Showing posts with label language. Show all posts
Showing posts with label language. Show all posts

Thursday, 14 May 2026

working with dyslexic students in the esl classroom

Some analysis and tips for working with dyslexic students in the ESL classroom:

TRAITS

SOLUTIONS

difficulties with reading and writing texts

– incl spelling errors and reversing letters/words

Building text-based skills through oral/aural skills

 

1: using text-to-speech and speech-to-text software

·         voice recognition and pronunciation apps

2: watching videos with English subtitles

3: doing fun dictations

·         dictogloss, loop/gapped/collocation/running dictation

 

slow reading and writing

Enabling and simplifying

 

1: using different fonts/colours/spacing on laptops

2: using texts on coloured paper

3: seeing language in chunks

4: not reading out loud!

 

difficulties with processing texts

Going beyond the text

 

1: multi-sensory ways of using language (Gardner’s multiple intelligences)

·         visual timetables, mind maps, storyboards, flashcards

·         movement-based games, acting out scenarios

·         images, mnemonics, personalization

2: both reading and listening to the text

·         songs, shadowing

 

difficulties with organizing thoughts

Helping to put things in order

 

1: working through a lesson by scaffolding; learning step-by-step

2: having clear instructions; getting manageable chunks of info

3: focussing on one single grammatical/spelling feature at a time

4: continuing/finishing stories

·         sentence-starters; chain story-making

 

5: working on structures for essays/reports

·         visual paragraphing, oral note-taking

·         working on sentence structure

6: delivering oral presentations (Mark Powell: Presenting in English) and working on oracy skills

7: working on problem-solving skills

 

8: repeating, revising, reinforcing

9: focussing on meaning over accuracy

10: comparing L1: using bilingual capacities

 

See: How to teach English to students with dyslexia

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Friday, 10 April 2026

"multilingual speakers are constantly adjusting their brain activity"

It seems that being bilingual is a good thing - and in particular it seems that bilingualism is good for the brain, as jumping between languages challenges the brain.

The ability to do jumping between languages is a called 'code switching. And code-switching means: jumping between different registers, different voices and different languages.

Looking at all of this, Gill Ragsdale of the E L Gazette explores the findings of recent research and asks:

Your language or mine?

Code switching taxes the brain.

Bi – or multi-lingual speakers sometimes alternate between different languages when conversing – even within a single sentence. This is ‘code switching’ and tends to come at a cost paid in time and/or accuracy. The mental flexibility to code switch efficiently is influenced by several factors such as the level of proficiency in the different languages and the time available to prepare the switch... 

Overall, stronger languages were processed more efficiently, and while all code switching had a cost, switching from a more to less proficient language was more costly than vice versa. Thus, multilingual speakers are constantly adjusting their brain activity depending on timing and language dominance and these results pave the way for further research into how such demands are managed.

Monday, 23 February 2026

rage-bait

Did you know that the Oxford Word of the Year 2025 was rage bait?

Do you know what rage-baiting is all about?

In a very long entry, Wikipedia tells us:

In internet slang, rage-baiting (also ragebaiting, rage-farming, or rage-seeding) is the manipulative tactic of eliciting outrage with the goal of increasing internet traffic, online engagement, and revenue, as well as attracting new subscribers, followers, or supporters.[1][2][3] This manipulation occurs through offensive or inflammatory headlines, memes, tropes, or comments that provoke users to respond in kind.[4][5][6][7]

For the most up-to-date and colloquial definitions, we can go to Urban Dictionary: rage bait

But what's the effect been? Here's a video looking at How Ragebait RUINED the Internet

And why is it happening? Here's a BBC report on What is rage-baiting and why is it profitable?

It's still very much in the news today.

From Maynooth University this week: The problems with coining terms like 'rage bait' and 'brain rot'

From Brussels two days ago: Rage-bait: Meet the influencers calling Brussels the 'worst city in Europe' just for views

And from Fordham University yesterday: When is Rage Bait Too Much?

Finally, is there the same use and interest in your own country?

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Saturday, 21 February 2026

metaphors are easier to learn when put in context

The trouble with metaphors is that a lot gets lost in translation.

On the other hand, metaphor is everywhere - and is the stuff of language, whether it's the language of money... the language of religion... the language of love...

A lot of metaphors are also clichés - but, then, we all speak in clichés and as a language learner we want to know what people normally and regularly use. 

In the latest from Lexical Lab's regular blog by Hugh Dellar for teachers and students, we hear about Metaphors we live by: "a company is like a ship":

In their seminal 1980 book, Metaphors We Live By George Lakoff and Mark Johnson suggested that metaphors are a tool that allow us to use what we know about our physical and social environment to understand more – and to talk abut – abstract things like time, emotions, work and mental activity...

We could indeed go online and find lists of 25 metaphors about sailing and phrases and sayings that have a nautical origin - but, actually, having such language in an entertaining story-like piece means we are much more likely to understand it and so be able to remember it and use it!

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Saturday, 17 January 2026

trurl's electronic bard vs chatgpt

BBC Radio 4 does a 'bedtime story' most evenings - and this week, it's been The Cyberiad by Stanislaw Lem - Trurl's Electronic Bard.

As the BBC blurb says: Stanislav Lem's comic parables The Cyberiad, first published in the 60s, anticipate nanotechnology, our ambivalent relationship with the internet and debates around AI and creativity.

Published 60 years ago, The Cyberiad is indeed very relevant to today's 'debates'...

Especially in the last couple of years, there's been a lot of commentary:

Stanisław Lem’s The Cyberiad: I started on the part of the work called “The First Sally (A) or Trurl’s Electronic Bard,” and it hit me! The Electronic Bard is basically Lem’s prediction, from 1965, of ChatGPT. The Twenty-Third Sally, or How ChatGPT, The Electronic Bard, Created a Cacophony of Digital Storytelling in a Literature Class

"Have it compose a poem--a poem about a haircut! But lofty, noble, tragic, timeless, full of love, treachery, retribution, quiet heroism in the face of certain doom! Six lines, cleverly rhymed, and every word beginning with the letter s!" The Lippard Blog: Trurl's Electronic Bard vs. ChatGPT

The science-fiction writer didn’t live to see ChatGPT, but he foresaw so much of its promise and peril. Thinking About A.I. with Stanisław Lem | The New Yorker

Rather creepily, one of Google's AI things is named after the story - as discussed on this Google Group's pages: Trurl's electronic bard

And here's a service which calls itself a Google bard ai detector AI Detector – Trusted AI Checker for ChatGPT, GPT5 & Gemini | JustDone AI

And to finish this bit, here's the full story - in digital format of course: Trurls-Electronic-Bard.pdf


AI news: Artificial Intelligence absorbs of Shakespeare’s sonnets to create original poem | Science | News | Express.co.uk [from 2020]

Finally, though, today's news from the BBC shows that it's not just poetry that AI is producing but pop divas: Sienna Rose: AI suspicions surround mysterious singer - BBC News

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Friday, 2 January 2026

metaphor is everywhere - and is the stuff of language

Using metaphor is a very good way to communicate.

