The initial focus is on the learner’s home language (it’s currently being piloted with grade 3 isiZulu-speaking learners at a school in Soweto, Johannesburg). English is introduced gradually as a target language. The language and speech technology has been developed to provide linguistic accuracy and is grounded in teaching principles.

The work of research, teacher development andsupport, curriculum, assessment and policy development are not closely alignedto the social and linguistic contexts of our children and their teachers. Children arefailing not because teachers are inherently problematic, but because the work hasnot been done to provide teachers and learners with a good fighting chance at thechalk-face.The results of the work suggest the basis for a new horizon. With a carefullyfield-tested structured toolkit and support, a collective of rural foundationphase classrooms with some of the lowest results in the country in literacy andmathematics are starting to function like more normal schools.

educationaldesign research methodology.

Several of the books he wrotewere read for the Dictionary resulting in him being quoted eighteen times forlinguistic prosody terms such as acatalectic, not short of a syllable in the lastfoot; disyllabize, to make disyllabic; hypercatalectic, having an extra syllableafter the last complete dipody; and pyrrhic, a metrical foot consisting of twoshort syllables.

prehension

here must be a self now I'm not talking about a minimal kind of self a pre-reflective kind of self I'm talking about a socio-cognitive construct like philosophers like Dennard 00:03:30 and others have suggested a construct which is of a cognitive type it may also be of a social kind as suggested by social scientists like for example Wolfgang Prince Ian hacking and 00:03:42 even some neuroscientists like Michael Graziano have proposed scientific approaches to the notion of self

Trying to communicate ideas requires selection from this vast, ever-expanding net.

The hypothesis of linguistic relativity, also known as the Sapir–Whorf hypothesis /səˌpɪər ˈwɔːrf/, the Whorf hypothesis, or Whorfianism, is a principle suggesting that the structure of a language influences its speakers' worldview or cognition, and thus people's perceptions are relative to their spoken language.

If it interests you, GPC lists phrases like dysgu ar gof. This page then gives the example, "Yn yr hen ddyddiau byddai pobl yn dysgu cerddi ar gof" - like saying "to learn by heart" in English.

these people think there's this self that they're aware of that they've seen that they experienced it's a thing they know best and he's inviting you to introspect something that you often might do on the meditation cushion and asking when you 01:09:38 look inside what do you find well you find sensations you find perceptions you find personality traits or emotions but you don't find a bearer you don't find the thing that's supposed to be the 01:09:52 self so human um thinks that you actually don't even know what a self is because it's something that you believe is there but you've never actually seen that you've never experienced and hume 01:10:04 human has a very radical view that we might have a word self but we don't even know what it means because none of us have ever seen it

The “linguistic turn” in the social sciences focused on the socially constructed nature of “reality” (Berger & Luckmann 1979). With this turn, the focus was on the role of language as both describing and construing our understanding of what takes place in society. This means that we cannot assume that language (such as it is produced, for instance, in policy documents, legislation, parliamentary debates, interviews, etc.) merely describes reality; it also construes the ways in which we understand and conceptualise that (social) reality. Another implication of the linguistic turn in the social sciences is that policy texts cannot and should not be dismissed as “mere rhetoric”, with little to do with “real policy” (Saarinen 2008).

all creatures have indexes which are 00:05:21 physical connections between form and meanings so footprints are physical index of smells our physical index is smoke is a physical index of fire those 00:05:32 are recognized by every living creature icons are intentional and they're non arbitrary their physical resemblances so a painting is an icon a sculpture is an 00:05:45 icon they show the ability to represent something based on physical resemblance not physical connection and then finally the most complicated is a symbol which has a form and a meaning but more than 00:06:00 that I won't go into all the details but symbols are actually fairly complex but the most important thing to remember on a symbol is they arise by convention by culture they don't arise any other way 00:06:13 also duality of patterning that just means that we take meaningless items to make meaningful items so take CA TS I'll go into this Katz and English C means 00:06:25 nothing a means nothing T means nothing s means nothing Katz mean something so the ability to take things that don't mean anything make things that do mean something such as cymbals this is a crucial component 00:06:38 of language and I'm not the one who discovered that that's been known for a while compositionality is the ability to put things together and make larger meanings so the and boy and big and ran can go 00:06:53 together to get the big boy ran so so these are very important parts and there are different kinds of grammars

though personwareis intrinsic to being a complete person it can be continuously modified, evolve or otherwise developed([5 ]: p. 201). More importantly, it can, to a significant extent, at least theoretically, be dynamicallygoverned and authored by the human individual. Hence, the human takeover.

However, since this pre-linguistic, pre-iconicthinking sans image, as discussed above, has no definite contour nor contents yet, it does not come withconsolidated mental forms representing such prospective desires in a manner that could be examined,processed and acted upon.

we see by learning to see. The brain evolved the mechanisms for finding patterns, finding relationships in information, 00:04:38 and associating those relationships with a behavioral meaning, a significance, by interacting with the world. We're very aware of this in the form of more cognitive attributes, like language. I'm going to give you some letter strings, and I want you to read them out for me, if you can. Audience: "Can you read this?" "You are not reading this." "What are you reading?" Beau Lotto: "What are you reading?" Half the letters are missing, right? 00:05:04 There's no a priori reason why an "H" has to go between that "W" and "A." But you put one there. Why? Because in the statistics of your past experience, it would have been useful to do so. So you do so again. And yet you don't put a letter after that first "T." Why? Because it wouldn't have been useful in the past. So you don't do it again.

banns

to make love to her

chimney-piece

footman

surgeon

goggle

Creole

inguistic anxiety

What we read, how we read, and why we read change how we think.

ltngu1stte, visual, aural, gestural, and spatial-which they found could be

"No culture has ever tried, self-consciously and scientifically, to design a symbol that would last 10,000 years and still be intelligible," said David B. Givens, an anthropologist who helps plan nuclear-site warnings (LATimes). "And even if we succeed, would the message be believed?"

There are 4 four requirements that must be met to successfully send a message to the future: • message must survive (durable) • message must be found (in plain sight) • message must be understood (build in a Rosetta stone) • message must be believed (so the message must be comprehensive enough for it to be judged as true)

These will be supported by "information in multiple languages in multiple media" to try to convey the potential danger

The search for how to utter a crucial message through time involves many scholarly disciplines, including semiotics (the study of signs), linguistics, history and anthropology.  This last one is tricky. King Tut got it really wrong - both tomb raiders and archeologists didn’t believe his warnings of death.  The fourth point means the message we send to the future must include a great deal of information - much, much more than can be written on a granite monument.

How will "STAY OUT!" be written 5,000 years from now? When we’ve had some kind of apocalypse, all society is gone, no one remembers America even existed, let alone how to read English. But we’re still drilling for oil.

and the significance of choices among language uses.

what is the English-speaking world missing out on by not reading the content written in other languages

people who are not fluent in English

my objective in The Order of Things1 had been toanalyse verbal clusters as discursive layers which fall outside thefamiliar categories of a book, a work, or an author. But while Iconsidered 'natural history', the 'analysis of wealth', and 'politicaleconomy' in general terms, I neglected a similar analysis of theauthor and his works; it is perhaps due to this omission that Iemployed the names of authors throughout this book in a naiveand often crude fashion. I spoke of Buffon, Cuvier, Ricardo, andothers as well, but failed to realize that I had allowed their namesto function ambiguously. This