Northern English Communication Differences

When evaluating factors that influence interactions, in this case the preferred language style was to speak to the nursery children more on their level without using words they don't understand or personal jargon that only I understood. This was a positive influence on communication as I was able to do this effectively as I didn't have to change the language, I just

Lancaster’s class communicate in a variety of ways ranging from talking using body language and mouthing words to all out yelling across the room, this behavior is evident in all of her classes. Standard English is not always used in this class between students, but between Lancaster and her students she prefers to use Standard English to communicate, but if she is in the middle of conducting and cannot talk she will use hand gestures to communicate. Also, conducting is her form of talking to tell her students to get louder, quieter, hold out notes, or stop playing or singing all together. In her class, no ESL students are enrolled, while there may be bilingual students, all of her students speak fluent English. Evans as a school offers foreign language classes that all students must attend for at least two years, but no “bilingual” courses are

Language is a very important and significant part of individuals’ life. It is considered as one of the best device of social behavior. Language is a means with the help of which people communicate and send a social message to one another. But language does have very special characteristics according to which it changes and very depending on many factors. According to the researchers there are no two people who speak identically. Their languages vary as per their geographic location, age, gender, ethnicity, social background etc. many a time, it is observed that even the members from same family speak differently due to differences in their location ( Biber & Conrad, 2014). For example, in my neighborhood, there is a difference in the ways of

Deborah Tannen graduated from The University of California, Berkely, M.A. in 1979 with her PHD in Linguistics. She is a professor of linguistics at Georgetown University. Tannen has written many books where she applies her theory of Linguistics to everyday situations. Some of her books are: That’s Not What I Meant!: How Conversational Style Makes or Breaks Relationship (1986), Talking from 9 to 5: How Women’s and Men’s Conversational Styles Affect Who Gets Heard (1994), The Argument Culture: Moving from Debate to Dialogue(1998), and I Only Say This Because I Love You (2001).

All of the students in my field placement speak English pretty well. There are just a few students, who speak both Spanish and English, but there are no students, who speak just Spanish or struggle with English. However, my CT teaches kinder and uses a lot of strategies that would help ELLs a lot. For example, whenever my CT goes over the different colors with his students, he points to the picture of the color with the word on it and repeats the word. Sometimes, my CT will sound out each letter in the word or have his students guess what the word is by the first sound the word makes. The repetition of words helps his students understand the correspondence between a written word and a spoken word. Sounding out each letter in a word also helps his students understand that different letters make different sounds and that putting together different letters create words.

Four of the females were African American and two were Caucasian. Three of the African American girls spoke African American English. The fourth African American female and the two Caucasian girls all spoke Standard American English. Of the participants, three had a language disorder, two spoke typical language, and one had a significant learning impairment. Of the three participants who had language disorders, two were African American and one was Caucasian. The two participants that had typical language, one was African American and one was Caucasian. The last participant had a significant learning impairment and was African American. The article provides a detailed chart which lays out in clearer detail the age of the participant, race, language status, dialect, and test scores. All six participants were given the Clinical Evaluation of Language Fundamentals, Third Edition to assess expressive and receptive language abilities.

The Characters Gina Antonelli, Daniel Metz, and Judge Lambert in the film “Trial at Fortitude Bay” all clearly demonstrate the communication competence model that we have learned about in our COM263 class. The communication competence model expresses that there are four levels of intercultural communication competence. Each level reflects who a person is and how they act in different cultures. For instance, Gina is consciously competent, she knows the culture but it takes effort for her to be a part of it. At the begging she did not understand the tribes important to hunt when they were supposed to meet to talk about Pauloose’s trial, nevertheless by the end of the film she understood. While Daniel would be labeled as unconsciously competent

In this video appears Cheryl Jackson, the presenter of the program, Ellen Bialystok, a research professor of psychology at York University and her studies are specialized in multilinguism, Lauren-Ann Petitto, a professor of psychology at the university of Toronto whose studies are about the language acquisition, and Peter Gazzellone, a teacher of one trilingual school of Ryerson community school.