For example, in how to give a 3 minute presentation we learn that winning speakers made use of metaphor and other verbal illustrations to simplify a complex idea.

If we accept that we are by nature multilingual, then it's good to have an understanding of how metaphor works and that it is central to how in fact language works.

We live by metaphors, as in clichés, pragmatics and how we use language to connect us beyond the actual words used:

Metaphors We Live By - Wikipedia [metaphor is a tool that enables people to use what they know about their direct physical and social experiences to understand more abstract things like work, time, mental activity and feelings.] and Metaphors We Live By: George Lakoff and Mark Johnson - YouTube [Lakoff and Johnson argue that metaphors aren’t just poetry, but a fundamental part of our brain conceptual system. That is, they’re central to the way we perceive ourselves, others, and the world.]

It goes pretty deep, whether it's the language of money... the language of religion... the language of love...:

The Bible is peppered with the language of debt. Sin, forgiveness, reckoning, redemption - all of these words actually derive from the language of ancient finance. What's more, this seems to be true in all the great religious traditions - not just Judaism and Christianity, but Hinduism, Buddhism, Taoism, and Islam - all of their texts are filled with financial metaphors, many of which relate to issues surrounding debt... We tend to think of these religions as teaching us that we must repay our debts. But the truth is that the financial metaphors in religious texts are oddly ambivalent. The original translation of the Lord's Prayer from 1381 reads "Give us this day our daily bread, and forgive us our debts, as we also have forgiven our debtors". But do we forgive our debtors? Actually, most of us don't.

[There is in The Merchant of Venice] the ironic weight the actors gave to all the financial metaphors that Shakespeare deploys in the love plot. Bassanio’s pursuit of Portia is first announced as his scheme “to get clear of all the debts I owe”, because Portia is rich. He refers to Portia’s famed “worth”, and calls her a “rich” “gem”. He marvels: “Look on beauty, / And you shall see ’tis purchas’d by the weight.” And while Shylock demands the fulfilment of the “bond” that Antonio signed, the pledged lovers twitter happily about “love’s bonds”, and Graziano speaks of the “bargain” of their faith. At the end, Portia tells Antonio that he is going to be Bassanio’s “surety”, to guarantee his faithfulness.

Or, to look at a BBC piece on the words that help us understand the world

We use them so much in everyday language that we often don’t even notice them, but metaphors and similes help us think more deeply – and make sense of the world around us...

And here's a fascinating piece on The Ubiquity of Metaphor from the perspective of a behavioural scientists.

So, it's more than just a bit of 'fancy' or 'flowery' language: language is metaphor.

Let's look at some philosophy and whether someone can explain structuralism to me like I'm 5;

1: Levi-Strauss reckoned that the way we think about things has been set in place already by cultural factors (mainly language) - so the individual is almost a base through which ‘society’ does its work. Think about it like this - language existed before we were, and will continue after we will be gone, but we think through it and it constrains our understanding. The language allows understanding by contrasting together concepts, like dark:light. Would you understand dark if you didn't understand light? Then language goes one step further, and uses metaphor (or, if you like, myth) to allow even deeper understanding of something. So dark is to light as order is to chaos as Man is to Woman. You understand the first concept much more richly by linking it to your understanding of the other contrasts.

2: We actually understand things only through metaphors. Every word was once a metaphor - 'muscle' for example, came through the German word for 'mouse', because muscles looked like little animals moving under the skin. This extends up how we act out concepts. When we speak of 'knowledge', for instance, we understand it to be a 'space'. We 'shed light on that' or 'find common ground', or 'another perspective'. We therefore exchange knowledge freely, because everyone can stand in that space. Other cultures, for instance the Maori of New Zealand, understand knowledge to be a treasure. They therefore DON'T share knowledge except with (male) descendants, and don't particularly care if it's actually right or not, because it was a gift from their ancestors. See how this metaphor language stuff shapes society and understanding?

And let's look at the magazine Philosophy Now and A Gentle Introduction to Structuralism, Postmodernism And All That:

Structuralism arose on the continent, in particular in France, in the early 60s. The first ‘big name’ was Claude Lévi-Strauss, an anthropologist, who took on Jean-Paul Sartre, the leading French intellectual and philosopher of the time, and didn’t so much win, as went unanswered (which from Sartre’s point of view was worse). Here was France’s main philosopher, Sartre, who usually had something to say about everything, being attacked in Lévi-Strauss’ The Savage Mind, and yet not replying! The implication was that he couldn’t reply, and the intellectual mood began to move towards Lévi-Strauss’ intellectual position, which he called structuralism.

A simple explanation of structuralism is that it understands phenomena using the metaphor of language. That is, we can understand language as a system, or structure, which defines itself in terms of itself. There is no language ‘behind’ language with which we understand it, no metalanguage to explain what language means. Instead it is a self-referential system. Words explain words explain words (as in a dictionary), and meaning is present as a set of structures.

Helpful?!

To finish, here's something a bit strange(r)...

Going further, malaphors are when we get our metaphors mixed up [as in "it's not rocket surgery" instead of "it's not rocket science"!]

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Tuesday, 30 December 2025

the differences between teaching pronunciation/writing to 'native speakers' and to esl/esol/tefl students

Pronouncing and writing cat, cut and cart in English is not really a problem for 'native speakers', as its' pretty transparent because the way you say it and the way you write it is obvious. It is, however, a problem for ESL/ESOL/TEFL learners, simply because the sounds might not exist in their own mother tongues.

A for the "curvaceous young phoneme called schwa...", the challenge for 'native speakers' is that they can pronounce it no problem but won't be able to spell it [do I write 'introverted' or 'intraverted'?], whereas the ESL/ESOL/TEFL learner will have a problem not to over-pronounce the weak syllable. 

So, the methods to help one group learn English will not necessarily apply to another group.

