Podcasts about Standard English

Gleaning from Puritan Prayers- Compiled by David Jonescue Lightly edited to update to modern Standard English

Show notes for Episode 64 Here are the show notes for Episode 64, in which Raj and Dan talk to Katie Mansfield, PhD Researcher at The University of Sheffield & Lecturer in Education at The University of Gloucestershire about: Her research on working-class children, non-standard English and style shifting at school Combining approaches from linguistics and psychology to develop a suitable methodology  Working memory, executive function and style shifting School and government policies on standard English and how they affect classroom practice, especially for working-class students How her A-Level study prepared her for degree and post-graduate work in linguistics Katie's previous work on representations of Meghan Markle in the UK press  Katie's ResearchGate profile: https://www.researchgate.net/profile/Katie-Mansfield  University of Sheffield Alumni profile: https://www.sheffield.ac.uk/english/undergraduate/alumni-profiles/katie-mansfield  A discussion of the research methodologies used in this PhD project: https://beonlineconference.com/do-differences-in-working-memory-and-executive-functioning-affect-the-use-of-standard-english-in-working-class-childrens-speech/  The Meghan Markle research: https://www.researchgate.net/publication/363693792_The_Architecture_of_Racism_Sexism_and_Misogyny_A_Critical_Discourse_Analysis_of_the_Representation_of_Meghan_Markle_by_the_British_Press  Lexis is on Bluesky: https://bsky.app/profile/lexispodcast.bsky.social  Contributors Lisa Casey  blog: https://livingthroughlanguage.wordpress.com/ & Twitter: Language Debates (@LanguageDebates) Dan Clayton  blog: EngLangBlog & Bluesky: https://bsky.app/profile/englangblog.bsky.social  Jacky Glancey  Twitter: https://twitter.com/JackyGlancey Raj Rana Matthew Butler  Twitter: https://twitter.com/MatthewbutlerCA  Music: Serge Quadrado - Cool Guys  Cool Guys by Serge Quadrado is licensed under a Attribution-NonCommercial 4.0 International License. From the Free Music Archive: https://freemusicarchive.org/music/serge-quadrado/urban/cool-guys

Do you know what the Singlish word is for "afraid to lose out"? Are there direct translations of Singlish to standard English? Here's a little bonus clip from our latest episode of The Usual Place. Check out the full episode here: https://str.sg/c2sY Follow Natasha on her IG account and DM her your thoughts on this topic: https://str.sg/8Wav Host: Natasha Zachariah (natashaz@sph.com.sg) Read Natasha's articles: https://str.sg/iSXm Follow Natasha on LinkedIn: https://str.sg/v6DN Edited by producers: Teo Tong Kai and Eden Soh Executive producers: Ernest Luis and Lynda Hong Filmed by: Joel Chng and Marc Justin De Souza, ST Video Follow The Usual Place Podcast here and get notified for new episode drops: Channel: https://str.sg/5nfm Apple Podcasts: https://str.sg/9ijX Spotify: https://str.sg/cd2P YouTube: https://str.sg/wEr7u Feedback to: podcast@sph.com.sg --- Follow more ST podcast channels: All-in-one ST Podcasts channel: https://str.sg/wvz7 ST Podcast website: http://str.sg/stpodcasts ST Podcasts YouTube: https://str.sg/4Vwsa --- Get The Straits Times' app, which has a dedicated podcast player section: The App Store: https://str.sg/icyB Google Play: https://str.sg/icyX #tup #tuptrSee omnystudio.com/listener for privacy information.

The kind of English we speak in Singapore has long been a discussion point.  Synopsis: The Usual Place host Natasha Ann Zachariah explores contemporary societal choices and youth perspectives. Throwback to 1999 when then-Prime Minister Goh Chok Tong urged Singaporeans to start using standard English instead of Singlish. These days though, we fiercely defend our use of Singlish and embrace the Singaporean accent, even as we continue to advocate for a strong standard English foundation. How did we get here and what changed in our quest to speak good English?  I pose this question to recent university graduate Audrey Wan, 22, whose group's final-year project inspired this episode. Along with Bernadette Toh and Erin Liam, university students from the Nanyang Technological University's Wee Kim Wee School of Communication and Information, their final-year project was titled Eye on English. I wanted to find out what they had found through the interviews they did with various groups and individuals such as a linguistic researcher, teachers, students, a former chief of government communications and a representative for the Speak Good English Movement. Joining Audrey and myself on the show are actress, host and voiceover artist Caitanya Tan, 37, who makes videos on social media teaching her audience how to correctly pronounce some words, and content creator Nicole Chen, 26, who is fiercely proud of her Singaporean accent and Singlish.  Highlights (click/tap above): 1:53 Why three university students decided to survey Singapore's standard of English 8:11 Singlish, embraced 13:30 Once upon a time, using Singlish was frowned upon 15:30 The power of code-switching 26:40 Why is it difficult to teach Singlish 30:10 What happens to those who cannot code-switch? 37:55 Is Singapore's brand of English here to stay? Follow Natasha on her IG account and DM her your thoughts on this topic: https://str.sg/8Wav Host: Natasha Zachariah (natashaz@sph.com.sg) Edited by producers: Teo Tong Kai, Eden Soh and Zachary Lim Executive producers: Ernest Luis and Lynda Hong Filmed by: Joel Chng and Marc Justin De Souza, ST Video Follow The Usual Place Podcast here and get notified for new episode drops: Channel: https://str.sg/5nfm Apple Podcasts: https://str.sg/9ijX Spotify: https://str.sg/cd2P ST Podcasts YouTube: https://str.sg/4Vwsa Feedback to: podcast@sph.com.sg Read Natasha Zachariah's articles: https://str.sg/iSXm Follow Natasha on LinkedIn: https://str.sg/v6DN --- Discover more ST podcast channels: All-in-one ST Podcasts channel: https://str.sg/wvz7 The Usual Place: https://str.sg/wEr7u In Your Opinion: https://str.sg/w7Qt COE Watch: https://str.sg/iTtE Asian Insider: https://str.sg/JWa7 Health Check: https://str.sg/JWaN Green Pulse: https://str.sg/JWaf Your Money & Career: https://str.sg/wB2m Hard Tackle: https://str.sg/JWRE #PopVultures: https://str.sg/JWad Music Lab: https://str.sg/w9TX --- ST Podcast website: http://str.sg/stpodcasts ST Podcasts YouTube: https://str.sg/4Vwsa --- Special edition series: True Crimes Of Asia (6 eps): https://str.sg/i44T The Unsolved Mysteries of South-east Asia (5 eps): https://str.sg/wuZ2 Invisible Asia (9 eps): https://str.sg/wuZn Stop Scams (10 eps): https://str.sg/wuZB Singapore's War On Covid (5 eps): https://str.sg/wuJa --- Get The Straits Times' app, which has a dedicated podcast player section: The App Store: https://str.sg/icyB Google Play: https://str.sg/icyX #tup #tuptrSee omnystudio.com/listener for privacy information.

In this episode, we're chatting with Dr Howard (Howie) Manns, Senior Lecturer in Linguistics and Applied Linguistics at Monash University. We were so excited to have the chance to speak with Howie, because we are fascinated by his language story and his academic work - from growing up in a monolingual environment and then (unexpectedly) becoming a linguist through joining the US Navy, to working as a researcher who now studies Australian English, Indonesian, tactile (deafblind) Auslan and intercultural communication. We hope you enjoy this great Language Chat - we could have spoken with Howie for hours (but have made sure that we didn't take up more than an hour of his precious time)! Have any questions for Howie or for us? Get in touch or join our Facebook group, Language Lovers AU Community, to connect with us and other like-minded language lovers in Australia and abroad. Episode Links Howie has kindly provided us with an excellent set of notes and additional links for those interested in finding out more! We have included these below in addition to any relevant links/work referenced in the episode. US Defense Language Institute, Monterey, Ca Howie's plane in the US Navy (ES-3A Shadow) Howie discusses language and idioms and how they impact our view of the world on Episode 1 of the SBS Audio podcast The Idiom, hosted by Rune Pedersen Our interview with Rune Pedersen: Language Chats Ep #098 - Hit the nail on the head: A chat with Rune Pedersen, host of The Idiom podcast An open-access book Howie co-wrote about language in post-Suharto Indonesia: Style and Intersubjectivity in Youth Interaction by Dwi Noverini Djenar , Michael C. Ewing and Howard Manns Some downloadable papers Howie has written on language in Indonesia: https://monash.academia.edu/HowieManns Howie and colleagues reviews the decline of Indonesian, what Australia gets wrong about language and what we can do about it: https://theconversation.com/the-number-of-australian-students-learning-indonesian-keeps-dropping-how-do-we-fix-this-worrying-decline-216348 Howie and colleagues report on discussions with Victorian Indonesian educators and argues for more collaboration in the second language space. He also points to successful second language efforts in other parts of the world and how these might hold some answers for Australia: https://www.melbourneasiareview.edu.au/invigorating-indonesian-studies-in-australia-through-collaborative-online-education-practices/ Howie promotes multilingualism and community language-learning on ABC Radio National with Hoang Tran Nguyen, project manager, community advocate, co-founder, ViệtSpeak: https://www.abc.net.au/listen/programs/lifematters/languages-of-our-community/103163890 ViệtSpeak - a community-based, non-profit advocacy organisation situated in Melbourne's west An Auslan-interpreted introduction to Howie's Deafblind communication project (led by Louisa Willoughby): https://www.youtube.com/watch?v=eIu7ltZ51R4 Here's a written introduction to Australian Deafblind communication (behind a paywall but get in touch with Howie for a pre-print version): https://link.springer.com/chapter/10.1007/978-981-15-6430-7_15 This is a 30-minute lifestyle documentary about the amazing Heather Lawson, who Howie mentions: https://www.youtube.com/watch?v=qjFOtIqjmxg These are a pair Auslan signs Howie referenced, which sometimes cause confusion for Heather: “pub” https://auslan.org.au/dictionary/words/pub-1.html “know” https://auslan.org.au/dictionary/words/know-1.html *Errata: in the podcast, Howie said it was “pub” and “think”. This is incorrect. It is “pub” and “know” that cause confusion. “Pub” and “know” are clearly differentiated in visual Auslan, but this distinction is not always clear in tactile Auslan. Howie presenting on the hidden power of language and misconceptions about English “errors”: https://www.youtube.com/watch?v=GjC39sfgbrY&t=376s Howie reviews the history of Standard English and how the collective grammar of World Englishes may be challenging the standard: https://www.youtube.com/watch?v=FUry0z_BVU4 Howie, Kate Burridge and Simon Musgrave present on “Truth, truthiness and public science discourse”: https://www.youtube.com/watch?v=ktsFxREFZU8 Howie's articles on Australian language and society for The Conversation (many co-written with Kate Burridge): https://theconversation.com/profiles/howard-manns-111255/articles Howie and colleagues introduce their project on Australian slang: https://www.youtube.com/watch?v=fPhb-_52XGc Howie and colleagues write about their project on Australian slang: https://auslanguage.net/slanguage/ Howie appears on the ABC Kids podcast “Imagine This” to answer the question, “Where do words come from?”: https://www.abc.net.au/kidslisten/programs/imagine-this/how-people-make-words/13929010 A few Indonesian language articles from Howie: Howie menulis tentang menurun Bahasa Indonesia di Australia dan bagaimana bisa diatasinya: https://theconversation.com/jumlah-pelajar-australia-yang-belajar-bahasa-indonesia-terus-menurun-bagaimana-mengatasinya-217444 Howie menjelaskan mengapa orang-orang di negara lain berbicara dalam bahasa yang beda: https://theconversation.com/curious-kids-mengapa-orang-orang-di-negara-lain-berbicara-bahasa-yang-berbeda-133940 Find Howie at Monash University | The Conversation

2023.09.23 – 0996 – The Diction-ary of Voice – R – Part 2Riding the gain (or ‘riding the mic' or ‘riding the levels') – the constant adjustment of the input levels as the sound unexpectedly (and often unprofessionally) varies in volume dramaticallyRoom Tone - the ‘indoor ambience' or background noise in a room, which should be as close to silent as possibleROT (‘rot' or ‘R.O.T') – a recording of what went out on air: Recording Of/Off Transmission Royalty Free Music – music that can be used (with varying restrictions) after paying a one-off feeRP – Received Pronunciation (‘The Queen's English', ‘BBC pronunciation', ‘Standard English') and English accent without ‘perceived' regional accent, usually of the type heard in south east England Hosted on Acast. See acast.com/privacy for more information.

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Instead of criticizing deviations from Standard English as "wrong," what if we celebrated them as expressive lingusitic innovations? In this conversation with Valerie, we take a look at some of the quirky features of English that our language teachers taught us to avoid, and in true Words for Granted fashion, we attempt to understand how and why they emerged.  To buy Valerie's new book, "Like Literally, Dude," click here.

In Floodlandia, we celebrate this day by channeling the grand, green spirit of William Butler Yeats. We do several songs based on verses by this beloved Nobel laureate. Our favorite is “Down by the Salley Gardens,” which Yeats published in his 1889 volume The Wanderings of Oisin and Other Poems.In notes about the work, Years once said the poem was "an attempt to reconstruct an old song from three lines imperfectly remembered by an old peasant woman in the village of Ballisodare, Sligo, who often sings them to herself."In fact, Yeats's original title of his poem was "An Old Song Re-Sung.” Precisely what old song Yeats was thinking of we don't really know, though researchers think it might have been a now-obscure ballad called “The Rambling Boys of Pleasure.” That song's first verse spoke of lovers meeting in a garden, then added, “She bade me take life easy just as the leaves fall from the tree / But I being young and foolish, with my darling did not agree."Yeats' poem wouldn't appear under today's better known title until it was reprinted in a 1895 volume.But What's a Salley Garden?To find out, let's start with a “where.”As Yeats' notes suggest, the location of the poem is the banks of the river at Ballysadare, and that happens to be where the residents used to cultivate trees to provide roof thatching material.That material was known locally as “salley” or “sally,” a form of the Standard English word "sallow," i.e., a tree of the genus Salix. And that is close in sound to an Irish word, saileach, which means “willow.”What About the Melody?We don't know what, if any, tune Yeats had in mind for his poem, but in 1909, Irish composer Herbert Hughes, who also was a frequent arranger of folk songs, set the verse to a traditional air called "The Maids of Mourne Shore.” While over the years other different melodies also have been applied to the poem (notably by composers Rebecca Clarke and John Ireland in the 1920s), today it is usually to the tune of "The Maids of Mourne Shore" that most performers sing and play it.The earliest recordings of the song were in the 1940s by John McCormack, Peter Pears and Kathleen Ferrier. Our Take on the TuneThe Flood started doing this song about 1979, right after Roger Samples and Charlie Bowen learned it from a beloved album, Tommy Makem and Liam Clancy, released in 1976.Rog always said he thought the melody was buried in the very genes of Irish people, adding, “Every time we do that song, I feel like the ghosts of my ancestors come into the room!”“Salley Gardens” has been in The Flood's repertoire ever since, even tucked away among the tunes the band recorded on its first commercial album two decades ago.This current version — with solos by Dan Cox and Sam St. Clair — was recorded in a recent jam session just to be our gift today. To Continue Your St. Pat CelebrationWant a bit more of the Old Sod for St. Patrick's Day 2023? Sure (and begorrah)! Just link in to the St. Patrick Blend in our free Radio Floodango music streaming service.Erin go Bragh, y'all! This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit 1937flood.substack.com

Kendel Hippolyte was born in Castries, St. Lucia, in 1952. In the 1970s he studied and lived in Jamaica, receiving a BA from the University of the West Indies in 1976. Hippolyte is the author of several books of poetry, including Fault Lines (Peepal Tree Press, 2012), Night Vision (Triquarterly Books/Northwestern University Press, 2005), and Birthright (Peepal Tree Press, 1997). Of his work, Kwame Dawes writes, “One gets the sense of a writer working in a laboratory patiently, waiting for the right image to come, and then placing it there only when it comes.” Hippolyte, who is also a playwright and a director, is known for writing in Standard English, the varieties of Caribbean English, and in Kewyol, his national language. He is the editor of Confluence: Nine St. Lucian Poets (The Source, 1988) and the author of several plays, including The Drum-Maker in 1976 and Triptych in 2000. With his wife, the poet Jane King, he founded the Lighthouse Theatre Company in St. Lucia in 1984. In 2000, Hippolyte received the St. Lucia Medal of Merit for his service in the arts. He is also the recipient of the Bridget Jones Travel Award and Minvielle; Chastanet Fine Arts Awards in both literature and directing, among other honors and awards. Hippolyte taught theater arts and literature at Sir Arthur Lewis Community College from 1992 to 2007. He lives in St. Lucia. www.poets.org/poet/kendel-hippolyte Wang Ping (she/her/hers) is a poet, writer, photographer, installation artist, founder and director of Kinship of Rivers project (www.kinshipofrivers.org). Her multi-media exhibitions include “Kinship of Rivers: We Are Water,” “Behind the Gate: After the Flood of the Three Gorges,” and hundreds of other installation exhibitions at schools, colleges, galleries, museums, lock and dams, confluences around the world, including the interactive installations at the Everest (Tibet and Nepal sides) and Kilimanjaro. She authored 15 award-winning books of poetry, prose, and translations, including the Minnesota Book Award, Eugene Kagen and Asian American Studies awards.She's Professor Emerita of English at Macalester College. She is the recipient of NEA, Bush Artist Fellowship for poetry, McKnight Fellowship and Lannan Foundation Residency, Vermont Studio Art and many others. She received Distinct Immigrant Award in 2014, the Venezuela International Poet of Honor in 2015, and Minnesota Poet Laureate 2021-2023, appointed by the International Beat Poetry Foundation. www.wangping.com www.behindthegateexhibit.wangping.com www.kinshipofrivers.org Music by: Neal Francis: www.nealfrancis.com Warfield: open.spotify.com/artist/7FsYhkJR8zX4NeEqifNqDA?si=rnTxk0QCTzCSBO9BB8j5Eg Special Thanks Goes to: Mercer University Press: www.mupress.org Woodbridge Inn: www.woodbridgeinnjasper.com Autism Speaks: www.autismspeaks.org Mostly Mutts: www.mostlymutts.org The Red Phone Booth: www.redphonebooth.com Liberty Trust Hotel: https: www.libertytrusthotel.com The host, Clifford Brooks', The Draw of Broken Eyes & Whirling Metaphysics and Athena Departs are available everywhere books are sold. His chapbook, Exiles of Eden, is only available through my website. To find them all, please reach out to him at: cliffordbrooks@southerncollectiveexperience.com Check out his Teachable courses on thriving with autism and creative writing as a profession here: www.brooks-sessions.teachable.com

