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English for Research Publication Purposes (ERPP) is a sub‐field of English for Academic Purposes (EAP), itself a sub‐field of applied linguistics. This article considers ERPP from a world Englishes perspective, considering the question as to what sort of English is appropriate for ERPP: the standardised model, as preferred at present, or a varietal, world Englishes, model, which would take more account of the fact that the majority of scholars publishing their work in English are no longer Anglophones, but use English as an additional language (EAL). The article is in two parts. In the first part, the case for 'Standard English' is presented, while the second part presents the case for a varietal model. In spite of some limited evidence of world Englishes encroaching into international journals, the latter remain fundamentally conservative and anchored in Standard English. Factors which might increase the use of world Englishes are outlined. [ABSTRACT FROM AUTHOR]

This study is a quantitative descriptive that applying a questionnaire to explore undergraduate students' expectations and preferences in EFL teaching-learning activities. A convenience sample of 120 first-year university undergraduates at the start of their university life was used. They were enrolled in an Economic student's degree course at an Indonesian university. The questionnaire focused on students' experiences and perceptions concerning teaching and learning strategies, students' growth skills, the quality of English lecturers, and the students' suggestions toward the Teaching-Learning Process. The data collected were calculated as percentages and discussed. The majority of the students preferred projects as effective teaching-learning strategies. Grammar was considered the most growth skill. Furthermore, good teaching skills and knowledgeable were reckoned as the most favorable qualities of an English teacher. They recommended more fun activities, fewer assignments, seek for other fun activities, and using online applications. [ABSTRACT FROM AUTHOR]

The quality of English instruction in Indonesia is not uniformly spread across the country. Those in big cities are more likely to receive qualified English instruction than students in rural areas. Bidikmisi kids do not have access to additional English learning resources, despite the fact that they require them. Finally, because English proficiency is so vital, their competition is low. As a result, Bidikmisi pupils' basic English skills must be enhanced in order to be more competitive. Basic English Training is provided to Bidikmisi students at IAI As'adiyah Sengkang who need it the most as part of this program. Aside from the pretest and post-test, 12 meetings were held. The results suggest that Bidikmisi students' basic English skills have improved. However, they must be persistent in their efforts to improve their knowledge in order to greatly boost their competency. It may be concluded that the basic English training program for Bidikmisi pupils aids in the development of human resource capabilities in the English field.

The journey of English language in India has been variously assessed through tropes of mimicry, agency, resistance, and linguistic hybridity. While these critical assessments are largely placed within local, provincial, and national frameworks, this essay argues for a transnational critical framework to understand the history of English in India. The development of transnational publics at the end of the nineteenth century was facilitated by travel, print networks, and cultural flows between the colonies and the metropole. While English embedded itself into local literary cultures, it was also deployed by colonial subjects in transnational imperial circuits, thus influencing political imaginaries and subjectivities. The essay analyses archival records from the colonial Province of Punjab to see how English was mobilized to project newer identities into transnational print publics and to build transnational networks of solidarity. The essay also examines how the claims made over English help to understand the agency of the gendered colonial subject. [ABSTRACT FROM AUTHOR]

Language is a powerful tool for communication in a variety of fields all around the world. People sometimes communicate in a variety of fields by combining the official language with languages used in other nations. Education, health, business, commerce, and other fields are among them. In Jordan, the commercial sector demonstrates the importance of the native tongue, as well as the diversity of languages used in store signage. This research looks on the languages used on commercial store signage in Irbid. According to the findings of this study, 36 percent of commercial store signs are monolingual English, which indicates that they are written entirely in English. Furthermore, 36% of store signs are bilingual English - Arabic, meaning they are written in both English and Arabic. Other foreign languages, such as French, are written on 18% of store signs, whereas Arabic, the official language of Jordanians, is inscribed on 9%. In conclusion, this study shows that English is widely utilized in the business sector in Irbid, as opposed to other foreign languages, which are infrequently used. It also highlights the strong use of English and Arabic, indicating that Irbid is a moderate and conservative city that values the use of the native tongue alongside English as a foreign language. [ABSTRACT FROM AUTHOR]

