| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "TEACHING ENGLISH FRENCH": |
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Teaching English & French, 1996.
General & specific difficulties of teaching French to English speakers & vice-versa & recommended solutions.
2,025 words (approx. 8.1 pages), 12 sources, $ 71.95
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From the Paper
"This very short introductory paper briefly points out some of the major difficulties the French have in learning English and the English French. It also hazards some recommendations regarding the teaching of these languages. Suggestions are of a general nature, inasmuch as there are various levels of acquired and expected competencies for various age groups with various objectives and learning environments."
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Human Rights and the French and English Revolutions, 2000.
A paper arguing that the English and French Revolutions both show how oppressed people of almost every group came to change their status.
1,335 words (approx. 5.3 pages), 4 sources, $ 44.95
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From the Paper
"Throughout history, the struggle for equality and human rights is a central element in many eras. During times of revolution where the people join together to fight for a common cause, usually for freedom and equality, basic human rights stand as the main drive. The English and French Revolutions both show how oppressed people of almost every group came to change their status. There is one motive that causes revolution; inferiors revolt to be equal, and equals so that they may be superior."
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French and English Canadians, 2005.
An analysis of the conflict between French and English Canadians.
1,445 words (approx. 5.8 pages), 3 sources, APA, $ 47.95
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Abstract
This paper discusses the conflict between English and French Canadians as a key element of Canadian history. While the focus of the paper examines the years 1760 - 1867, a general discussion of events leading to the fall of New France is relevant and is included. The paper contends that French and English conflict in the new world, specifically in what is now officially Canada, has a long and volatile history, dating back to the emergence of an English fur trade in what is now known as the Hudson's Bay. The paper traces the nature of this conflict, roughly from the fall of New France to the English through to Canadian Confederation in 1867. Included in this discussion of the English - French conflict is the fur trade, the treaty of Utrecht, the lower Canadian rebellions and the Quebec Act.
From the Paper
"Tensions between New France and the English colonies on the North American continent began to escalate when King Charles II gave the Hudson's Bay Company exclusive trading rights and property ownership to Rupert's Land. This vast area included all the lands within the area drained by the rivers flowing into both Hudson and James Bays.1 This tension became open conflict, punctuated with several cease-fires, between 1689 and the fall of New France in 1760. Even in the post conquest era, conflict continued between English Canadians and French Canadians. In the twenty-first century contemporary Canadian politicians grapple with the issue of Quebec sovereignty."
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French Speakers Learning English, 2000.
The difficulties encountered: syntax, phonology, grammar, articulation and fluency.
1,350 words (approx. 5.4 pages), 4 sources, $ 47.95
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From the Paper
"This paper examines some of the most significant difficulties that French speakers encounter when they begin to learn English. While concentrating on syntactical and phonological problems, the study also explores some of the grammatical and articulative difficulties faced by French speakers as they begin their road to fluency in English. However, before proceeding to the particulars of learning English as a second language for Francophones, a few general notes are in order.
When a speaker of one language begins to learn to speak another language she or he encounters certain predictable problems. This is true regardless of the two languages at least in this one general respect: The aspects of the second language that are most different from the maternal language will be the most..."
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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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The French Film Industry as a Reflection of French Society, 2002.
This essay analyzes two French films, and discusses how they mirror the social rifts in modern France.
1,220 words (approx. 4.9 pages), 2 sources, $ 41.95
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Abstract
This paper looks at the problem of fracture sociale in France. The author examines this problem as seen in ?Le D?ner du Cons? and ?La Haine? and compares the two with particular attention to class and social barriers in modern France.
From the Paper:
"?Le D?ner de Cons? is a farcical comedy about a club of bored, successful and obnoxious Parisians whose lives revolve around a male adolescent game of one-upmanship. Pierre Brochant is an arrogant publishing executive who livens up his upper class existence by attending idiot dinners. The concept is discomforting, rooted as it is in an attitude of arrogant superiority."
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Napoleon Bonaparte and the French Revolution, 2002.
This paper discusses that the Age of Napoleon Bonaparte has its roots in the French Revolution and that it was Napoleon Bonaparte who spread the teachings of the French Revolution throughout Europe.
2,385 words (approx. 9.5 pages), 5 sources, MLA, $ 73.95
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Abstract
This paper explains that the French Revolution ignited new ideas regarding equality, justice, freedom and the very nature of social interaction; but, ironically, it was a dictator, Napoleon, who perpetuated and spread many of these ideas. The paper points out that the Napoleonic Code, the introduction of liberal ideas to Egypt, and the beginning of the drive for the unification of Italy were all things that resulted from ideas derived from the French Revolution that spread because of Napoleon and his rule. The author believes that the impact of the French Revolution and Napoleon?s dissemination of its ideas can be demonstrated by the fact that even after the defeat of Napoleon, none of the old European monarchies or regimes ever enjoyed the absolute power that they once held.
