Language : Tool Of Empowerment Essay

Power is gained in many ways throughout the text. Text I has been written, primarily, to persuade an audience to share their (bwag) views on the new Sainsburys being built in their “medieval heritage” town of Bishops Waltham, therefore it is aimed at residents of the town who are old enough to write a valid letter of complaint – age 18-70. Firstly, imperatives are used to be assertive right from the beginning of the text. The word “write” in “write a letter today” immediately sets a forward and confident tone to the text, making the matter seem important. As Bishops Waltham is a town without a superstore, this suggests it is small. This also suggests that the bwag group is also small therefore may not be well known to

Presently there is a rising number of English Language Learners (ELLs) entering into classrooms all over the country. According to the three research studies that I utilized, there are several varied assessment approaches for teaching ELLs in reading (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). English Language Learners (ELLs) consistently struggle with some aspects of reading because, they lack background knowledge in terms of the generalized text selections, which they are often given (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). The data across all three journal documents agrees that there is an achievement gap where ELLs

“The narrator's double-voiced discourse the ironic understatements, asides, hedges, and negations through which she asserts herself against the power of John's voice came for some critics to represent ‘women's language’ or the ‘language of the powerless’” (Lanser 418). Women were not able to freely express themselves and when they did it was seen as unintelligent. This all connects to the image of the woman trapped behind the paper. The woman’s mind is not freed until the end of the story after she has completely peeled the paper from the wall that was keeping the woman, and her soul,

Pygmalion by George Bernard Shaw is a play that shows a great change in the character Eliza Doolittle. As Eliza lives in poverty, she sells flowers to earn her living. Eliza does not have an education. This shows through the way that she does not have the most proper way of speaking. This happens through when Eliza is speaking to the other characters when she meets then when she is still at a low level of poverty in her life. To understand the reasons Eliza is able to change and be changed into an almost Cinderella like character. With Eliza going from and growing and changing through the hardship she faces. In the play Eliza begins with no confidence and works towards having a way to reach trough from learning during her life

Second, the transvestism of the English renaissance theatre creates a "space of possibility" for "structuring and confounding culture" as well as enacting a "category crisis" which reflects a potential destabilization of the dominant hierarchy (Garber 16, 17). Greenblatt points out that the enactment of such difference is an instrument to increase audience anxiety before reifying the normative and conventional in the play's res-olution, a pattern played out in The Merchant of Venice, As You Like It, and Twelfth Night; yet this cannot account for the defiant and yet compassionate resolution of Dek-ker's The Roaring Girl, where the mannishly clad Moll blesses the marriage of Sebastian and Mary Fitz-Allard and their reconciliation with their fathers, at the same time refusing the conventional solution for herself.

English language learners (ELL) consisted of 22.3 percent of the total enrollment in California public schools (Facts about English Learners in California - CalEdFacts, 2015). Tends to be ignored or receives not quite the equality in education as their Native English speakers (NES) counter parts. Over the past few years there has been a surge in dual language immersion (DLI) programs (also known two-way immersion), which have resulted in much success (Lindholm-Leary, 2012, p. 256). It has been found that students in DLI programs show a high level of bilingualism and by biliteracy as well as academic achievement and cross-cultural competence (Lindholm-Leary, 2012, p. 256). Since the population of ELL students in California is so high it would appear that the best way for ELL students to get an education that is equal to their NES counterparts more DLI classes should be implemented. By applying more DLI programs California can benefit both their ELL and NES students in academic development and cross-cultural competence, which will help reduce prejudice and racism in the state.

George Bernard Shaw and John Edwards seem to share some quite similar beliefs regarding language and identity. More specifically, how language alters one’s identity. Edwards uses discussions involving class, gender, and dialect; while Shaw uses his character, Eliza Doolittle to discuss these connections between language and identity. Both authors debunk the stereotypical perception about language and groups, just in two separate ways. Edwards explains it over several chapters of his text “Language and Identity”, whereas Shaw demonstrates it through one person.