This paper chooses 144 students as subjects to conduct a flipped classroom experiment teaching. The results show that before the experiment students from the experimental class and control class universally lack English learning interest, have no habit of preparing lessons before class and are short of consciousness of autonomous learning. However, after the experiment, it is found that score of the experimental class is significantly higher than that of the control class. Furthermore, students' learning attitude, interest and habit, autonomous learning ability, cooperative learning consciousness and degree of satisfaction for learning English in the experimental class are higher than those of the control class. Therefore, it suggests that the flipped classroom teaching mode can effectively stimulate students' interest in learning English, develop their autonomous and cooperative learning abilities, enhance their English learning proficiency and influence the development of English learning attitude and habit actively. [ABSTRACT FROM AUTHOR]

This article offers a formal approach to thetic statements in English that focuses on the structural mechanisms available in this language to express a reading of this sort. I explain the opposition categorical/thetic as the result of two alternative ways to value discourse intention [DI], a core intentional feature (CIF) which signals the point of departure of the proposition. This feature is standardly accessed at the phonological component in English, but I argue that it may also be valued through syntactic means, in particular through the insertion of a language particular category, LocP, which serves a double purpose: 1) to keep the subject low in the verbal phrase while still complying with the Extended Projection Principle (EPP); and, 2) to allow a locative phrase to value [DI]. This way, the grammar maintains a balance between the interface need to express a nonpredicative assertion and the computational requirement to have a preverbal subject. I also show how presentational theresentences and so-called locative inversion (LI) structures result from the structural possibilities opened in LocP, thus offering an analysis that accounts for the similarities and differences between the two constructions in a principled way. [ABSTRACT FROM AUTHOR]

This article deals with the syntax and semantics of Old English End verbs on the basis of the framework of verb classes and alternations and the theory of Role and Reference Grammar. The analysis focuses on class membership and includes meaning components and argument realisation--linking in simplex and complex constructions and alternations. The inventory of verbs under analysis comprises ablinnan, ætstandan, blinnan, for(e)sacan, geblinnan, linnan, ofersittan, oflinnan, oðstillan and (ge)trucian. The main conclusion is that the morphologically related verbs ablinnan and blinnan are the strongest candidates for End verbs, given the syntactic constructions and morphosyntactic alternations in which they are found. [ABSTRACT FROM AUTHOR]

In English, there are a series of paired antonyms ending with the same suffix, particularly in slang or colloquial speech--stardom, regulardom/unknowndom; friendship, enemyship; singlehood, marriedhood, etc. This article looks into the tenets of the analogical suffixation of paired antonyms (ASPA), which is the process that is thought to underlie the mechanisms of morphological analogy and semantic complementation in the structuring of same-suffixed antonymic pairs (APs). In the study of ASPA, the AP innie/outie is used to explore the interconnection of antonymy, suffixation and analogy in the twenty-nine senses identified in the corpora (News on the Web Corpus and Lexis Nexis Academic). This case study shows that the semantic composition of the AP is the result of overlapping categories that involve the bases (in-, out-), the attached suffix (-ie/y), the complementary and coalescent nature of the pairs and the morphological adaptation undergone by the etymons to fit into the pairing markedness. The process of ASPA is a universal and scalar property that depends on the semantic opacity of bases, the sociolinguistic value of the word stock and the concept of lexical creativity. The examination of the morphological analogy of paired antonyms can shed more light on the predictability and performance (profitability) of word-formation mechanisms in both mainstream and peripheral lexis. [ABSTRACT FROM AUTHOR]

Having qualified migrant workers to work abroad is necessary. Indonesia has been one among the other Asian countries to send most of its migrant laborers working in middle-class jobs in foreign countries. Pre- departure preparation is an important component in the preparation process and plays a key role in performing good personality in services. Despite their personal reasons and expectations for their life changes, most Indonesian migrant workers suffer from several major drawbacks. This study, therefore, gives an account of the integration of alternative methods for basic English teaching for housemaids candidates through a community development program in East Nusa Tenggara, Indonesia. It aims to enable the workers with basic English for intercultural communication in the mainstream job market in target countries with a diversity of language and cultures. To date, various methods have been applied to measure the participants' basic English ability and the participants are given basic English teaching for three months (March-May 2019). Thirty-five students departure were recruited for this study. To see if the selected methods are integrated for the practicality of basic English teaching, there was a comprehensive observation to find out whether the English teaching and learning run as contextual as possible. The results show that integrating Grammar-Translation Method, Contextual Language Teaching and Total Physical Response gives much to account for contextualizing students with a basic level of English to manage themselves in English for intercultural communication for housemaids tasks in the target countries. Findings of basic English teaching and learning practices are discussed contextually. [ABSTRACT FROM AUTHOR]

