Εμφάνιση αναρτήσεων με ετικέτα Νέα Ελληνική Γλώσσα. Εμφάνιση όλων των αναρτήσεων
Εμφάνιση αναρτήσεων με ετικέτα Νέα Ελληνική Γλώσσα. Εμφάνιση όλων των αναρτήσεων
Δευτέρα 6 Ιανουαρίου 2020
Τετάρτη 17 Ιανουαρίου 2018
Το θέμα της διαφορετικής προφοράς στη γλώσσα: Πόσο ανεκτικοί είμαστε στη διαφορετικότητα;
Teachers with Northern accents are being told to ‘posh up’, here’s why
The way we talk can reveal a lot about us and our origins – in terms of region, class and ethnicity. The UK has a wide variety of accents but not all are created equal – with some accents deemed to be more socially acceptable than others.
Maybe it’s not surprising, then, that my research has shown that teachers in the UK often feel under pressure to change their accents. Based on four studies I have conducted since 2014, it appears that many teachers – notably those from the North and Midlands – are being told by mentors to adopt a more general (less broad) version of their accents to help construct a more professional identity.
For some, this equates to linguistic prejudice (or certainly preference), yet it is disguised as being based on a need to be “better understood” by the children they are teaching.
The Department for Education states that teachers in England must:
Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English.
But while this makes clear the need to use standard English, there is no mention of accents. And yet some mentors of trainee teachers are essentially asking them to make their regional accents sound less, well, regional.
A brief history of accents
Received Pronunciation (RP) was historically the standard British accent. And while it still exists, it is a class-based accent rather than a regional one. This is the accent deemed to be “posh British” and is still regarded somewhat as the accent benchmark – in as much as other accents are compared with it.
Outside RP, all British accents are, by definition, regional. And yet, for each region there are different incarnations of the given accent. The Mancunian accent, for example, comes in several varieties which could range from “broad” to “posh” via somewhere in between – deemed to be a more “general” sounding accent.
While most people generally have an intuitive notion of what constitutes these three varieties for each regional accent, no one has any real knowledge as to what this means at a purely phonological level – until now.
Defining features
Based on my studies, it appears that broad accents – those which might be considered off limits for some professions – fall into one, or both, of two categories: “reductions” and “linguistic giveaways”.
Reductions simply refer to losing a sound, or sounds, from a word, making it shorter in duration – such as “playin’” for “playing”. Reduced forms or reductions can contribute to accents being perceived as broad. And this can then lead to stereotyping of the speaker with assumptions being made as to his or her background, education level and social status – perceived though they may be.
Linguistic giveaways, meanwhile, are certain sounds which are immediately recognisable as deriving from a certain region. And if the region is stigmatised, so is the accent and the speaker. In broad Liverpudlian for example, the “k” sound at the end of a word, and elsewhere, can be pronounced like a strong “h” – much like a Spanish “j” – meaning that “back” can sound more like “bahhh”.
A standard accent?
The Sutton Trust has also published research looking into the effects of accents deemed “working-class” – in other words, broad – in certain professions such as banking. The research found that young people from less affluent homes are often locked out of banking jobs because of their clothes, appearance – and accent.
The implications are that if two individuals – who are otherwise equally qualified for a job – go for an interview, the one with the broad accent will be less likely to get the job.
Perhaps, then, it’s time to have a discussion about whether or not more socially acceptable versions of regional accents should become official standards in UK workplaces. This might seem far fetched, but there is evidence that accents are being regarded as a legitimate means of judging candidates’ suitability for certain professions.
In modern day Britain, we celebrate diversity and champion equality. This is reflected in the Equality Act – by which all manner of identities are legally protected. Despite this, class remains a divisive issue and accents are still discriminated against.
Ultimately, we all have an accent of some kind, so if a candidate is otherwise fully qualified for the job, then surely in this day and age an accent shouldn’t be seen as a (linguistic) liability.
Τετάρτη 13 Σεπτεμβρίου 2017
Τρίτη 27 Ιουνίου 2017
Παρασκευή 2 Ιουνίου 2017
Πέμπτη 27 Απριλίου 2017
Eίναι, τελικά, το γράψιμο...terra incognita;
Μια μικρή βοήθεια για τις εξετάσεις στο μάθημα της Έκθεσης!!!!
Δευτέρα 27 Φεβρουαρίου 2017
Περίληψη: terra incognita (?)
Three Important Summarization Techniques ↓
Επιλέγω - Απορρίπτω - Παραφράζω & συνδέω
There are three important summarization techniques. They are selection, rejection and substitution. They are discussed hereunder.
- Selection : Selection is an important summarization technique. It is essential to select major idea, key words and phrases, special terms and interpretations presented in the original resource.These aspects must be considered seriously while writing these summary. It is an important summarization technique as it helps to include all major ideas in summary.
- Rejection : Rejection is an important summarization technique. lt is a process of removing unnecessary data. As cited earlier, try to reject repetitions, examples, illustrations, anecdotes, redundant, expressions, tables and statistical data. Basically rejection helps to prepare a perfect summary.
- Substitution : It is also an important summarization technique. Basically it includes synthesis. It is a mode of combining several sentences into one sentence. It is recommended to use sentence substitutions, short sentences to replace lengthy sentences. Use of one-word substitutions is an added advantage in the summary writing process.