This subsequently allows audiences to understand the role of gender inequality in society and how it has historically permeated into literature. However, Atwood later acknowledges the restricting role feminism also played in the depiction of female characters in more modern literature. Atwood uses hypophora in order to direct the audience, “is it not today - well somehow unfeminist - to depict a woman behaving so badly? Isn’t bad behaviour supposed to be the monopoly of men?”, “Were women to be condemned to virtue for life, slaves in the salt-mines of goodness?”. This continued use of questioning catalyses a reflection upon the ironic idea that feminism, a movement created to equal the sexes, has supported a similar one-dimensional view of women as being solely good. In doing so Atwood ultimately challenges the audience’s view upon how female characters should be represented within literature, ultimately arguing for a barrierless approach which enables writers to explore the complex nature of female

Pygmalion, by George Bernard Shaw, describes Shaw’s viewpoint on social class distinctions in the 1900s by describing characters of the upper, middle, and lower classes in the play. Through the characters’ descriptions, language, and actions, the distinction between classes becomes very prominent. Similarly, Galileo, by Bertolt Brecht, describes Brecht’s take on the social class structure during Galileo’s time and how the differences between classes affected Galileo’s opportunity to do scientific research. Both plays depict a society ruled by the upper-class and a lack of coherence among the upper, middle, and lower classes that leads to eventual conflict. In both Pygmalion and Galileo, the authors highlight the advantages and disadvantages of the different social classes in order to critique how the relationships between people from different classes affect their interactions with each other.

     If I say that I am currently employed with a major petroleum distribution center, you may think that I am a highly qualified person making limitless amounts of money. However, I am using the power of language to merely say that I work at a gas station making minimum wage. Great historical figures throughout history have used the power of language, the ability to use words to their advantage, to inspire people to unite under one common cause and to change the world.

In the Victorian England period, how a person is viewed by society determines everything. What kind of jobs are available, who it is ok to marry, and even who is acceptable to interact with. How a person is viewed can change their life for better or for worse, and sadly women during this period must work twice as hard as their male counterparts to get the crucial social respect needed to succeed in their societies. How a person appears and how they dress plays a big part on how someone is viewed, but flower-girl-turned-duchess Eliza Doolittle must learn the hard way that just because a person fits the outside criteria of a lady does not exactly mean she would be treated as so, by society and most of all her mentor Henry Higgins. Throughout the play, Pygmalion, By George Bernard Shaw, the author makes the theme of prejudice against women very apparent by the way they are treated in society and the unreasonable expectations they are held up to, making it very difficult for women like Eliza Doolittle to move up in society and be seen as equal in the eyes of those above them.

Ever walk past a child who is engaged in an activity while talking to themselves out loud? If so, do not worry, after reading this research paper you will understand it is perfectly normal. Language has many dynamics including: words, private speech, inner speech, syntagmatics, paradigmatics and much more. According to Craig and Dunn (2010) by age three, most children can use 900 to 1,000 words; by age 6, most children have a productive vocabulary of 2,600 words and can understand more than 20,000 (pg. 161). Some children I work with who are in the toddler room are able to talk, but leave out the pronouns a sentence. For example a child would say, “Us go on walk?” Language and cognitive development go hand in hand, as children learn about

“Pygmalion was written to challenge the class system, traditional stereotypes and the audience’s own views.”

This essay analyses the role of the language in colonized land by English empire. More in specific, how the colonial and post-colonial poems dealing with this powerful tool which is ‘language’. I will take in consideration Derek Wolcott. Drawing thought two of his poems, I am going to point out the way he uses ‘language’,

Social standing is central to the plot of George Bernard Shaw’s play “Pygmalion”. The portrayal of class identity in Shaw’s play appears to be a criticism of the distinctions between high society and the poorer classes in Victorian England. Shaw’s aim was to portray how the upper-crust of Victorian society viewed the lower classes, as evidenced by Higgins’ treatment of Eliza upon her first visit to his laboratory; Higgins treats her as though she is too stupid to understand that he is insulting her. The assumption is that the wealthy view the lower classes as being somehow lesser. So what is it that Shaw is trying to impart upon the reader? Shaw appeared to show open disdain not just for the upper class of society but for society in general, and Pygmalion may be interpreted as an open criticism of class distinctions in Victorian England.