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The structural linguists' rejection of conventional usage rules depends on two main arguments. The first is academic and methodological. In this age of technology, Descriptivists contend, it's the Scientific Method -- clinically objective, value-neutral, based on direct observation and demonstrable hypothesis -- that should determine both the content of dictionaries and the standards of "correct" English. Because language is constantly evolving, such standards will always be fluid. Gore's now classic introduction to Webster's Third outlines this type of Descriptivism's five basic edicts:
1 -- Language changes constantly;
2 -- Change is normal;
3 -- Spoken language is the language;
4 -- Correctness rests upon usage;
5 -- All usage is relative.
These principles look prima facie OK -- commonsensical and couched in the bland simple s.-v.-o, prose of dispassionate Science -- but in fact they're vague and muddled and it takes about three seconds to think of reasonable replies to each one of them &...
In principle, Wallace argues that those rules provide little help when one begins to examine what the "right" pace of change is, how many people must use a particular change for it to be considered "normal" or an element of "spoken" language rather than just mistakes.
Response and Conclusion
Ultimately, Wallace presents a cogent argument for reconciling two diametrically opposite perspectives. Certainly, there is a value to retaining some semblance of what it means to speak and write English correctly. On the other hand, it is also natural and desirable that language be permitted to evolve; otherwise, we would all still be speaking biblical language. According to that reconciled view, words like "brung" and "feeled" would never be considered part of linguistic evolution because they reflect nothing more than widespread mistakes. Conversely, the English language should always be flexible enough to incorporate changes that do reflect common usage, such as the addition of the verbs to "Google" or to "Tebow."
Even when they are given a large number of students, teachers know that they must make at least some attempt to individualize their lessons, or at least allow for different learning styles. For teachers of English as a second language, this is often even more pronounced. Students learning English as a second language often come from different backgrounds that make the task easier and harder. First, language acquisition is
A good starting point is identifying the factors that influence ELL student performance. According to Mitsutomi & McDonald, these factors include motivation, linguistic and cultural identity, study strategies, tolerance for ambiguity, and sociocultural support. Although these factors provide a generic indication of the difficulties faced by ELL students, it is also recognized that each student is an individual, and enters the school system under widely varying circumstances and with differing
Late-exit programs differ from early-exit programs in the amount and duration that English is used for instruction as well as the length of time students are to participate in each program (Hawkins, 2001). Students remain in late-exit programs throughout elementary school and continue to receive 40% or more of their instruction in their first language, even when they have been reclassified as fluent-English-proficient (Hawkins, 2001). Two-way bilingual programs, also called
Standardization, Expectation, and Judgment in Language Use We are often advised as college students to write our papers in "standard academic English." If we are putting together a resume or drafting a formal letter, we are expected to use "standard English" as well. In our daily speech patterns in formal situations, our parents or mentors have at some point encouraged us to use "proper" English in order to reflect well
The long-term effects of such learning suggest that language skills and vocabulary are also retained longer when learned in a context other than pure ESL instruction (Song 2006). Both quantitative and qualitative data will be collected and analyzed as a part of this research study. Questionnaires with both closed and open response sections will be developed independently for students and ESL instructors, and administered electronically to those involved both in
Education The English language learner (ELL) student population continues to grow at a higher rate than the student population does as a whole. According to the National Center for Educational Statistics the general population grew 9% from 1993 to 2003, while the ELL population increased 65% during that same time. The ELL student population is estimated to now include 10% of all students (English Language Learners, 2005). ELL students face the challenging