. It shows that while the linguistic experts in the field were in support of the Ebonics Resolution, the Resolution had a significant social impact. By comparing the meaning of the issue from a sociological and a linguistic perspective, the paper shows the real issues involved in their entirety.
From the Paper
"In the Ebonics debate the part of culture involved is language, a very basic component of our society. Language is something that is taken for granted, with the belief of the general population being that the accepted language is the correct one. The social rejection of Ebonics and the rejection of accepting it as a primary language can be seen as a form of the majority group of society asserting their own belief in their superiority. This is not necessarily representing that the majority group do not want to accept others. Instead it reflects the basic principle of society assuming that the majority group is correct."
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Research and Debate on Smoking and the Tobacco Industry, 2000.
A paper defending the tobacco industry in the war against smoking, arguing that the distributors should not be blamed.
2,300 words (approx. 9.2 pages), 6 sources, $ 70.95
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Abstract
This report and debate was written as an English project. It focuses on why, as consumers, we place the blame for cigarette smoking solely on the distributors. This paper is meant as a defense for the Tobacco Industry. If you feel it would be helpful to learn more statistical information on smoking as well as a comparison between the arguments, it is provided in this report. Links are also provided so that you may find additional information directly from the organizations.
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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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Will Standardized Testing Produce Standardized Students?, 2002.
Examining the impact of the "No Child Left Behind" Act of 2001.
1,255 words (approx. 5.0 pages), 5 sources, MLA, $ 42.95
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Abstract
This paper discusses the main principle behind the "No Child Left Behind" Act of 2001 - that students would be tested in reading and math every year from 3rd grade on. It shows how schools which score well would be rewarded while those that score poorly would be punished. The paper questions whether this is a good plan and whether it will make education in America better.
From the Paper
"No Child Left Behind is based on seven principles. First, (and most controversially) there is to be accountability of results. This means that in grades 3-8 students will take tests in reading and math and parents will receive school and state report cards. The data will also be made available to the public. Second, the program is designed to create flexibility at the state and local level and reduce red tape, although critics do not agree with this assertion. Ten programs were cut or consolidated at the U.S. Department of Education and schools now have the flexibility to transfer up to 50 percent of the funds they receive from the federal government into alternative programs. (This does not include Title I funds). Third, HR 1 expanded options for parents of children from disadvantaged backgrounds by providing additional funds for school choice, supplemental services, and charter schools. Fourth, HR 1 tripled the amount of federal money appropriated for reading programs. Fifth, the bill required that a fully qualified teacher be in every classroom by 2005. Sixth, there is a confirming process to ensure standardized test quality. Finally, measures were taken to help limited English proficient (LEP) students learn English quickly."
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English-Only Policies in the American Workplace, 2002.
Presents guidelines and suggestions for alternatives to the English-only policy in workplaces throughout the United States.
4,850 words (approx. 19.4 pages), 36 sources, APA, $ 123.95
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Abstract
The debate over whether or not English-only policies are justified in the American workplace is sure to continue; however, there is no clear-cut guidelines to determine whether or not a company should have an English-only policy. The best advice to date is to limit the implementation of an English-only policy unless there is a clear business necessity that presents justification for having one. This paper presents an overview of the English-only debate in the United States, including background information and arguments made by proponents and opponents. The paper closes with a set of guidelines for organizations deciding to either maintain or implement English-only policies and recommended alternatives to English-only policies in the American workplace.
From the Paper
"English-only is an extremely broad term. For the purposes of this paper English-only policies are the entire spectrum of language policies enforced in the workplace that either promote the usage of English or restrict the usage of non-English languages in some way. In the broader English-only debate there are other terms used to differentiate the specific type of policies enforced. In governmental legislation, an English-only law would be a law allowing ??only?? English usage and no usage of other languages. On the contrary, an Official English policy or law would make English the official language of use, but not restrict the usage of languages other than English. The fact that many individuals involved in English-only debates are using the same terminology to refer to different types of policies adds to the confusion. It also helps explain why, in the court rulings, it is almost impossible to provide a clear definition of why certain policies are legal and others are illegal (Hoffman, 2001, p. 3). In the United States, neither the constitution nor the federal law codifies English as the nation??s official language (Santoro, 1999, p. 890). So contrary to belief of many, English is not the official language of the United States. However, twenty-three states have active Official English statutes and others are pending (Crawford, 2002). But even these statutes vary enormously. Some state statutes simply declare English as the official language of the state in sort of a symbolic gesture; much the same way state birds are named (American Civil Liberties Union, 2002). Other states, such as Arizona, which has the, ??the most restrictively worded official-English law?? (Arington, 1991), take their statutes much more seriously. Some state and local language laws have gone as far as to restrict the governments from providing emergency services such as police lines in non-English languages (American Civil Liberties Union, 2002)."
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Poor English, 2002.
An essay criticizing the poor use of proper English by writers today.
1,148 words (approx. 4.6 pages), 1 source, MLA, $ 39.95
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Abstract
This paper examines the recent decline in the proper use of English writing within literature. Specifically, the paper makes reference to George Orwell's "Politics and the English Language" which points out the poor quality of English usage today. The paper shows a number of examples where modern English differs from Standard English, as well as some general examples of bad English.
From the Paper
"Orwell believes that the first terrible mistake made by modern writers is the use of old and almost dead metaphors. He is of the view that since writers no longer try to build their vocabulary or invent new and better phrases for themselves, they often use similes or metaphors that have become so dry and dull, that they do not serve their purpose and fail to excite the readers. He writes, ?there is a huge dump of worn-out metaphors which have lost all evocative power and are merely used because they save people the trouble of inventing phrases for themselves."
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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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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 Fairness of Standardized Tests, 2006.
An examination of standardized tests which considers their fairness to minorities, those with cultural diversity, limited English and disabilities.
6,182 words (approx. 24.7 pages), 26 sources, APA, $ 145.95
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Abstract
This paper examines standardized tests with an emphasis on their fairness to minorities, those with cultural diversity, limited English and disabilities. The reliability of standardized tests as a fair indicator of school success is considered, focusing primarily on the experiences of African-American students. This paper concludes that standardized tests are not at all fair towards minorities - as indicated in the fact that several colleges, such as Holy Cross, are abandoning standardized tests in their admissions processes.
Introduction
Standardized Tests and Bias in College Admissions: Several Case Studies
The SAT's Racial Bias - If This Test Didn't Work, What of NCLB and AYP?
With This Discrepancy In Standardized Testing, How Are NCLB and AYP Affected?
Conclusion
From the Paper
"Most alarmingly, of the seven tests addressing "African American issues," four or 57% were "negative" or culturally unflattering and unappealing in nature. Those tests focused on the slavery experience and on the diminished rights, poverty, and racial/ethnic chauvinism faced by Black people in the United States. (Fleming, 2000) The three "positive," or culturally celebratory, tests addressed Harlem (New York City) politics in transition, William H. Johnson's paintings, and a memoir of a Black leader - as the popular sarcastic phrase in the industry notes, the rest of the questions are about polo and fly fishing, activities in which, for both social and economic reasons, African Americans are hardly likely to engage. "
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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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