Uchebnik_lakhotyuk_mikhaylova

between supporters of Hindi who mostly oppose the use of English, and supporters of the regional languages who look to English as an alternative link between the Indian states.''

Globalisation has also brought about what has been called the 'McDonaldisation' of societies, most notably through the entry of cultural products like Hollywood movies, U.S. toys, fast food and pop music.

Anthony Reid, director of the Asia Research Institute, however noted that although media is one of the potent forces of globalisation today, it has been beneficial in the past.

For instance, he explained, radio and cheap cassettes have helped nonnational language communities in Indonesia, East Malaysia, the Philippines, Burma and India.

”Cassettes and radio invigorated and helped standardise the verbal expression of the language even as its written expression was being lost,” said Reid. ”In diaspora, even isolated speakers could remain in touch with their musical traditions with a portable stereo and a few cassettes.”

Indeed, Lo Bianco commented that new communication processes have arisen that link tribal, small and localised languages to ecological sustainability, or which seek to give these languages

political recognition within human rights paradigms. This has also occurred during the 1990s as a means of stemming ”the cataclysmic loss of the world's linguistic heritage, a vast proportion of this in the Asian region”, he said.

Like plant and animal species, endangered languages are confined to small areas. More than 80 percent of countries with great biological diversity are also the places with the greatest number of endangered languages.

The need for protection has never been more urgent - many of the world's endangered plant and animal species today, for example, are known only to certain peoples whose languages are also dying out.

Even so, there are parallel globalisations, as Prof Chua Beng Huat of the National University of Singapore, observed.

”In entertainment, one is looking at a very conscious effort of an industry globalising itself,” he said. ”In East Asia, where Singapore is culturally placed because of its Chinese-dominant population, the idea that we are being westernized / Americanised is being disrupted.”

Chua said that fans of products such as pop music from Japan or television soaps from Korea claim it is easier than watching Hollywood: ”You can't be white but you can move yourself from Singapore to Taiwan; the dominant language is not English but 'different Chinese', depending on where it's put together. Are these English but 'different Chinese', depending

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on where it's put together. Are these programmes in fact reactions to

globalisation, and nationalistic?”

One reaction to the conventional idea of globalisation, as pointed out by Anne Pakir, an associate professor at the National University of Singapore, is that English is”going 'glocal', that is, going global while maintaining local roots”. She sees 'glocal English' as a language that has international status but which also expresses local identities.

Already, more Asians speak English than anyone else, and the kinds of Asian English multiply every year. For the many who continue to see it as an intrusion, a destructive force, there may be some solace to be found in the old Malay saying - 'your mouth is your tiger'.

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О тонком английском юморе и о том, как его понимать

зависит от качества перевода и многого другого. Есть вещи, которые просто невозможно перевести – в таких случаях нужно придумывать свои, аналогичные шутки,, с чем, увы, у нас тоже зачастую туго бывает.

Вот и сыплются на голову англичан несправедливые обвинения в плоскости.

Тонкость английского юмора красноречиво показывает следующая шутка:

Итак, перекресток. На перекрестке стоит леди. По направлению к ней с четырех сторон движутся: пешеход, водитель ( в машине ), велосипедист и человек верхом на лошади( horse man). Вопрос: кто остановится около леди, Ответ: Horse man knew her. Что переводится: всадник ее знал, стало быть, остановится. Смешно? Не очень. Оказывается, если произносить эту фразу быстро, то она будет звучать примерно как «хозмануэ», что очень похоже наhorse manureконский навоз. Теперь понятно. Англичанин, рассказавший эту шутку, заметил, что, американцы, не так тонки в юморе, поэтому, эту шутку не оценивают.

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В основном, английский юмор построен на игре слов, когда одна и та же фраза имеет два смысла. Те же “Beatles”. Аналогия со словами beat – бит и Beetles – жуки. Или красивое название харчевниDew drop inn ( Ду дроп ин) – Харчевня Капли Росы – звучит точно так же, как и выражение Do Drop In, что значит – «Зайди, Заскочи».

Переводя шутки с английского на русский и наоборот, нужно не только отлично знать эти два языка, но и иметь чувство юмора, понимать менталитет двух культур, их эмоциональность, чувствовать английский язык больше, чем просто знать его академически.

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Bilingualism. Jigsaw reading.

Answer the following questions on your own.

1. if you went to live in a foreign country, would you:

a.learn the language?

b.teach your children both your own language and the language of the new country?

c.celebrate your old customs?

d.adopt the customs of the new country?

e.change your religion to that of the new country?

f.let your children feel they belong to the new country?

2.If someone came to live in your country, would you expect them to do these things?

3.Compare your answers with other students. Do you all agree? Do you know anyone in either of these situations?

Marie and Klara were interviewed about learning languages. Work in pairs.

Student A – read the interview with Marie. Student B – read the interview with Klara. As you read, put the headings above the paragraphs. The first heading has been inserted for you.

MARIE

Why two languages? Advice from Marie Marie’s decision Marie’s method Speaking English in France The result

Why two languages? 1. Why two languages?

