that‚ we carry things along with us that stay‚ experience‚ wisdom and knowledge. In the many pieces that we have read‚ culture reveals how the author was brought up and how it affected them and limitations to that. Starting off with Amy Tan’s Mother Tongue‚ culture has its limiting effect in different aspects. She claims culture plays a key role in the development of one’s language skills‚ particularly one’s family background. She introduces the many Englishes (dialect) she uses: her academic English
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English 101 Mother Tongue Amy Tan makes a valid point about the use of different Englishes that are spoken in different places and to certain people. What one says may sometimes vary based on the person‚ situation‚ or event as well. How one speaks and what they pick up on happens in the home and other people see them differently based on the way they speak. Different languages become difficult to translate as well because there isn’t always a similar word in the translating language. Many people
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After reading the strongly written “Mother Tongue” by Amy Tan‚ it shows a great deal of strength from the Asian American culture. Throughout the reading it showed how hard it was and still is for Asian Americans to work through the difficulties of the English language. The essay talked first about the different languages of English that this young lady learned and used through her life. The second part was about the difficulties that she had through school because English wasn’t here strongest subject
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each other differently depending on the situation‚ changing their register and using abbreviations to create sentences for people to understand better. In relation‚ to being unable to perform a standard form of English‚ as displayed in Amy Tan’s Mother Tongue and Robyn Kina’s case‚ both characters are not able to communicate and express their ideas clearly‚ based on their accent and limited communication skills of the English language spoken in their community‚ which excludes Kina and the hospital staff
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I believe Amy Tan’s purpose for "Mother Tongue" was to make others aware of the different forms of English Language that has been translated by different cultures‚ specifically the Chinese translation. I arrived at that decision because she clearly expresses personal emotions‚ opinions‚ life events‚ and observations. I don’t believe the author’s goal changed throughout this analytical process. I found one other key point while conducting active reading on my selected article. On page 21 the author
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bullied by my peers. Those immature remarks led out loosely caused an abysmal scar within. This gave me the impression that I was inferior. When I turned eleven‚ the lessons being taught were a code that could not be deciphered. Especially during Mother Tongue lessons‚ each character that was taught took me seasons to basically know what it meant. Subjacency and uncertainty was what I thought my life was and will be. Then came this day that was out to change my life forever. It was 20 October 2008
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After reading Amy Tan’s “Mother Tongue”‚ I realized how many different “Englishes” I have spoken or used‚ as well as how many I have heard in my life-particularly while in the military. For example‚ how I speak with authority figures versus friends‚ and how I speak with my daughter as opposed to “educated” adults. Although the English I speak with friends and coworkers is often filled with slang and swear words‚ I would never speak like that in many other settings. One of those times is‚ when
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Issues on Mother Tongue as a medium of Instruction These changes in curricular content and focus emanate from the bill’s intention to do away with the bilingual policy and to affirm mother tongue-based multilingual education (MTB-MLE). The bill provides that for kindergarten and from Grades 1-3‚ the regional or native language of the learners shall be used for instruction‚ teaching materials and testing. From Grades 4-6‚ there shall be a language transition plan so that Filipino and English are
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MEDIUM OF INSTRUCTIION IN PRIMARY SCHOOLS OF PAKISTAN: A CASE STUDY OF DISTRICT BUKKAR AND KASUR By Muhammad Imran Shah 2009-GCUF-691-233 Thesis submitted in partial fulfillment of The requirements for the degree of MASTER OF PHILOSOPHY IN LINGUISTICS [pic] DEPARTMENT OF APPLIED LINGUISTICS GC UNIVERSITY‚ FAISALABAD. December 2011 DECLARATION The work reported in this thesis was carried out by me under the supervision of
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TOPIC: MOTHER TONGUE – BASED MULTILINGUAL EDUCATION THESIS STATEMENT With all the students having a difficulty in coping with their lessons‚ Mother tongue-based multilingual education may be helpful or not in solving this problem. OUTLINE I. Introduction II. Purpose of Mother Tongue-based Education A. Reasons why the Mother Tongue should be used in primary schools B. Points and ideas about Mother Tongue-based Education III. Target learners of Mother Tongue-based Education IV. Effects of Mother Tongue-based
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