Σάββατο 26 Νοεμβρίου 2016
Πειστικός λόγος: πείθοντας τους μαθητές να γράψουν έναν λόγο πειθούς
Sometimes students need a little push to activate their imaginations. The collection of prompts below asks young writers to think through real
or imagined events, their emotions, and a few wacky scenarios. Try out the ones
you think will resonate most with your students.
http://www.ereadingworksheets.com/writing/persuasive-essay-topics/
Τετάρτη 2 Νοεμβρίου 2016
Μάθημα... μέσων κοινωνικής δικτύωσης: υποχρεωτικό ή επιλογής;
https://theconversation.com/uk/education
0" />
1477583020.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;">
[...]
0" />
[...]
Given all of this, it is my belief that social media education should be treated with the same level of importance as sex education. And as adults, educators, and employers, we need to take some responsibility in educating our children on the “birds and the bees” of social media use – because it has the potential to do serious damage to young people’s future’s and prospects.
Children today engage with social media at a young age, so the responsible use of it needs to be built into the curriculum at primary school level. As children progress through their education – what they are taught can evolve.
This means that from being made aware of issues such as their personal security and safety, they can move on to learning about how they could find themselves on the wrong side of the criminal and civil law for what they post or tweet. And how their online profiles can influence their job prospects – both negatively and positively.
Because in this modern age we live and work in today, this type of training could make a real difference to the futures of children and young people – both online and off.
Δευτέρα 10 Οκτωβρίου 2016
Η γλώσσα χωρίζει ή ενώνει τους λαούς;
According to a series of newspapers, immigrants will apparently change the English language in Britain beyond repair over the next 50 years. TheDaily Telegraph, the Daily Mail and the Daily Express have all run alarming stories on this topic. Language will change “because there are so many foreigners who struggle to pronounce” certain sounds, such “th” as in thin or this.
[...]
The answer lies in the way languages are understood, especially in the West. Consider the names of European languages such as English, French, German, Italian, Spanish, for example. Now consider the names of the countries where these languages are spoken: England, France, Germany, Italy, Spain. And now consider, also, the names of the people living in those countries: the English, the French, the Germans, the Italians, the Spanish. All these names suggest that there is an obvious and entirely natural bond between specific languages, their speakers and the territories that they inhabit.
Old-school thinking
[...]
So, towards the end of the 19th century, at the height of European nationalism, histories of languages were created in order to demonstrate their primordial existence. For example, it was in the 1880s that language historians began to use the term “Old English” to refer to the assortment of languages used in Britain before the Norman Conquest. The obvious advantage of “Old English” over, say, “Anglo-Saxon” is that it clearly suggests that what is spoken now and what was spoken well over 1,000 years ago is fundamentally one and the same language.
The fear of multiculturalism
For this reason, as many in Europe are looking for a firmer re-establishment of national borders, language is once again being used instrumentally to mark boundaries between people. And this fits perfectly well with the anti-immigration agenda of some newspapers. Their A-B-C logic goes something like this:
a) The English language is the language of the English, and it has been so since time immemorial.b) Now, suddenly, it’s changing, and that can only be caused by non-English people (immigrants).c) Consequently, by living here and speaking English (badly), immigrants are changing not only our language but the very essence of our national identity.
[...]
This hard-headed association of language with national identity was at the core of an extreme version of nationalism that led Europe to two world wars. But we can turn this on its head: if we understand how fluid languages are by their very nature, if we appreciate the way they evolve and mix, we will also find it easier to live together and multiculturalism will no longer be so scary.
Πέμπτη 9 Ιουνίου 2016
Μετάφραση και πολιτισμική ισότητα
In this age of relentless globalisation, certain groups of people are routinely disenfranchised due to gender, ethnicity, nationality and social class. In this context, it’s helpful to consider the role translation plays in all of this, and whether it can ever help to empower the disenfranchised – or only serve to increase their vulnerability.
The controversial translation theorist Lawrence Venuti has argued insistently that fluent translations frequently perpetuate socio-political inequalities. In his view, translation is not an innocuous activity that facilitates communication – it can entrench inequality by bolstering the supremacy of dominant cultures.
Recent research has started to explore these complex issues. The translation scholar Israel Hephzibah focuses on English translations of Tamil literature produced by members of the so-called “untouchable” Dalit communities in India. These translations inevitably destabilise the traditional caste system by conferring literary credibility on the writings of a severely marginalised group. Such cases suggest that translation can become aligned with social justice.
...
There are many different kinds of periphery in the modern world, and life close to them can be difficult, even precarious. But languages are spoken there too. They may not be the same languages as those uttered closer to the “centre” of things, but that does not invalidate them.
If we can understand more fully how translation both strengthens and weakens these often disregarded tongues and cultures, then we might be forced to reconsider some of our rather simplistic presuppositions about language and society. And, fortunately, if all else fails, we can always make the world a better place by “learning” everyone a bit of English.
Τρίτη 14 Ιανουαρίου 2014
Διδακτικό σενάριο για την Νεοελληνική Γλώσσα Α' Γυμνασίου, Ενότητα 3η
Στα πλαίσια του προγράμματος της επιμόρφωσης Β' επιπέδου των εκπαιδευτικών στις ΤΠΕ εφαρμόστηκε στο τμήμα Α2 το παρακάτω σενάριο για 8 διδακτικές ώρες.
Και να μην ξεχνάει κανένας μας: σε κάθε πρόγραμμα που συμμετέχουμε το καλύτερο είναι να μας δίνουν το μέγιστο και ας εφαρμόζουμε το ελάχιστο.
Εγγραφή σε:
Αναρτήσεις (Atom)