Transcribing English text to phonetic transcription would be unnecessary for the average British school pupil as they don't need to learn the English phonemes; this would only be of use later on when wanting to better understand the language at an academic level. It would be more useful to learn the phonetic alphabet for someone learning the language who has not been brought up with it - but it is by no means essential.

So, someone who hears the target language everyday and everywhere does not need to do the hard work of 'picking up/acquiring' the language, whereas someone outside that milieu does - but, then, there are some great tricks and methods for using pronunciation in and out of the ESL/ESOL/TEFL classroom.

As for the 'native speaker' student, at British and American primary/early grade levels, there has been some controversy about the methods used. In a critique of phonics, the likes of linguistics professor Stephen Krashen is a strong advocate of the whole language approach to the teaching of reading, and has written many articles in support of it. In essence, whole language proponents claim that children learn to read most enjoyably and efficiently by exposure to interesting stories that are made comprehensible to them through pictures and discussions. This is in contrast to structured decoding programmes (usually designated phonics) in which children learn to read by sounding out the various parts of words.

Children's writer and educationalist Michael Rosen asked a decade ago: Can split digraphs help children learn to read and write? - and that Some children find this useful, some find it confusing:

What is a split digraph? The words “bit” and “bite” differ both in the way they are spelled and the way they are said. The letter “e” indicates a way of saying the vowel between the “b” and the “t”. Advertisers make them up: “lite”. This tells us there’s a pattern here. Educationists say that drawing children’s attention to this helps them with reading and spelling.

And another educator explains why the split spelling cracks me up.

Finally, it does seem that it's all about simply doing lots of reading and lots of listening - whether the students grew up with the language or come to it later in life. In other words, to acquire a language you need lots of comprehensible input!

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Sunday, 30 November 2025

lexical lab online and online resources

The Lexical Lab platform is innovative, stimulating and full of useful up-to-date English:

Jay Doubleyou: Lexical Lab: learn languages with an online teacher through everyday english and common words, chunks, idioms, phrasal verbs, phrases and expressions used in spoken language

Their social media is also informative - from the founders Hugh Dellar and Andrew Walkley


They also offer an excellent Blog

You can sign up to their very entertaining Newsletter, which this month looks at 'No-vember'

November has flown by, to be honest, and I've been busy teaching online. With Lexical Lab, we've now only got one more week of our twelve-week term to go before we knock off, but we will be back early in 2025 with more, so do keep an eye on our website and make sure you follow us on Instagram too...

I’ve been writing the last webinar of the year which is on Saturday 6th December. We'll be discussing the nature of difficulty and challenge in the classroom – and why easier doesn't always mean better. You can sign up here.

PS: Here's my vote for the greatest Xmas song of all-time! Enjoy.

To finish on a more serious note, Two weeks ago, Ternopil was the site of a massive Russian terror attack. Earlier today they did an Instagram Live with Tetyana Ivanenko, a teacher based in the city talking about the situation there now, her roots in eastern Ukraine, how the war is affecting her teaching and her students, and much more besides:

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LIVES WITH UKRAINIAN TEACHERS: Tetyana Ivanenko - YouTube

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Monday, 24 November 2025

making shakespeare accessible

Shakespeare should be seen - and not read - especially at the movies.

But there are some great ideas to look at in Shakespeare, including the language of money... the language of religion... the language of love...

Meanwhile, if you want to dig even deeper, there are several questions around Shakespeare.

Or if you want a bit of fun, we can look at to be or not to be: the intonation is the question.

And if you want a fabulous 'modern' version, there is The Merchant of Venice A spoken-word synopsis by Kate Tempest - and there is Romeo + Juliet and West Side Story.

The Orange Tree Theatre in London is putting on versions of Shakespeare plays for younger people:

Designed for 11 to 16 year olds, this 70-minute abridgement of Romeo & Juliet tells the complete story using Shakespeare’s original text. Contemporary settings and clear, dynamic staging make the play accessible to all, and is perfect for families to discover one of Shakespeare’s best-loved plays. Shakespeare Up Close 2025: Romeo & Juliet - Orange Tree Theatre and Shakespeare Up Close 2025: Macbeth - Orange Tree Theatre

There are lots of great materials out there to make Shakespeare more accessible:

Shakespeare's Theatre | i.am.Will Shakespeare | BBC Teach - YouTube

Making Shakespeare accessible | Royal Shakespeare Company

How to make Shakespeare’s language more accessible to students

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Wednesday, 19 November 2025

6-7 or parasocial or enshittification - what makes a good word of the year?

How do we add new vocabulary in English dictionaries

The problem is that the UK does not have an official language - nor does it have an official dictionary.

So, it's really a matter of choice as to what is put into dictionaries - or, rather, a matter of choice of those out there who are using the English language.

Looking at the online dictionary.com, it asks and answers the question: How Does A Word Get Into The Dictionary?

This is one of the most common questions we get—and it’s a great one.

The answer involves one of the most misunderstood things about dictionaries, so let’s set the record straight: a word doesn’t become a “real word” when it’s added to the dictionary. It’s actually the other way around: we add words to the dictionary because they’re real—because they’re really used by real people in the real world.

In other words, our lexicographers add a word to the dictionary when they determine that:

  • It’s a word that’s used by a lot of people.
  • It’s used by those people in largely the same way.
  • It’s likely to stick around.
  • And it’s useful for a general audience.
All four of these points are important. Our lexicographers look for use not just by one person, but by a lot of people. Of course, many words have different shades of meaning for different people. But to be added to the dictionary, a word must have a shared meaning (that is, it must communicate a widely agreed-upon meaning from one person to the next). If everyone used a word in a completely different way, we wouldn’t be able to give it a definition, right?

But what about how dictionaries claiming that x is 'word of the year'?

It's probably about marketing: getting the name of the dictionary out there. And it works! 

The Daily Mail says the internet is divided as Dictionary.com unveils its 2025 word of the year - or as The Independent tells us, ‘6-7’ is named 2025 Word of the Year: Here’s what it means...

Alternatively, as reported in the E L Gazette, the Cambridge Dictionary names parasocial as the Word of the Year.

This social media and Gen Z/Alpha derived vocabulary was critiqued in last year's choice, as reported in the Guardian: ‘What many of us feel’: why ‘enshittification’ is Macquarie Dictionary’s word of the year:

“The gradual deterioration of a service or product brought about by a reduction in the quality of service provided, especially of an online platform, and as a consequence of profit-seeking.”

Take your pick!

