Jargon in Military: A Comparative Analysis of English Varieties in Pakistan based on Hallidiyan’s Functional Perspective

Pakistani English is (also known as Paklish or Pinglish) is the group of English language varieties that are spoken or written in Pakistan. It was recognized in terms of different varieties and forms first time in the 1970s and 1980s. This paper elucidated the phenomenon of transition that Pakistani English was undergoing in the current scenario because of its contact with other Pakistani languages in general, Urdu and Punjabi in particular. This study attempted to explore and interpret the varieties of Pakistani English in the Military at two different levels i.e. Officers to Officers Communication and Officers to Rank (Soldier). These constantly diverging forms and functions of English may not have reached stability and recognition among its users probably bilinguals or multi-linguals as Pakistan is a multi-lingual state. This study endeavored to use a Qualitative approach and data will be collected through observation from Pakistani English varieties used in the Military. This paper aimed to apply Halliday’s (1960) theory of Systemic Functional Linguistics (SFL) to conduct a comparative study of varieties of English to describe, interpret and explain the forms and functions of Pakistani English at two different levels. The findings revealed that the variations of Military language were unique and distinct from all other varieties of English. In addition, these variations were acceptable by the whole language community shared by individuals in the Military.

Whole Language Approach Implementation as a Child Language Learning Model Development

This research was conducted to implement a holistic language approach (whole language approach) as a development model for students' language learning at SDN (Public School) 2 Sigli. This study uses a classroom action research method by providing action in each cycle starting from planning, acting, observing, and reflecting. This research was conducted at the Sigli 2 Public Elementary School. The subjects of this study consisted of 10 students consisting of 6 boys and 4 girls. The results of observations were processed through data analysis techniques with descriptive statistics, namely finding the percentage and average value of the improvement in Indonesian language skills obtained through observation, interviews and discussions, and document review. The results showed that the implementation of the whole language approach which includes immertion, demonstration, expectation, responsibility, employment, approximation, and feedback can improve students' reading ability. Based on the results of observations in the pre-cycle, the percentage of pre-cycle reading ability was still 30.25%. In the first cycle, after the action was carried out for 7 meetings, the percentage increased to 85.50%. Based on these data shows an increase in the percentage of reading ability from the results of pre-cycle observations by 55.25%. The implication of this research is that the whole language approach is expected to be used as the development of a language learning model at SDN 2 Sigli, because it is natural and fun and is the same age as the stages of student development.

Veteran Teachers’ Understanding of “Balanced Literacy”

The term balanced literacy was popularized in the mid-1990s to describe a middle ground in terms of text selection, instruction, skills, and strategies. The intention was to merge the promising elements of whole language and phonics. Interactions with educators and literacy leaders across the country currently suggest that a term that had been seemingly well defined 20 years ago had become more vague. This descriptive study polled 25 veteran teachers to identify commonalities among their definitions and instructional applications.

O conceito de “letramento” como fonte de equívocos e erros conceituais em alfabetização

Neste artigo, os autores exploram os equívocos e os erros conceituais que sistematicamente baseiam o discurso e as narrativas das políticas públicas e das propostas pedagógicas desenvolvidas no Brasil relacionadas à alfabetização com base no conceito de letramento. São identificadas duas fontes de equívocos e erros conceituais em alfabetização no Brasil e no mundo. A primeira é a “Whole Language”, desenvolvida por Kenneth Goodman e explorada para efeitos de alfabetização por Frank Smith, e a segunda é a abordagem socioconstrutivista proposta por Emília Ferreiro para a aprendizagem da linguagem escrita. Essas fontes de equívocos e erros conceituais foram identificadas com especial vigor por Marilyn Adams em 1990 e definitivamente desmontadas pelo National Reading Panel em 2000. Contudo, a formação de professores alfabetizadores continuou a privilegiar essas abordagens, com profundas consequências nos níveis de alfabetização dos alunos. A situação é mais séria no Brasil, pois os documentos oficiais durante décadas propuseram processos de alfabetização sem base em qualquer evidência científica, abusando claramente da linguagem. No Brasil, os conceitos equivocados sobre o que é Aprender a Ler e Ler para Aprender, o impacto da aprendizagem mecânica nos processos de aprender a ler e escrever e a quase completa ausência de consideração das estruturas neuro-anatômicas nos processos de alfabetização impuseram metodologias de alfabetização também elas equivocadas que dificultam a aprendizagem das “primeiras letras”. Estudos em neurociências esclarecem que os métodos fônicos são os únicos que proporcionam bons processos de alfabetização, ao estimularem as áreas cerebrais especializadas no processamento da linguagem lida e escrita.

The Impact of Whole Language on Four Elementary School Libraries: Results from a Comparative Case Study

This paper reports the findings of a comparative case study designed to describe how the implementation of whole language, an educational philosophy influencing many of today's elementary schools, evolved in four school libraries in Virginia. The study examines the impact of whole language in terms of its effect on the library program and its effect on the librarian. The study also seeks to understand the change agent role each librarian played during implementation of the philosophy. It provides recommendations for practicing school librarians and library school educators.

Introduction

It was war. Not what you would expect from normally mild-mannered educational researchers and teachers of young children. But that’s what it was called at the time: the reading wars. The bone of contention was whether it’s better to teach kids to read using a sound-based (“phonics”) approach or to focus on meaning (“whole language”). Jeanne ...

The relative balance between languages predicts the magnitude of whole-language inhibition.

After naming pictures in their second language (L2), bilinguals experience difficulty in naming pictures in their native language (L1). The “L2 after-effect” is a lingering consequence of inhibition applied to L1 to facilitate L2 production. We proposed that the amount of L1 inhibition depends on the relative balance between current activation of L1 and L2. In two experiments, bilinguals performed a blocked picture-naming task which provided a measure of the relative balance between the two languages and indexed whole-language inhibition via the magnitude of the L2 after-effect. The higher the activation level of L1 and the lower the activation level of L2, the bigger the L2 after-effect. The results also reveal an enduring down-regulation of L1 activation level in more language-balanced speakers. The outcomes support the main tenets of the inhibitory account of bilingual language production and indicate a high level of dynamics in the language system.

DISCRETE AND INTEGRATED APPROACH AND THE IMPLICATIONS ON LANGUAGE TEACHING LEARNING MANAGEMENT

This paper describes discrete and integrated approach and the implication on language teaching learning management. Discrete approach emphasizes on the teaching and learning a language discretely, whereas integrated approach emphasizes on the whole language, namely speaking, writing, listening, reading, pronunciation, grammar, and vocabulary. In fact, both are interrelated since discrete learning is the basis for integrated learning. Both should be implemented in the teaching learning process in the classroom so that students are able to use the language well. Therefore, the curriculum or the syllabus, teaching materials, teachers’ qualification, and classroom management should be prepared well.