1. What does your word choice say about you? What if you did not say anything? These are some of the questions that I can help you answer by the end of your reading. In this paper, I will cover how Americans communicate verbally, nonverbally, and whether we use direct or indirect communication in our American culture. While understanding the topics that we will go over in this paper, it is imperative that we begin with the most familiar methods that we as Americans use daily, verbal and nonverbal communications.

By the time parents and children are able to efficiently communicate with each other, the child has missed out on great amounts of learning opportunities. Studies have shown children who grow up with English as the only form of communication do not excel as much as children who are

“A language variety is basically the style of language that a speaker chooses, whether it be slang, jargon, formal or baby-talk. Social factors are the primary reason that speakers choose different styles,” (Payne). Language allows Cumulative human experience, shared perspective, as well as it allows complex, shared, goal directed behavior. “The physical environment of a conversation or oral presentation plays a large role in the variety of language an individual uses,” (Payne). The difference between how and individual may speak with their grandmother and how the speak to a friend is huge. There is always a time and place in which one should speak in a formal language, other times it is alright to talk informal. Language impacts my life in a huge way and it is mostly in a bad way. I surround myself by people that speak a lot of slang and a lot of curse words so it was bound to affect my language, the way I speak has a lot to do with the people I spend my time

Bulgarian language consists only of six vowels, which are all short vowels. In comparison, Standard American English has fifteen vowels, including the diphthongs. Often, when a Bulgarian person learns English as a second language, this fact becomes underestimated and the importance of the vowel pronunciation is undervalued. Yet, when living in the United States, often a Bulgarian speaker tries to adapt to the American English phonological system as much as he/she can, and tries to melt this difference between the mispronunciations of the vowels. However, is it possible to blend so much to the American culture and be able to pronounce all the vowels, regardless of the phonological differences? This research emphasizes on the difference between

2.2 Social Rules: The Appropriate Fishman (1972, p. 47) indicates that there are norms to use language, beginning with the place, time and relation of how the language is going to be spoken. There are many types of scenery (school, work, street, home, shopping center) and different kind of roles like teacher-student, boss-employee, dad-son, and people have to act according to the society indicates. The author focusses on language usage norms that are likely to be most clearly and uniformly realized avowedly congruent situations. 2.2.1 Language norms : standard language Hudson (1980,p.127) stablishes that speaking ability depend on a variety of factors, especially the relevant norms that control the language usage. The author mentions a few norms like places where people have to speak just a little, or where people can speak at the same time than others, and there are other places where the main purpose of communication is not the style of speaking or amount of words but the content of message.

English went on a long and vigorous adventure to have become the vast language that we know, speak and read today. In this essay, the differences and similarities between Old English and Modern English will be discussed by referring to an extract of Matthew 2: 4-10 from The Gospel of Saint Matthew in West Saxon: edited from the manuscripts by James Wilson Bright (1910:5-6). In the discussion there will be referred to the differences and similarities in orthography, spelling, vocabulary and syntax. Conclusions will also be made about the nature of these chances as they occurred in the adventure from Old English to Modern English.

The English language has been influenced eminently by numerous worldwide associations. A few of the groups affiliated with these associations were the Saxons, Angles, Jutes, and the Celts. Due to the groups' influences, changes began to emerge within internal, external, and typological ways of communication. These alterations technically led to the public acknowledgment of dialects. Dialects are regional interpretations of vocabulary, grammar, and pronunciations from other regional varieties that assist in establishing one full language (English). However, dialects can be a bit of a hassle when communicating, especially if one is communicating with someone of a different region. Imagine a standard classroom of twenty-four students, many of whom are from different regions; do their dialects affect the way they learn and/or communicate in the classroom? Is it possible that their dialects could determine their rank in popularity? Today, schools require students to learns “standard” American English (StE) dialect, with the ideas that it is the only proper way to speak and write. However, in doing this, teachers overlook the language skills students have already contracted during their growth as humans.