Table of Contents
Introduction
The French Revolution
Napoleon Early in the Revolution
Quest for Power
Napoleon as a Ruler and Conqueror
The Tragedy of Napoleon?s Life
The Legacy of Napoleon and the French Revolution
Conclusion
From the Paper
"Napoleon is a tragic figure in that few have had so much and lost it all. From being the world?s most powerful man to becoming a lonely exile must have been a bitter pill to swallow. Napoleon?s life is also tragic in that so many people were fanatically loyal to him, yet his first love Josephine, was unfaithful to him and never provided the male heir that he so desperately wanted. But, the greater tragedy is the waste of Napoleon?s talents. True, he achieved monumental military accomplishments, but his conquests were ephemeral; they did not last. Universally recognized as one of the great military minds, Napoleon was equally talented as an administrator. If he had turned his attention to these pursuits, he could have done so much lasting good. He was also a man of contradictions. Vain, arrogant, and ambitious, he loved himself, but he was not afraid to recognize and praise ability in others. He was ruthless when necessary, but he does not seem to have been driven by hate as some later dictators were. All in all, he still fascinates us today."
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Official Bilingualism in Canada, 2006.
A discussion regarding the official Canadian languages of English and French.
2,250 words (approx. 9.0 pages), 5 sources, $ 89.95
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Abstract
This essay talks about bilingualism in Canada and the response to the official languages act which made the provinces use both English and French. This essay is based on research taken from book sources and articles from the Globe and Mail. According to this paper, not only is it an issue of language, but also of culture and outlook.
From the Paper
" Canada is a country that was founded by two different groups of people; Anglophones and francophones (Aboriginals and other groups have been largely ignored in most accounts). Anglophones are English speaking Canadians and francophones are French speaking Canadians. Besides speaking different languages and having different cultural backgrounds each group saw its position in Canada differently. For example, in "The First Century" Kenneth McRoberts states, From the beginning, English-speakers and French- speaker have seen Canada in fundamentally different ways. At the time of Confederation, most Anglophones saw themselves as members of a British nationality that transcended the boundaries of the new Dominion, whereas most francophones identified with a Canadian nationality that fell considerably short of these boundaries (McRoberts 2)."
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A Comparison of Revolutions, 2001.
Compares the American, English, and French Revolution, covering 6 major factors of revolution.
2,230 words (approx. 8.9 pages), 7 sources, $ 69.95
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Abstract
This essay compares the American, English, and French Revolutions. In doing so, the author examines the leaders of these revolutions and their motives. He also looks into the history behind the forces that drove the people to revolt in each case. With much discussion of military conflicts, consequences and societal impact of the revolts both before and after.
From the Paper
"The American Revolution was started by people with strength and hope. The Americans were heavily taxed by the British without having any representation in government, and British troops were brought in to prevent rebellion. People like Samuel Adams, Patrick Henry, and Thomas Paine favored independence from the British and inspired many people to follow them, even though to more than half the colonists the idea of war was worse than British rule. Samuel Adams was a Harvard graduate and a master politician who constantly pushed for a confrontation with British authority. As a delegate to the Virginia Legislature, Patrick Henry advocated the repeal of the Stamp Act and in 1775 called for the use of Virginia?s militia against England, comparing British rule to slavery for colonists. Thomas Paine published a pamphlet called ?Common Sense? pointing out that colonists should separate from a repressive government; over 500,000 colonists bought the pamphlet and it inspired them to remain loyal to the revolution."
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Factors of Revolution: A Comparative Essay, 2000.
This is an essay comparing the cause and effects of the English, French, and American Revolutions.
1,494 words (approx. 6.0 pages), 4 sources, $ 49.95
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Abstract
This paper looks at three different revolutions in history: The American, The English, and The French. The author compares and contrasts the three in different categories. These include: Strength and Hope/ Misery Tyranny and Brutality / Incompetent and Weak Military Conflict Leaders of the Revolution Possession of Power Additional Freedom Gained / Loss of Freedom.
From the Paper
"The English Revolution was spawned by strength and hope. The revolutionists came to arms because of King Charles I decision to tax the people to support his war against the Scots and his decision to force the catholic religion upon his country. Through the support of the people the Long Parliament was able to arrest and ultimately execute the chief advisors. Also, Parliament was able to put limits on the Kings purgatives. "
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Understanding Acadian Independence., 2002.
Explores the history of the Acadians of Canada and their struggle of independence from the English and French.
1,025 words (approx. 4.1 pages), 2 sources, $ 39.95
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Abstract
This paper examines the history of the Acadian peoples in eastern Canada and provides a thorough discussion of their struggle for independence from the racist and imperialist assaults of the dominant English and French political factions. The Acadian peoples of the Maritimes are also compared to the Metis of the Western Prairies. Both cultural groups share common histories of persecution by British authorities. However, the endurance of the Acadians is outlined in comparison to the gradual annihilation of the Metis.