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Thursday, 30 October 2025

listening to the languages of papua new guinea and questioning the notion of a 'universal grammar'

It's clear that language is a human thing.

But how has language come about? What do languages have in common?

Here are some ideas:

the language of thought hypothesis

learning theory: the poverty of the stimulus

paulo freire and the tabula rasa

steven pinker - and language

The most dominant theory comes from Chomsky:

theories of language learning and teaching: behaviourism vs nativism

chomsky and language acquisition

what makes us human: noam chomsky and human languages

behaviourism >>> krashen... pinker... skinner... chomsky

As Wikipedia summarises:

Universal grammar (UG), in modern linguistics, is the theory of the innate biological component of the language faculty, usually credited to Noam Chomsky. The basic postulate of UG is that there are innate constraints on what the grammar of a possible human language could be. When linguistic stimuli are received in the course of language acquisition, children then adopt specific syntactic rules that conform to UG.[1] The advocates of this theory emphasize and partially rely on the poverty of the stimulus (POS) argument and the existence of some universal properties of natural human languages. However, the latter has not been firmly established.

Other linguists have opposed that notion, arguing that languages are so diverse that the postulated universality is rare.[2] The theory of universal grammar remains a subject of debate among linguists.[3]

And the theory is indeed being debated.

This month, the British Academy Neil and Saras Smith Medal has just been awarded to Professor Nicholas Evans for his long and distinguished career working on endangered languages, both documenting hitherto undescribed languages and exploring the consequences of such data for general linguistic theory.

This is the linguist they can’t shut up

Nicholas Evans was wading out to a boat moored in the shallow Gulf of Carpentaria, off the northern coast of Australia, when he felt what he thought was a baby shark nipping at his heels. The “nips” were actually bullets hitting the sea on either side of him. They had exited a rifle wielded by a hungover pilot called Fletcher...

And this is his book, courtesy of the New European/World:

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Words of Wonder: Endangered Languages and What They Tell Us (The Language Library) : Evans, Nicholas: Amazon.co.uk: Books

This is quite revolutionary when it comes to understanding human language, because, through a lifetime of deep listening, Nicholas Evans has reshaped the global study of languages:

Evans’ work has made a significant impact beyond academia – interpreting for Native Title cases and cultural heritage documentation, developing writing systems for previously unwritten languages, and helping revitalise endangered languages.

Evans is currently teaching in Garrthalala, Northeastern Arnhem Land at a new ‘bush uni’ initiative aimed at bridging the path to university studies for Yolŋu Matha-speaking students. He will return to Canberra next month to continue exploring how languages shape – and are shaped – by the ways humans think, feel, and imagine.

It’s a reminder that every language reveals a unique act of human imagination, and a testament to a lifetime spent listening deeply to the many voices of our world.

Interestingly, Chomsky was the first to receive the British Academy prize - as reported by the Observer this weekend on Cracking the code of Papua New Guinea’s undocumented languages:

The first winner of that medal, in 2014, was Noam Chomsky. Chomsky famously emphasised the commonalities across languages, the universal template or grammar that a baby is born with, that allows it to pick up any natural language with minimal prompting.

Evans thinks the Chomskyans are looking through the wrong end of the telescope, and that what defines language is its staggering diversity – the vast span of “engineering solutions” that evolution has found to the problem of human communication.

A language must allow a person to express any idea to another person, but it also has to be learnable by babies. These two constraints drive language evolution, but what nobody yet knows is where the limits of the possible lie. How big is the language design space? Or, to put it another way, how complex or expressive of the minutiae of human experience can a language become, before it becomes unlearnable?

The reason nobody knows this is because it is thought that only about 10% of the estimated 7,000 living languages are well documented. Since 90% of those languages are also endangered, with many of the unwritten ones being at the greatest risk of extinction, Evans has long argued for the need to record them.

The linguists who take on that painstaking task are constantly reminded of the ocean of diversity on whose shore they stand. “Almost every new language that comes under the microscope reveals unanticipated new features,” Evans and fellow linguist Stephen Levinson, then director of the Max Planck Institute for Psycholinguistics in Nijmegen, the Netherlands, wrote in a landmark 2009 paper questioning the mainstream Chomskyan view.

There is another reason why Evans considers documentation so vital. Language infuses everything we do, so studying it is, he says, “mainlining into the human experience” – past and present.

This is the research by Nicholas Evans and Stephen C. Levinson from 2009: With diversity in mind: Freeing the language sciences from Universal Grammar | Behavioral and Brain Sciences | Cambridge Core

The Evans-Levinson work is quite fundamental to what makes us human:

Linguistic diversity then becomes the crucial datum for cognitive science: we are the only species with a communication system that is fundamentally variable at all levels. Recognizing the true extent of structural diversity in human language opens up exciting new research directions for cognitive scientists, offering thousands of different natural experiments given by different languages, with new opportunities for dialogue with biological paradigms concerned with change and diversity, and confronting us with the extraordinary plasticity of the highest human skills.

Others have followed this up, looking at the myth of language universals and the myth of universal grammar:

It has been widely argued that an innate Universal Grammar (UG) must be postulated to explain two key observations: first, that languages share putatively “universal” patterns, which appear arbitrary from a functional, communicative point of view; and second, that children acquire language so readily from an apparently impoverished linguistic input (the “poverty of the stimulus” argument). The second point has been the subject of considerable recent interest, with many theorists arguing that linguistic input is richer than has previously been suspected (e.g., Pullum & Scholz 2002; Reali & Christiansen 2005) or that modern learning methods are richer than is often presumed (e.g., Chater & Vita´nyi 2007; Harman & Kulkarni 2007). The first argument, based on language universals, has gone relatively unchallenged in the cognitive science literature– but no longer. Evans & Levinson (E&L) provide powerful evidence that language universals are myth rather than reality, and hence, that this line of defense of UG is swept aside. It remains to be explained, though, how languages came to display such stunning diversity, and this is where research on language evolution may offer some insight.

Finally, another [Vyvyan] Evans has written a more accessible book challenging The Language Myth - but it was really not liked by the academic establishment:

In 2016, Language, the flagship academic journal of the Linguistic Society of America published a series of "Alternative (Re)views"[12] by six leading linguists, all addressing The Language Myth. Evans was originally invited to contribute a response to those articles. However, his submission was rejected by the journal's review editor.[13] Evans wrote an open-letter to the linguistics community claiming that he was being censored.[14]

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Monday, 27 October 2025

the cosmopolitan, the multilingual, the multicultural: we are all citizens of somewhere

CITIZENS OF SOMEWHERE

The former UK prime minister Theresa May made a conference speech back in 2016, where she said:

if you believe you’re a citizen of the world, you’re a citizen of nowhere. You don’t understand what the very word ‘citizenship’ means. [see the Video]

But others would disagree.

