Tuesday, 2 September 2014

english is not the language of the successful british exporter

From the Observer this weekend:

English is not the lingo of the successful British exporter

Our reluctance to learn other languages is not just arrogant: it's holding back the UK's economic performance
Prime Minister David Cameron And President Francois Hollande Meet For Joint Summit
What was that again? British PM David Cameron tries to make himself understood by Francois Hollande. Photograph: Matt Cardy/Getty Images
As François Hollande reshuffled the French cabinet last week, he was handed a report warning of hundreds of thousands more job losses. For a president grappling with political crisis and record unemployment it will have made grim bedtime reading after a day spent revamping his government for the second time this year.
The warning came from Jacques Attali, former special economic adviser to François Mitterrand, who had been asked by Hollande to look into ways the global reach of the French language could help drag the country out of its economic quagmire.
His report laid out two possible futures. In a best-case scenario, the right political support could foster a burgeoning global community of French speakers and enthusiasts that would "create or preserve 360,000 jobs in France" and perhaps even 1m by 2050. Attali calls this community of saviours the francophilophonie.
But a darker future beckons, Attali warns, if the political establishment refuse to grasp what he terms "the vast potential and great fragility" of the French language. Without the tongue's preservation and promulgation around the world, the francophilophonie shrinks; French firms lose market share; French universities, French films, French food all lose their appeal. That would cost 120,000 jobs by 2020 and half a million by 2050.
 
To avert this economic and cultural doomsday, the report has 53 recommendations, including encouraging the creation of French nursery schools overseas, building French cinemas and staging a global francophone festival. Much of it sounds expensive.
What happens in 2050 is not Hollande's problem, at least politically. His critics don't even see him making it through the second half of his term. But long-term planning is vital to securing trade in a changing world.
But surely the question for any head of state handed such a report is whether money for new cinemas and nurseries abroad would not be better spent on teaching more foreign languages at home. There is plenty of evidence to suggest that it would. In Britain, where "everyone speaks English" complacency has long dented our foreign-language ambitions, there have been a series of reports recently into the consequences of our monolingualism.
The British Council looked at the linguistic problems pondered by Attali the other way around. Asking which foreign languages are most important to Britain's prosperity over the next 20 years, it analysed economic, geopolitical, cultural and educational factors. The research identified Spanish, Arabic, French, Mandarin and German. But an accompanying YouGov poll found an alarming shortage of people able to speak them. Three-quarters of 4,000 adults surveyed were unable to speak any of them well enough to hold a conversation. Attali was probably pleased to see French was the only language spoken by a double-digit percentage, at 15%. Arabic, Mandarin, Russian or Japanese are each only spoken by 1%.
Business groups say our linguistic deficiencies are hitting the bottom line and thwarting the government's ambitions to increase exports. Despite English being widely spoken, two-thirds of firms in the UK cited a need for foreign-language skills among staff, according to a poll by the CBI and education company Pearson. Those sectors charged with leading Britain's rebalancing towards an export-led economy, notably manufacturers and professional services firms, were more likely to value language skills.
Former German chancellor Willy Brandt perhaps best summed up the advantages of speaking another language when he said: "If I'm selling to you, I speak your language. If I'm buying, dann müssen Sie Deutsch sprechen [then you have to speak German]."
British businesses appear all too aware of this. In a 2012 survey by the British Chambers of Commerce (BCC), 61% of non-exporters that were likely to consider trading internationally said a lack of language skills was a barrier.
The BCC has supported a "manifesto for languages" devised by the all-party parliamentary group on modern languages (APPG), which wants all political parties to push for more language teaching by schools and employers.
The manifesto begins: "English is an important world language, but the latest cutting-edge research shows that, in the 21st century, speaking only English is as much of a disadvantage as speaking no English." It cites an estimate thatthe UK stands to lose £48bn a year, or 3.5% of GDP, because of linguistic and cultural ignorance, a figure calculated for the Department of Business, Innovation and Skills by Professor James Foreman-Peck at Cardiff Business School.
Of course, it would be a sad world in which people learn the language, literature and history of others merely for monetary gain. But as competition grows and new markets emerge, economic factors are gaining importance in debates on foreign-language teaching and are shaping policy. When primary schools reopen this week, foreign languages will be compulsory for the first time.
Only time will tell whether this change helps dismantle Britons' reputation as lousy linguists. Yet surely a move towards multilingualism is a step in the right direction.
For Attali, France "can and should rely on its linguistic assets to return to a path of sustainable growth". But gone are the colonial days when European countries can hope to spread their languages around the world and make increasing gains from them.
French speakers and francophiles will continue to provide some life support to the ailing economy. France was the world's top tourist destination last year with almost 85 million visitors. Yet that influx did little to fan anaemic economic growth.
Francophilophonie is a tempting concept for a president in trouble. But France's problems are too big to solve with a few more Chinese shoppers, British campers and overseas Camembert sales.




























































































