Technology is gradually shifting the focus of learning to less traditional methods; like eBooks, audiobooks, and more recently, mobile applications. This shift indicates an apparent need to incorporate entertaining components into learning tools to keep users engaged in critical thinking, and comprehension activities. There is untapped power in mobile entertainment, particularly mobile games that can and must be harnessed to improve current methods, and even introduce new methods of learning English. This study seeks to determine the effectiveness of AngloLingo, a mobile game that is built on the basics of English, in facilitating learning of English vocabulary, spelling and grammar in students in the Basic Education Department of Adamson University, Philippines. A control group (N=18) and an experimental group (N=18), were used during the test. Quasi-Experimental Research Design with pretest and posttest was used to determine the difference in performance between the control and experimental groups. Results indicate a significant improvement in performance on the post-test of the experimental group due to the use of AngloLingo before administration of the posttest. The overall results of the three sub-tests (P-Value = 6.39E-08) indicate the effectiveness of AngloLingo in learning Basic English vocabulary, spelling, and grammar. This study also offers recommendations on the incorporation of mobile games in teaching and learning Basic English.

For Tibetan college students to learn English, code-switching hinders them because Tibetan, Chinese, as well as English, form a trilingual environment for language learning. To improve such situation, this article studies the implementation of flipped classroom mode which can innovate the traditional teaching mode by fully highlighting the students' subjectivity as well as stimulating the students' initiative and enthusiasm. [ABSTRACT FROM AUTHOR]

Highlights • A Holographic mobile-based application is used to practice the pronunciation of basic English vocabulary words. • A funny 3D holographic robot interacts as virtual teacher in charge of practicing. • An experiment with 70 Spanish pre-school children has been carried out. • Results shown a significant impact on the children's motivation and performance. Abstract This paper describes a holographic mobile-based application designed to help Spanish-speaking children to practice the pronunciation of basic English vocabulary words. The mastery of vocabulary is a fundamental step when learning a language but is often perceived as boring. Producing the correct pronunciation is frequently regarded as the most difficult and complex skill for new learners of English. In order to address these problems this research takes advantage of the power of multi-channel stimuli (sound, image and interaction) in a mobile-based hologram application in order to motivate students and improve their experience of practicing. We adapted the prize-winning HolograFX game and developed a new mobile application to help practice English pronunciation. A 3D holographic robot that acts as a virtual teacher interacts via voice with the children. To test the tool we carried out an experiment with 70 Spanish pre-school children divided into three classes, the control group using traditional methods such as images in books and on the blackboard, and two experimental groups using our drills and practice software. One experimental group used the mobile application without the holographic game and the other experimental group used the application with the holographic game. We performed pre-test and post-test performance assessments, a satisfaction survey and emotion analysis. The results are very promising. They show that the use of the holographic mobile-based application had a significant impact on the children's motivation. It also improved their performance compared to traditional methods used in the classroom. [ABSTRACT FROM AUTHOR]

Copyright of Siedlce Komeniological Research Bulletin, Pedagogy Series / Siedleckie Zeszyty Komeniologiczne, seria PEDAGOGIKA is the property of Siedlce University of Natural Sciences & Humanities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Within this qualitative case study, I describe how a fifth-grade teacher in an affluent and culturally homogenous school attempted to "disturb the waters" through teaching global literature. Framed by transactional theories of response and critical language awareness, I identify three central pedagogical moves that supported disruptions of students' assumptions and beliefs: (1) inviting students to share their aesthetic transactions, (2) privileging multiple perspectives and genres, and (3) calling attention to language choices as a central line of inquiry. I argue that both transactional and critical approaches to literacy and language are necessary in order to move students beyond disinterested and prejudicial responses to global literature and to challenge commonly held beliefs. [ABSTRACT FROM AUTHOR]

The article offers information on issues about English education as well as the backdrop of communal child care. Other topics being presented include an editorial about #MeToo, the English Language Arts Teacher Educators membership, and the development of a Qualtrics survey comprised of multiple-choice, numeric-scale, and open-response items.