In the annual set of Reith Lectures on the BBC, Prof Appia said: 'Mrs May, we are all citizens of the world,':

Real cosmopolitanism is not a privilege; it is an obligation. It does not belong to the rarefied circles of some frequent-flyer upper class.It belongs to anyone who cares about global justice, about the environment, about the alleviation of strife and carnage beyond our immediate national borders.

A disease that starts, unnoticed, in an African forest can devastate a Manchester family; CO2 emissions from India can derange the weather around the Gulf Stream; an ideological pathology that incubates in schools halfway around the world can bring down jets and skyscrapers.

We can be tempted to imagine - like children who think they can hide by closing their eyes - that our human concerns can stop neatly at the border, with a wider world kept forever at bay. But that is the unaffordable luxury.

If cosmopolitanism involves a simple recognition that our lives are interrelated in ways that transcend boundaries and that our human concerns must, too, it has brute reality on its side. A citizen of the world? Better believe it.

But where do the prime minister's ideas come from? Here we look at How Theresa May Understands People as 'Somewheres' and 'Anywheres':

One of these commentators is David Goodhart, whose book, The Road to Somewhere, ... manages to state the intellectual case for Mayism in a very concise way. The book’s central distinction – repeated ad nauseam throughout – is cleaved through the middle of the UK population. It is between “Anywheres”, who make up roughly 25 percent of the population, and “Somewheres”, who make up about 50 percent (the rest are “Inbetweeners”, although we’re never told very much about them).

The Anywheres are the hated metropolitan elitists of the Mayist narrative: high-achievers whose worldview values “autonomy, mobility and novelty”, placing a much lower value on “group identity, tradition and national social contracts”. They are comfortable with immigration, pro-international development and have progressive views about minority rights. Typically, they have what Goodhart calls “portable, achieved” identities – which means they’ve left the area they grew up in to attend a residential university and now live in London, or “even abroad”. The Anywhere worldview encompasses a broad swathe of educated society from “polished business executives to radical academics”.

Somewheres, by contrast, are the real bloody people of the UK. “Socially conservative and communitarian by instinct,” they have “rooted, ascribed” identities based on “group belonging and particular places”. They feel “uncomfortable about many aspects of cultural and economic change – such as mass immigration… the reduced status of non-graduate employment and more fluid gender roles”... 

Goodhart’s central distinction is bogus. Somewheres are supposed to be authentic, rooted in space and place; Anywheres, meanwhile, are inauthentic elites who have abandoned their roots to pursue personal success.

This doesn’t work for at least two reasons. On the one hand, Goodhart struggles throughout with the fact that – far from being placeless – Anywhere identity is in fact associated with one very specific place: London, which has a distinct culture of its own. On the other, it is conveniently forgetful of the very real financial struggles that young Anywheres in particular often face: leaving your hometown and moving to London is hardly any guarantee of great wealth...

Jonathan Freedland also doesn't like the easy divisions in his look at The Road to Somewhere by David Goodhart

First, in his sympathy for Somewheres he caricatures Anywheres. Too easily does his category – which, by his measure, should include between 8 million and 10 million people – collapse into an upmarket version of the hated “metropolitan liberal elite”. He makes the same mistake as Theresa May did when she declared last year: “If you believe you are a citizen of the world, you are a citizen of nowhere.” This is to assume that those who look outward are automatically disconnected from the people around them. But a visit to even the much derided, ultra-remain districts of, say, north London would show areas that are still genuine communities, right down to their neighbourhood street parties for the Queen’s 90th birthday. Anywheres come from somewhere too...

Where Goodhart goes wrong above all is on Britain’s ethnic and religious minorities. Even though he concedes that these groups can exhibit Somewhere-ish attitudes – prioritising stable families, for example – he frames them throughout as the cloud on the Somewheres’ horizon, the blot that has darkened the Somewheres’ previously sunny landscape. It is their arrival that has changed Britain beyond recognition, their presence that has to be dealt with.

Perhaps my own experience as a member of Britain’s Jewish community has skewed my perspective, but I’d suggest that the very qualities Goodhart most admires among the Somewheres – including neighbourliness, trust and a sense of shared destiny – are to be found in Britain’s minorities. They have not caused the social fragmentation he laments: globalisation, automation and a thousand other shifts bear more blame than they do. If anything, and especially in the cities, they point to a remedy for those Anywheres Goodhart believes have become unmoored. Minorities might be more of a model than a threat, more to be emulated than to be feared.

Even if that is asking too much, surely the task now is not to look back to the time when homogeneity made a cohesive society easy, but to ask how today’s heterogeneous society might be made more cohesive, despite the difficulties. Goodhart is right that people are more inclined to share with those they regard as their fellows: so the challenge is to make all citizens, including the newer ones, appear to each other as fellows.

COSMOPOLITAN, MULTILINGUAL, MULTICULTURAL PLACES

Firstly, a good question on Reddit: What are/were a few traditionally multilingual towns/cities around the world? : r/linguistics

HOIMA:

As for the most multilingual/cultural continent, it is Africa that is so linguistically diverse:

A study conducted by Shigeki Kaji of Kyoto University in 2013, centred on inhabitants of the Ugandan town of Hoima, found that the average inhabitant knows 4.34 languages. Interestingly, Uganda has no lingua franca, i.e. no common language used by speakers with different native languages. The average Ugandan therefore has to employ multiple languages during the course of daily life, depending on where he is and to whom he is speaking.

Such multilingualism is impressive, particularly when one considers that we are not talking about language scholars, but about average citizens just going about their business and flicking effortlessly between four or more languages.

WREXHAM:

We can consider Wales as Britain’s hidden corner of bilingualism:

Tucked away in the corner of the UK, one of the world’s most monolingual countries, you’ll find a beacon of bilingualism for the rest of the world: Wales. Out of the four home nations that make up the United Kingdom, Wales has led the way in its efforts to revive and promote the Welsh language, and has set a precedent for other countries all over the world. What makes this more impressive, is that it has managed to do so while living side-by-side with global giant English.

And Wrexham has been chosen as a bilingual town to promote the Welsh language...

SARAJEVO:

Today, there is life beyond war in Bosnia’s capital Sarajevo 30 years on. And despite all the attempts at ethnic cleansing, multicultural Sarajevo is the most diverse city in Europe.

CHERNIVTSI:

In his book Borderlines: A History of Europe in 29 Borders by Lewis Baston, the author walks us across these European borders and shares their stories. The book is named 'one of the most engaging and fascinating histories of Europe I've read for years' in a review by Dominick Sandbrook, the history podcaster.

Lewis Baston finishes his book by looking at Chernivtsi - "Secret Capital of Europe."

Deutsche Welle takes us to the undiscovered charm of Chernivtsi in a nice little video and there are many webpages looking at this town in the borderlands of Ukraine/Romania/Hungary/Slovakia/Poland, this place on the Brink: The forsaken Paradise , or this Little Vienna of the East.

Here's a very touching piece on coming across the book by someone whose grandparents lived there: Crying in bookstores, thinking of borders. And they finish:

Today, I teared up in a bookstore. Today, I bought a book because the first two paragraphs of its final chapter made me feel like crying. I picked it up and leafed through it to kill time, and because the title, Borderlines, caught my eye. I picked it up with some cynicism, wondering what this book might have to teach me about borders. I went to the last chapter, ‘The secret capital of Europe (Ukraine/ Romania)’ because I was curious what this book had to say about a border that tore hearts in half in my family. I read the first paragraph and I felt like crying.

Cernăuți (Chernivtsi) was my paternal grandparents’ birthplace, a home they fled under duress as young people, and where they never returned. A childhood home my grandmother spoke of often, when I went to visit her in the summers. These few lines, read by chance today, seemed to echo her words. Her voice, and not the writer’s, filled the page under my eyes.

Thus it was that, picking up a book at random in a listless moment, I found myself fighting back tears in a little bookshop in a quiet seaside town more than 1,400 miles away from where my grandparents started their lives’ journeys.

I am tired of tyranny, greed, and borders seared with violence, borders that shift with the desires and interests of small-minded men.

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Sunday, 12 October 2025

should immigrants be encouraged to use their mother tongue?

It has become a very politically-loaded question to ask if immigrant children should be allowed to use their mother tongue in class.

Even more so would be the question of whether immigrant children and their families should be actively encouraged to use their mother tongue.

Firstly, there is the question of whether immigrants should be taught in their mother tongue at schools

"I think there are different reasons that may explain this paradigm. The first is the notion one nation, one language, which is an old idea" affirms Dr. Ellen-Rose Kambel, Executive Director of Rutu Foundation. "Moreover, there is a general lack of awareness and information about the damage that could be done to children when their mother tongue is not valued, and also a lack of information on what teachers can do to develop a multilingual approach".

Allowing children to communicate in their home languages in school strengthens their cognitive and social skills. Not only does this improve pupils' skills in the school language, but research shows that they are likely to have better critical thinking and problem solving skills, and have greater cultural awareness. The translanguaging method can be applied to both newly arrived and second generation children...

Indeed research shows that training in mother tongue strengthens the linguistic and academic development of the bilingual child as well as the development of a secure identity. The role of families and education of parents is also vital: parents who speak the instruction language fluently are able to help their children far more effectively than parents with a limited knowledge of the language.

Last but not least, the policy of ignoring mother tongue teaching for migrant children is not only in contradiction with research evidence but also with UNESCO's globally agreed Sustainable Development Goals (SDG). The respect of children's cultural identity is set within the international policy framework and according to UNESCO, "equitable quality education and lifelong learning for all is only possible when education responds to and reflects the multilingual nature of the society. Children, adolescents and adults require learning opportunities that are relevant to their lives and needs, in and through their own languages. Since SDG 4 is so foundational to the other Sustainable Development Goals, without mother tongue-based multilingual education the other 16 goals will remain unachievable" (UNESCO 2017).

Secondly, there is the notion that we should preserve immigrants' native language and cultural identity in multilingual and multicultural societies - which is what many countries are or have become:

Preserving cultural heritage alive is a daily celebration in our house, but it doesn’t feel like a chore or something that we have to actively work at doing. It is truthfully second nature in our household because we live and breathe it every day through food, music, storytelling, and the way we talk (I speak home language with my family and as much as I can to our kids, plus my husband uses Trinidadian dialect and slang with his family that the kids also hear). Our children are lucky to have older relatives in their lives still from both my husband and my side of the family to talk to and spend time with periodically. Preserving our cultural and family heritage is important to us and so far, it seems to be important to our children as well because they are often asking us questions about the past and our family relatives. And that’s a beautiful thing.

Thirdly, we can look at whether first-language training matters for immigrant children’s school achievements:

Immigrant children fall behind their native peers in terms of educational attainment in many Western European countries. Policies with the aim of closing this immigrant-native educational gap are often implemented, however, more rarely evaluated (Paola & Brunello 2016). One such measure is first-language training for immigrant children that has been a source of much debate among policymakers in the Nordic countries. Advocates of this education argue that mother-tongue proficiency contributes to immigrant children’s academic achievements in general and that it helps with learning the host-country language in particular. Opponents have instead emphasised the importance of focusing on the host-country language in schools and that teaching should be conducted in this language only...

Increasing educational attainment of first- and second-generation immigrants is important because they are falling behind in the Danish labour market. This is particularly true for individuals originating from countries other than countries of the EES and the EU. The political aim of the policy reform introduced in 2002 was to increase the assimilation of these groups and by removing mother-tongue training, it was believed that immigrant children would increase their proficiency in Danish, which would, in turn, increase labour market integration. This study shows that such positive effects of the reform are not found. Rather the opposite has occurred; the removal of mother-tongue training leads to lower grades in Danish for boys and in mathematics for boys in general, and boys and girls belonging to the second generation. Although effects are modest, this study provides evidence that mother-tongue education matters for the educational achievement of children with a background in countries other than the EU and the EES. If the motivation of Danish educational policies directed towards first- and second-generation immigrants is to enhance immigrant integration, the removal of mother-tongue education should be reconsidered.

Fourthly, there is the question of how effective bilingual development in children of immigrant families is:

Early exposure to two languages is widely thought to guarantee successful bilingual development. Contradicting that belief, children in bilingual immigrant families who grow up hearing a heritage language and a majority language from birth often reach school age with low levels of skill in both languages. This outcome cannot be explained fully by influences of socioeconomic status. In this article, I summarize research that helps explain the trajectories of observed dual language growth among children in immigrant families in terms of the amount and quality of their language exposure as well as their own language use...