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Because I had so many problems learning languages, and because I wanted my children to be able to talk to my Czech family, I started to speak Czech to Adele as soon as she was born. There were no problems because, as she was born in England with an English father, both the children would have spoken English sooner or later. Everything was fine until my husband came home one day and said 'Why don't we go to France?'

2._______________________

At two years old Adele was quite fluent in Czech; she was advanced for her age. However, she only understood English but couldn't speak it. Like all French children, Klara and Adele would go to Matemelle (nursery school) at the age of three, so I knew they would pick up French. That's when I decided on my individual way of dealing with the problem.

3._______________________

I'd say a short sentence in English first, for example 'Come here' or 'Let's go out', and I immediately repeated it in Czech. This I did for a month. Then for the second month I would say it in Czech and then repeat it in English, making sure they understood that it was the same thing in both languages. By the third month Adele was bilingual. Over the years we kept up with Czech because my mother used to visit us for three months every year.

4.________________________

The most important thing to remember is that children should always know when to switch languages. When a child turns to an adult they must know in which language to speak or they may become confused.

5.________________________

The children picked up French from school, and we would speak English to them at home, although they would always reply in French and would speak to each other in French. They used to go to England separately when they were young teenagers. When Adele came back she would speak English at home with us and Klara thought 'I can do that, too', so they both changed to English at home.

6._______________________

Sometimes it was quite difficult, for example I used to have to help them with their homework in French but we would speak about it in English. I kept it up because they didn't use to see their father very often, so they could have forgotten English if I hadn't. At times the children felt a bit like freaks and it was annoying. However, I always said 'One day you'll be

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grateful'. When they were about fourteen they realised how fantastic it was. All the French kids were having trouble learning English and they could actually speak it without any real effort.

KLARA

Childhood and feeling different Learning Spanish Changing from one language to another Learning Czech Languages for money Problems The future

1. Childhood and feeling different

As a young child I spoke mainly French, unlike my sister who spoke Czech. I didn't really speak English although I understood it. The only time I spoke it was to my grandparents but I didn't like it. My parents would insist on speaking English at home but I would refuse to copy them. We were obnoxious children and always used to reply in French because we felt different, especially when our friends came round.

2. __________________________

Czech, well, I suppose I learnt it when my grandmother came. It was fun. Babishka (Grandmother) used to stay for three months, and when she first arrived it was hard, but it would always come back. However, once she didn't come so I didn't speak Czech for two years and it's become more difficult as the years have gone by.

3. __________________________

I never felt confused though. I was quite good at switching from each language. I had three completely different worlds and they were clear in my mind. Now I sometimes have problems switching from Spanish to Czech because neither is my mother tongue.

4 ___________________________

When I was about twelve I started to go to this International section at the Lycee. I was put into the 'A' group because I could speak English, but I had terrible trouble reading it. I used to have tantrums because it was hard. However, the school motivated me and I said 'Right, Dad, I'm going to spend two hours a week with you doing my English'.

5. ___________________________

Also, Mummy was good because she would give us those 'Speak English' books for French kids. She used to say she would pay us one franc a page - she never did pay us, but it was motivating.

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6. ___________________________

I first started to pick up Spanish on holiday, and later at school. I was lucky because I met some Spanish kids and they would speak to me in Spanish. Because they realised I was interested in languages, little by little I progressed.

7. __________________________

I feel I've mastered Spanish now and would like to learn another language, probably something different like Japanese. I really admire my parents for giving us three languages and I'd do the same if I have children. I don't know how - I'd probably have to speak to Mum to find out.

Reading Comprehension

Look again at the text you read and do the following activity for your text. Find words or expressions in the text which mean:

Read your text carefully and answer as many questions as you can

1.Now many languages does Marie speak?

2.What languages did Klara’s sister speak when she first learnt to talk?

3.How did Marie help her daughters learn Czech and English?

4.What rule did Marie make for children who speak more than one language?

5.Why didn’t the girls have the same problems with English as French school children?

6.What languages did Klara prefer speaking when she was very young? Why?

7.Why didn’t Klara have any difficulty changing fromone language to another?

8.How did Klara learn Spanish?

9.What does Klara want to do in future?

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What advice do you think Marie and Klara would give to someone who was thinking of teaching their child more than one language? Make a list/

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GEOMETRIC FIGURES

Squares like a stable environment. They are conservative and like things to be regular and orderly. They like formal routines and rituals. Squares are convergent thinkers. They work towards something specific and finite. They need specific instructions and like to be presented with a technique

to carry out a task. Squares will work on a job until it is finished, even if it is repetitious, cumbersome and lonely. They are logical and systematic, but might lack personal creativity.

Rectangles like structure and regularity. At work, they like meetings and committees and like protocol to be adhered to, taking all rules and regulations into consideration. If things need to be organised amongst a group of people, then the Rectangle is most likely to make

that happen. Rectangles are convergent thinkers and work towards something specific and finite. They are logical and systematic but may lack creativity. Rectangles like to see how things are organised and enjoy understanding the principles of a situation. They enjoy the feeling of being in control.