Kendel Hippolyte was born in Castries, St. Lucia, in 1952. In the 1970s he studied and lived in Jamaica, receiving a BA from the University of the West Indies in 1976. Hippolyte is the author of several books of poetry, including Fault Lines (Peepal Tree Press, 2012), Night Vision (Triquarterly Books/Northwestern University Press, 2005), and Birthright (Peepal Tree Press, 1997). Of his work, Kwame Dawes writes, “One gets the sense of a writer working in a laboratory patiently, waiting for the right image to come, and then placing it there only when it comes.” Hippolyte, who is also a playwright and a director, is known for writing in Standard English, the varieties of Caribbean English, and in Kewyol, his national language. He is the editor of Confluence: Nine St. Lucian Poets (The Source, 1988) and the author of several plays, including The Drum-Maker in 1976 and Triptych in 2000. With his wife, the poet Jane King, he founded the Lighthouse Theatre Company in St. Lucia in 1984. In 2000, Hippolyte received the St. Lucia Medal of Merit for his service in the arts. He is also the recipient of the Bridget Jones Travel Award and Minvielle; Chastanet Fine Arts Awards in both literature and directing, among other honors and awards. Hippolyte taught theater arts and literature at Sir Arthur Lewis Community College from 1992 to 2007. He lives in St. Lucia. www.poets.org/poet/kendel-hippolyte Dinty W. Moore is author of the memoirs Between Panic & Desire and To Hell With It, and the writing guides Crafting the Personal Essay and The Mindful Writer, among other books. He has been published in Harpers, The New York Times Sunday Magazine, The Philadelphia Inquirer Magazine, Creative Nonfiction, The Southern Review, Kenyon Review, The Georgia Review, and Utne Reader, among numerous other venues. Dinty lives just on the edge of Philadelphia. He is deathly afraid of polar bears. www.dintywmoore.com David Armand was born and raised in Louisiana. He has worked as a drywall hanger,a draftsman, and as a press operator in a flag printing factory. From 2017-2019, he served as Writer-in-Residence at Southeastern Louisiana University, where he is currently assistant professor of creative writing. In 2010, he won the George Garrett Fiction Prize for his first novel, The Pugilist's Wife, which was published by Texas Review Press. He has since published three more novels, three collections of poetry, and a memoir. His latest book, Mirrors, is forthcoming from the University of Louisiana at Lafayette Press. www.davidarmandauthor.com Music by: Jump Little Children: www.jumplittlechildren.com Lettuce: https: www.lettucefunk.com Special Thanks Goes to: Mercer University Press: www.mupress.org Woodbridge Inn: www.woodbridgeinnjasper.com Autism Speaks: www.autismspeaks.org Mostly Mutts: www.mostlymutts.org The Red Phone Booth: www.redphonebooth.com Liberty Trust Hotel: https: www.libertytrusthotel.com The host, Clifford Brooks', The Draw of Broken Eyes & Whirling Metaphysics and Athena Departs are available everywhere books are sold. His chapbook, Exiles of Eden, is only available through my website. To find them all, please reach out to him at: cliffordbrooks@southerncollectiveexperience.com Check out his Teachable courses on thriving with autism and creative writing as a profession here: www.brooks-sessions.teachable.com

English Speaking Practice - A Wonderful British Accent Compared To Received Pronunciation Do you remember watching Downton Abbey or Sherlock? How about the Harry Potter films? Most of the actors in these great TV programs and films speak English using Received Pronunciation (RP). That's not to say RP is better than other British accents. It's just RP is an accent that the world has listened to and understands, easily. Which is something all new English language learners should want. So listen to this podcast and find out what makes RP different. Just in case you didn't know, we sell an English pronunciation audio course that is specifically designed to help people sound more RP by correcting issues with English consonant pronunciation. It's an excellent course which you can find out more about on our website here. This podcast reveals some interesting background about me, so keep listening if you want to know why and how I came to speak the way I do. If you want to speak with a British accent, you probably want to use one that people listening to you will understand easily. If that sounds interesting to you, then today's English speaking practice lesson is going to be great for you to understand what makes RP different from other English accents. ✔Lesson transcript: https://adeptenglish.com/lessons/english-speaking-practice-received-pronunciation/ And what is the difference between RP and other British accents? Why is it so special? Well Received Pronunciation (RP) is a name given to the accent of Standard English native speakers as spoken in the south-eastern counties of England, mainly in and around London. I think of it as the accent you can't really go wrong with. It's the best place to start if you want the most easily understood English accent. If you find what we do helps you to learn English, please donate what you think we are worth https://adeptengli.sh/donate thank you.

Manglish is an informal form of Malaysian English that contains words, expressions, and sentence structures from multiple languages such as English, Malay, Hokkien, Cantonese, Mandarin and Tamil. What makes Manglish fun and unique (but challenging for non-Malaysians to understand us) is the way Malaysians use direct translations from the Malay language to change the meanings of some English words. In this episode, Madam Azimah explains the meanings of 11 common Manglish words, followed by some examples of how Malaysians might use them. I then provide the Standard English alternatives to the words. Want more tips? Go to https://www.myenglishmatters.com and sign up to join our FREE video course, Speaking with Confidence. We'll send you seven tips to your email address!

The Trauma-Titas roll up their sleeves & dive into some insectionaliTEA for Pride month. The Titas explore their work to decolonize their mindsets and worldview by reclaiming a connection with the ancestors. Arnold & Grey discuss how decolonization work manifests in their own lives and the pieces of themselves they were able to reclaim along the way. Arnold shares how he works through the grief of a culture and a people brutalized out of existence through questioning and challenging western values only to discover the ancestors never left.... especially on the dance floor. Grey discusses how reclaiming indigenous language has given way to an awakening of emotional maturity & connection with the self (Standard English, but make it indigenous!) That's not to say the work is without its woes, as the Titas get into the trauma of the work as it never ends. But, together – they align that the work is vital as it reclaims & reconnects the past, present, and future and, most importantly, OURSELVES! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/verythatpodcast/message

In this episode, we speak with Dr. Erec Smith. We discuss his field of rhetoric, what led him to it, African-American Vernacular English versus Standard English, the implications of what activists call "linguistic justice," what it's like teaching rhetoric in our polarized climate, the utility of ridiculing bad ideas, interacting with Nikole Hannah-Jones, Candace Owens' "Blexit," and the publication he co-founded called Free Black Thought. Dr. Erec Smith is an associate professor of rhetoric at the College of Pennsylvania, whose focus is in the rhetoric of anti racist activism, theory, and pedagogy. He is also the co-founder of Free Black Thought, a website dedicated to highlighting viewpoint diversity within the black intelligentsia.

How does the way we speak change our relationship with people, and why do we speak the way we do to begin with? I ask myself these questions a lot, and in this episode I talk about some of the thoughts I have about it. Featuring contributions from Ale de Luis.Socials:Me - Instagram: @itsnotthatsmartAle - Instagram: @churchofmidnightSources:DeBose, Charles (1992). "Codeswitching: Black English and Standard English in the African-American linguistic repertoire". In Eastman, Carol (ed.). Codeswitching. Clevedon: Multilingual Matters. pp. 157–167.Norman, Johanna. “Student's Self-Perceived English Accent and Its Impact on Their Communicative Competence and Speaking Confidence An Empirical Study Among Students Taking English 6 in UpperSecondary School .” University of Stockholm Academy for Education and Economics, University of Stockholm Press, 2017, pp. 1–26. Subtirelu, Nicholas Close. “‘She Does Have an Accent but…': Race and Language Ideology in Students' Evaluations of Mathematics Instructors on RateMyProfessors.com.” Language in Society, vol. 44, no. 1, 2015, pp. 35–62., doi:10.1017/S0047404514000736.Baratta, Alex. (2016). Keeping it real or selling out: The effects of accent modification on personal identity. Pragmatics and Society. 7. 291-319. 10.1075/ps.7.2.06bar. Song:“Synthwave” by Ryan Andersen, licence link- https://creativecommons.org/licenses/by-nc/4.0/https://creativecommons.org/licenses/by-nc-nd/4.0/https://freemusicarchive.org/music/Ryan_Andersen#contact-artist

Linguists have been studying Black English as a speech variety for years, arguing to the public that it is different from Standard English, not a degradation of it. Yet false assumptions and controversies still swirl around what it means to speak and sound “black.” In his first book devoted solely to the form, structure, and development of Black English, linguist John McWhorter clearly explains its fundamentals and rich history while carefully examining the cultural, educational, and political issues that have undermined recognition of this transformative, empowering dialect. Visit http://g.co/TalksAtGoogle/TalkingBlack to watch the video.

In this episode, Dr. Shana Hartman will discuss the flaws of the standard English concept, why it is important, and the ideas that surround it.Shana Hartman is a Ph.D. turned embodied writing coach. Her 15+ years of experience as an English professor informs her work now as the CEO of Synergy Wellness, a multifaceted company that serves her local community of Shelby, NC through massage and BodyMind Coaching, and Synergy supports others virtually through coaching programs focused on using the wisdom of the body as a guide for creating an abundant life. Her favorite way to listen and get embodied is through writing! She is most-known for supporting heart-centered business owners in getting their amazing messages out into the world in a powerful book. When not coaching and working with her clients, she can be found hanging with her family of five in her 1924 home in Shelby or exploring a new city with her hubby, Jeff. Connect with Shana on Instagram @shanahartman_See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

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It's safe to say that we struggled...

An English Conversation In Standard English Cause I Care About You ✔Lesson transcript: https://adeptenglish.com/lessons/english-conversation-standard-english/ Holding an English conversation in standard English says a lot about you, and not using standard English says even more about you, especially in the world of business and in the workplace. It's interesting how much things have changed with the use of standard English in the UK. Institutions, like the BBC, have embraced non standard English to be more inclusive of the many regional British people who don't use standard English in the UK. The problem is there is still stigma and bias associated with people who speak using non standard English. The good news for new English language learners is that I will certainly teach you standard English. You will avoid knowing about and using non standard English if you listen to Adept English. However, if you are learning by listening to films or English speaking TV, then you might pick up some bad English language habits without knowing it. Knowing about non standard English and knowing when to use it or not use it is an advanced level of English language fluency. It can be fun and help you fit in if you can spot when people are using non standard English. You might even join in so you can fit in with others. The key here is you're in control and you know when using standard English in a conversation is the right way to go. Once, BBC television had echoed BBC radio in being a haven for standard English pronunciation. Then regional accents came in: a democratic plus. Then slipshod usage came in: an egalitarian minus. By now slovenly grammar is even more rife on the BBC channels than on ITV. In this regard a decline can be clearly charted... If the BBC, once the guardian of the English language, has now become its most implacable enemy, let us at least be grateful when the massacre is carried out with style. ⭐ Clive James Today we highlight some examples of non standard English, we discuss the prejudice and stigma that still exists for people who don't use standard English. We also show that knowing even a little non standard English can be fun or help you fit into some social circumstances. Adept English has a lot of English listen and learn audio podcasts, on an enormous range of topics. If you don't like the look of today's lesson, just hop over to our website and browse through the hundreds of lessons available to listen to right now. If you listening to us on a podcast app on your phone, then swipe down to one of the 75 podcast lessons always available to listen to right now. Learn more about our courses here: https://adeptenglish.com/language-courses/

Tabitha talks to English Language teacher and hyaena-enthusiast Stewart McNicol - @McnicolStewart - about the history of Standard English, the politics of promoting Standard English as a spoken language of classrooms, whether or not 'good' words make 'good' thinking, and Noam Chomsky's use of vocal fry

As we approach our country's 48th Independence, we pause to reflect on what differentiates us from the rest of The West Indies and the rest of the world.What is Bahamian Culture?The Bahamas has a distinct culture which has evolved over generations, from a mixture of mostly African, combined with some British and American influences, which developed into a unique and colourful style of Bahamian self-expression. Bahamians are best described as easy-going, friendly and hospitable. The adult literacy rate, in The Bahamas, is over 90% and the country has experienced a rapid growth in the professional class and university educated workforce. English is the official language of The Bahamas, with a local dialect called ‘Bahamianese or Bahamian Dialect' being spoken colloquially. Source – bahamashclondon.net Bahamian culture is joy personified. It is a Junkanoo celebration, parading down the street. It's bold and colourful art. Our culture is a fresh conch salad, a lively rake ‘n' scrape tune, a welcoming smile from a stranger. Discover a glimpse into our culture. Source – bahamas.comWhere does the name come from? The name Bahamas derives from the Spanish baja ("shallow") and mar ("sea"). Source: everyculture.com/A-Bo/Bahama-Islands.html#ixzz6zONvUT2j When you hear Bahamian Culture, Junkanoo is usually the first thing that comes to mind. So what is Junkanoo? (Include Other Genres)It is a type of street celebration which occurs on December 26 (Boxing Day) and New Year's Day (January 1), and on similar dates on the family islands. This traditional celebration was started with an African slave by the name of John Canoe. Slaves were given a special holiday at Christmas time, when they could leave the work of the plantation behind and celebrate their freedoms. Source - WikipediaLanguage ( Bahamian Dialect AKA Bahamianese)English is the official language of the Bahamas. A vast majority of the population speaks Bahamian Dialect, which is a dialect of English intermediate between Standard English and Bahamian Creole. There are some minor regional differences from island to island in terms of pronunciation, but generally all are the same. African influence & Gullah/Geechee Connections In Bahamian dialect, some African words and expressions have been retained, such as: yinna - you (plural) nanny - (v.n.)- feces or the act of defecation muddo/muddasick – A exclamation of disbelief Jumbay - ghost, related to the Kongo word nzumbi of similar meaning Yam - to eat, still in use in some southern and eastern islands, related to the African word nyam' Bey - meaning boy or a young boy or young lady Boongie/Boonkey – Your rear end (usually a woman's) Wind from The Carolinas (Book)Food, Cuisine, Native Dishes & BeveragesReligion & Education Statistically speaking, major Protestant denominations include Baptists/Evangelicals (30 percent), Pentecostals (23 percent) Anglicans (10 percent), Seventh-day Adventists (5 percent), and Methodists (4 percent).[2] Although many unaffiliated Protestant congregations are almost exclusively black, most mainstream churches are integrated racially.[2] There are significant Roman Catholic (14 percent) and Greek Orthodox populations.[2] Smaller Jewish, Baháʼí, Jehovah's Witness and Muslim communities also are active.[2] A small number of Bahamians and Haitians, particularly those living in the Family Islands, practice Obeah, a form of African shamanism.[2] A small number of citizens identify themselves as Rastafarians.[2] Some members of the small resident Guyanese and Indian populations practice Hinduism and other South Asian religions.[2] More than 91 percent of the population of the Bahamas professes a religion, and anecdotal evidence suggests that most attend services regularly. Source - WikipediaHospitality & TourismEtiquette and Customs in the Bahamas (Manners)

Writing is like water. It be as placid and calm as still, pre-dawn lake or as raging as a roiling ocean. It can be hard enough to stand on and gentle enough to bring life to a new sapling. It can give life. It is needed. It is malleable and flexible and all around us and a source of great power and great mystery. Indeed; if writing is all of these things, then why do writers, academics, teachers, researchers and so many others continue to force writing to be only one thing? To me, this seems like looking at water and saying it can only exist in a plastic bottle; shaped and shipped and packaged and produced to serve one singular goal. Water is not that. And neither is writing. Music: "The Rain Just Started Falling" by Tyler Lyle Transcript of this Episode ‘Thinking while black'—Read Grace A Musila's essay from the award-winning book Black Academic Voices: The South African Experience Why it's time to stop worrying about the decline of the English language It's time to challenge the notion that there is only one way to speak English --- Send in a voice message: https://anchor.fm/justin-r-cary/message