English is not the lingo of the successful British exporter | Business | The Observer
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homeschooling more popular in uk

Homeschooling is quite a thing in the UK and US:
Jay Doubleyou: explaining how your country's education system works

Children in the UK are being taught more and more at home, as an article from Saturday's Independent reports:

In a sign that thousands of parents are turning their backs on the schools system, figures released in a Freedom of Information request show that 20,842 children were home educated in England in 2012 – a rise of 500 from the year before. Home educators believe the actual number could be as high as 80,000.
The latest figures show that in Wales the number of children being home educated rose from 1,103 to 1,225 between 2012/13 and 2013/14, while in Scotland the figure has risen from 350 to 500 since 2010.
Home schooling is becoming increasingly popular in certain parts of England. Kent had 823 children studying at home last year, and in Tonbridge 55 parents were home educating – almost three times as many as in 2010. In Gloucestershire, the figure went up from 250 to 400 in the five years up to 2013.
Edwina Theunissen, who runs a helpline for Education Otherwise – which offers support to families educating their children at home, said: “We don’t keep figures but anecdotally it does seem that the numbers are going up.
“There is no doubt that it is a fairly recent phenomenon that quite a few people are coming to because of difficulties in finding a school.”
Days earlier the Local Government Association had warned of a £1bn “black hole” in funding for school places; an extra 130,000 extra primary places will be needed by 2017/18, it said.
Mrs Theunissen added: “There are two types of home educators really – those who philosophically support the principle and the refuseniks from the school system.”
She said the latter included many parents whose children had been bullied at school – or who had considered their children too young to go to school. Some schools were insisting children started at their nurseries at the age of two-and-a-half to ensure a school place.
“Some parents are temporarily educating their children at home until they can get a place,” she added. “Some find they quite like home educating, so they continue.”
Alex Byers, who is home educating her two daughters, aged five and six, said: “I always thought my youngest, then aged four, was too young to start school but was told by playschool I didn’t have a choice – she had to go. She struggled from the beginning as she was simply too young.
“Society seems to have lost its way somewhat with regard to education. Schools are obsessed with Ofsted and meeting targets. Children are coaxed into learning merely to pass tests, with the promise of golden time and reward stickers. School doesn’t foster a love of learning.”

Exclusive: Nearly 2,000 families still without school places for their children - Education News - Education - The Independent

Do you know who Gradgrind was?

Mr Thomas Gradgrind is the notorious headmaster in Dickens's novel Hard Times who is dedicated to the pursuit of profitable enterprise.[1] His name is now used generically to refer to someone who is hard and only concerned with cold facts and numbers.[2]
In a famous passage, a visiting official asks Gradgrind's students "Suppose you were going to carpet a room. Would you use a carpet having a representation of flowers upon it?" The character Sissy Jupe replies, ingenuously, that she would because, "If you please, sir, I am very fond of flowers."
Gradgrind is the most dynamic character in Hard Times since he comes to recognize that emotions are important when his daughter Louisa has an emotional breakdown.