If the meaning contained in a remedial message has not been satisfactorily comprehended, then its intended impact upon consumer beliefs cannot logically be achieved. The present investigation, employing three heterogeneous samples, found that remedial messages using "plain English" developed and proposed by the FTC may be widely misunderstood by large segments of the population. [ABSTRACT FROM AUTHOR]

This paper outlines the research thus far undertaken on a 'Real Character' (RC) for the digital age, i.e., a pasigraphy (a read-only form of writing) which may be understood by speakers of mutually unintelligible languages. Using Basic English (Ogden 1930, inter al.) as a lexicon, symbols drawn from the work of Haag (1902, 1935) and other symbols, a 'Tiny Language' is developed, with a minimal lexicon and few rules. Additional lexical items are created by combining fundamental RC characters. Learning-principles and exercises are provided. The question of the further development of RC is raised, together with the possibility of its becoming a handwritten script as well as digital character. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

English language education has always been accorded paramount importance in China since the mid-1980s. In order to improve English teaching quality, China has initiated several rounds of English curriculum reform at various levels against the backdrop of the unprecedented spread of English as a lingua franca. Drawing upon the texts of the national curriculum documents and the relevant research literature, this paper examines the evolution of the College English curriculum for non-English majors in Chinese higher institutions over the past three decades. It reviews a number of what we see as the most important trends relating to the College English curriculum development, together with some discussion of particularly controversial issues arising from this process. We base the paper's findings on a three-part theoretical framework consisting of social development, students' needs and knowledge development to identify the factors which provide the impetus for change in the College English curricula. [ABSTRACT FROM AUTHOR]

This article investigates the covert language policy and micro-language planning practices of one female Brazilian-American entrepreneur, Magda, within her multilingual cleaning company. Because Magda is plurilingual (Spolsky in Language policy. Cambridge University Press, Cambridge, 2004), she is able to draw on her metalinguistic awareness and multicompetence in order to facilitate communication between her working-class migrant employees and her English-speaking clients as well as engage in what we call 'inter-employee brokering'. Magda's position as the company's primary language broker enhances her authoritative power in both employer-employee and company owner-customer relations. The current study addresses the need to look into language practices and micro language planning within local contexts (Nekvapil and Nekula in Language planning in local contexts. Multilingual Matters, New York, pp 268-287, 2008) as well as blue-collar workplaces (Holmes in Continuum companion to discourse analysis. Continuum, London, pp 185-198, 2011; Lønsmann and Kraft in The Routledge handbook of language in the workplace. Routledge, New York, forthcoming), which in one way reflect macro social structures, class differences and asymmetrical power relations concerning language use, but also emphasize a deviation from these macro-level patterns through the value placed on Portuguese as the lingua franca within the cleaning company. [ABSTRACT FROM AUTHOR]

This paper conducts a comparative study between L1 and L2 (L1 Bengali) English discourse level speech planning to investigate differences between L1 and L2 English speaker groups in the organization of discourse-level speech planning. For this purpose, English speech of 10 L1 English and 40 L1 Bengali speakers of the same discourse are analyzed in terms of using prosodic and acoustic cues by applying hierarchical discourse prosody framework. From this analysis, between-group differences in discourse level speech planning are found through the speech rate, locations of discourse boundary breaks as well as size and scope of speech planning and chunking units. Result of analysis shows that the speech rate of L1 English speakers is higher than that of L2 English speakers, L2 English speakers contain more break boundary than that of the L1 English speakers at every discourse level in the organization, which exhibit the fact that L2 English speakers use more intermediate chunking units and larger scale planning units than that of L1 English speakers. Between-group differences are also found through the analysis of phrase component at prosodic phrase level and accent component at the prosodic word level. These findings can be attributed to L2 English speakers' improper phrasing, improper word level prominence and the ambiguous difference between content words and function words. The study concludes that the deficiencies in English strategy for L1 Bengali speakers' discourse-level speech planning compared to L1 English speakers are due to the influence of L1 (Bengali) prosody at the L2 discourse level. [ABSTRACT FROM AUTHOR]

The interest shown by George Orwell in Basic English, which he approved, and then sentenced, must be seen in the long history of the rationalization of communication. A story that is ongoing by the rise of semantic web, including developments that can generate, just as much, enthusiasm or criticism.

In phrasal compounds of the type XP+Y, one can assume a relation "R" that holds between the head and the non-head just as in ordinary N+N compounds. The paper discusses the question how "R" should be understood. Three recent approaches, i.e., construction morphology, parallel architecture view, and indexicalism are discussed. It is argued that all approaches lack a pragmatic component which is necessary for modeling pragmatic inferencing with respect to phrasal compounds. Thus, an "unspecific meaning" approach to the semantics of phrasal compounds, together with contextualist views on pragmatic enrichment, is a serious alternative to the approaches discussed. [ABSTRACT FROM AUTHOR]

As phrasal compounds seem to be words that contain syntactic phrases they are a prominent case against the strict separation of morphology from syntax. However, it is not obvious at all that phrasal compounds do contain syntactic phrases. First, as for phrasal compounds whose non-head constituent is a quote, there is every reason to assume that they are NN compounds - whether or not the quote is the quote of a phrase. Second, taking the different types of phrasal compounds into account it is justified to assume that they do not contain syntactic phrases if one acknowledges phrase-to-word conversion. [ABSTRACT FROM AUTHOR]

This volume is a collection of papers on typological and theoretical aspects of phrasal compounds. It is based on talks on this topic held during a workshop, funded by the DFG and the NSF, in June 2013 in Mannheim. The papers introduce new data from a number of languages like English, German, Italian, Greek, Turkish and some Turkic languages, and deal with this phenomenon from different theoretical perspectives, locating it on different levels of language and its interfaces. By comparing the phenomenon in different languages we seek to gain a better understanding of its structural, semantic and other properties. [ABSTRACT FROM AUTHOR]

Language represents one of the main factors that determine the distinctiveness and cultural identity of each branch of sport. Its rich lexicon is an indication of its diffusion and status in the society. A large number of professional and trade jargons such as coaching jargon, sports training terminologies, the language of sport sciences, sport medicine and athletes' and sport fans' slang have emerged from the area of sport. Each of these reflects phonetic, stylistic and morphological features of its national language. Given that English has undoubtedly become the source language of sports terminology with a vast influence on other languages, the aim of this paper is to compare the formation processes in both Czech and English sports terminologies, emphasizing the influence of English on the formation of Czech sports terms. [ABSTRACT FROM AUTHOR]

Copyright of Language Problems & Language Planning is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper enlarges on previous work undertaken on a modern 'Real Character,' that is to say, a pasigraphical form of writing in which meanings are conveyed digitally to the reader by means of icons, indices and symbols (in the Peircean sense) without the intervention of phonetically-based writing. The purpose and audience for such a system are examined. The basis for a lexicon is sought in work on simplified language and possible semantic universals, and the process of affixation in natural languages is examined as a way of identifying prominent semantic notions. Estimates of necessary vocabulary size are made on the basis of previous studies. A critique of a number of existing visual languages is given and methods are suggested for converting semantic notions into a consistent system of images and characters. Ways of giving conceptual support in the digital transmission of such characters are examined. Principles based on work to date are summarised. [ABSTRACT FROM AUTHOR]

This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview. The classroom assessment tasks were designed to engage students in scientific sense making and multifaceted language use, as recommended by the Next Generation Science Standards. Data analyses showed that both groups benefitted from the use of scaffolds. The findings revealed specific ways that modifications were supportive in helping students to comprehend, visualize and organize thinking, and elicit responses. This study offers a model for both sensitizing teachers and strengthening their strategies for scaffolding assessments equitably. [ABSTRACT FROM AUTHOR]

Based on the previous research which showed that students knew little about effective ways of dictionary consultation due to the lack of formal dictionary use training, the author worked out specific teaching contents and approaches on dictionary use strategy training, and systematically carried them out among 80 first-year English majors by integrating the training into their Basic English class. The follow-up interview showed that students' efficiency in using dictionaries and their independent language learning had been improved through the training. [ABSTRACT FROM AUTHOR]

The article presents information on the current developments in English for academic and specific purposes focusing on local innovations and global perspectives. It says that the English language Teaching (ELT) field has witnessed the emergence of English for Specific Purposes (ESP) in the 1960s and the creation of English for Academic Purposes (EAP) as its main branch since the 1980s.

The term "New Englishes" attempts to cover the large number of varieties of English, far from uniform among themselves in their features and use and different from the historically and culturally established British and American standards. Over the past years, these New Englishes have been more acknowledged in the foreign language class. Linguists have called attention to the importance of increasing the learner's linguistic awareness by covering topics of "linguistic variation and varieties of many types: national, regional, social, functional, international" (Gnutzmann 167). This paper aims at discussing the advantages and possibilities of teaching native and non-native English varieties in the foreign language class. It presents some data included in a Foreign Language and Translation course which attempted to integrate linguistics and translation by analysing the features of African American Vernacular English, Singapore English, Indian English and Australian English in terms of their phonological, morphological, lexical and syntactic levels. [ABSTRACT FROM AUTHOR]

Although now largely forgotten, the international language movement was, from the 1880s to the end of the Second World War, a matter of widespread public interest, as well as a concern of numerous scientists and scholars. The primary goal was to establish a language for international communication, but in the early twentieth century an increasing accent was placed on philosophical considerations: wanted was a language better suited to the needs of modern science and rational thought. In this paper, we examine the example of the English scholar C.K. Ogden's international language Basic English and his efforts to win the Vienna Circle philosophers Otto Neurath and Rudolf Carnap over to the project. Basic is shown to be an implementation of key ideas in Ogden's philosophy of language, ideas shared to a large extent with Neurath and Carnap. This we see through an examination of their unpublished correspondence, as well as through the collaboration that emerged between Ogden and Neurath, in which Neurath's Isotype, a system for graphically representing statistical data, became closely aligned with Basic. Through the ideas and endeavours we investigate here, we gain a new perspective on this crucial period in the history of analytic philosophy. [ABSTRACT FROM PUBLISHER]

This study applies a multi-semiotic perspective to investigation of EFL writing as represented by Taiwanese children. The study intends to understand the multimodal nature of EFL writing. This case study draws its data from students in grade one (age 7) to grade six (age 12). Students were required to write in English and to "teach" writing in order to reveal how they represent English writing. The study found that young writers use various semiotic resources to represent English, including shapes, both natural and geometric. This study provides an alternative to currently dominant single-modal (language only) perceptions of writing. [ABSTRACT FROM AUTHOR]

This study examined how Japanese graduate and undergraduate students perceive and segment English sounds (consonants and vowels) with in words. Sixty students were provided with a memory span task in which they repeated aloud English words. There were words with five types of phonological structures: CV, CVC, CVCV, CVCC, and CVCVC. The followings were the main results: (1) Memory spans for CVC and CVCV, which were on the same level, were longer than those for CVCC and CVCVC; (2) The duration of spoken words by students showing a segmentation pattern of mora tended to be lengthier than those of the original sounds, or those by students showing mixed segmentation patterns of mora and syllables; and (3) Students obtaining higher scores on the TOEIC showed more segmentation patterns of syllables. These results suggest that the Japanese rhythm of mora had an enduring influence on perception and segmentation of English sounds, among Japanese students who had studied English more than six years. The acquisition of segmentation patterns of syllables may be one key to improvement of English ability [ABSTRACT FROM AUTHOR]

The author discusses the features of the Yat English in Chalmette, Louisiana. She explores the origin of Yat English and its rich meaning to the folkloric life of the local residents, leading to the multiple indexical meanings linked to its linguistic features. The author also mentions how Yat English has spread to several towns in the state, which resulted to the migration of many speakers to outlying areas.

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)