Jazz Appreciation Month continues on The Music Podcast for Kids as Mr. Henry and Mr. Fite interview Grammy-Award Winning singer and music educator Sharon Cho. Her music journey is exciting and inspiring! Be sure to leave a review wherever you get your podcasts. Thanks so much for listening! Listen to and sing along with the uplifting song “You-Nique” that Sharon talked about during the interview: https://www.youtube.com/watch?v=f6cmXLzxfZE Check out our YouTube channel: Remember to Share and Subscribe! https://www.youtube.com/channel/UCdGhqK_DWpRIKS45ICqN3eQ   ***Classroom and Homeschool Teachers***  Find our digital resource to help enhance your classroom HERE!   Like us on Facebook!    Mr. Fite Check out original fun and educational music from Mr. Fite at  https://brucefite.com/music and subscribe to Mr. Fite’s YouTube Channel   Mr. Henry Learn music and the piano with Mr. Henry by subscribing to his YouTube channel:  Mr. Henry’s Music World Hey there Music Podcast for Kids listeners! This is Mr. Henry and we want to thank you so much for listening to the show. We absolutely love educating the world all about music and you know what's pretty cool? You can be a part of our mission as well. If you leave a review, more people can listen to the show. So, you can help us with the journey of educating the world all about music. So if you could take a moment to leave a review of the show we would greatly appreciate it. Thanks so much!  Let the music begin in 3, 2, 1... Learning music, having fun. That’s what we’re gonna do. Mr. Henry, Mr. Fite, exploring along with you. Learning music, having fun. That’s what we’re gonna do. Mr. Henry, Mr. Fite love hanging out with you. The Music Podcast for Kids! Hello and welcome to The Music Podcast for Kids we're your hosts Mr. Henry and Mr. Fite - Music educators extraordinaire! The Music Podcast for Kids is a fun and educational podcast where we learn and explore the best subject ever -  music!   And now, the music joke of the day. We love jokes. So if you have a joke, please visit our website themusicpodcastforkids.com to submit your joke. And guess what? It doesn't even have to be a music joke; it can be any joke. We will read and enjoy your joke on the podcast and also let everyone know who it came from and where you are in this great big wonderful music world.  Our joke of the day is This Joe comes from David, a listener of the show. Why does the cow stay up so late? To see the moooooooon!  Make sure to send in your jokes by visiting our website themusicpodcastforkids.com a link to the website can be found in the show notes.  Thank you so much for listening. We hope you are enjoying the show so far. Please subscribe to the podcast to receive the latest episodes and leave a review through iTunes or wherever you get your podcasts. Also, get updates on what we are up to through Facebook and Instagram by finding us at Music Podcast for Kids. Links will be found in the show notes. On to the show! Just Chattin’: Sharon Cho is an instructional coach, clinician, and social-emotional learning trainer lead at Quaver Ed. Sharon works with educators of all subjects around the nation. Her personal experiences and background has inspired her many goals towards and for equitable schools. Sharon also comes from a diverse performance background, receiving a Grammy for her background vocalist role in Taj Mo, a collaborative album by Taj Mahal and Keb Mo. She's also recorded lead vocals for two featured films and sang background vocals during the Nashville leg of the 2017 Hans Zimmer live tour. Hello Sharon and welcome to the show! Thank you for having me. I'm so elated to be here with both of you. Awesome. Well, thanks. It’s great to have you here and thank you so much for being with us today. So first I just wanted to know what part of the world do you live in? I am in the midwest. I am in Chicago, Illinois currently. We always like to start out by asking our guests about their background with music education as a child. And so what experience did you have as a child, like in maybe in the school setting and possibly outside of the school setting? Yeah, that's a great question. I owe a lot to music. I grew up an EL student. and I wasn’t able to speak English let alone understand academic Standard English fluently until I was about maybe 4 through fifth grade. And for that reason, I struggled in school. I pretended to understand things to avoid embarrassment. There were policies and procedures in the classroom that were hard for me culturally and the cultural assimilation from such an early age really worked against me. And it really you know I struggled academically as well as emotionally and music was the one place in school I felt seen and that I could participate in without feeling ostracized. And like I had to wear a mask to fit in. so I also had the same advantages as my peers in the music classroom which was huge. We learned the skills together and there was a true multiculturalism in the curricula where we celebrated different cultures. There was an understanding that all cultures were appreciated on the same level. That music saw color and that music didn't treat me like I was in a Melting Pot where it was expected of me to blend or to melt into the same thing as everyone else and instead everyone and every song and every language was appreciated for its differences. Like a big salad bowl and that was huge for me. Yeah, that's amazing and you know, just talking to you and you would never ever think that English was your second language. Pretty amazing so yeah. And I'm sure that takes a lot of work. A lot of practice. What was your first language? Korean.  So you had a lot of great experiences in the public school system with music. Did you do anything outside like private lessons or anything like that? Well, I grew up with piano in the house and was mostly self-taught and though I do a lot of that learning to my cousin Julie who is a fantastic pianist. She taught me to read lead sheets and the fundamentals of just reading chords. I also group in the church and was a member of the band and played for service every Sunday. And that's where I really learned the joy of practice, improvisation, and performance. And so while I didn't really have formal private teachers for lessons, I was definitely surrounded by mentors who taught me a lot of lessons. So was piano your primary instrument as a child or just going to do a balance of both voice and piano or other instruments? I actually say that my primary instrument was voice. While I played piano and flute as a child, voice definitely came first and that's where I learned pitch, artistic expression, and, most importantly, just appreciation for myself? What type of music education did you have in high school where were you in choirs and all that in high school or band? Yeah, I was definitely a choir gal. I sang in our school choir. I performed in all of our variety shows and talent shows. I have competed in solo ensemble. I joined the show choir as a singer and dancer. And I actually was one of the founding members of the vocal Jazz program at our high school. Yeah, it was really fun. And we also had a music theory sort of pathway. We didn't have a true music theory class. It was more of a music appreciation. I was just a little freshman along with a bunch of seniors in my class and that was really a great starting path to just appreciation in general of music that was really, really great. So you continued your studies in music in college. And so at what point did you know, I want to pursue music? This is my dream, my goal, my life, and then what degree did you pursue specifically in college then? Actually, I didn't know that I wanted to pursue music right away. I had this fantasy about traveling as a writer and performing as a hobby on the side. So I actually applied to a few colleges under English and a few under music education. And I just I remember one day I had all the acceptance letters in front of me and I was like I had to make a decision and so I ended up choosing Music Ed. I went to the University of Illinois. And only in that pathway, there was really 3 directions: you either became a general music teacher, a band director or you were a part of the orchestral pathway. And I just didn't see myself in those options initially. And so while at the U of I studying music I added Jazz studies and sort of built this new pathway of vocal Jazz performance and education which hadn't been done I don't think before me. And so you could say that the years of cultural assimilation and wanting to break free from molds in school sort of built this resilience and fight for myself. So in a lot of ways yes school always told me that I didn't fit the mold and college was no exception. Except you know this time I was a little bit more grown and so I just sort of said cool let me just create a new one then. So we were reading that you can continue to study different subjects that tied in with diversity, equity, inclusion and you even continue that research on culturally relevant pedagogy and double consciousness. So could you give us an idea, can you give us an idea of what that is and maybe even too because you were doing this whole music thing and then you know you wanted to pursue that like how that transition occurred even? Well, that's heavy. Double consciousness is a term coined by W. E. B. DuBois and his 1903 edition of Souls of Black Folk. And it represented the inter-two-ness in referring to being African-American in a white diamond and its society and how you can belong to multi-cultures and feel ostracized in this way. And for me, while I can't relate to the black and African-American experiences I can relate to a layer of double consciousness. Specifically belonging to two cultures but not being able to identify myself in either. I’m Korean-American and this way I couldn't really fit in with my Korean peers because I was born in America; at the same time I didn't fit in with my American peers because I look, behave, and am accustomed to different traditions. And that's really the reason why I became an educator to support students like me to acknowledge and give permission for students who are different to be different and to find strengths within themselves that might not look like others. And studying double consciousness and its impact on students became really this foundation for me of culturally relevant pedagogy, diversity, equity, and inclusion. And well, in short,  culturally relevant pedagogy is just knowing your students, your unwavering belief that your students will achieve because of you, and how you acknowledge culture and design opportunities for culture learning and modeling to students the question of just asking why and how to ask why. And Gloria Ladson-Billings is sort of my Beyonce of education. And she's the one who coined that term. But she brilliantly summarizes CRT into academic achievement, cultural confidence, and critical consciousness. So I really take that into mind when I lead sessions. You know even at Quaver and with educators across the nation. And it's really the gas to my purpose and impact the way we view diversity. And I always like to say the goal actually isn't diversity. Diversity just looks at who is already in the room and inclusion is embracing those within that given space. And the goal really is equity and justice you know? Who is trying to get into the room but can't and are there practices and policies that we have that aren't equitably fair. And so you know there's no really easy path toward all of that. It's sort of my life’s mission in education and music performance and you know how I want to serve my life to others around me. Yeah, it's awesome. So speaking of Quaver, you have a background music making these new studies you just talked about. So what about now? What's your career now? How do you put all that together in your new endeavor? Yeah, I currently work at Quaver Ed as their social-emotional learning training lead. I am also their instructional coach and clinician. And so I present sessions at conferences across the nation on the models of culturally relevant pedagogy, diversity, equity, and inclusion, double consciousness, and a lot more. I also work with admin, educators, school districts, and state stakeholders on the impact of music on social, mental, and emotional health with self-discovery and student growth through presentations, trainings, and webinars. And it's really a joy to be able to combine my two studies. You know and how everything in my life sort of came to be here. It sort of led me there. Yeah, it's amazing. Yeah and so Bruce and I, we both use Quaver and we've talked about Quaver on the show. The resource that you know he uses music teachers. It’s just an awesome resource and it just continues to get better and better and have people like you come into the community there. It's great to see that. How long have you been with Quaver Music? I think it's about two years a little over two years. So you are a Grammy-award-winner Which is amazing. And it was specifically for a blues album. So tell us a little bit about that journey? Yeah, I lived in Nashville before moving back home to Chicago for about, I want to say 5 years. And in Nashville I performed regularly singing background vocals for different artists,  recording studios,  performing live with bands, and you know sometimes even with my own Jazz combo. And Mike Hicks is I think one of the greatest musicians and performers of our time but he's an R&B musician and Nashville producer and just an all-around great person. And he asked if I was free to come into the studio to record background vocals. I was not given any details of who it was for only that it was you know only that he was contracting singers for you know this project. And that at the time I was teaching full-time and so the studio time actually contradicted with my teaching schedule so I actually turned it down. And then randomly Nashville got hit with this snowstorm and Nashville doesn't really get snow and so school ended up getting canceled It's a crazy story. aAd I immediately called Mike and I met him at the studio and this sort of like fate. And I got to the studio and it was none other than the great blues artists and musician Keb Mo who was recording his collaboration album with another icon in the field, Taj Mahal. Yeah, they contracted four singers to sing background vocals throughout that album and I was just lucky enough to be one of them. Wow. So you also sang backup vocals for two feature films. So which films were they? Tell us a little bit about that as well. Yeah, One was a foreign film called I think it's pronounced Johnefe, 17 and the other was for a horror film called The Nanny. And I was also blessed to sing background vocals for Hans Zimmer during his live tour. And I got to sing on Lion King and Superman and Spider-Man. Sometimes I scroll through Netflix and I’m like Inception, Wonder Woman, Gladiator, all the great works of his. And I was really lucky to be there. Amazing yeah. What was that like? Well, so he performed when he came through Nashville he was at the amphitheater Ascend Amphitheater. And it was a crew,  like a huge orchestra playing all of his music live. And that stadium is enormous. It’s one of the biggest ones in Nashville I think. And I was one of I believe it was 9 or 12 singers. And so we were behind the orchestra and we sort of you know powerhoused through all of his songs. And his music is not easy so it's definitely a really fun experience just learning how to read the music, practice the music, perform the music. And yeah it was really really fun. Yeah, that's amazing. Cool. So you have a great song to share with us that everyone can access on YouTube. Am I right about that? Okay cool. Tell us about the sign and some things kids can do at home and even how teachers we have you know we do have teachers that listen to music teachers and a homeschool teachers as well. How they could use that in the classroom. Yeah, one of the greatest parts of working for Quaver is seeing the impact of music to students and teachers across the country. And one of my favorites that we've released as a song called You-Nique spelled you-unique and it's actually sung by a great friend of mine Amani Wilkins from Nashville and produced by Otto Gross who is another great great musician and producer. And I picked this song because when I think about the start of the school year I really think it's about building community, getting to know your students, planning for opportunities for students to get to know each other, feel safe in your classroom. And while we are sort of all over the place remotely hybrid and some are you know teaching live. I think that's no different. And so,  one of my favorite quotes is students don't learn from teachers they don't like. And you know that relationship building is so crucial at the start of the year. And so this is a great song to not only build self-confidence for students but I think for teachers too it's a moment just to step back and sort of reevaluate some of the strengths that we have. When we feel so you know when we're just overcome by obstacles we have to face. And so this song I think one of the great things that you can do with your students is to have them create their own I am affirmations. The song takes you through you know I'm smart. and brave and unique. And so having students create their own or even you as a teacher starting to think about your own strengths and what are your affirmations that you want to tell yourself and remind yourself. And you know I'm a big sticky note person and so you can write those down and just place them all over the wall to sort of remind yourself. And yeah so I think in a moment of so much adversity and a lot of difficult and hard emotions all at once I think you know lessons and songs about building self-confidence is going to be huge. And to do it through music too I think you know obviously that the thing that we love the most. So cool. So thank you so much Sharon. It's been a pleasure to speak with you and learn about your journey with music and what you’re doing now and I cannot thank you enough for being here with us and sharing your knowledge. And I will definitely put a YouTube link of the song so that kids can access that and hopefully they can listen and have some fun with that. So thank you so much. I really appreciate you being here. Thank you so much for having me. This was a blast! Time to wrap it up, folks! Thank you so much for tuning in to the Music Podcast for Kids. We hope you enjoyed the show, and most importantly, learned something cool today about music. Remember to send in your jokes or even a topic in music you would like us to discuss by visiting our website themusicpodcastforkids.com. If you are interested in awesome educational and fun songs for your kids to listen and sing along with, please visit brucefite.com. Music is available to download with iTunes, CD Baby, and Facebook and most streaming platforms like Spotify and Amazon Radio. Links will be found in the show notes. If you are interested in learning how to play the piano with a fun and engaging curriculum geared toward kids, please subscribe to Mr. Henry's YouTube channel called Mr. Henry's Music World. Links would be found in the show notes. Please visit iTunes to leave a review of the podcast and also share the podcast with friends, relatives, aliens, whoever! Again we thank you so much for tuning in! 

Fiona, a friend of mine, from Taiwan, enjoys learning English and teaching others Mandarin. Let's enjoy the lessons, provide comments and share with others! We are collaborating on the development and implementation of "A Standard American English And Mandarin Spoken Phrase Course" which will be offered online shortly. #jackbosma #tutorjack #chinese --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/jack-bosma3/message Support this podcast: https://anchor.fm/jack-bosma3/support

In this fun and upbeat episode you will learn; Jan's lessons learned from coaching actors for Game of Thrones, Mortal Engines, and 30 years of theatre, film and television work. How to get the best results as a coach in high stress, pressure filled situations. How to prioritize what you can control, give up what you can't and how empathy plays a part in your success as a coach. 

Kyle Stedman (@kstedman) reads the bad idea "Strunk and White Set the Standard" by Laura Lisabeth (@lauralhny). It's a chapter from Bad Ideas about Writing, which was edited by Cheryl E. Ball (@s2ceball) and Drew M. Loewe (@drewloewe). Don't miss the joke: the author of the chapter is disagreeing with the bad idea stated in the chapter's title. Chapter keywords: grammar, literacies, Standard English, style, writing handbook Laura Lisabeth is a Lecturer in the Program in Writing and Rhetoric at Stony Brook University (SUNY). Her current research is the racial/political/cultural history of The Elements of Style and other such popular cultural influences on our ideas about English language usage. She is also interested in how anti-racist ways of thinking about academic writing provide counternarratives to Strunk and White style and look toward a more equitable language culture. Her book manuscript is titled Our White National Discourse: The Elements of Style and Twentieth-Century American Literacies. (2020 update to 2017 bio published in the book) As always, the theme music is "Parade" by nctrnm, and both the book and podcast are licensed by a Creative Commons Attribution 4.0 International license. The full book was published by the West Virginia University Libraries and Digital Publishing Institute; find it online for free at https://textbooks.lib.wvu.edu/badideas. All ad revenue will be split between the NAACP Legal Defense & Educational Fund and the Computers and Writing Graduate Research Network.

The Evergreen Standard is a Calgary based quartet of 4 dudes with varying lengths of beards playing music. We talk music over a few beers.

Jennifer M. Cunningham (@jenmcunningham) reads her chapter "African American Language is Not Good English." (Don't miss the joke: the author of the chapter is disagreeing with the bad idea stated in the chapter's title.) It's a chapter from Bad Ideas about Writing, which was edited by Cheryl E. Ball (@s2ceball) and Drew M. Loewe (@drewloewe). Kyle Stedman (@kstedman) produces the show and will be back as narrator next week. Chapter keywords: African American Language, African American Vernacular English, Black English, Ebonics, grammar, linguistics, Standard American English, Standard English, Standard Written English Here's Cunningham's 2017 bio from the book: Jennifer M. Cunningham is an associate professor of English at Kent State University at Stark. Her teaching and research center on the themes and connections among digital literacies, African American Language, and online pedagogies. Jennifer has a background in composition, linguistics, and education, earning her B.A. in integrated language arts, her M.A. in composition and linguistics, and her Ph.D. in literacy, rhetoric, and social practice. Among other scholarly activities, she has developed and taught online versions of research writing and first-year composition and is currently researching social presence in online writing classes as well as digital African American Language and Nigerian Pidgin English within digital messages. Her Twitter handle is @jenmcunningham, and her website is https://jencunningham.weebly.com/. Here's a 2020 update: Since publishing her chapter in Bad Ideas, Jennifer is currently the Writing Program Coordinator for Kent State University. She continues to research African American Language and recently submitted an NSF grant with a faculty member in computer science at another university with the hope of continuing her work by applying her methodological experience to a forensics linguistics project. As always, the theme music is "Parade" by nctrnm, and both the book and podcast are licensed by a Creative Commons Attribution 4.0 International license. The full book was published by the West Virginia University Libraries and Digital Publishing Institute; find it online for free at https://textbooks.lib.wvu.edu/badideas. All ad revenue will be split between the NAACP Legal Defense & Educational Fund and the Computers and Writing Graduate Research Network.

This week's episode is a continuation of our discussion on Centering Blackness in Education. We are joined again by Dr. Lamar L. Johnson of Michigan State University to discuss Black Language, also known as African American Vernacular English (AAVE) or Ebonics. In 1996, the Oakland, California School District allowed Black English to be used in classrooms as a bridge for students to leverage their AAVE to learn Standard English. Along with Dr. Johnson, we explore how Black English is an important element of Black education and how it can be used to expand Black students' educational experiences. Lamar L. Johnson is an Associate Professor of Language and Literacy for Linguistic and Racial Diversity in the Department of English at Michigan State University. He is interested in the complex intersections of race, language, literacy, and education and how English language arts (ELA) classrooms can become racial justice sites. Sources Baldwin, J. (1979), If Black Language Isn't a Language, Then Tell Me, What Is? New York Times, 29 July, 1979. Grieve, J., Nini, A. & Guo, D. (2018). Mapping Lexical Innovation on American Social Media. Journal of English Linguistics, 46(4), 293 - 319. Smitherman, G. (1998). Ebonics, King, and Oakland: Some folk don't believe fat meat is greasy. Journal of English Linguistics, 26(2), 97-107. Woodson, C. G. (1933). The Mis-Education of the Negro. --- Support this podcast: https://anchor.fm/racethrougheducation/support

Sol Adventurers Live is an inter-generational program providing an informal platform where youth reason with elders and wisdom keepers that transform generational barriers, create lasting bonds, and carry ancient wisdom forward to the next seven generations. Sol Adventurers Foundation is a 501 c 3 non-profit empowering youth to discover their gifts, share them with the world, and gain strength through reconnecting with their community. We are bridging the gap between youth and elders. Our elder guest Miss Lee, Marlene Lee Buckley is a seamstress, poet, song writer and performer. She is also a story writer who is good at either Standard English or patois. Her hobbies are reading, writing and performing. Her ambition is to carry on the work of the Jamaican icon, Louise Bennett. Thanks for giving me a chance to help in the building and grooming of our young talents. Our youth guest Kimoko Watson was born and raised in the breadbasket parish, St. Elizabeth which is located in Jamaica. She was raised by her great-grandmother, who molded her into the vibrant and outspoken young lady she has become. Watson is an educator at the secondary level, where she specializes in teaching the English Language. Her love for reading and her wide imagination keeps the fire burning that fuels her passion for writing. Watson has published two collection of poetry and is focused on publishing a series of children books in the near future Our poetic inspiration is Amaziyah the Great, born Craig Alton Kirkland. He spent the best part of his childhood growing up in Spanish Town, the onetime capital city of Jamaica. More popularly recognized by his pseudonym ‘Amaziyah The Great’, Craig is known both locally and (thanks to social networking) internationally for his contributions to the world of Jamaican Arts by way of his short films, music, spoken word, photography and music video production.

Pasumai CR 90.4 | Learn Through Radio | 8-th standard | English - Poem | Mrs.Shalon Regnold. 8th standard - English - Poem .

Show notes for Episode 5 Here are the show notes for Episode 5 where Jacky, Dan, Lisa and Matthew talk about language change and some of the arguments around banning and censoring language - the word game, Scrabble ‘banning' racial slurs - slaves and masters, master bedrooms and nitty gritty: words that are being challenged and reviewed - political correctness, cancel culture and wokeness And we talk to Dr Ian Cushing about language in schools, the policing of language and the role, politics and importance of Standard English in education.  You can find the links to the stories and research we've mentioned in this programme, below. Ian Cushing's work on language in schools: Teachers' slang bans 'likely to cause long-term damage' Should schools be allowed to ban slang words like 'peng'? The Policy and Policing of Language in Schools: https://www.cambridge.org/core/journals/language-in-society/article/policy-and-policing-of-language-in-schools/6C4BC80399E27747D34819060E186A62#fndtn-information Comment on Ian's article: https://www.cambridge.org/core/journals/language-in-society/article/comment-on-the-policy-and-policing-of-language-in-schools-by-ian-cushing/780222C30D0C8C011B8ACEB0FD8EC964 Ian's response: https://www.cambridge.org/core/journals/language-in-society/article/power-policing-and-language-policy-mechanisms-in-schools-a-response-to-hudson/ACEE15C4A9A3BDC555B1DFCCF0446E5C Ian Cushing on Twitter: https://twitter.com/ian_cushing Language in the News Scrabble ‘bans' slurs: US Scrabble bans racist and LGBTQ slurs from tournaments Scrabble community mulls banning racial and homophobic slurs Slaves and masters: https://www.bbc.co.uk/news/technology-53050955 Master bedroom ‘banned': Estate agents banned from saying 'master bedroom' due to concerns over slavery and sexism links Nitty gritty - is it a racist term? 'Nitty gritty' on Sky Sports' banned list of words due to supposed links to slavery Where does the phrase nitty gritty come from - and why has Sky Sports banned it? It's not just the n-word in the woodpile - from 'no can do' to 'hooligan' we reveal English's hidden racism Police forbid politically incorrect phrases | UK news 
 Contact us @LexisPodcast.  Subscribe: Lexis Podcast | Podcast on Spotify Contributors Matthew Butler  Twitter: https://twitter.com/Matthewbutlerwy Lisa Casey  blog: https://livingthroughlanguage.wordpress.com/ & Twitter: Language Debates (@LanguageDebates) Dan Clayton  blog: EngLangBlog & Twitter: EngLangBlog (@EngLangBlog) Jacky Glancey  Twitter: https://twitter.com/JackyGlancey Music: Freenotes 


Show notes for Episode 3 Here are the show notes for Episode 3, where Jacky, Dan, Lisa and Matthew talk about - the language of subtitles: turning non-standard into Standard English? - the changing meanings and interpretations of gestures: taking a knee and what it might mean - and talk to Professor Devyani Sharma of QMUL about accents, identity and how to deal with accent bias… among other things! You can find the links to the stories and research we've mentioned in this programme, below. Accent Bias in Britain project (QMUL) website: https://accentbiasbritain.org/ Twitter: https://twitter.com/accentbias Teach Real English! (QMUL) http://www.teachrealenglish.org/ Devyani Sharma's staff page: Devyani Sharma - School of Languages, Linguistics and Film A Level English numbers up for first time in 7 years: Provisional Entries for GCSE, AS and A level: Summer 2020 exam series Professor Dick Hudson's site has mapped the trends in A Level English over the years: https://dickhudson.com/trends-english/ Marcus Rashford interview with the BBC: Marcus Rashford talks food poverty, his childhood and campaigning for free school meals A Twitter thread on the potential ‘linguicism' of ‘correcting' subtitles: https://twitter.com/DrVanjaK/status/1272603255932170245 BBC subtitling guidelines: https://bbc.github.io/subtitle-guidelines/ Dominic Raab on ‘taking a knee': Dominic Raab's obliviousness to taking a knee feels eerily like a government ploy to enrage black people Changing meaning of OK gesture https://www.bbc.co.uk/news/world-europe-48293817 Trolling, hoax or attempt to disguise hate symbol? https://www.bbc.co.uk/news/world-europe-48293817 Contact us @LexisPodcast. Subscribe: Lexis Podcast | Podcast on Spotify Contributors Matthew Butler Twitter: https://twitter.com/Matthewbutlerwy Lisa Casey blog: https://livingthroughlanguage.wordpress.com/ & Twitter: Language Debates (@LanguageDebates) Dan Clayton blog: EngLangBlog & Twitter: EngLangBlog (@EngLangBlog) Jacky Glancey Twitter: https://twitter.com/JackyGlancey Music: Freenotes

Rev. Karen Campbell

Rev. Karen Campbell

Rev. James Kombo

Rev. Karen Campbell

Betsy DeVries

This is the final part of my conversation with Svetlana Klimova. Lana is a linguist from Russia now living in Spain. Her Masters Thesis was "English as a Lingua Franca on Social Media: The Case of Instagram." In this part of our conversation, we dig into the difference between Standard English and English as a Lingua Franca and talk about Emoji as another language. Follow Lana on Instagram at https://www.instagram.com/lana.a.klimova/ To get the most out of your listening, I recommend downloading the podcast lesson guides with transcripts. For immediate access, join my Patreon community at https://www.patreon.com/conversationswithkate. For access to this transcript, notification to webinars, and other live events, please click the yellow button at www.conversationswithkate.net. Reply to the email you receive with questions, suggestions and requests. Follow me on Instagram. www.instagram.com/conversationskate/ Follow me on Facebook. https://www.facebook.com/conversationswithkate/ Enjoying the podcast? Please leave a review and share on social media.