Gradgrind - Wikipedia, the free encyclopedia


Tom Hodgkinson: The old educational ways are not remotely Gradgrindian

Sunday 9 March 2014

For the past three days we have been home-schooling my nine-year-old son, Henry. The reason is that we are waiting for a place to come up for him at London's busy schools. OK, I accept three days is not enough time to present a detailed research document. But let me offer a couple of reflections.

Henry is delighted not to have to go to school. He sees this period as an opportunity to upgrade his character on Skyrim, the fiendishly complicated computer game he likes, where he wanders around a medieval landscape in the form of a vampire, killing monsters and his ex-wives.

Home-schooling for me, on the other hand, is an opportunity to take responsibility for his education, even for a brief period, and get him out of the grip of the state and its latest ideology.

I suppose in an ideal world, I would instruct Henry in the noble trivium in the morning, then take him skateboarding after lunch. That was the three-fold path of old. Conceived by the Greeks (the trivium, not skateboarding), it stayed more or less at the centre of primary education until the Enlightenment. It is how Chaucer, Shakespeare and Milton would have been taught.

The three parts were grammar, dialectic and rhetoric. First you were taught the grammar of your own language, its rules. Grammar was – is – essentially a science, and a body of knowledge taught through repetition. "A pronoun is a word that stands in place of a noun," would be repeated in chorus by groups of medieval children.

Such building blocks were seen as an important foundation to critical thinking. As the great autodidact William Cobbett put in his grammar guide of 1832: "The actions of man proceed from their thoughts. In order to obtain the co-operation, the concurrence, the consent of others, we must communicate our thoughts to them. The means of this communication are words; and grammar teaches us to make use of words."

Following grammar, the children of yesteryear would be instructed in the art of dialectic – what today we would call logic or critical thinking. The third part of their education was rhetoric – the communication of ideas, whether by speech or writing. Then the students would move on to stage two, the quadrivium. This consisted of music, arithmetic, geometry and astronomy; in other words, the study of the world out there.

The trivium is showing signs of returning to the educational debate. A couple of weeks ago at the Idler Academy, we held a talk by former drama teacher Martin Robinson based on his new book about the trivium. In the audience were gangs of primary-school teachers, grammar-school heads and Liz Truss, the education minister. A few days later, that Michael Gove popped into our shop and we told him all about it.

So I sat down and taught him (Henry, not the Secretary of State for Education) the definition of a noun, a verb, a pronoun and a conjunction. I taught him how to play the scale of C-major. He did four pages of the maths book we bought from WH Smith. And he read a few Greek myths on his own while I got on with some work.

Henry also wrote a review of Stig of the Dump which included the line: "Overall I think it is a good funny book," which is not going to win him the Truman Capote Award for Literary Criticism, but it's a start.

A couple of hours of this each day and we'd get Henry up to 11-plus standard in no time. This is not to diss school teachers: they have to teach classes of 30 or more, so progress will necessarily be slower. But what is really fascinating is that the old educational ways are not remotely Gradgrindian, which is how they are routinely caricatured. In fact, the liberal arts, as they are known – and that means an education for a free person, not a slave – were non-utilitarian, and included what we would call a progressive element: they encouraged dialogue and debate, in the spirit of Socrates.

What Henry is really missing out on, of course, is playing with other boys. And home-schooling demands a lot of parents. I suspect that after a few weeks of our experiment, his parents will welcome his return to the arms of the state, for all its imperfections.

Tom Hodgkinson is editor of 'The Idler'


Tom Hodgkinson: The old educational ways are not remotely Gradgrindian - Commentators - Voices - The Independent
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Monday, 1 September 2014

ambiguous newspaper headlines

Can you follow these?

EYE DROPS OFF SHELF...