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The French Revolution and England, 2004.
An analysis of the effect of the French Revolution on English politics and society.
1,375 words (approx. 5.5 pages), 2 sources, MLA, $ 45.95
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Abstract
The paper documents the changing reactions to the revolution by England, with the first years being greeted with a patronising good humour by almost all in England, even George III. It looks at how, with the revolution moving into the terror, Francophobia in Britain grew, especially once British forces were at war with the French and how this prompted William Pitt the Younger to take unpopular repressive measures.
From the Paper
"Pitt, in power at the time, said little about his views, but was likely to have been pleased with the events. The main reason probably was that the change in order and government and the subsequent disruption would give Britain a slight advantage over her neighbour and rival, rather than anything ideological. This was the general, quite pragmatic, feeling amongst his supporters. King George III, also, was mildly pleased with the Revolution, for, although it involved the deposition of a monarch, he recognised that the government of pre-1789 France was very backward, and was not too fond of the Ancien Regime's monarchy, who had been his ancestors' rivals in Germany. Both Pitt and king would experience a surge of popularity as the French Revolution progressed."
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French Animosity, 2001.
This paper examines why Americans have such animosity to the French.
1,400 words (approx. 5.6 pages), 5 sources, $ 46.95
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Abstract
This paper tries to understand the phenomena why so many Americans have such animosity to the French. It looks at the common history that the two nations share, the similarities and also their differences and asks where the root of this animosity started.
From the paper:
"France is a member of the European community and French is spoken all over the world, from Europe to North America to Africa. Yet why are there so many jokes about, and so much animosity towards the French? Some of the problems Americans have with the French perhaps stem from the fact that the French seem fairly similar to us on the surface in appearance and prosperity, yet act so differently. For instance, many English words have French roots due to the Norman invasion of our parent country of England in 1066. (Let?s Go 59) Yet the French, even in contrast to other European countries, have always gone ?their own way,? perhaps most famously Charles DeGaulle?s bowing out of NATO during the formation of that organization after World War II."
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English in the EU and UK, 2006.
A discussion whether English should be the lingua franca in the European Union. The papers also discusses the effect that globalization has had upon England and its language policies as well.
1,963 words (approx. 7.9 pages), 6 sources, MLA, $ 62.95
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Abstract
The writer explains that in the European Union, all languages from member countries are to be given the same status. In practice, many documents are only translated into English and French as translating into all the member country's languages is too complicated. The paper explains that some feel that English should become the language of the EU, despite its policy to the contrary. The writer shows that some feel that English should be used in the EU as a common language, and not as a political stance. The paper goes on to discuss the effects of immigration, emigration and tourism to the UK, and how this has affected English in the UK. The writer explains that as policies of equality and human rights take precedence, foreign languages are being used more widely in education, where once, all education was only in English. The paper explains a recent language policy to use English as the sole language for education, in order to give all children in the UK an equal chance at making the best of their learning experience. In conclusion, while a lingua franca serves to overcome many obstacles, this should be balanced by a recognition of diversity in both the English language itself and in terms of different languages within the UK.
From the Paper
"However, there has recently been a greater emphasis on language diversity within the UK. As policies of human rights and equality take precedence, foreign languages enjoy more attention in schools. Since globalization and travel are greater realities today, it is possible to have a Dutch mother, a Spanish father, and be fluent in English, Spanish and Dutch. Some countries, including the UK, have begun to acknowledge this to a certain degree. It is also interesting to note the linguistic diversity locally within the UK. The United Kingdom is internally much more diverse than the general perception gives it credit for. There are many languages and cultures within this country. These include the Welsh, Scottish and Irish traditions, which remain cultures within themselves, despite the fact that English is perceived to be the dominant language within the United Kingdom. Bourne (Eggington & Wren, 1997:51) [2] notes that the modern United Kingdom has 500 000 Welsh speakers and at least 80 000 Scottish Gaelic speakers within its borders. A small number of Northern Ireland schools also still teach Irish Gaelic. Currently more than five percent of the total population in British schools is bilingual. The history of the UK is similarly colorful. Welsh, English, Latin, French and Flemish were used in Wales during the Middle Ages, while children with home languages such as Polish, Ukrainian, Chinese, Yiddish and French, among others, frequented British schools during the nineteenth century. Current language surveys reveal over 170 languages spoken in London schools, of which Bengali features the greatest number of speakers."
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The French and Indian Wars, 2002.
An overview of the causes of the French and Indian Wars and their impact on the Seven Years War.
3,150 words (approx. 12.6 pages), 7 sources, $ 115.95
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Abstract
This paper is a historical examination of the French and Indian Wars. It examines the origins of the conflict as being deeply rooted in pre-existing European wars and how it became part of a much larger scale conflict, the Seven Years War was the first world-scale conflict. It concludes with an observation about the continuing spirit for French independence within Quebec, the city that had been defeated by the English, but became the center for the French in Canada.
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