Show Notes Moe Factz with Adam Curry for November 18th 2019, Episode number 15 N.B.A. Shownotes 'We're Self-Interested': The Growing Identity Debate in Black America - The New York Times Mon, 18 Nov 2019 12:50 In Hollywood, Harriet Tubman is played in a new movie by a black British woman, much to the annoyance of some black Americans. On the United States census, an ultrawealthy Nigerian immigrant and a struggling African-American woman from the South are expected to check the same box. When many American universities tout their diversity numbers, black students who were born in the Bronx and the Bahamas are counted as the same. A spirited debate is playing out in black communities across America over the degree to which identity ought to be defined by African heritage '-- or whether ancestral links to slavery are what should count most of all. Tensions between black Americans who descended from slavery and black immigrants from Africa and the Caribbean are not new, but a group of online agitators is trying to turn those disagreements into a political movement. They want colleges, employers and the federal government to prioritize black Americans whose ancestors toiled in bondage, and they argue that affirmative action policies originally designed to help the descendants of slavery in America have largely been used to benefit other groups, including immigrants from Africa and the Caribbean. The American descendants of slavery, they say, should have their own racial category on census forms and college applications, and not be lumped in with others with similar skin color but vastly different lived experiences. The group, which calls itself ADOS, for the American Descendants of Slavery, is small in number, with active supporters estimated to be in the thousands. But the discussion they are provoking is coursing through conversations far and wide. Those who embrace its philosophy point to disparities between black people who immigrated to the United States voluntarily, and others whose ancestors were brought in chains. Roughly 10 percent of the 40 million black people living in the United States were born abroad, according to the Pew Research Center, up from 3 percent in 1980. African immigrants are more likely to have college degrees than blacks and whites who were born in the United States. A 2007 study published in the American Journal of Education found that 41 percent of black freshmen at Ivy League colleges were immigrants or the children of immigrants, even though those groups represent 13 percent of the black population in the United States. In 2017, black students at Cornell University protested for the admission of more ''underrepresented black students,'' who they defined as black Americans with several generations in the United States. ''There is a lack of investment in black students whose families were affected directly by the African Holocaust in America,'' the students wrote to the president of the university. University administrators say that black students from other countries contribute to increased diversity on campus, even if their admittance does not mitigate the injustices of American slavery. Many black immigrant groups are also descended from slavery in other countries. The film producer Tariq Nasheed is among the outspoken defenders of the idea that the American descendants of slavery should have their own ethnic identity. ''Every other group when they get here goes out of their way to say, 'I'm Jamaican. I'm Nigerian. I'm from Somalia,''' he said. ''But when we decide to say, 'O.K. We are a distinct ethnic group,' people look at that as negative.'' This year, responding to requests for ''more detailed, disaggregated data for our diverse American experience,'' the Census Bureau announced that African-Americans will be able to list their origins on census forms for the first time, instead of simply checking ''Black.'' The goal of ADOS's two founders '-- Antonio Moore, a Los Angeles defense attorney, and Yvette Carnell, a former aide to Democratic lawmakers in Washington '-- is to harness frustrations among black Americans by seizing on the nation's shifting demographics. Embracing their role as insurgents, Mr. Moore and Ms. Carnell held their first national conference in October, and have made reparations for the brutal system of slavery upon which the United States was built a key tenet of their platform. Their movement has also become a lightning rod for criticism on the left. Its skepticism of immigration sometimes strikes a tone similar to that of President Trump. And the group has fiercely attacked the Democratic Party, urging black voters to abstain from voting for the next Democratic presidential nominee unless he or she produces a specific economic plan for the nation's ADOS population. Such tactics have led some to accuse the group of sowing division among African-Americans and engaging in a form of voter suppression not unlike the voter purges and gerrymandering efforts pushed by some Republicans. ''Not voting will result in another term of Donald Trump,'' said Brandon Gassaway, national press secretary of the Democratic National Committee. Shireen Mitchell, the founder of Stop Online Violence Against Women, has been embroiled in an online battle with ADOS activists for months. Ms. Mitchell contends that the group's leaders are ''using reparations as a weapon'' to make Mr. Trump more palatable to black voters. Others have pointed out that Ms. Carnell once appeared on her YouTube channel in a ''Make America Great Again'' hat. Image Attendees take selfies with ADOS founder Yvette Carnell at the group's inaugural conference in Louisville, Ky. in October. Credit... Danielle Scruggs for The New York Times Image The goal of the group's two founders is to harness frustrations among black Americans by seizing on the nation's shifting demographics. Credit... Danielle Scruggs for The New York Times Image The founders of ADOS have described the group as nonpartisan, but the hashtag has been used by conservatives who support Mr. Trump. Credit... Danielle Scruggs for The New York Times Image Marianne Williamson, who has made reparations a key plank of her platform as a presidential candidate, attended the conference. Credit... Danielle Scruggs for The New York Times Over a thousand people attended the group's first national conference, hosted by Simmons College of Kentucky. Guest speakers included Marianne Williamson, a white self-help author who has made reparations a key plank of her platform as a minor Democratic presidential candidate, as well as Cornel West, a black Harvard professor who said ADOS is giving a voice to working-class black people. [Read more about how Farah Stockman reported on the American Descendants of Slavery.] Tara Perry, a 35-year-old paralegal, was among the attendees. A former employee of the Los Angeles Black Worker Center, which used to count the number of black laborers at construction sites, Ms. Perry said she believed that the influx of Mexican immigrants had made it more difficult for black men to find construction jobs in the city. ''People call us divisive. We're not divisive. We're self-interested,'' said Ms. Perry, adding that she was prepared to see Mr. Trump re-elected. Critics consider the movement a Trojan horse meant to infiltrate the black community with a right-wing agenda, and question why the group would target Democrats, who have been far more open to discussions of reparations. ''You are willing to let Donald Trump win, who clearly says he doesn't see reparations happening?'' asked Talib Kweli Greene, a rapper and activist who has become a vocal opponent of the group. ''Get out of here!'' Recently, Hollywood has become the source of much of the frustration around the dividing line between United States-born African-Americans and black immigrants. When the black British actress Cynthia Erivo was hired to play the abolitionist Harriet Tubman, the casting received immediate backlash. Similarly, the filmmaker Jordan Peele has been criticized for hiring Lupita Nyong'o, who is Kenyan, and Daniel Kaluuya, who is British, to play African-American characters in his movies. But Mr. Moore, 39, and Ms. Carnell, 44, say they are not scapegoating black immigrants or trying to lead black voters astray. They say they are merely demanding something tangible from Democrats in exchange for votes and trying to raise awareness around the economic struggles of many black Americans. Ms. Carnell said she learned of the huge disparities in inherited wealth that left black Americans with a tiny share of the economic pie by reading reports, including an Institute for Policy Studies report that predicted the median wealth of black families would drop to zero by 2053. Mr. Moore had been talking about some of the same studies on his own YouTube channel. The two joined forces in 2016 and coined the term ADOS, which spread as a hashtag on social media. Image From front left to back left, Ms. Carnell, Cornel West and Antonio Moore before the conference. Credit... Danielle Scruggs for The New York Times ''What they have done is taken the racial wealth divide field out of academia and packaged it under a populist hashtag,'' said Dedrick Asante-Muhammad, of the Institute for Policy Studies. Mr. Asante-Muhammad lamented that the rhetoric of the movement comes off as anti-immigrant and said that Mr. Moore and Ms. Carnell ''over-dramatize'' the impact of African immigrants on the wealth and opportunities available to black Americans. William Darity Jr., a professor at Duke University, has written a series of reports about wealth inequality cited by Mr. Moore and Ms. Carnell. In one report, Dr. Darity found that the median net worth of white households in Los Angeles was $355,000, compared with $4,000 for black Americans. African immigrants in the city had a median net worth of $72,000. Dr. Darity's research also shows that not all immigrant groups are wealthy. Dr. Darity did not attend the recent conference in Kentucky, but he said he saw ADOS as a social justice movement on behalf of a segment of the black population that is being left behind. But not everyone agrees with Dr. Darity's view that empowering disadvantaged African-Americans is the extent of the group's message. Some who have used the hashtag have used racist, violent language when going after their detractors. Ms. Carnell once defended the term ''blood and soil,'' a Nazi slogan, on Twitter. Ms. Mitchell, the founder of Stop Online Violence Against Women, said she was harassed online by the group's supporters after she mentioned ADOS on Joy Reid's MSNBC show in a segment about Russian disinformation campaigns. During the segment, Ms. Mitchell implied that ADOS was made up of Russian bots impersonating real black people online. After the segment aired, the group's supporters harassed Ms. Mitchell as well as Ms. Reid, who they noted was born to immigrants. ''If you do not agree with them, or acknowledge their existence, they go after you,'' Ms. Mitchell said. Ms. Carnell has also been criticized for her past service on the board of Progressives for Immigration Reform, an anti-immigration group that has received funding from a foundation linked to John Tanton, who was referred to as ''the puppeteer'' of the nation's nativist movement by the Southern Poverty Law Center. A September newsletter from Progressives for Immigration Reform touted the growing political clout of ADOS and praised it as ''a movement that understands the impact unbridled immigration has had on our country's most vulnerable workers.'' This summer, ADOS ignited a flurry of criticism after Ms. Carnell complained that Senator Kamala Harris, Democrat of California, was running for president as an African-American candidate but had failed to put forth an agenda for black people. She noted that Ms. Harris is the daughter of an Indian mother and a Jamaican father. Critics quickly accused Ms. Carnell of ''birtherism'' and xenophobia. And although Ms. Carnell and Mr. Moore say ADOS is a nonpartisan movement, the hashtag has been used by conservatives who support Mr. Trump. ''I like #ADOS,'' Ann Coulter, a white conservative commentator, wrote on Twitter. ''But I think it should be #DOAS '-- Descendants of American slaves. Not Haitian slaves, not Moroccan slaves.'' At the conference in Kentucky, supporters pushed back against the idea that they were anti-immigrant or surrogates of the president's agenda. ''We're not xenophobes,'' said Mark Stevenson, a director of talent acquisition in the Navy who said he founded an ADOS chapter in Columbus, Ohio, this summer. ''If you ask somebody who is Latino what is their heritage, they'll tell you they are Puerto Rican or Dominican or Cuban.'' ''This is our heritage,'' he added. ''I don't see the issue.'' Farah Stockman Mon, 18 Nov 2019 14:06 Latest Search Search Latest Articles Times Insider Deciphering ADOS: A New Social Movement or Online Trolls? I spent weeks trying to figure out what was true '-- and not true '-- about American Descendants of Slavery, a group aiming to create a new racial designation. By Farah Stockman 'We're Self-Interested': The Growing Identity Debate in Black America Why a movement that claims to support the American descendants of slavery is being promoted by conservatives and attacked on the left. By Farah Stockman Three Leaders of Women's March Group Step Down After Controversies The departures come after years of discord and charges of anti-Semitism and at a time the group is gearing up for political engagement in the 2020 elections. By Farah Stockman El negocio de vender ensayos universitarios Estudiantes en Estados Unidos, el Reino Unido y Australia estn contratando para que les redacten sus trabajos a personas de otros pa­ses que lo hacen por necesidad financiera. By Farah Stockman and Carlos Mureithi Here Are the Nine People Killed in Seconds in Dayton The gunman's victims ranged from a graduate student to a grandfather, a young mother to longtime friends. By Farah Stockman and Adeel Hassan Gunman's Own Sister Was Among Dayton Shooting Victims The nine people who were killed outside a popular Dayton bar also included the mother of a newborn and a fitness and nutrition trainer. By Farah Stockman and Nicholas Bogel-Burroughs Back-to-Back Outbreaks of Gun Violence in El Paso and Dayton Stun Country In a country that has become nearly numb to men with guns opening fire in schools, at concerts and in churches, shooting in Texas and Ohio left the public shaken. Gunman Kills 9 in Dayton Entertainment District Nine people were killed and 27 others were wounded, the police said. It was the second American mass shooting in 24 hours, and the third in a week. By Timothy Williams and Farah Stockman Heat Wave to Hit Two-Thirds of the U.S. Here's What to Expect. Dangerously hot temperatures are predicted from Oklahoma to New England. Here's the forecast, with some tips on staying safe. By Farah Stockman Child Neglect Reports Sat Unread for 4 Years Because of an Email Mix-up A small change to an email address led to reports to a Colorado hotline for child abuse and neglect cases sitting unread for years, officials said. By Dave Philipps and Farah Stockman 7 Died in a Motorcycle Crash. How Their Club of Former Marines Is Mourning Them. A motorcycle club of ex-Marines struggles to pick up the pieces after a horrific crash killed its leader and six other members and supporters. By Farah Stockman A Man Licked a Carton of Ice Cream for a Viral Internet Challenge. Now He's in Jail. Law officials and store owners across the country are wrestling with how to stop a flurry of copycat videos made by people committing the same crime. By Farah Stockman Manslaughter Charge Dropped Against Alabama Woman Who Was Shot While Pregnant The case of Marshae Jones, who was indicted over the death of the fetus she was carrying when she was shot, had stirred outrage across the country. By Farah Stockman Alabamians Defend Arrest of Woman Whose Fetus Died in Shooting The indictment of a woman in the shooting death of her fetus has sparked outrage across the country. But in Alabama, many people consider it just. By Farah Stockman People Are Taking Emotional Support Animals Everywhere. States Are Cracking Down. More Americans are saying they need a variety of animals '-- dogs, ducks, even insects '-- for their mental health. But critics say many are really just pets that do not merit special status. By Farah Stockman Birthright Trips, a Rite of Passage for Many Jews, Are Now a Target of Protests For nearly 20 years, Birthright has bolstered Jewish identity with free trips to Israel. But now some young Jewish activists are protesting the trips. By Farah Stockman 'The Time Is Now': States Are Rushing to Restrict Abortion, or to Protect It States across the country are passing some of the most restrictive abortion laws in decades, including in Alabama, where Gov. Kay Ivey signed a bill effectively banning the procedure. By Sabrina Tavernise Harvard Harassment Case Brings Calls for External Review and Cultural Change A Harvard government department committee issued a report criticizing a culture that let a professor stay employed despite a history of complaints. By Farah Stockman Baltimore's Mayor, Catherine Pugh, Resigns Amid Children's Book Scandal The resignation came days after the City Council proposed amending the charter to make it possible to remove Ms. Pugh and amid a widening scandal involving a book deal worth $500,000. By Farah Stockman U.N.C. Charlotte Student Couldn't Run, So He Tackled the Gunman Riley Howell was one of two students killed and four injured when a gunman opened fire in a classroom. The police charged a 22-year-old student with murder. By David Perlmutt and Julie Turkewitz Skip to Navigation Search Articles 114 results for sorted by Times Insider Deciphering ADOS: A New Social Movement or Online Trolls? I spent weeks trying to figure out what was true '-- and not true '-- about American Descendants of Slavery, a group aiming to create a new racial designation. By Farah Stockman 'We're Self-Interested': The Growing Identity Debate in Black America Why a movement that claims to support the American descendants of slavery is being promoted by conservatives and attacked on the left. By Farah Stockman Three Leaders of Women's March Group Step Down After Controversies The departures come after years of discord and charges of anti-Semitism and at a time the group is gearing up for political engagement in the 2020 elections. By Farah Stockman El negocio de vender ensayos universitarios Estudiantes en Estados Unidos, el Reino Unido y Australia estn contratando para que les redacten sus trabajos a personas de otros pa­ses que lo hacen por necesidad financiera. By Farah Stockman and Carlos Mureithi Here Are the Nine People Killed in Seconds in Dayton The gunman's victims ranged from a graduate student to a grandfather, a young mother to longtime friends. By Farah Stockman and Adeel Hassan Gunman's Own Sister Was Among Dayton Shooting Victims The nine people who were killed outside a popular Dayton bar also included the mother of a newborn and a fitness and nutrition trainer. By Farah Stockman and Nicholas Bogel-Burroughs Back-to-Back Outbreaks of Gun Violence in El Paso and Dayton Stun Country In a country that has become nearly numb to men with guns opening fire in schools, at concerts and in churches, shooting in Texas and Ohio left the public shaken. Gunman Kills 9 in Dayton Entertainment District Nine people were killed and 27 others were wounded, the police said. It was the second American mass shooting in 24 hours, and the third in a week. By Timothy Williams and Farah Stockman Heat Wave to Hit Two-Thirds of the U.S. Here's What to Expect. Dangerously hot temperatures are predicted from Oklahoma to New England. Here's the forecast, with some tips on staying safe. By Farah Stockman Child Neglect Reports Sat Unread for 4 Years Because of an Email Mix-up A small change to an email address led to reports to a Colorado hotline for child abuse and neglect cases sitting unread for years, officials said. By Dave Philipps and Farah Stockman 7 Died in a Motorcycle Crash. How Their Club of Former Marines Is Mourning Them. A motorcycle club of ex-Marines struggles to pick up the pieces after a horrific crash killed its leader and six other members and supporters. By Farah Stockman A Man Licked a Carton of Ice Cream for a Viral Internet Challenge. Now He's in Jail. Law officials and store owners across the country are wrestling with how to stop a flurry of copycat videos made by people committing the same crime. By Farah Stockman Manslaughter Charge Dropped Against Alabama Woman Who Was Shot While Pregnant The case of Marshae Jones, who was indicted over the death of the fetus she was carrying when she was shot, had stirred outrage across the country. By Farah Stockman Alabamians Defend Arrest of Woman Whose Fetus Died in Shooting The indictment of a woman in the shooting death of her fetus has sparked outrage across the country. But in Alabama, many people consider it just. By Farah Stockman People Are Taking Emotional Support Animals Everywhere. States Are Cracking Down. More Americans are saying they need a variety of animals '-- dogs, ducks, even insects '-- for their mental health. But critics say many are really just pets that do not merit special status. By Farah Stockman Birthright Trips, a Rite of Passage for Many Jews, Are Now a Target of Protests For nearly 20 years, Birthright has bolstered Jewish identity with free trips to Israel. But now some young Jewish activists are protesting the trips. By Farah Stockman 'The Time Is Now': States Are Rushing to Restrict Abortion, or to Protect It States across the country are passing some of the most restrictive abortion laws in decades, including in Alabama, where Gov. Kay Ivey signed a bill effectively banning the procedure. By Sabrina Tavernise Harvard Harassment Case Brings Calls for External Review and Cultural Change A Harvard government department committee issued a report criticizing a culture that let a professor stay employed despite a history of complaints. By Farah Stockman Baltimore's Mayor, Catherine Pugh, Resigns Amid Children's Book Scandal The resignation came days after the City Council proposed amending the charter to make it possible to remove Ms. Pugh and amid a widening scandal involving a book deal worth $500,000. By Farah Stockman U.N.C. Charlotte Student Couldn't Run, So He Tackled the Gunman Riley Howell was one of two students killed and four injured when a gunman opened fire in a classroom. The police charged a 22-year-old student with murder. By David Perlmutt and Julie Turkewitz Skip to Navigation Shireen Mitchell - Wikipedia Mon, 18 Nov 2019 14:05 Shireen Mitchell is an American entrepreneur, author, technology analyst and diversity strategist. She founded Digital Sisters/Sistas, Inc.,[1] the first organization dedicated to bringing women and girls of color online and Stop Online Violence Against Women (SOVAW),[2] a project that addresses laws and policies to provide protections for women while online. Career [ edit ] Shireen Mitchell began designing bulletin board systems and gopher (protocol) sites prior to the advent of websites. She was the webmaster for PoliticallyBlack.com, a site that was sold to Netivation (NTVN)[3] a large media company as one of the web transactions in the late 1990s that later went public.[4] Mitchell formed the first woman of color web management firm in 1997, the Mitchell Holden Group (MHG). She then founded Digital Sisters/Sistas in 1999, first as a website and then an advocacy and training organization that focuses on technology, new media and diversity. Digital Sisters was the first organization created specifically to help women and girls of color get into the STEM field and use technology in their daily lives. In 2010, she formed Tech Media Swirl LLC, a digital social strategy company focused integrated media strategies for outreach to diverse communities. In 2013, she founded Stop Online Violence Against Women (SOVAW). The project highlights diverse voices of women, and in particular, women of color. Honors and awards [ edit ] Eelan Media, Top 100 Most Influential Black People on digital/social media,[5] 2014DC Inno, Top Ten Influencers in Social Media,[6] 2012Fast Company Most Influential Women in Tech,[7] 2010Washingtonian's Tech Titans,[8] 2009The Root, 100 African-American Leaders of Excellence,[9] 2009Published works [ edit ] Gaining Daily Access to Science and Technology, 50 Ways to Improve Women's Lives . Inner Ocean Publishing. 21 June 2007. ISBN 978-1-930722-45-3. References [ edit ] External links [ edit ] Digital SistersStop Online Violence Against Women (SOVAW) Comcast Shouldn't Challenge the Civil Rights Act of 1866 | Fortune Mon, 18 Nov 2019 14:05 Sign Up for Our Newsletters Sign up now to receive FORTUNE's best content, special offers, and much more. Subscribe Marcus Garvey - Wikipedia Mon, 18 Nov 2019 14:04 Jamaica-born British political activist, Pan-Africanist, orator, and entrepreneur Marcus Mosiah Garvey Jr. ONH (17 August 1887 '' 10 June 1940) was a Jamaican political activist, publisher, journalist, entrepreneur, and orator. He was the founder and first President-General of the Universal Negro Improvement Association and African Communities League (UNIA-ACL, commonly known as UNIA), through which he declared himself Provisional President of Africa. Ideologically a black nationalist and Pan-Africanist, his ideas came to be known as Garveyism. Garvey was born to a moderately prosperous Afro-Jamaican family in Saint Ann's Bay, Colony of Jamaica and apprenticed into the print trade as a teenager. Working in Kingston, he became involved in trade unionism before living briefly in Costa Rica, Panama, and England. Returning to Jamaica, he founded UNIA in 1914. In 1916, he moved to the United States and established a UNIA branch in New York City's Harlem district. Emphasising unity between Africans and the African diaspora, he campaigned for an end to European colonial rule across Africa and the political unification of the continent. He envisioned a unified Africa as a one-party state, governed by himself, that would enact laws to ensure black racial purity. Although he never visited the continent, he was committed to the Back-to-Africa movement, arguing that many African-Americans should migrate there. Garveyist ideas became increasingly popular and UNIA grew in membership. However, his black separatist views'--and his collaboration with white racist groups like the Ku Klux Klan (KKK) to advance their shared interest in racial separatism'--divided Garvey from other prominent African-American civil rights activists such as W. E. B. Du Bois who promoted racial integration. Committed to the belief that African-Americans needed to secure financial independence from white-dominant society, Garvey launched various businesses in the U.S., including the Negro Factories Corporation and Negro World newspaper. In 1919, he became President of the Black Star Line shipping and passenger company, designed to forge a link between North America and Africa and facilitate African-American migration to Liberia. In 1923 Garvey was convicted of mail fraud for selling its stock and imprisoned in the Atlanta State Penitentiary. Many commentators have argued that the trial was politically motivated; Garvey blamed Jewish people, claiming that they were prejudiced against him because of his links to the KKK. Deported to Jamaica in 1927, where he settled in Kingston with his wife Amy Jacques, Garvey continued his activism and established the People's Political Party in 1929, briefly serving as a city councillor. With UNIA in increasing financial difficulty, in 1935 he relocated to London, where his anti-socialist stance distanced him from many of the city's black activists. He died there in 1940, although in 1964 his body was returned to Jamaica for reburial in Kingston's National Heroes Park. Garvey was a controversial figure. Many in the African diasporic community regarded him as a pretentious demagogue and were highly critical of his collaboration with white supremacists, his violent rhetoric, and his prejudice against mixed-race people and Jews. He nevertheless received praise for encouraging a sense of pride and self-worth among Africans and the African diaspora amid widespread poverty, discrimination, and colonialism. He is seen as a national hero in Jamaica, and his ideas exerted a considerable influence on movements like Rastafari, the Nation of Islam, and the Black Power Movement. Early life [ edit ] Childhood: 1887''1904 [ edit ] A statue of Garvey now stands in Saint Ann's Bay, the town where he was born Marcus Mosiah Garvey was born on 17 August 1887 in Saint Ann's Bay, a town in the Colony of Jamaica. In the context of colonial Jamaican society, which had a colourist social hierarchy, Garvey was considered at the lowest end, being a black child who believed he was of full African ancestry; later genetic research nevertheless revealed that he had some Iberian ancestors.[3] Garvey's paternal great-grandfather had been born into slavery prior to its abolition in the British Empire. His surname, which was of Irish origin, had been inherited from his family's former owners. His father, Malchus Garvey, was a stonemason; his mother, Sarah Richards, was a domestic servant and the daughter of peasant farmers. Malchus had had two previous partners before Sarah, siring six children between them. Sarah bore him four additional children, of whom Marcus was the youngest, although two died in infancy. Because of his profession, Malchus' family were wealthier than many of their peasant neighbours; they were petty bourgeoise. Malchus was however reckless with his money and over the course of his life lost most of the land he owned to meet payments. Malchus had a book collection and was self-educated; he also served as an occasional layman at a local Wesleyan church. Malchus was an intolerant and punitive father and husband; he never had a close relationship with his son. Up to the age of 14, Garvey attended a local church school; further education was unaffordable for the family. When not in school, Garvey worked on his maternal uncle's tenant farm. He had friends, with whom he once broke the windows of a church, resulting in his arrest. Some of his friends were white, although he found that as they grew older they distanced themselves from him; he later recalled that a close childhood friend was a white girl: "We were two innocent fools who never dreamed of a race feeling and problem." In 1901, Marcus was apprenticed to his godfather, a local printer. In 1904, the printer opened another branch at Port Maria, where Garvey began to work, traveling from Saint Ann's Bay each morning. Early career in Kingston: 1905''1909 [ edit ] In 1905 he moved to Kingston, where he boarded in Smith Village, a working class neighbourhood. In the city, he secured work with the printing division of the P.A. Benjamin Manufacturing Company. He rose quickly through the company ranks, becoming their first Afro-Jamaican foreman. His sister and mother, by this point estranged from his father, moved to join him in the city. In January 1907, Kingston was hit by an earthquake that reduced much of the city to rubble. He, his mother, and his sister were left to sleep in the open for several months. In March 1908, his mother died. While in Kingston, Garvey converted to Roman Catholicism. Garvey became a trade unionist and took a leading role in the November 1908 print workers' strike. The strike was broken several weeks later and Garvey was sacked. Henceforth branded a troublemaker, Garvey was unable to find work in the private sector. He then found temporary employment with a government printer. As a result of these experiences, Garvey became increasingly angry at the inequalities present in Jamaican society. Garvey involved himself with the National Club, Jamaica's first nationalist organisation, becoming its first assistant secretary in April 1910. The group campaigned to remove the British Governor of Jamaica, Sydney Olivier, from office, and to end the migration of Indian "coolies", or indentured workers, to Jamaica, as they were seen as a source of economic competition by the established population. With fellow Club member Wilfred Domingo he published a pamphlet expressing the group's ideas, The Struggling Mass. In early 1910, Garvey began publishing a magazine, Garvey's Watchman'--its name a reference to George William Gordon's The Watchman'--although it only lasted three issues. He claimed it had a circulation of 3000, although this was likely an exaggeration. Garvey also enrolled in elocution lessons with the radical journalist Robert J. Love, whom Garvey came to regard as a mentor. With his enhanced skill at speaking in a Standard English manner, he entered several public speaking competitions. Travels abroad: 1910''1914 [ edit ] Economic hardship in Jamaica led to growing emigration from the island. In mid-1910, Garvey travelled to Costa Rica, where an uncle had secured him employment as a timekeeper on a large banana plantation in the Lim"n Province owned by the United Fruit Company (UFC). Shortly after his arrival, the area experienced strikes and unrest in opposition to the UFC's attempts to cut its workers' wages. Although as a timekeeper he was responsible for overseeing the manual workers, he became increasingly angered at how they were treated. In the spring of 1911 be launched a bilingual newspaper, Nation/La Naci"n, which criticised the actions of the UFC and upset many of the dominant strata of Costa Rican society in Lim"n. His coverage of a local fire, in which he questioned the motives of the fire brigade, resulted in him being brought in for police questioning. After his printing press broke, he was unable to replace the faulty part and terminated the newspaper. In London, Garvey spent time in the Reading Room of the British Museum Garvey then travelled through Central America, undertaking casual work as he made his way through Honduras, Ecuador, Colombia, and Venezuela. While in the port of Col"n in Panama, he set up a new newspaper, La Prensa ("The Press"). In 1911, he became seriously ill with a bacterial infection and decided to return to Kingston. He then decided to travel to London, the administrative centre of the British Empire, in the hope of advancing his informal education. In the spring of 1912 he sailed to England. Renting a room along Borough High Street in South London, he visited the House of Commons, where he was impressed by the politician David Lloyd George. He also visited Speakers' Corner in Hyde Park and began speaking there. There were only a few thousand black people in London at the time, and they were often viewed as exotic; most worked as labourers. Garvey initially gained piecemeal work labouring in the city's dockyards. In August 1912, his sister Indiana joined him in London, where she worked as a domestic servant. In early 1913 he was employed as a messenger and handyman for the African Times and Orient Review, a magazine based in Fleet Street that was edited by Dus(C) Mohamed Ali. The magazine advocated Ethiopianism and home rule for British-occupied Egypt. In 1914, Mohamed Ali began employing Garvey's services as a writer for the magazine. He also took several evening classes in law at Birkbeck College in Bloomsbury. Garvey planned a tour of Europe, spending time in Glasgow, Paris, Monte Carlo, Boulogne, and Madrid. During the trip, he was briefly engaged to a Spanish-Irish heiress. Back in London, he wrote an article on Jamaica for the Tourist magazine, and spent time reading in the library of the British Museum. There he discovered Up from Slavery, a book by the African-American entrepreneur and activist Booker T. Washington. Washington's book heavily influenced him. Now almost financially destitute and deciding to return to Jamaica, he unsuccessfully asked both the Colonial Office and the Anti-Slavery and Aborigines' Protection Society to pay for his journey. After managing to save the funds for a fare, he boarded the SS Trent in June 1914 for a three-week journey across the Atlantic. En route home, Garvey talked with an Afro-Caribbean missionary who had spent time in Basutoland and taken a Basuto wife. Discovering more about colonial Africa from this man, Garvey began to envision a movement that would politically unify black people of African descent across the world. Organization of UNIA [ edit ] Forming UNIA: 1914''1916 [ edit ] To the cultured mind the bulk of our [i.e. black] people are contemptible['...] Go into the country parts of Jamaica and you will see there villainy and vice of the worst kind, immorality, obeah and all kinds of dirty things['...] Kingston and its environs are so infested with the uncouth and vulgar of our people that we of the cultured class feel positively ashamed to move about. Well, this society [UNIA] has set itself the task to go among the people['...] and raise them to the standard of civilised approval. '-- Garvey, from a 1915 Collegiate Hall speech published in the Daily Chronicle Garvey arrived back in Jamaica in July 1914. There, he saw his article for Tourist republished in The Gleaner. He began earning money selling greeting and condolence cards which he had imported from Britain, before later switching to selling tombstones. Also in July 1914, Garvey launched the Universal Negro Improvement Association and African Communities League, commonly abbreviated as UNIA. Adopting the motto of "One Aim. One God. One Destiny", it declared its commitment to "establish a brotherhood among the black race, to promote a spirit of race pride, to reclaim the fallen and to assist in civilising the backward tribes of Africa." Initially, it had only few members. Many Jamaicans were critical of the group's prominent use of the term "Negro", a term which was often employed as an insult: Garvey, however, embraced the term in reference to black people of African descent. Garvey became UNIA's president and travelling commissioner; it was initially based out of his hotel room in Orange Street, Kingston. It portrayed itself not as a political organisation but as a charitable club, focused on work to help the poor and to ultimately establish a vocational training college modelled on Washington's Tuskegee Institute in Alabama. Garvey wrote to Washington and received a brief, if encouraging reply; Washington died shortly after. UNIA officially expressed its loyalty to the British Empire, King George V, and the British effort in the ongoing First World War. In April 1915 Brigadier General L. S. Blackden lectured to the group on the war effort; Garvey endorsed Blackden's calls for more Jamaicans to sign up to fight for the Empire on the Western Front. The group also sponsored musical and literary evenings as well as a February 1915 elocution contest, at which Garvey took first prize. In August 1914, Garvey attended a meeting of the Queen Street Baptist Literary and Debating Society, where he met Amy Ashwood, recently graduated from the Westwood Training College for Women. She joined UNIA and rented a better premises for them to use as their headquarters, secured using her father's credit. She and Garvey embarked on a relationship, which was opposed by her parents. In 1915 they secretly became engaged. When she suspended the engagement, he threatened to commit suicide, at which she resumed it. I was openly hated and persecuted by some of these colored men of the island who did not want to be classified as Negroes but as white. '-- Garvey, on how he was received in Jamaica Garvey attracted financial contributions from many prominent patrons, including the Mayor of Kingston and the Governor of Jamaica, William Manning. By appealing directly to Jamaica's white elite, Garvey had skipped the brown middle-classes, comprising those who were classified as mulattos, quadroons, and octoroons. They were generally hostile to Garvey, regarding him as a pretentious social climber and being annoyed at his claim to be part of the "cultured class" of Jamaican society. Many also felt that he was unnecessarily derogatory when describing black Jamaicans, with letters of complaint being sent into the Daily Chronicle after it published one of Garvey's speeches in which he referred to many of his people as "uncouth and vulgar". One complainant, a Dr Leo Pink, related that "the Jamaican Negro can not be reformed by abuse". After unsubstantiated allegations began circling that Garvey was diverting UNIA funds to pay for his own personal expenses, the group's support began to decline. He became increasingly aware of how UNIA had failed to thrive in Jamaica and decided to migrate to the United States, sailing there aboard the SS Tallac in March 1916. To the United States: 1916''1918 [ edit ] The UNIA flag, a tricolour of red, black, and green. According to Garvey, the red symbolises the blood of martyrs, the black symbolises the skin of Africans, and the green represents the vegetation of the land. Arriving in the United States, Garvey began lodging with a Jamaican expatriate family living in Harlem, a largely black area of New York City. He began lecturing in the city, hoping to make a career as a public speaker, although at his first public speech was heckled and fell off the stage. From New York City, he embarked on a U.S. speaking tour, crossing 38 states. At stopovers on his journey he listened to preachers from the African Methodist Episcopal Church and the Black Baptist churches. While in Alabama, he visited the Tuskegee Institute and met with its new leader, Robert Russa Moton. After six months traveling across the U.S. lecturing, he returned to New York City. In May 1917, Garvey launched a New York branch of UNIA. He declared membership open to anyone "of Negro blood and African ancestry" who could pay the 25 cents a month membership fee. He joined many other speakers who spoke on the street, standing on step-ladders; he often did so on Speakers' Corner in 135th Street. In his speeches, he sought to reach across to both black West Indian migrants like himself and native African-Americans. Through this, he began to associate with Hubert Harrison, who was promoting ideas of black self-reliance and racial separatism. In June, Garvey shared a stage with Harrison at the inaugural meeting of the latter's Liberty League of Negro-Americans. Through his appearance here and at other events organised by Harrison, Garvey attracted growing public attention. After the U.S. entered the First World War in April 1917, Garvey initially signed up to fight but was ruled physically unfit to do so. He later became an opponent of African-American involvement in the conflict, following Harrison in accusing it of being a "white man's war". In the wake of the East St. Louis Race Riots in May to July 1917, in which white mobs targeted black people, Garvey began calling for armed self-defense. He produced a pamphlet, "The Conspiracy of the East St Louis Riots", which was widely distributed; proceeds from its sale went to victims of the riots. The Bureau of Investigation began monitoring him, noting that in speeches he employed more militant language than that used in print; it for instance reported him expressing the view that "for every Negro lynched by whites in the South, Negroes should lynch a white in the North." By the end of 1917, Garvey had attracted many of Harrison's key associates in his Liberty League to UNIA. He also secured the support of the journalist John Edward Bruce, agreeing to step down from the group's presidency in favor of Bruce. Bruce then wrote to Dus(C) Mohamed Ali to learn more about Garvey's past. Mohamed Ali responded with a negative assessment of Garvey, suggesting that he simply used UNIA as a money-making scheme. Bruce read this letter to a UNIA meeting and put pressure on Garvey's position. Garvey then resigned from UNIA, establishing a rival group that met at Old Fellows Temple. He also launched legal proceedings against Bruce and other senior UNIA members, with the court ruling that the group's name and membership'--now estimated at around 600'--belonged to Garvey, who resumed control over it. The growth of UNIA: 1918''1921 [ edit ] In 1918, UNIA membership grew rapidly. In June that year it was incorporated, and in July a commercial arm, the African Communities' League, filed for incorporation. Garvey envisioned UNIA establishing an import-and-export business, a restaurant, and a launderette. He also proposed raising the funds to secure a permanent building as a base for the group. In April 1918, Garvey launched a weekly newspaper, the Negro World, which Cronon later noted remained "the personal propaganda organ of its founder". Financially, it was backed by philanthropists like Madam C. J. Walker, but six months after its launch was pursuing a special appeal for donations to keep it afloat. Various journalists took Garvey to court for his failure to pay them for their contributions, a fact much publicised by rival publications; at the time, there were over 400 black-run newspapers and magazines in the U.S. Unlike may of these, Garvey refused to feature adverts for skin-lightening and hair-straightening products, urging black people to "take the kinks out of your mind, instead of out of your hair". By the end of its first year, the circulation of Negro World was nearing 10,000; copies circulated not only in the US, but also in the Caribbean, Central, and South America. In April 1918, Garvey's UNIA began publishing the Negro World newspaper Garvey appointed his old friend Domingo, who had also arrived in New York City, as the newspaper's editor. However, Domingo's socialist views alarmed Garvey who feared that they would imperil UNIA. Garvey had Domingo brought before UNIA's nine-person executive committee, where he was accused of writing editorials professing ideas at odds with UNIA's message. Domingo resigned several months later; he and Garvey henceforth became enemies. In September 1918, Ashwood sailed from Panama to be with Garvey, arriving in New York City in October. In November, she became General Secretary of UNIA. At UNIA gatherings, she was responsible for reciting black-authored poetry, as was the actor Henrietta Vinton Davis, who had also joined the movement. After the First World War ended, President Woodrow Wilson declared his intention to present a 14-point plan for world peace at the forthcoming Paris Peace Conference. Garvey was among the African-Americans who formed the International League of Darker Peoples which sought to lobby Wilson and the conference to give greater respect to the wishes of people of colour; their delegates nevertheless were unable to secure the travel documentation. At Garvey's prompting, UNIA sent a young Haitian, Elizier Cadet, as its delegate to the conference. The world leaders who met at the conference nevertheless largely ignored such perspectives, instead reaffirming their support for European colonialism. In the U.S., many African-Americans who had served in the military refused to return to their more subservient role in society and throughout 1919 there were various racial clashes throughout the country. The government feared that black people would be encouraged to revolutionary behavior following the October Revolution in Russia, and in this context, military intelligence ordered Major Walter Loving to investigate Garvey. Loving's report concluded that Garvey was a "very able young man" who was disseminating "clever propaganda". The BOI's J. Edgar Hoover decided that Garvey was worthy of deportation and decided to include him in their Palmer Raids launched to deport subversive non-citizens. The BOI presented Garvey's name to the Labor Department under Louis F. Post to ratify the deportation but Post's department refused to do so, stating that the case against Garvey was not proven. Success and obstacles [ edit ] Garvey speaking at Liberty Hall in 1920 UNIA grew rapidly and in just over 18 months it had branches in 25 U.S. states, as well as divisions in the West Indies, Central America, and West Africa. The exact membership is not known, although Garvey'--who often exaggerated numbers'--claimed that by June 1919 it had two million members. It remained smaller than the better established National Association for the Advancement of Colored People (NAACP), although there was some crossover in membership of the two groups. The NAACP and UNIA differed in their approach; while the NAACP was a multi-racial organisation which promoted racial integration, UNIA was a black-only group. The NAACP focused its attention on what it termed the "talented tenth" of the African-American population, such as doctors, lawyers, and teachers, whereas UNIA emphasized the image of a mass organisation and included many poorer people and West Indian migrants in its ranks. NAACP supporters accused Garvey of stymieing their efforts at bringing about racial integration in the U.S. Garvey was dismissive of the NAACP leader W. E. B. Du Bois, and in one issue of the Negro World called him a "reactionary under [the] pay of white men". Du Bois generally tried to ignore Garvey, regarding him as a demagogue, but at the same time wanted to learn all he could about Garvey's movement. In 1921, Garvey twice reached out to DuBois, asking him to contribute to UNIA publications, but the offer was rebuffed. Their relationship became acrimonious; in 1923, DuBois described Garvey as "a little fat black man, ugly but with intelligent eyes and big head". By 1924, Grant suggested, the two hated each other. To promote his views to a wide audience, Garvey took to shouting slogans from a megaphone as he was driven through Harlem in a Cadillac. UNIA established a restaurant and ice cream parlour at 56 West 135th Street, and also launched a millinery store selling hats. With an increased income coming in through UNIA, Garvey moved to a new residence at 238 West 131st Street; in 1919, a young middle-class Jamaican migrant, Amy Jacques, became his personal secretary. UNIA also obtained a partially-constructed church building in Harlem, which Garvey named "Liberty Hall" after its namesake in Dublin, Ireland, which had been established during the Easter Rising of 1916. The adoption of this name reflected Garvey's fascination for the Irish independence movement. Liberty Hall's dedication ceremony was held in July 1919. Garvey also organised the African Legion, a group of uniformed men who would attend UNIA parades; a secret service was formed from Legion members, providing Garvey with intelligence about group members. The formation of the Legion further concerned the BOI, who sent their first full-time black agent, James Wormley Jones, to infiltrate UNIA.In January 1920, Garvey incorporated the Negro Factories League.According to Grant, a personality cult had grown up around Garvey within the UNIA movement; life-size portraits of him hung in the UNIA HQ and phonographs of his speeches were sold to the membership. In August, UNIA organized the First International Conference of the Negro Peoples in Harlem. This parade was attended by Gabriel Johnson, the Mayor of Monrovia in Liberia. As part of it, an estimated 25,000 people assembled in Madison Square Gardens. At the conference, UNIA delegates declared him the Provisional President of Africa, charged with heading a government-in-exile. Some of the West Africans attending the event were angered by this, believing it wrong that an Afro-Jamaican, rather than an African, was taking on this role. Many outside the movement ridiculed Garvey for giving himself this title. The conference then elected other members of the African government-in-exile, and resulted in the production of a Bill of Rights which condemned colonial rule across Africa. In August 1921, UNIA held a banquet in Liberty Hall, at which Garvey gave out honors to various supporters, including such titles as Order of the Nile and the Order of Ethiopia. UNIA established growing links with the Liberian government, hoping to secure land in the West African nation where various African-Americans could move to. Liberia was in heavy debt, with UNIA launching a fundraising campaign to raise $2 million towards a Liberian Construction Loan. In 1921, Garvey sent a UNIA team to assess the prospects in Liberia.Internally, UNIA experienced various feuds. Garvey pushed out Cyril Briggs and other members of the African Blood Brotherhood from UNIA, wanting to place growing distance between himself and black socialist groups. In the Negro World, Garvey then accused Briggs'--who was of mixed heritage'--of being a white man posing as a black man. Briggs then successfully sued Garvey for criminal libel. Assassination attempts, marriage, and divorce [ edit ] In July 1919, Garvey was arrested and charged with criminal libel for claims made about Edwin Kilroe in the Negro World. When this eventually came to court, he was ordered to provide a printed retraction. In October 1919, George Tyler, a part-time vendor of the Negro World, entered the UNIA office and tried to assassinate Garvey. The latter received two bullets in his legs but survived. Tyler was soon apprehended but died in an escape attempt from jail; it was thus never revealed why he tried to kill Garvey. Garvey soon recovered from the incident; five days later he gave a public speech in Philadelphia. After the assassination attempt, Garvey hired a bodyguard, Marcellus Strong. Shortly after the incident, Garvey proposed marriage to Amy Ashwood and she accepted. On Christmas Day, they had a private Roman Catholic church wedding, followed by a major ceremonial celebration in Liberty Hall, attended by 3000 UNIA members. Jacques was her maid of honour. After the marriage, he moved into Ashwood's apartment. The newlyweds embarked on a two-week honeymoon in Canada, accompanied by a small UNIA retinue, including Jacques. There, Garvey spoke at two mass meetings in Montreal and three in Toronto. Returning to Harlem, the couple's marriage was soon strained. Ashwood complained of Garvey's growing closeness with Jacques. Garvey was upset by his inability to control his wife, particularly her drinking and her socialising with other men. She was pregnant, although the child was possibly not his; she did not inform him of this, and the pregnancy ended in miscarriage. Three months into the marriage, Garvey sought an annulment, on the basis of Ashwood's alleged adultery and the claim that she had used "fraud and concealment" to induce the marriage. She launched a counter-claim for desertion, requesting $75 a week alimony. The court rejected this sum, but ordered Garvey to pay her $12 a week, but also refused to grant him the divorce. The court proceedings continued for two years. Now separated, Garvey moved into a 129th Street apartment with Jacques and Henrietta Vinton Davis, an arrangement that at the time could have caused some social controversy. He was later joined there by his sister Indiana and her husband, Alfred Peart. Ashwood, meanwhile, went on to become a lyricist and musical director for musicals amid the Harlem Renaissance. The Black Star Line [ edit ] From 56 West 135th, UNIA also began selling shares for a new business, the Black Star Line.The Black Star Line based its name on the White Star Line. Garvey envisioned a shipping and passenger line travelling between Africa and the Americas, which would be black-owned, black-staffed, and utilised by black patrons. He thought that the project could be launched by raising $2 million from African-American donors, publicly declaring that any black person who did not buy stock in the company "will be worse than a traitor to the cause of struggling Ethiopia". He incorporated the company and then sought about trying to purchase a ship. Many African-Americans took great pride in buying company stock, seeing it as an investment in their community's future; Garvey also promised that when the company began turning a profit they would receive significant financial returns on their investment. To advertise this stock, he travelled to Virginia, and then in September 1919 to Chicago, where he was accompanied by seven other UNIA members. In Chicago, he was arrested and fined for violating the Blue Sky Laws which banned the sale of stock in the city without a license. A certificate for stock of the Black Star Line With growing quantities of money coming in, a three-man auditing committee was established, with found that UNIA's funds were poorly recorded and that the company's books were not balanced. This was followed by a breakdown in trust between the directors of the Black Star Line, with Garvey discharging two of them, Richard E. Warner and Edgar M. Grey, and publicly humiliating them as the next UNIA meeting. People continued buying stock regardless and by September 1919, the Black Star Line company had accumulated $50,000 by selling stock. It could thus afford a thirty-year old tramp ship, the SS Yarmouth. The ship was formally launched in a ceremony on the Hudson River on 31 October. The company had been unable to find enough trained black seamen to staff the ship, so its initial chief engineer and chief officer were white. The ship's first assignment was to sale to Cuba and then to Jamaica, before returning to New York. After that first voyage, the Yarmouth was found to contain many problems and the Black Star Line had to pay $11,000 for repairs. On its second voyage, again to the Caribbean, it hit bad weather shortly after departure and had to be towed back to New York by the coastguard for further repairs.Garvey planned to obtain and launch a second ship by February 1920, with the Black Star Line putting down a $10,000 down payment on a paddle ship called the SS Shadyside. In July 1920, Garvey sacked both the Black Star Line's secretary, Edward D. Smith-Green, and its captain, Cockburn; the latter was accused of corruption. In early 1922, the Yarmouth was sold for scrap metal. In 1921, Garvey travelled to the Caribbean aboard a new BSL ship, the Antonio Maceo, which they had renamed the Kanawha. While in Jamaica, he criticised its inhabitants as being backward and claimed that "Negroes are the most lazy, the most careless and indifferent people in the world". His comments in Jamaica earned many enemies who criticised him on multiple fronts, including the fact he had left his destitute father to die in an almshouse. Attacks back-and-forth between Garvey and his critics appeared in the letters published by The Gleaner. From Jamaica, Garvey travelled to Costa Rica, where the United Fruit Company assisted his transportation around the country, hoping to gain his favour. There, he met with President Julio Acosta. Arriving in Panama, at one of his first speeches, in Almirante, he was booed after doubling the advertised entry price; his response was to call the crowd "a bunch of ignorant and impertinent Negroes. No wonder you are where you are and for my part you can stay where you are." He received a far warmer reception at Panama City, after which he sailed to Kingston. From there he sought a return to the U.S., but was repeatedly denied an entry visa. This was only granted after he wrote directly to the State Department. Criminal charges: 1922''1923 [ edit ] In January 1922, Garvey was arrested and charged with mail fraud for having advertised the sale of stocks in a ship, the Orion, which the Black Star Line did not yet own. He was bailed for $2,500. Hoover and the BOI were committed to securing a conviction; they had also received complaints from a small number of the Black Star Line's stock owners, who wanted them to pursue the matter further. Garvey spoke out against the charges he faced, but focused on blaming not the state, but rival African-American groups, for them. As well as accusing disgruntled former members of UNIA, in a Liberty Hall speech, he implied that the NAACP were behind the conspiracy to imprison him. The mainstream press picked up on the charge, largely presenting Garvey as a con artist who had swindled African-American people. After the arrest, he made plans for a tour of the western and southern states. This included a parade in Los Angeles, partly to woo back member

There are a group of pupils in your school who are at a disadvantage you may have never considered. It impacts their access to the curriculum, their social interactions and their self-esteem. And the worst thing is, schools tend to make things worse, not better. These pupils are those who do not have a strong background in ‘standard English' This is the view of Rob Drummond, reader in sociolinguistics a Manchester Metropolitan University, and head of youth language, at the Manchester Centre for Youth studies. He explains all on this episode. Links mentioned in this episode are as follows: https://protect-eu.mimecast.com/s/oTZCC1jmXt6NBNoULm6f6?domain=accentism.org (www.accentism.org) https://protect-eu.mimecast.com/s/7U_EC2RnYiVzZzXT1MUhf?domain=manchestervoices.org (www.manchestervoices.org)

There are a group of pupils in your school who are at a disadvantage you may have never considered. It impacts their access to the curriculum, their social interactions and their self-esteem. And the worst thing is, schools tend to make things worse, not better.These pupils are those who do not have a strong background in ‘standard English’This is the view of Rob Drummond, reader in sociolinguistics a Manchester Metropolitan University, and head of youth language, at the Manchester Centre for Youth studies. He explains all on this episode.Links mentioned in this episode are as follows:www.accentism.orgwww.manchestervoices.org See acast.com/privacy for privacy and opt-out information.

We ask David Crystal about standard English: why does standard English exist? How is it changing? Should students be exposed to different accents from around the world? And what role should culture play in English language teaching?Ross Thorburn: Welcome back to the TEFL Training Institute Podcast. This episode, we have Professor David Crystal ‑‑ linguist, writer, editor, lecturer, and broadcaster. In this episode, I asked David Crystal about standard English. Why does standard English exist? How is it changing? What type of English or Englishes should teachers teach?We talked about pronunciation and also the role that culture plays in language teaching. I hope you enjoy the interview.David Crystal, welcome to the podcast. Can you start off by telling us, when did the idea of standard English first start? Is it something that also came into play in the 18th century along with things like prescriptive grammar and Samuel Johnson and the first dictionary, etc., or was it something that started earlier than that?David Crystal: One has to ask the question, what is a standard for? A standard is to guarantee intelligibility amongst lots of people, because if you carry on writing in your regional dialect, eventually you won't understand each other.The first signs of standard English come in the Middle Ages when England becomes a nation rather than a set of independent kingdoms and there is a national civil service evolving, and a national parliament and all these things and English is becoming the language of the nation.Then it became essential to get rid of some of these variations, and all sorts of influences caused the evolution of standard English ‑‑ civil service scribes, for instance, individual authors like Chaucer, the influence of the Bible ‑‑ many, many different variations, but the point is that between 1400 and 1800, standard English as we know it today evolves.By 1800, virtually everybody was writing, and this is the point. Writing standard English is essentially a written form of English, not a spoken form. Even today, only a tiny proportion of the world's English‑language users speak standard English naturally at home as a first language. Most people learn standard English in school, and I'm talking not just about foreign language learners. I'm talking about native speakers as well.Only about four or five percent ‑‑ maybe even that's an exaggeration ‑‑ of people in England speak standard English as a natural home language. Most people speak regional variations. Most people say, "I ain't got this. We ain't got no nothing" and things of that sort. Double negatives, all non‑standard features ‑‑ that's how they normally speak.Then they go to school and they learn that, "That's not correct, dear boy. You have to say it this way," and you learn standard English. That's very useful, as long as you don't then your local accent and dialect demeaned in the process, which of course used to be the case.Anyway, around about 1800, standard English in this sense of a universal, pretty unified form of writing had emerged, thanks to Dr. Johnson, with his dictionary. People like Lindley Murray and Bishop Lowth with their grammars, people like John Walker with their pronunciation dictionary and so on and so forth.There's still a certain amount of variation, but on the whole, it's pretty standard. Then along comes Noah Webster in America and messes everything up, saying, "We don't want that standard anymore. We want a different sort of standard for a new nation," so he develops different standards for American English.Again, only about five percent of American English is different from British English in terms of spelling, punctuation, vocabulary, grammar, and so on, but it's a pretty significant five percent, nonetheless. Suddenly there are two standards in the world, British and American.Then that opened the floodgates, doesn't it, because any other country now who comes along and wants to use English. As soon as they adopt English they immediately feel they need to adapt it to express the identity of their own milieu.This is where non‑standard comes into play, because what non‑standard does is it expresses identity rather than intelligibility. You and I are speaking now non‑standard English to each other. We're not going to understand each other, but I'm proud of my non‑standard English and you're proud of yours.Of course, the result could be chaos but in many parts of the world, what happens is that the two varieties are so distinct that they don't mix each other up. I use standard English on some occasions. I use non‑standard English on other occasions.Ross: Presumably, now, then, most people recognize that one version of English isn't necessarily superior to the other. It's just that they get used at different times and in different situations, I suppose.David: Yeah. In other words, it's a notion of appropriateness rather than a notion of correctness. The 18th‑century notion was that only standard English was correct. Everything else was incorrect and rubbish and should never be used. You'll be punished if you use it.These days it's a notion of appropriateness ‑‑ that standard English is appropriate for some kinds of functions, non‑standard appropriate for other kinds of functions. This is where it gets relevant to all countries. We're not just talking about British and American and Australian and Indian or the old colonial territories. We're talking about Chinese English and Japanese English and so on.What is Chinese English for me? Chinese English is not somebody learning English from China and getting it wrong.No, it's somebody learning English from China who is now developing a good command of English but using it to express Chinese concepts and Chinese culture in a way that I would not necessarily understand, because I don't understand Chinese culture, coming from outside it.All over the world now, we see these "new Englishes," as they're called, being very different from traditional standard British English and traditional standard American English.What they're doing is they're allowing the expression of their local identity to become institutionalized in dictionaries and in novels, you see, and plays and poetry and grammars and things like this, so that we now have to respect the identity of whatever it might be ‑‑ Indian English, Nigerian English, Chinese English, by which I mean, English written by Chinese authors expressing a Chinese milieu but with a competent command of English, so that one can't just say, "Hey, that's a mistake."That is a genuine, shared expression of some section that's coming from China.Ross: Given all that, then, it really complicates the job of English‑language teachers, doesn't it? What's acceptable to teach and what is it acceptable to leave out? It's a lot more difficult, I guess, than it used to be, isn't it?David: Oh, gosh, it does, doesn't it? It is a fact that English‑language teaching has become more difficult because of the evolution of English in this way. It isn't a simple, "Oh, there's British and American English. As long as you know those two, you're home and dry."It's not the case anymore. Everything I've said, mind you, is really only relevant for language comprehension, not so much for language production. After all, if you're used to teaching standard British English in Received Pronunciation, as many teachers are and in any case as many exam boards expect and as a lot of materials expect anyway, then fine. Carry on.Standard British English is a good thing. RP is a good accent, etc., etc. But when it comes to listening comprehension and reading comprehension, if one restricts one's ability only to British English and RP, then you miss out Heaven knows how many percent ‑‑ probably most of the English language around the world.How many people speak traditionally British English in an RP accent? We're talking about, what, a couple of percent of the world's population. It's a very useful accent still. No question about that.Standard British is still a very useful dialect, but nonetheless, from a comprehension point of view, how often are you going to encounter it in the street, in literature, and so on? Only a minority of the time.It's an increasing gap, it seems to me, between production and comprehension when it comes to teaching. That's me finished now, Ross, because now it's your problem to decide how to implement this in terms of syllabus design and at what point in the teaching process do you introduce these variations? I have the easy job here.[laughter]Ross: That's a pity, because that was actually my next question.David: [laughs]Ross: What do you think? Should teachers and course books and writers be trying to work in examples of non‑standard English and non‑standard accents from all around the world into their lessons and in their course books?It seems that even, for example, native speakers might even need help with their listening skills in developing an ear from accents from parts of the world that they're maybe traveling to that they haven't been before. Presumably the same is true for non‑native speakers as well.David: Absolutely. These days there is no difference, essentially, between a native and a non‑native speaker of English in this respect. I go to another part of the world just like a second‑language learner goes to the same part of the world and we're both equally foxed by the local identity of the language.I have this all the time. I go to places. I don't know what the heck is going on, because I just don't understand the local words, the local expressions, the local nicknames of the politicians. All these cultural identity things are everywhere now. It's a problem for me as much as for the other.As far as materials are concerned, yes I think one should build in right from the very beginning an awareness of variation. Some programs do this. Global, for example, does this to a certain extent. I think it's more general than that. All the materials, of course, have always had a certain cultural input.You teach the present tense by for example saying, "Let us go for a walk down Oxford Street. Let's buy some things," and we'll use the present tense for that. It's drama driving the content.You can also at the same time let culture help to drive the content. Not only do you have a vocabulary list at the end of the chapter which says what's going on or explains what's going on, but you have a culture list as well.For example, we've done Oxford Street. When somebody says, "Let's look at your watch," and you say, "Oh, it's a nice watch," and the person says, "Yes, but it's not actually Bond Street. It's Portobello Road."That's the kind of comment that anybody might make ‑‑ completely unintelligible to most foreigners until they know that Bond Street is the posh street and Portobello Road is the street market.You could easily imagine how going into a shop to buy a watch to drill the present tense or whatever might also be supplemented by a little cultural panel somewhere or other which says, "Here ‑‑ this is a posh place to buy. This is not a posh place to buy." You gradually build up a sense of the cultural identity of the place.I'll put it another way. If I go to Beijing, how do you translate Bond Street and Portobello Road into Beijing or wherever? How would you do it? If a Chinese person said that sentence to me in English ‑‑ "Go to this part of..." ‑‑ I would not know what it meant until it was explained, which, you know what I mean by saying it's a very general issue.Ross: I also wanted to ask you a bit about how new meanings come about, because obviously that's something that happens, I think, both in standard and non‑standard English. I think you mention in "A Little Book of Language" about encouraging people to look up word meanings in dictionaries.Is it also the case that words often only really take on new meanings when people misuse them? Can you tell us a bit about how new meanings come about, or maybe how first they might be non‑standard or maybe even just considered to be wrong?David: To begin with, some people would say that any new meaning was a wrong use. There are always pedants around who will say that any change is an error to begin with. Then gradually usage grows and people forget that was ever a problem. They focus on new things that are taking place. This has routinely happened.It's only happened since the 18th century. Before that, change just took place...People did object to it. Some people tried to stop it, people like Dryden and Swift and, to begin with, Johnson, said, "We must stop language change. Look, the French have done this with their Academy. They've stopped..." Of course they hadn't. But they tried and thought they were doing so.Johnson himself recognizes this eventually and says, "Even the French haven't managed to stop language change. That's why we don't want an academy over here."Change takes place. It will always get reactions. It's a very natural process, very subtle process. Most of the semantic changes that affect vocabulary take place without anybody noticing them happening at all until they become established, they get a new the dictionary, a new sense comes along, and people say, "Oh yeah. Of course. We've been saying that for years. We just haven't noticed it happening."Ross: One more time, everyone, that was Professor David Crystal. If you'd like to know more about David's work, please visit his website at www.davidcrystal.com. I hope you enjoyed today's interview and we'll see you again next time. Goodbye.

