New publication: "English Education and Bilingual Education in Japan." Bilingual Japan, 33(1), 9-13.
The Japan Times quoted the author extensively in a recent article on bilingual education. The reporter agreed to share the full interview. Asked why the level of English in Japan remains low, the author goes well beyond the standard explanations to diagnose deep cultural barriers. Then the author defines bilingual education, cites a successful example in Japan, and suggests balancing the input and opportunities for communication in Japanese and English. Next, the author touches upon current trends stemming from parental and societal recognition of the value of becoming bilingual. Finally, the author tackles the populist slogan that the Japanese do not need foreign languages, presenting individuals with a choice of lesser or greater freedom.
My new article "English Education and Bilingual Education in Japan" is now a Research Spotlight article at ResearchGate, such that members may add comments or questions -- after reading the article -- at https://www.researchgate.net/spotlight/66797ca826fd1df03709c0d1
Shorter ABSTRACT: The Japan Times quoted the author extensively in a recent article on bilingual education. This full interview with references briefly defines bilingual education, cites a successful example in Japan, and gives deep insights into the changing society as well as cultural barriers to English education.
“Gilbert employed the Latin electricus to describe the observation that when you rub amber against some substances like wool or a cat’s fur, it sticks to the amber. We now that this clinging—and the zaps that appear between the amber and the substance rubbed against it—is due to static, but at the time, Gilbert supposed amber to be magnetic.”
“Gilbert employed the Latin electricus to describe the observation that when you rub amber against some substances like wool or a cat’s fur, it sticks to the amber. We now that this clinging—and the zaps that appear between the amber and the substance rubbed against it—is due to static, but at the time, Gilbert supposed amber to be magnetic.”
“In this video, I run through 10 aspects of English that make it bizarre in comparison with other languages. These include its “meaningless do”, dreadful spellings, odd use of tenses, missing pronouns and the strange array of sounds in English.”
#Video length: twenty one minutes and thirty seven seconds.
I find I can't stomach most fiction anymore, especially anything written since about 1990. But Vanessa Chan's "The Storm We Made" is a powerful exception. Minutely and lovingly observed and the emotional punches it delivers are all earned and deserved.
It's set in #Malaysia in the 1930s during the British colonial period (when it was still called "Malaya") and the #Japanese wartime occupation of the 1940s, and its principal characters are Malay and Japanese. So right away that sets it apart from anything I've ever read before.
What's more, most of the principal characters from whose points of view we see the story are women and girls.
It is so rare, in #English language fiction, to have a glimpse into the dynamics of #Colonization when it's not practiced by a Western state.
The #Audiobook is beautifully narrated by Samantha Tan, a woman of #Asian ancestry.
Would love to hear #TootSEA thoughts on this book.
“Four factors are found to be significant predictors of the position of primary stress: endings, word complexity, the segmental structure of the final syllable, and syllable count. Moreover, this study confirms previous observations on the tendency for American English to have more final stress in French loanwords than British English.”
Dabouis, Q. and Fournier, P. (2024) ‘Stress in French loanwords in British and American English’, Journal of Linguistics, pp. 1–26. doi: https://doi.org/10.1017/S0022226724000136.
"In this episode, we look at how distant cultures were contributing to the growth of English and how Shakespeare’s acting company built a world-famous theater in the late 1500s."