Triangles are goal-oriented and enjoy planning and succeeding. They tend to look at big long-term issues, but might forget the details. When given a task a triangle will set a goal and work on a plan for it. They make good executives, setting goals and making sure they are met.

Triangles appreciate having a chart of steps to follow and take great pleasure in ticking off each item that gets done. As long as their goals are clear, triangles can be quite flexible in how to get there. Triangles are convergent thinkers and work towards something specific and finite; they are logical and systematic way but they might lack creativity.

Circles are social and above all are good with people. Communication is the first priority, and circles make sure there is harmony. When given a task, circles will talk about it. Circles are fluid and flexible, and dislike rigid plans and systems.

Circles are divergent thinkers. They are creative, extroverted, and intuitive. But they are not particularly systematic or dependable. Circles irritate convergent thinkers (squares, etc.) because they appear to lack self-

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discipline. Conversely, circles find divergent thinkers cold and narrowminded.

Squiggles are individual and creative. They feel best facing new challenges and get bored with regularity. Squiggles are divergent thinkers; they are creative, extroverted, and intuitive. They are communicative but not particularly systematic or dependable.

Squiggles are best at doing something new - problem solving etc. They need novelty to maintain their motivation. They dislike routines, plans and systems. With a squiggle you must be flexible enough to jump around a bit and avoid preconceived ideas about where things will end up.

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The Colour Personality Test

represents passion and energy. Red in the first position means you are impulsive, sexy and have a will to win. You are a good leader. You want to expand your horizons and live a life to the full. Red in the seventh or eighth position means your desire for life and thirst for adventure have become less.

represents happiness and relaxation. Anyone who chooses yellow in second, third or fourth place is positive, optimistic person who always looks to the future - never backwards. You find life easy, and problems simply do not exist for you. Free from worry, you lead a carefree life; but this does not mean that you are lazy. You can be extremely hardworking, although not consistently. Yellow in first place means that you are ambitious and eager to please. When yellow is in the later part of the spectrum, you have had your hopes and dreams dashed and you feel isolated and disappointed, often becoming defensive and withdrawn.

represents firmness and resistance to change. In the first place, you are persistent, possessive and quite selfish. You are a high achiever and an accumulator of 'things'-like a penthouse, a BMW, a Rolex, a holiday flat. You want to be recognized and need to impress but worry about the prospect of failure. If green is a later choice, your ego has been bruised and you have been humbled by the résistance to your progress. Consequently you can be highly critical, sarcastic and stubborn.

A mixture of red and blue, violet represents a conflict between impulsiveness and calm sensitivity, dominance and

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submissiveness. The person who prefers violet wants to find a mystical, magical relationship. Both mentally and physically immature, you are stuck in a dream of wishful thinking and fantasy. Often violet appears in the later part of the sequence, it indicates that the person choosing it is more mature and has outgrown the 'fantasy' vision of life, confronting harsh reality headon.

is the colour of physical well-being and is an indicator of how healthy you think you are. If you put brown in fourth or fifth place, you are not very concerned about your health and body. This means you are probably in good shape. Those worried about illness tend to put brown earlier in the sequence. If you choose brown as your favourite colour, you are restless and insecure. If brown is in eighth place, you don't care enough for your body: you may not be as healthy as you think. Placing brown early also indicates the importance of a secure environment: refugees often pick brown first.

is a neutral and represents a point between two contrasting and motivations. Grey in the first position means that you want to shut yourself off from everything and remain uncommited, so that you can swing with opinion and emotions. You hate joining anything with 'group' connotations and are an observer rather than a doer. Those who choose grey in the eighth position seek to join everything, eager and enthusiastic. Such people will try absolutely everything in their efforts to achieve their goals.

represents calmness and loyalty. A person who favours blue is sensitive and easily hurt. You never panic and are in total control of your life and content with the way it is going. You desire to lead an uncomplicated and worry-free life and are prepared to sacrifice certain goals in order to achieve this. You need a stable relationship without conflict. Perhaps, as a side effect of contentment, you tend to put on weight. The later blue appears in the sequence, the more unsatisfied you are and the more you feel the need to break from the ties that restrict you. But you probably aren't unfeeling enough to walk out on a family or job; instead, you will suffer in silence.

is the negation of colour and means 'No'. Anyone who chooses it in the first position (which is rare) is in revolt against their fate. Chosen second, it means you are prepared to give up everything else to achieve what you want. It is normally put in seventh or eighth place, representing control of one's destiny and a balanced outlook. If yellow precedes black in the first two positions, then a change is on the way.

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TABLE 1 PREFIXES

Word building

We use prefixes to change meaning. They never change the part of speech. (Most suffixes change the part of speech.)

• Many prefixes give a word a meaning which is the opposite or negative of the original. For example, we can use the prefixes dis or un:

dis + appear = disappear un + tie = untie

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