Evidence of the factors that impede optimal bilingual development in children from immigrant families can inform efforts to support successful bilingual outcomes in these children. Such support is important: Children from immigrant families need strong skills in the majority language to succeed in school (48, 49), and they need skills in the heritage language to communicate well with their parents and grandparents (50). Furthermore, bilingualism is an asset for interpersonal, occupational, and cognitive reasons (25). Children who hear two languages from birth can become bilingual, even if that outcome is not guaranteed. The findings I have discussed suggest that bilingual development is supported when children are exposed to both languages in ways that do not diminish the amount of exposure to each more than is necessary. In addition, to support bilingual development fully, children’s exposure to each language should come from highly proficient speakers, children’s heritage languages should be valued by society, and children should be given opportunities that encourage them to use both languages.

Finally, there is the question of how literacy is essential to refugees and migrants to rebuilding their lives in the language of their new country - and whether we should use mother tongue reading materials as a bridge to literacy. So, should we be developing a mother tongue program with standards and community resources?

Every bilingual student has a story to tell about language, culture, and identity. As a child growing up in New Jersey, my non-English speaking stay-at-home mom was communicating in her mother tongue--Italian--the only language she knew at the time. My father, on the other hand, was speaking to his five children in broken English while he was learning English through immersion on the job.

Though both of my parents were college educated, my dad having a PhD in Chemistry and my mom with an undergraduate degree, they still did not have a strong idea of how to raise literate children in a foreign country. In our home, my father did not want us using Italian--nor eating too much garlic--because in 1960's America, an Italian immigrant wanted to integrate as quickly as possible. Identifying with the American culture and language, my father thought, was the quickest way we as family would develop the one language that counted: English. The worst misconception about language that my father had was that speaking only in English to his children would improve our academic language at school as young children. This is unfortunately a common fallacy among immigrants that minority languages do not count and “privileged languages”--national languages-- must be learned at all costs, even at the cost of losing a home language.

Thanks to my mother, I grew up speaking, reading, and writing in Italian at home along with my siblings. I would speak with my mom daily in Italian, as well as enjoy tutorials from her in reading and writing over time. It was there that developing a richer academic language in English began as I transferred skills from my home language to the school language through my mother's attempts at maintaining our heritage language at home.

Ultimately, though we surely need to challenge the idea that a migrant's mother tongue is a language with no value:

Europe places a high value on multilingualism and language diversity, but the emphasis remains more on European languages than on the languages spoken by many newly-arrived migrants. The use of other languages is often seen as a barrier to integration. Clear evidence however shows that supporting and preserving migrants’ mother tongues has benefits for the whole of society...

Whereas multilingualism, and in particular the teaching of mother tongue languages is promoted at an official European level, the reality in many European schools is different. The majority of publically-funded schools in Europe take a monolingual approach in the classroom, a report released in January by the European Commission's education information network showed. Only a few countries (in 2017, six countries) offer tuition in the languages of newly-arrived migrants or a form of bilingual teaching in class.

One country that has tried to offer support for mother tongue languages in schools is Sweden, where the right to Mother Tongue Tuition is governed by legislation. The aim is that children are given support to develop both the Swedish language and their own mother tongue from pre-school onwards...

Many studies have shown that bilingualism or multilingualism in general, regardless of what the languages are, enhances cognitive ability, improving concentration and focus, memory, attention and control.

Research has also shown that supporting children in their mother tongue improves their results in other subjects. And even though some still insist on an "either-or" approach, evidence shows that tuition in the mother tongue makes it easier, not harder, to learn the host-country language...

Deema speaks Arabic at home, and once a week she goes to Arabic class. In North Rhine-Westphalia, children at primary and lower secondary levels who like her are growing up bilingual are offered extra classes in at least 15 home languages. The majority are European languages, plus Arabic, Farsi, Kurdish and Turkish.

But a large number of schools in Germany and Europe don't provide this level of support for mother tongue languages. "I think it's a sort of waste," von Dewitz says. "It would be much more helpful to see every student with all his or her languages, meaning that even if you may not have a very high proficiency in German yet, it doesn't mean that you don't speak a language. Of course you do."

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Friday, 10 October 2025

should immigrant children be allowed to use their mother tongue in class?

There has been quite a debate in Germany - with this story from two years ago: Immigrant children must only speak German at schools, conservative lawmaker says

Mario Czaja, secretary general of the Christian Democratic Union, claimed that many immigrants are poorly integrated into society due to insufficient German language skills, and called for new measures at schools. “Care should be taken to ensure that German is the main language spoken in schools. It is not acceptable for languages other than German to be spoken in the schoolyard,” Czaja told the Die Welt newspaper. The senior politician of the Germany’s main opposition party argued that more language experts, social workers and pedagogues should be hired for schools in places where many migrants live.

And indeed at the same time, there was a general push for better language skills: German chancellor calls for regular German language tests in schools

Others would disagree:

Immigrant organizations criticized Czaja’s controversial remarks, which echoed previous suggestions by right-wing politicians, who called for banning speaking of foreign languages in the schoolyard. Berin Arukaslan, co-chair of Turkish parents association in Berlin-Brandenburg, has underlined that speaking mother tongue is a fundamental human right, guaranteed by the constitution.

To what extent should we go the other way and allow immigrants and their children learn their own mother tongue? 'I can't say my own name': The pain of language loss in families - BBC Future

"I discovered how often it happens that bilingually raised children don't speak two languages," explains De Houwer, who is also the president of the International Association of the Study of Child Language. The survey and later studies by De Houwer and others across different countries and languages found that between 12% and 44% of children who grow up hearing two or more languages, actually end up speaking only one language. "Most babies start by learning words in both languages. But when they go to preschool they only continue with one. And why is that? Because suddenly there is only a focus on this one part of them and children soon sense that their other language is worthless. Worthless!"

In my case, there were actually two losses. I didn't learn my mother's native language, Polish, either. When I was growing up, my parents were warned against teaching me Bengali or Polish. They were told that if children learn more than one language simultaneously, they won't learn any of them properly. As if their languages might contaminate the "real" language – in this case, German.

"That's not a thing of the past, unfortunately," says De Houwer, referring to the long-disproven idea that bilingualism might hold children back, or confuse them. In fact, research has shown that bilingual children's speech is not delayed, and their tendency to sometimes mix their languages (known as code-switching, or translanguaging) does not mean they are confusing the two. Rather, it is a sign that they are using their dual vocabulary resourcefully, picking the most appropriate words for any given context...