RR120 Word of the Week: Fail Miserably which is more of a phrase...and a nuanced phrase at that. Could it be a double negative? Ried thinks yes. Of course there are some exceptions when a double negative is acceptable but not in Standard English. Not not if you are in a formal situation. This rule has been around since 1762. Do you use double negatives when you speak? Need examples of what a multiple negation? Check out the research links below. Like, share, comment, subscribe: https://riedrants.com/ @RiedRants on Instagram and Twitter https://www.patreon.com/RiedRants https://www.facebook.com/RiedRants/ https://itunes.apple.com/us/podcast/riedrants/id1234080385?mt=2 https://www.stitcher.com/podcast/ried-rants?refid=stpr https://soundcloud.com/riedrants;amp;show_artwork=false https://www.youtube.com/channel/UCz07tkeud_bSx-1dWQC7Urw?view Music: http://www.bensound.com/royalty-free-music Research and Links: https://www.google.com/amp/s/dictionary.cambridge.org/us/amp/english/miserably https://en.oxforddictionaries.com/definition/miserably https://www.thesaurus.com/browse/miserably https://en.oxforddictionaries.com/definition/fail https://www.google.com/amp/s/dictionary.cambridge.org/us/amp/english/fail https://en.m.wikipedia.org/wiki/Double_negative https://youtu.be/cqcEEFiZFfU https://examples.yourdictionary.com/examples-of-double-negatives.html https://en.oxforddictionaries.com/grammar/double-negatives

We meet with Dave Weller to discuss the issues surrounding native and non-native English teachers such as attitudes of parents and teachers, the responsibilities of language schools and how to change opinions.Tracy: Hello, everyone.Ross Thorburn: Hi, folks.Tracy: Today, we've got our regular podcast guest...Both: Dave Weller.Ross: Hello, Dave.Dave Weller: Hello, everybody. I was trying not to say hurrah again.[laughter]Dave: Regular listeners will know what I mean.Ross: Dave's here this week to talk with us about a rather controversial issue...Tracy: Which is native English speaking‑teachers versus non‑native English‑speaking teachers.Ross: Today, we've got three questions. The first one is what's all the fuss about? Second...Tracy: What do the parents and the students think about it? The third one...Ross: What can managers and schools do about it?What’s the “Native” / “Non native Teacher” debate about?Ross: Guys, what's the debate about?Tracy: Based on my understanding, just schools, parents, teachers and students feel a different mode of English ‑‑ native or non‑native...They've got advantages and disadvantages. So it seems more people, native English‑speaking teachers and have a better model of English.Ross: As well as that, it seems like there's a bit of a tendency in the industry that native speakers who are teachers will tend to get paid more. Native speakers who are teachers will tend to be given more opportunities.Dave: Actually, I read about a study that looks at higher education institutions in the UK. They found over 70 percent of them made hiring decisions for staff based on whether they were native or non‑native speakers.Ross: That doesn't surprise me a lot. It's almost like our whole methodology and approach to teaching language, doing everything in the students' L2, is almost based around having native‑speaking teachers, right?Dave: Definitely. It goes really deep. Again, there's different levels of it. It's fine if it just stayed as an opinion, but once it turns into action, policy and systems, that's where discrimination kicks in. It becomes distinctly unfair and entrenched within our industry. Despite being what a lot of people think of as a very nice and liberal industry, it hides quite a lot of trade dark secrets.Ross: Interestingly, if you do any reading on this, you find that it becomes very difficult to define what a native speaker actually is. One thing that you can't deny is that the person grew up speaking English, but when you start to look at other criteria, they're very, very woolly.It tends to be things like they can be creative with language, they don't have a foreign accent, they're aware of the culture of the language. All these things, which clearly, it's possible...Dave: Of course. Non‑native speakers have that as well.Ross: Ultimately, you get to this point where, really, the only difference between the two is that one of them grew up speaking English, and one didn't. Which, if you're learning English from someone, is pretty irrelevant, isn't it, what language or what they did in their childhood. Who cares about that?Dave: Precisely. All you really care about is how good they are as a teacher, how well then can connect with you in the classroom, they can motivate you, and all the other things that go into making up a good teacher.This whole argument actually needs to be rephrased into clearer lines. Silvana Richardson mentioned in her IATEFL that we need a new word for non‑native speakers. For me, that word would just be English teachers.There's no point devolving that word into finer detail. You should actually go back up the chain. We're all English teachers. Just some of us have different skills and backgrounds than others.If we were to do that, it would solve a lot of these problems. When you talk about a teacher, you can, "OK, which language can they speak and at what level?" That way, you can say, "Well, in the old parlance, there's this native‑speaking teacher who can speak a little bit of the learner's L1, but not to their level."Then there's a native speaker who can't speak any. Then there's a non‑native speaker who is local to the area. Then there's a non‑native speaker that isn't local from the area."Ross: Part of it is linguistic determinism. The Sapir‑Whorf hypothesis, made famous by the recent movie ‑‑ "Arrival." This idea that because of the language that we use, that we have to describe the teachers as native and non‑native teachers or speakers, that's the thing that we end up focusing on.If we changed it, and say, we called them monolingual or bilingual teachers, then which of those would you have a preference for?Dave: I agree to a point, but this is why I might be against that. I can't say everything goes as you plan. Then in 20 years' time, you actually might get a reverse situation where there's prejudice against native speakers because of the bilingualism versus monolingualism.All I think you should do is revert back to the phrase teachers and then what skills does that teacher have.What do parents and the students think about “Native” / “Non- native Teachers”?Ross: Interesting in that the research I've done on this and the survey where I looked at parents, students, teachers, and sales and service staff, and asked every group, I had a bunch of different attributes in there.For example, attitudes, qualifications, personalities, relationship with students, being native speakers, what people look like, their nationality, and their ability to speak the student's L1.The number one thing was definitely not being a native speaker. That ranked about number three or number four in people's preference. The native or non‑native speaker is...people use that as a proxy.It's something that if you don't know anything about the industry, then you can relate to that very, very easily, but if you're a parent and you don't know anything about language learning, you're not going to know what qualifications the teachers should have.It's very difficult to see what the teachers' attitudes are or their personalities, if any, or of those things. It is quite simple to check. Is this person a native speaker or not?Dave: I find it fascinating. To go back to non‑native speakerism for a second, I was reading some of Adrian Holliday's work. He said that it started out as almost a marketing ploy from various aid agencies back in the '60s to propagate the idea that native speakers were the best model.In which case, that obviously links up to the idea that Silvana Richardson said in her plenary that we can change the perception in the industry. All it takes is a little time.With research that backs this up ‑‑ research coming out that actually says that it's not just OK, but beneficial to use L1 in the classroom ‑‑ you put those things together, then this is the way forward to actually eradicate bias in our industry.Ross: Let me play you that quote from Silvana now.Silvana Richardson: Employers always have choices. Collusion with inequality and prejudice is a choice. Discrimination is a choice. As Rajagopalan says, "In our neoliberal world, who will dare challenge what the market dictates?"The answer to this is, just because the market is demanding certain things, it does not mean that the market itself cannot be made to perceive things differently.Ross: Do you think that's true? Is that realistic though, that the market can be made to perceive...Dave: Of course, it is. Yeah, definitely. If you look on an individual on a mass scale, how many times have we changed our minds over the course of our professional development over the last 10, 15 years?Precisely, it's the same thing with the industry. Industries change, ideas change, views change. It happens usually, I would argue, from the ground up rather than direct from above, especially in an industry such as ours which is quite fragmented and has no overarching body to dictate the standards.Tracy: I still think there is a huge market, because you just look at the education companies doing online or offline. The business...they create the scenario, and having native English teachers is the better choice.Ross: In that case, do you think it's an easier or difficult or a long or short task to change the way that Chinese parents and students see local teachers?Tracy: It's going to be a long way. I have to say all the non‑native teachers need to work really hard, because if you constantly made the mistakes, and you constantly misspell the word, and you constantly use the utterances or expressions that people don't normally use, and use those language to teach your students, there is a problem.Ross: It's so unfair, because I see a lot of really bad native‑speaking teachers [laughs] who don't get picked up on making teaching mistakes or methodological mistakes.Dave: Or even language mistakes of teaching language which is highly improbable, possible but doesn't often get used. They end up teaching...It's, maybe, not going technically wrong, but you'll hear people teaching language that never gets used.Ross: They're from one particular part of the Deep South in America and they use a phrase that only them and their family and the people in that village use and are like, "I've never heard it before."I don't see them getting picked up on those mistakes. They tend to get a free pass because they're a native speaker. That's really unfair.Tracy: A lot of teachers or parents always say, "Oh, I want my student or my child to speak Standard English," or "All the students should learn Standard English."Dave: There's no such thing anymore, is there?Ross: I don't think so. Is that a cultural concept that exists in China? There is a standard Chinese, but there's no Standard English.Dave: Let's play devil's advocate just for a second. I can clearly understand what they mean though. Even though we're looking at it from a technician's point of view, we're looking at it from a point of view of professionals in the industry. What parents mean...it's almost like the shadows on Plato's cave, to take it deep for a second.The concept of a horse, despite all horses can look slightly different...Again, they're using that term as a proxy of an English that will be understood around the world. No matter where they go, it'll be effortless to be able to communicate with other English‑speaking teachers and not be hindered in any way through pronunciation or grammar or phrase. That's shorthand for what they're trying to say.Ross: Indeed, but is it not also the case that a very, very small percentage of learners will learn English or an accent or something to the point where they're at that level of, "Oh, I want to sound English" or "I want to sound American," but, really, for most of the students I've taught, even after years, they sound Chinese, because...Dave: Maybe your students, Ross.[laughter]Dave: Sorry, that's such a flippant answer. No, I completely agree with your point. In fact, I'd even add to that and say, it's not about increasing their level. It's about teaching the skills to grade their language if they do encounter another non‑native speaker who has trouble understanding their accent, maybe because they're from a quite different culture. Again, you're arguing against a perception and a belief.What can managers and schools do about “Native” / Non-native Teacher” discriminationRoss: Can we talk for a minute about language schools and, maybe, what language schools can do about that? I've got another Silvana quote for you. Do you mind if I play this briefly?Dave: Please do.Silvana: This is part of the California/Nevada's position paper opposing discrimination against non‑native English speaking teachers. It says, "Teaching job announcements that indicate a preference or requirement for a native speaker of English trivialize the professional development teachers have received and teaching experience they have already acquired.Such announcements are also discriminatory and ultimately harm all teachers ‑‑ native or not ‑‑ by devaluing teacher education, professionalism, and experience.Ross: To what extent do you guys agree or disagree with that?Dave: 100 percent. Again, I really speak with authority from my background, which is as a native speaker. Again, it does trivialize my experience and the amount of work I've put in over the last 15 years of professional development, studying...Ross: Getting qualifications and things...Dave: Precisely. The extra work I've put in ‑‑ thousands of hours ‑‑ and then to be reduced to being called, "He's a native speaker. He'll do."Ross: It still happens so often. Tracy, you had something like that a few weeks ago over organizing a teacher training thing here. Again, you've obviously got your diploma, you're studying your MA, you've been a tutor and a course director on accredited courses.The people running the course said, "Oh, can you make sure there's a native speaker or foreigner for at least half the course?"Dave: Who's just finished a 40‑hour online course, perhaps.Ross: Or maybe not even that. Isn't it fascinating that that still persists?Tracy: They even didn't care about what qualifications or experience they have. Also interesting, the person from the organization even asked me, "Can you tell me more about this trainer?"I said, "OK. Maybe I can ask this person to send the CV, send the training, teaching experience." She said, "We really don't care about it. Just tell me his age, which country he's from, and also if he's white or black."Ross: What about on the flip side for a minute then, Dave? As someone who used to be a director of studies before in a school where you had to make hiring decisions, where's this balance? Were you ever in some tough situations there?Dave: [laughs] Yes.Ross: How did that work out then?Dave: The thing is, as a manager ‑‑ anyone who's been a manager, I'm sure, can relate to this ‑‑ you have to pick and choose your battles. That was the one that I'll actually go to bat for.If you had several candidates and various degrees of discrimination in different things as one that Tracy mentioned earlier about someone's skin color, also about non‑native speaking teachers, you just go and not actually ask if these persons' qualified, they're capable, they've gone through the interview process, and that they would be a good fit for this team, they'd be a good fit for this country, and they'd be a great fit for our school.Then you'd put your foot down. You'd have an argument, almost, with the culture of the school. If you won ‑‑ sometimes you did, sometimes you didn't ‑‑ often, unfortunately, it depended on how badly the school needed teachers, and how many classes waiting you had, how many students waiting to start class.Unfortunately, it was usually the deciding factor. Once the teacher arrived, whereas the students after a few lessons, would be delighted with the experienced teacher, the parents would turn and become delighted and insist on having that teacher as a future teacher for their children.What’s does the future hold for “Non-native English teachers”?Dave: It's always sad that we actually have to do this, or that it's something that we do have to get passionate about. Do spread the word on.I'm very optimistic about it. I like to think there are enough people out there that people will go back, spread the word, and take small actions. There will be this groundswell of people that do this.Ross: All right, Dave, thanks very much for coming on. It was a pleasure talking to you again.Dave: It's a pleasure to be here, as always. Thank you.[background music]Tracy: Thanks, Dave. Bye, everybody.Ross: Bye.Tracy: For more podcasts, videos, and blogs, visit our website...Both: Www.tefltraininginstitute.com.Ross: If you've got a question or a topic you'd like us to discuss, leave us a comment...Tracy: If you want to keep up to date with our latest content, add us on WeChat @tefltraininginstitute.Ross: If you enjoyed our podcast, please rate us on iTunes.

The 2013 Chinese buzzword "no zuo no die" has also been included in the online urban dictionary with the explanation, "this phrase is of Chinglish origin." The expression means if you don't do stupid things, they won't come back to haunt you" Submissions by users are approved by volunteer editors, and new words or phrases can only be published with approval from more than half of the editors. Other Chinglish words or phrases in the dictionary include "gelivable" (awesome or amazing), "people mountain people sea" (very crowded) as well as several other Chinese expressions. Zhang Meilan is a Chinese Language and Literature professor at Tsinghua University. She discussed her views of Chinglish. "Chinglish can not be described as something good or something bad. Chinglish is storage of a mixture of languages. As Experts in the field of linguistics, we use Chinglish when researching about the development of languages. The increasing amount of foreigners that travel China for business or for educational purposes also means that Chinglish still has a distinctive purpose." The Urban Dictionary is a Web-based dictionary that contains more than seven million definitions. Submissions are regulated by volunteer editors and rated by site visitors. The Urban Dictionary offers literal definitions and descriptions of international urban terms. Each definition is automatically accepted or rejected based on the number of "Publish" or "Don't Publish" votes it receives by editors. Editors are comprised of public volunteers. There are no criteria that editors have to follow in approving or rejecting definitions. The Urban Dictionary website was founded in 1999 by Aaron Peckham. Peckham created the site during his freshman year at California Plytechnic State University. Peckam is not the first person to create an internet hit during his time at University, Google and Facebook were originally made by a pair of Stanford students, Sergey Brin and Larry Page. The popular search Engine Yahoo was also made by two Stanford students, Jerry Yang and David Filo. The expression Chinglish maybe alien to many foreign readers of urban literature but the popular Chinese term has been around since the 16th centaury when British traders reached Macao and Guangzhou. The expression partially died out in the late 19th century when Chinese missionary schools began teaching Standard English. Chinglish was originally seen as a problem in China after the country was selected to host the 2008 Olympics. Chinese officials made a big leap to correct public signs that used Chinglish. During the last 10 years the standards of English in China have increased dramatically and Chinese citizens now feel comfortable with using Chinglish terms and understand the humor behind them. Zhang Meilan discussed the history of Chinglish At first, Chinglish was not only found in Guangzhou. Originally Chinglish was also not a pure mix of English and Chinese. Chinglish started off as a mixture of Portuguese and Chinese. After Shanghai was established as the economic and financial center for China, Shanghai also became a major port of Chinglish. As China became more open,Chinglish started rise in popularity in other parts of China. Chinglish can often be heard at the Huiming Street in Xi'an and at the Silk Market in Beijing. I caught up with several foreign students in Beijing to hear some of the Chinglish they have witnessed during their time here. "A chinglish phrase I have heard before is good good study, day day up. The harder you study more you can improve your English. Just the fact that it makes no grammatical sense is really funny. " "Dangerous road kids caring, I guess it means be careful of the kids on the street." "It makes sense, but it is an unusual way of expressing that thing. Like don't step on the grass, tiny grass is sleeping. I think it means that the grass was just planted." Chinglish is an ever growing phenomenon and in the future their may be a people mountain people sea of foreigners using hop Chinese/English expressions.

