新西兰论文代写

论文代写:语言

论文代写:语言

考虑一下案例研究中涉及到的具体问题,即科琳在课堂上是如何迷失的,她在课堂上教她的语言。老师感到失落,因为她觉得,她充其量只能和她的语言不连贯的语言水平联系在一起。她没有任何强烈的文化联系。语言与文化之间存在着根深蒂固的关系,语言是在文化内涵中产生的,也有其有意义的文化联系(Englebert, 2004)。语言的不同是基于一个人的文化,语言和文化的交织在一个孩子从婴儿期开始就开始了。尽管他们身处不同的环境,但世界上许多家庭都试图保持他们的文化和母语的理解,因为只有通过他们的语言,他们的文化才能被传播。案例研究中发现的第一个问题是作者如何在语言中丢失了这种文化传播。

论文代写:语言
这位作家的母亲被从她的家庭中移走,她是被偷的一代儿童的一部分,因为政府的影响,他们不得不被迫使用主流语言。因此,科琳的母亲不知道自己的母语就长大了。事实上,在科琳的祖母身上,这也是一种趋势。科琳的祖母在和家人在一起的时候说了这门语言。在后来的生活中,她不再说英语,而是通过说英语来适应主流社会。她的期望是,她的孩子们将会回到她的身边,因为她表现出了对主流语言的顺从。因此,文化传播在这里消失了,因为文化内涵的语言也失去了科琳的一代。正如Brooks(1968)和Hantrais(1989)所指出的,主流语言已经成为导致土著语言学习者语言不足的问题。如果这种情况持续下去,科琳和她的后代将永远无法正确理解他们的语言或文化。

论文代写:语言

 Consider the specific issues addressed in the case study namely how Coleen a Noongar woman feels lost in her class where she teaches her language. The teacher feels lost because she felt that at best she seems to have but disconnected language level connections with her language Noongar. She does not have any strong cultural connection. There is a deep-seated relationship between language and culture and one’s language is created in one’s cultural connotations as well as their meaningful cultural ties (Englebert, 2004). Languages differ based on one’s culture and the intertwining of language and culture begins in a child from their early infancy onwards. Despite their being present in a different environment, many families of the world try to maintain their culture and native language understanding because it is only through their language that their culture can be transmitted as well. The first issue identified in the case study is how the writer has lost this cultural transmission in language.
论文代写:语言
The mother of the writer was removed from her family, and was part of the Stolen Generation children who had to coerce to a main stream language because of Government implications. The mother of Coleen therefore grew up without knowing her native tongue. In fact, this was a trend observed in the case of Coleen’s grandmother, too. Coleen’s grandmother spoke the language Noongar when she was with her family. Later in life she stopped talking the language and conformed to mainstream society by speaking English. Her expectation was that her children will be returned back to her since she was showing compliance to the mainstream language. Therefore, a cultural transmission was missing here, as the language with cultural connotations was lost for the Coleen’s generation as well. As Brooks (1968) and Hantrais (1989) argued, the mainstream language has served as a problem leading to language deficiencies for the indigenous language learner. If the situation persists, then Coleen and her later generations will never come to understand their language or their culture properly.