In 2020, a nine-year-old girl was reprimanded by her teacher for speaking Turkish to her friend in the playground of their school in Germany. As punishment, she was ordered to write an essay titled: "Why we speak German in school." The resulting essay included lines such as: "We are not allowed to speak our mother tongue. So that we improve our German". Her family made a formal complaint with the support of a lawyer, who questioned whether a child speaking English during breaktime would have been punished in the same way. There is a saying among Germans of Turkish ancestry: Turkish isn't a language you learn, Turkish is a language you forget as quickly as possible.

When my hometown in Germany, Düsseldorf, put up a street sign in Arabic as part of a celebration of multilingualism, it was smeared with racist graffiti, and attracted online comments demanding that "they" should learn German. While a street sign in Japanese that was put up at the same time was fine.

What explains this dramatic difference in how languages are valued?

Research suggests that it's often not about the languages at all – but about social attitudes, especially to immigration.

"[In Germany] immigration is still viewed as the exception to the rule, as not normal. Children who speak another language at home are seen as children who don't speak German at home," Mark Terkessidis, a well-known author in the field of migration and racism studies and member of the Academie der Künste der Welt, the academy of the arts of the world. "So when these kids come to school there's a focus on the deficit and not on the resource."

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Friday, 3 October 2025

Lexical Lab: learn languages with an online teacher through everyday english and common words, chunks, idioms, phrasal verbs, phrases and expressions used in spoken language

Experienced teachers Hugh Dellar and Andrew Walkley have put together an online learning and teacher-training platform: Language Learning and Teacher Development | Lexical Lab

As this intro video says, it "looks at everyday English and common words, chunks, idioms, phrasal verbs, phrases and expressions used in spoken English".

Yes, it's using the lexical approach to learning a language!

There are very positive opinions about the site and service: Lexicallab Reviews | Read Customer Service Reviews of lexicallab.com.

They've got a blog.

And they've got a mailing list.

Looking at more about Lexical Lab, we learn that:

We have written one five-level General English coursebook series: Innovations, which was nominated for ESU award and two ELTons, and one six-level series, Outcomes, which is now in its third edition and has received widespread acclaim.

As trainers and methodologists, we have been strongly influenced by lexical views of language and by practice derived from lexical approaches to language. This led us to write a methodology book, Teaching Lexically, part of Delta Publishing’s multi-award-winning teacher development series.

To finish, here's the Hugh Dellar Interview - Teaching Lexically, Lexical Approach LEGEND! - YouTube

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Tuesday, 30 September 2025

clichés, pragmatics and how we use language to connect us beyond the actual words used

What is the purpose of language? Do words carry meaning? Is language communication?

These are questions Michael Rosen looks at in his excellent weekly programme on BBC Radio 4 - and this week, it's: Word of Mouth - It's not what you say, it's how you say it - BBC Sounds

Michael Rosen on the linguistic comfort food of clichés, pragmatics and how we use language to connect us beyond the actual words used. Derek Bousfield explains how words do more than carry meaning: context governs what we say and how it’s understood. Dr Bousfield is Reader in Pragmatics and Communication and Co-Director of The Manchester Centre for Research in Linguistics and co-author of Talking in Clichés: The Use of Stock Phrases in Discourse and Communication.

They look at Pragmatics - how we say things beyond what they literally mean - for example "How are you?" is not asking about your health/problems: Jay Doubleyou: pragmatics: it ain't what you say it's the way that you say it

Language is not literal! Especially in conversation, which is guided by culture and context.

Language is non-direct - for example: "Why don't we have a coffee some time?" is not making a specific arrangement to meet. Another example: "We'll see how it goes" means I don't agree with you but I don't want to talk about it any more. 

The British love understatement or litotes - which are codes to build rapport.

There is the world of clichés - and comedians such as Peter Kay enjoy playing with them. We use them all the time to connect people -  and that "we are all on the same page", to use a cliché.

We live by metaphors: Metaphors We Live By - Wikipedia [metaphor is a tool that enables people to use what they know about their direct physical and social experiences to understand more abstract things like work, time, mental activity and feelings.] and Metaphors We Live By: George Lakoff and Mark Johnson - YouTube [Lakoff and Johnson argue that metaphors aren’t just poetry, but a fundamental part of our brain conceptual system. That is, they’re central to the way we perceive ourselves, others, and the world.]

A favourite example from Prof Bousfield is 'literally': Urban Dictionary: literally

And a favourite from Michael is 'the bottom line': BOTTOM LINE definition and meaning | Collins English Dictionary and What does ‘bottom-line’ mean here? : r/EnglishLearning

The word 'cliché' comes from French: Cliché - Wikipedia

To finish this look at the programme, here's Derek Bousfield's book: Talking in Clichés: The Use of Stock Phrases in Discourse and Communication: Amazon.co.uk: Bullo, Stella: 9781108458139: Books

For decades, social perspectives, and even academic studies of language, have considered clichés as a hackneyed, tired, lazy, unthinking and uninspiring form of communication. Authored by two established scholars in the fields of Systemic-Functional Linguistics and Discourse Studies and Pragmatics, this cutting-edge book comprehensively explores the perception and use of clichés in language from these complementary perspectives. It draws data from a variety of both written and spoken sources, to re-interrogate and re-imagine the nature, role and usage of clichés, identifying the innovative and creative ways in which the concepts are utilised in communication, interaction, and in self-presentation. 

Observing a rich, complex layering of usage, the authors deconstruct the many and varied ways in which clichés operate and are interdependently constructed; from the role they play in discourse in general, to their functions as argumentative strategies, as constructs of social cognition, as politeness strategies, and finally as markers of identity.

And here's a look or two at clichés:

What is a cliché? Check out this list of examples.

SUPER IMPORTANT EXPRESSIONS | Clichés in Spoken English - YouTube

See also:

Jay Doubleyou: pragmatics

Jay Doubleyou: juergen habermas: communicative rationality and deliberative democracy

Jay Doubleyou: ambiguity is everywhere in englsh

Jay Doubleyou: behaviourism >>> krashen... pinker... skinner... chomsky

Jay Doubleyou: small talk, phatic communication and the games people play

Jay Doubleyou: english is not transparent

Jay Doubleyou: writing with register: a lesson in using different levels of 'politeness'

Jay Doubleyou: what is 'politeness' and how can we teach it?

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