In linguistics, we all happily and glibly affirm that there is no “better” or “worse” among languages (or dialects, or varieties), although we freely admit that people have irrational prejudices about them. But what do we do about those prejudices? And what do we think the speakers of low-status varieties of language should do to overcome them? Take the case of African American English. An influential approach, code-switching, advises teachers to help their AAE-speaking students to identify the systematic differences between their variety and the prestige variety (“Standard English”), and eventually to be able to switch effectively between both varieties according to the circumstances. However, although code-switching seems to promote communicative effectiveness, Vershawn Young and colleagues argue that that approach is inherently problematic. By effectively labelling AAE as inappropriate for public contexts, code-switching runs the risk of promoting and reinforcing society’s prejudices against the language (and indeed its speakers). Young and colleagues offer an alternative vision for the multilingual classroom, which they refer to as “code-meshing”, a process by which multiple varieties can sit side-by-side in a speaker’s communicative repertoire. Their book, Other People’s English: Code-Meshing, Code-Switching, and African American Literacy (Teacher’s College Press, 2013), explores this concept in theoretical and practical detail, discussing the rationale for encouraging code-meshing, the effect of this on communicative abilities, and some of the ways in which code-switching can be and has been implemented in real-life teaching. In this interview, we discuss the effect of code-switching on the speaker’s identity, the ubiquity of code-meshing across a range of actual discourse contexts, and some of the challenges that code-meshing might present in the classroom. And we consider why Barack Obama isn’t criticised for code-meshing but Michelle Obama is. Learn more about your ad choices. Visit megaphone.fm/adchoices

In linguistics, we all happily and glibly affirm that there is no “better” or “worse” among languages (or dialects, or varieties), although we freely admit that people have irrational prejudices about them. But what do we do about those prejudices? And what do we think the speakers of low-status varieties of language should do to overcome them? Take the case of African American English. An influential approach, code-switching, advises teachers to help their AAE-speaking students to identify the systematic differences between their variety and the prestige variety (“Standard English”), and eventually to be able to switch effectively between both varieties according to the circumstances. However, although code-switching seems to promote communicative effectiveness, Vershawn Young and colleagues argue that that approach is inherently problematic. By effectively labelling AAE as inappropriate for public contexts, code-switching runs the risk of promoting and reinforcing society’s prejudices against the language (and indeed its speakers). Young and colleagues offer an alternative vision for the multilingual classroom, which they refer to as “code-meshing”, a process by which multiple varieties can sit side-by-side in a speaker’s communicative repertoire. Their book, Other People’s English: Code-Meshing, Code-Switching, and African American Literacy (Teacher’s College Press, 2013), explores this concept in theoretical and practical detail, discussing the rationale for encouraging code-meshing, the effect of this on communicative abilities, and some of the ways in which code-switching can be and has been implemented in real-life teaching. In this interview, we discuss the effect of code-switching on the speaker’s identity, the ubiquity of code-meshing across a range of actual discourse contexts, and some of the challenges that code-meshing might present in the classroom. And we consider why Barack Obama isn’t criticised for code-meshing but Michelle Obama is. Learn more about your ad choices. Visit megaphone.fm/adchoices

In linguistics, we all happily and glibly affirm that there is no “better” or “worse” among languages (or dialects, or varieties), although we freely admit that people have irrational prejudices about them. But what do we do about those prejudices? And what do we think the speakers of low-status varieties of language should do to overcome them? Take the case of African American English. An influential approach, code-switching, advises teachers to help their AAE-speaking students to identify the systematic differences between their variety and the prestige variety (“Standard English”), and eventually to be able to switch effectively between both varieties according to the circumstances. However, although code-switching seems to promote communicative effectiveness, Vershawn Young and colleagues argue that that approach is inherently problematic. By effectively labelling AAE as inappropriate for public contexts, code-switching runs the risk of promoting and reinforcing society’s prejudices against the language (and indeed its speakers). Young and colleagues offer an alternative vision for the multilingual classroom, which they refer to as “code-meshing”, a process by which multiple varieties can sit side-by-side in a speaker’s communicative repertoire. Their book, Other People’s English: Code-Meshing, Code-Switching, and African American Literacy (Teacher’s College Press, 2013), explores this concept in theoretical and practical detail, discussing the rationale for encouraging code-meshing, the effect of this on communicative abilities, and some of the ways in which code-switching can be and has been implemented in real-life teaching. In this interview, we discuss the effect of code-switching on the speaker’s identity, the ubiquity of code-meshing across a range of actual discourse contexts, and some of the challenges that code-meshing might present in the classroom. And we consider why Barack Obama isn’t criticised for code-meshing but Michelle Obama is. Learn more about your ad choices. Visit megaphone.fm/adchoices

In linguistics, we all happily and glibly affirm that there is no “better” or “worse” among languages (or dialects, or varieties), although we freely admit that people have irrational prejudices about them. But what do we do about those prejudices? And what do we think the speakers of low-status varieties of language should do to overcome them? Take the case of African American English. An influential approach, code-switching, advises teachers to help their AAE-speaking students to identify the systematic differences between their variety and the prestige variety (“Standard English”), and eventually to be able to switch effectively between both varieties according to the circumstances. However, although code-switching seems to promote communicative effectiveness, Vershawn Young and colleagues argue that that approach is inherently problematic. By effectively labelling AAE as inappropriate for public contexts, code-switching runs the risk of promoting and reinforcing society’s prejudices against the language (and indeed its speakers). Young and colleagues offer an alternative vision for the multilingual classroom, which they refer to as “code-meshing”, a process by which multiple varieties can sit side-by-side in a speaker’s communicative repertoire. Their book, Other People’s English: Code-Meshing, Code-Switching, and African American Literacy (Teacher’s College Press, 2013), explores this concept in theoretical and practical detail, discussing the rationale for encouraging code-meshing, the effect of this on communicative abilities, and some of the ways in which code-switching can be and has been implemented in real-life teaching. In this interview, we discuss the effect of code-switching on the speaker’s identity, the ubiquity of code-meshing across a range of actual discourse contexts, and some of the challenges that code-meshing might present in the classroom. And we consider why Barack Obama isn’t criticised for code-meshing but Michelle Obama is. Learn more about your ad choices. Visit megaphone.fm/adchoices

In linguistics, we all happily and glibly affirm that there is no “better” or “worse” among languages (or dialects, or varieties), although we freely admit that people have irrational prejudices about them. But what do we do about those prejudices? And what do we think the speakers of low-status varieties of language should do to overcome them? Take the case of African American English. An influential approach, code-switching, advises teachers to help their AAE-speaking students to identify the systematic differences between their variety and the prestige variety (“Standard English”), and eventually to be able to switch effectively between both varieties according to the circumstances. However, although code-switching seems to promote communicative effectiveness, Vershawn Young and colleagues argue that that approach is inherently problematic. By effectively labelling AAE as inappropriate for public contexts, code-switching runs the risk of promoting and reinforcing society's prejudices against the language (and indeed its speakers). Young and colleagues offer an alternative vision for the multilingual classroom, which they refer to as “code-meshing”, a process by which multiple varieties can sit side-by-side in a speaker's communicative repertoire. Their book, Other People's English: Code-Meshing, Code-Switching, and African American Literacy (Teacher's College Press, 2013), explores this concept in theoretical and practical detail, discussing the rationale for encouraging code-meshing, the effect of this on communicative abilities, and some of the ways in which code-switching can be and has been implemented in real-life teaching. In this interview, we discuss the effect of code-switching on the speaker's identity, the ubiquity of code-meshing across a range of actual discourse contexts, and some of the challenges that code-meshing might present in the classroom. And we consider why Barack Obama isn't criticised for code-meshing but Michelle Obama is. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies

In linguistics, we all happily and glibly affirm that there is no “better” or “worse” among languages (or dialects, or varieties), although we freely admit that people have irrational prejudices about them. But what do we do about those prejudices? And what do we think the speakers of low-status varieties of language should do to overcome them? Take the case of African American English. An influential approach, code-switching, advises teachers to help their AAE-speaking students to identify the systematic differences between their variety and the prestige variety (“Standard English”), and eventually to be able to switch effectively between both varieties according to the circumstances. However, although code-switching seems to promote communicative effectiveness, Vershawn Young and colleagues argue that that approach is inherently problematic. By effectively labelling AAE as inappropriate for public contexts, code-switching runs the risk of promoting and reinforcing society’s prejudices against the language (and indeed its speakers). Young and colleagues offer an alternative vision for the multilingual classroom, which they refer to as “code-meshing”, a process by which multiple varieties can sit side-by-side in a speaker’s communicative repertoire. Their book, Other People’s English: Code-Meshing, Code-Switching, and African American Literacy (Teacher’s College Press, 2013), explores this concept in theoretical and practical detail, discussing the rationale for encouraging code-meshing, the effect of this on communicative abilities, and some of the ways in which code-switching can be and has been implemented in real-life teaching. In this interview, we discuss the effect of code-switching on the speaker’s identity, the ubiquity of code-meshing across a range of actual discourse contexts, and some of the challenges that code-meshing might present in the classroom. And we consider why Barack Obama isn’t criticised for code-meshing but Michelle Obama is. Learn more about your ad choices. Visit megaphone.fm/adchoices

Why hasn't Jamaican Creole been offically recognized as a language in Jamaica?  Why do many Jamaicans continue to dismiss the idea of bilingual instruction in our schools, as a means of mastering BOTH Jamaican Creole and Standard English?   Special guests:   Dahlia Thompson - speech synthesis Dr. Joseph Farquharson - lexicographer, founder Jamaican National Dictionary  Dr. Allison Irvine-Sobers - sociolinguist, human rights researcher Bertram Gayle - Bible translator  Zay Dilette Green author of "Christianity and Black Oppression: Duppy Know Who Fe Frighten."   Tune in as we tackle the big questions e

Many African-American children learn to speak African American Vernacular English (AAVE) at home. The Public Speaker explains that there's a time and a place for its use in public speaking and education. Plus, learn how to evaluate speeches using AAVE.

Many African-American children learn to African American language at home, but should they be using Standard English in the classroom? The Public Speaker, Lisa B. Marshall, explains that controversy.

You say "proper English," but you mean Standard English

RoPeCast has been all about speaking ever since it saw the light of day about 2 two years ago. Two-year-old children are different, of course, which is why mothers use baby talk to communicate with their toddlers instead of complicated Standard English. Now that our podcast has reached the toddler age, we thought it’s time to invite an expert to learn about so called child directed speech. In this first part of a small series, our guest Bobbye Pernice will tell you the difference between Poppas and Poppies and explain why sissys may drink from sippy cups. "Mooly Cow Rhyme" Here you can read the "Mooly Cow Rhyme" which was mentioned in the Episode. The original title is "The Cow-Boy's Song" and it was written by Anna Maria Wells. Choosing your Grandfather Name On this page you can find an almost endless number of variations on the traditional Grandpa, some evidently caused by childish mispronunciation, some perhaps derived from grandfather names in other languages.

Do you ever go blank when you're trying to spell a word? It happens to me occasionally. When it comes to spelling, I have a problem. I have had to learn the Standard American English whilst living in the U.S. for the past 18 years, but, I'm English. That means that when I went to school I learned Standard English which has quite a few differences from that of the U.S. Some of the obvious ones are: color in American English and colour in British English, analyze in American English and analyse in British English, bank in American English and banque in British English. If you look through a list of the spelling differences, you will conclude that British English remains closer to its roots: Greek, Latin, French etc. The American English seems more phonetic, and I suppose, in some ways, is easier. Mind you, English is a bit of a pain anyway. My ten year old, who reads and writes well, still struggles on occasion with spelling. The silent 'e', the silent 'gh', the occasional silent 'p' (as in pneumonia or psychology), and the silent 'k'. "How am I supposed to know all of these spellings, Mum?" was his question. My answer was simply, "Learn the awkward words by heart." Both Standard American and British English share the same difficulties, I'm afraid. The only way to get around them is to consider them part of the beauty and interest of the language......I know, that's easy for me to say, I am English. Really, a language like Spanish is so much easier to learn because it is so phonetic. But, you know, English spelling is not always that easy for me because of this trans-Atlantic 'thing'. I have my own problems knowing when to double an 'l' when adding an 'ing', or whether to use an 's' or a 'z' (or I should say zed). A great web page to check out is: Susan Jone's American vs British spelling differences. I think I'll make a copy of them and stick it on the fridge. Grammar notes: Related expressions: to go blank, when it comes to ...., on occasion, I'm afraid. 1. In the middle of my exam, my mind just went blank. 2. When it comes to playing the piano, he is brilliant. 3. We will, on occasion, have breakfast in the French bakery. 4. They won't be coming to the party, I'm afraid. She called and said she was sick.

Hello everybody. Many people I speak with who learn English would like to know how to “improve” their English accent. It’s always difficult for me to advise on this subject. Every nationality has a certain accent when they speak English, including the English themselves. For those of you who are interested in the way we speak in Britain, here is a good website http://www.bbc.co.uk/voices/ To help answer the question, I’ve made a list of things to think about and I’ll discuss them a little here. What is an accent? http://www.buzzin.net/english/accent.htm This website says: Accent refers to a speaker's style of pronunciation. It may signal the regional or social identity of the speaker. Accent does not refer to the content of what is said So, this means that most of the time accent is not important for conversation. Regional Accent A “Geordie” accent is the regional speech style used by speakers in the North East of England. A “Cockney” accent is the speech style used by some people in the London area. 'Book' might be pronounced as 'Bewk' in northern England, but 'Back' in southern England. Similarly, the term 'car' might be pronounced as 'kaar' and 'caw' in these two regions. Use Every geographical area has its own characteristic and recognisable accent which is used by a group. Everybody speaks with an accent. Those people who speak with an accent called received pronunciation [RP] are just using the accent of prestige. It is quite common for a person to speak Standard English with a regional accent. Accent is not the same thing as dialect. The term dialect refers to grammar and vocabulary as well as pronunciation. That is, it describes the content of speech. Fewer than six percent [yes! - 6%] of the UK population speak Received Pronunciation (RP). Perhaps this statistic is surprising when we consider what prestige it has held historically and currently. RP was once itself a regional accent - that of the East Midlands. It acquired its status because East Midlands speakers converged on London as it became a centre for merchants. In other words, London became the power base and the financial centre, and the East Midlands accent became the spoken standard. This prestige accent developed alongside the regional accent of the London area. The co-existence of these two accents still exists today. The “ Cockney” accent is spoken in the East End of London by many original Londoners, whilst RP is spoken by many politicians and by upper-class people who live and work in the same area. The Cockney accent is a regional accent, and RP is class-based. Many regional speakers feel uncomfortable about their accent. This perpetuates the deference and prestige given to RP. Recent studies have shown that RP speakers will often be chosen for jobs, despite the superior skills of regional-speaking competitors. Some presenters on radio and television are employed even though they have strong regional accents. However, they tend to be used on programmes which are not very prestigious, such as weather forecasts, arts programs, and regional news bulletins. Accent can still be a very powerful indicator of status, and it is often an emotive item in social interaction. Speech varies subtly between individuals using the same accent. Because of this, a broad description is all that can be achieved. This applies to the classification of other accents too. (more on the website http://www.buzzin.net/english/accent.htm) My feeling is that many people from other countries want to have an “RP” accent. My opinion is that the most important thing is clarity of speech. In other words, as long as other speakers understand, then is it so important? Of course, when a British person speaks English to an American, the American will know it is an English person speaking. Some nationalities are good at disguising accents. Dutch people often sound a little like an American when they speak English. How do we “improve” an English accent? My feelings are that we should try to: Speak as clearly as we can when we are talking. Clear speaking is always appreciated Speak a little slower than we would want to – it does make a difference Speak with clear vowel sounds: A E I O U Speak with good endings to words: clocK, workinG, gardeN, studiO, floweR Speak with the correct stress on words (use a dictionary to check the intonation) WELcome, frusTRAtion, LANGuage. Often English people like to hear different accents. They like the sound of a foreign accent. It often has a charming sound, an appeal. Even small mistakes are forgiven. So, now you know a little more about accents, you can visit the websites I have given you and make your own mind up. I only write about my own opinions, so you must always form your own opinion. That is why I prefer to call my podcasts “guides” I am on holiday now for two weeks, but when I am back on the 19th August I will try to make a podcast for you just after then. In the meantime, have a great August (summer in the northern hemisphere, and for those of you in the southern hemisphere, I hope it is not too cold) Bye for now

hello everybody For my weekend words today, I want to talk about why sometimes it is difficult to understand native speakers, even when you may have been learning English a long time. I discovered a long time ago that the language you hear in class with a teacher, or normally on sound recordings can be easily understood, and yet when you go to the country and listen to native speakers - you may not understand so much. There are many reasons for this, and firstly I want to say - don't worry about it. The more you worry, the more it will either frustrate or annoy you when this happens. Just accept that this will happen, the moment you set foot in the country. Here are some reasons I believe can make listening to native speakers difficult: 1. There is usually some background noise - some examples:street noise, other people speaking nearby, television is on. This makes it difficult to concentrate on the person speaking to you. 2. The native speaker will hear you speak first and assume you know much more than you know - and they make speak quite fast - this makes it difficult to hear everything they say and make sure you understand it, 3. The native speaker may use dialect words, slang words or common expressions that you may not be familiar with - or only some. This makes it harder for you to understand, because you have first to understand the slang words or expressions and then translate that to normal speech and then understand it. Don't be afraid to say "I am not familiar with this word/these words, what do they mean exactly?" 4. The native speaker can also make mistakes themselves--- did you think of that one? There are few native speakers who speak perfectly! 5. The native speaker may have an accent that you are unfamilar with. In England for example, there are many different accents and some accents may clip the words short, use different sounding vowels or even miss out words. In the north of England where I come from, sometimes we clip words and drop "h"'s. This is especially done when we speak with family and friends. Here is an example: Standard English: " Are you going to come with me to the cinema?" Northern accent: "Are yer goin' t'come wi' me to th'cinema?" You can easily hear that the first is easier to understand than the second, but both are saying the same thing. Don't worry.In my experience, the native speaker will not mind changing his/her speech to make it a little more controlled and easier for you to understand - providing you ask! So the key to understanding a native speaker better is to accept that you are not a native speaker - but a serious non-native learner and don't be afraid to tell people you meet this fact. It will not mean they become frustrated with you, on the contrary - the native speaker will usually be very glad to make sure you understand everything - and even explain things more precisely to you. So you end up with good communication and a language lesson for free! Bye for now See you next time

Examples of Viking words in English are f.ex.: ‘knife', ‘take', ‘window', ‘egg', ‘ill' and ‘die', plus likely more than six hundred other “loan words” in modern Standard English. English place names ending on -by, -thorpe, -toft, -holme, -kirk, -thwaite, -wick, -borough and -ness also have their suffixes from the old Viking language!