PROSTITUTES APPEAL TO POPE
KIDS MAKE NUTRITIOUS SNACKS
STOLEN PAINTING FOUND BY TREE
LUNG CANCER IN WOMEN MUSHROOMS
QUEEN MARY HAVING BOTTOM SCRAPED
DEALERS WILL HEAR CAR TALK AT NOON
MINERS REFUSE TO WORK AFTER DEATH
MILK DRINKERS ARE TURNING TO POWDER
DRUNK GETS NINE MONTHS IN VIOLIN CASE
JUVENILE COURT TO TRY SHOOTING DEFENDANT
COMPLAINTS ABOUT NBA REFEREES GROWING UGLY
PANDA MATING FAILS; VETERINARIAN TAKES OVER
POLICE BEGIN CAMPAIGN TO RUN DOWN JAYWALKERS
12 ON THEIR WAY TO CRUISE AMONG DEAD IN PLANE CRASH
KILLER SENTENCED TO DIE FOR SECOND TIME IN 10 YEARS
SAFETY EXPERTS SAY SCHOOL BUS PASSENGERS SHOULD BE BELTED
2 SISTERS REUNITED AFTER 18 YEARS AT CHECKOUT COUNTER
MAN EATING PIRANHA MISTAKENLY SOLD AS PET FISH
ASTRONAUT TAKES BLAME FOR GAS IN SPACECRAFT
QUARTER OF A MILLION CHINESE LIVE ON WATER
INCLUDE YOUR CHILDREN WHEN BAKING COOKIES
OLD SCHOOL PILLARS ARE REPLACED BY ALUMNI
GRANDMOTHER OF EIGHT MAKES HOLE IN ONE
HOSPITALS ARE SUED BY 7 FOOT DOCTORS
LAWMEN FROM MEXICO BARBECUE GUESTS
TWO SOVIET SHIPS COLLIDE, ONE DIES
ENRAGED COW INJURES FARMER WITH AX
LACK OF BRAINS HINDERS RESEARCH
RED TAPE HOLDS UP NEW BRIDGE
SQUAD HELPS DOG BITE VICTIM
IRAQI HEAD SEEKS ARMS

... HERSHEY BARS PROTEST







Many explained here:

Which brings us to Crash Blossoms:



Newspaper headlines are written in a telegraphic style (headlinese) which often omits the copula creating syntactic ambiguity. The most common form being of the garden path type, as in "Farm Bill Dies in House".[1] The name "crash blossoms" was proposed for these ambiguous headlines by Danny Bloom in the Testy Copy Editors discussion group in August 2009. He based this on the headline "Violinist linked to JAL crash blossoms" that Mike O'Connell had posted, asking what such a headline could be called.[2] The Columbia Journalism Review regularly reprints such headlines in its "The Lower Case" column, and has collected them in the anthologies "Squad Helps Dog Bite Victim"[3] and "Red Tape Holds Up New Bridge".[4] Language Log also has an extensive archive of crash blossoms, for example "Infant Pulled from Wrecked Car Involved in Short Police Pursuit".[5]
Many purported crash blossoms are actually apocryphal or recycled.[6] One celebrated one from World War I is "French push bottles up German rear";[7] life imitated art in the Second World War headline "Eighth Army Push Bottles Up Germans".[8]
Additional examples:
British left waffles on Falklands
Did the British leave waffles behind, or is there waffling by the British political left wing?
Stolen painting found by tree.
Either a tree found a stolen painting, or a stolen painting was found sitting next to a tree.
Somali Tied to Militants Held on U.S. Ship for Months.
Either the Somali was held for months, or the Somali was just now linked to militants who were held for months. One could also imagine rope was involved, at which point lexical ambiguity comes into play.
Landmine claims dog arms company[9]
Either a landmine claimed that a dog was providing weapons to a company, or assertions about landmines were causing concern to a weapons supplier.

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ambiguity

Ambiguity is everywhere:
Ambiguity in Literature: Definition, