Suchergebnisse

A phase is an instance of derivation or "spell out'' of a chunk or whole of a sentence construction. It is standardly assumed that only complementizer phrases and little v(erb) phrases are phases, and tense and verb phrases are not phases. Other categories such as determiner phrases and applicative phrases have been tested positive for phases. However, no claim is made about the status of prepositional phrases as phases. This paper investigated whether prepositional phrases in English can have the status of a phase as defined in phase theory. It was hypothesised that prepositional phrases are phases of the 'weak' kind. To determine the phase status of prepositional phrases, the method of standard phase diagnostics tests such as computational complexity, phonological independence, semantic independence, and case checking, and theta completeness were used. It was found out that computational complexity is not a valid test to test prepositional phrases for phasehood. While prepositional phrases bear very strong evidence to be labelled phases with respect to phonological independence, PPs fail to be phases in the case of semantic independence, and case checking and theta completeness. Given these findings, it was concluded that prepositional phrases in English are phases of the 'weak' kind. A sample of sentence constructions in English selected by the author and borrowed from the existing literature were used for the tests to draw conclusions. The study is expected to help better understand and analyze the cognitive processes involved in the acquisition and production of the English language specifically and any language in general.

Verbal offences are language crimes that are committed by uttering utterances of certain words or expressions. One of those offences is bribery. Bribery has extensively been studied and compared in different legal systems and legislations, yet, the linguistic aspects of this crime has not been given due interest. The present study attempts to bridge this gap by studying this offence from a pragmatic perspective in terms of discourse phases, schemas, speech acts and implicature in English and Arabic. This study tries to achieve the following aims: Shedding light on the similarities and differences in bribery between English and Arabic in terms of discourse phases, schemas, speech acts and implicature and showing in which community bribery is more common than the other: English or Iraqi-Arabic. The data of this study consisting of 10 complaints in English and Arabic were collected from Courts of Appeal in Iraq, Britain and the United States. They are analyzed in terms of an eclectic model constructed from Shuy (2013), Searle (1975) and Grice (1967). The results indicate that the bribery cases have the same phases and schemas in both languages. The locutionary acts, in both English and Arabic bribery, are expressed by verbs. But in terms of illocutionary acts, bribery is different between English and Arabic. As far as implicature is concerned, bribery is expressed by different linguistic structures in English and Arabic.

2021 marks the 100th anniversary of The Newbolt Report, the first official report about English, in spirit a liberal document, arguing for an emancipatory English. Since 1870 The School Subject of English [SSE] has experienced several historical phases. One phase [1980-92] is presented as a period of 'harmonious practice', arguing that it offers a positive view of a future in which SSE and its teachers are at one. SSE is a democratic and emancipatory project, its boundaries constantly expanding to reflect societal change, the needs of its students and a belief in social justice. In the current 'panopticon' phase this emancipatory ambition is performatively diminished. The current dominance of 'The English Literary Heritage' and terminal examinations are stultifying teachers. This overview seeks to trace historical developments, considering ways to recapture the spirit of Newbolt but in a 21st century model of English, we are ready for a new phase.

Published Article ; The language of instruction in South Africa is currently an extremely controversial issue. As a result of South Africa's political history, English is almost always chosen as the language of instruction. However, in many cases, students have not been adequately exposed to English when they enter the Foundation Phase. This study reports on research conducted at an Ex-Model C (formerly privileged) primary school in South Africa where an immersion-type model is followed with English as the instructional language. The aim of the study was to explore the practices implemented by Foundation Phase teachers to teach students through the medium of English, and to ascertain how the school has managed to maintain a consistently high academic standard, despite the language difficulties of their students. The findings of the study can make a significant contribution when similar strategies are implemented in schools which are faced by challenges similar to those of the sample school.

Published Article ; The language of instruction in South Africa is currently an extremely controversial issue. As a result of South Africa's political history, English is almost always chosen as the language of instruction. However, in many cases, students have not been adequately exposed to English when they enter the Foundation Phase. This study reports on research conducted at an Ex-Model C (formerly privileged) primary school in South Africa where an immersion-type model is followed with English as the instructional language. The aim of the study was to explore the practices implemented by Foundation Phase teachers to teach students through the medium of English, and to ascertain how the school has managed to maintain a consistently high academic standard, despite the language difficulties of their students. The findings of the study can make a significant contribution when similar strategies are implemented in schools which are faced by challenges similar to those of the sample school.

Pulished Article ; The language of instruction in South Africa is currently a very controversial issue. As a result of South Africa's political history, English is almost always chosen as the language of instruction. However, in many cases, as is the case in the current study, the learners have not been adequately exposed to English when they enter the Foundation Phase. This study reports research conducted at a former privileged primary school in South Africa with English as the Language of Learning and Teaching (LoLT). The aim of the study was to explore the practices implemented by the Foundation Phase teachers to teach the learners English, and to ascertain how the school has managed to maintain a consistently high academic standard, despite the language difficulties of their learners. The findings of the study may be of value to schools which are faced with similar challenges as the sample school.

English is used as a medium of teaching and learning in most South African public schools although most of these learners are English First Additional Language (EFAL) speakers. To counter this anxiety, translanguaging as a multilingual intervention becomes handy. Translanguaging is about engaging in multilingual discourse practices; it is an approach to bilingualism that is centred not on languages, as has been often the case but on the practices of bilinguals that are readily observable. This study aimed at exploring how grade 11 EFAL learners feel/behave when the teacher orders them to abandon their home languages the moment they enter the classroom and how to promote one's home language in the classroom.This qualitative study involved 12 grade 11 EFAL learners, equally divided into two interview focus groups. These EFAL learners were purposively selected from one education district in South Africa. The findings indicate that learning involves building on what the learner knows, so that the learner brings it to the current situation, restructures it and creates new knowledge. Also, more knowledge is needed about how to prepare teachers to best serve multilingual learner populations, including how to incorporate new understandings of translanguaging into instruction and assessment practices.

The language of instruction in South Africa is currently an extremely controversial issue. As a result of South Africa's political history, English is almost always chosen as the language of instruction. However, in many cases, students have not been adequately exposed to English when they enter the Foundation Phase. This study reports on research conducted at an Ex-Model C (formerly privileged) primary school in South Africa where an immersion-type model is followed with English as the instructional language. The aim of the study was to explore the practices implemented by Foundation Phase teachers to teach students through the medium of English, and to ascertain how the school has managed to maintain a consistently high academic standard, despite the language difficulties of their students. The findings of the study can make a significant contribution when similar strategies are implemented in schools which are faced by challenges similar to those of the sample school.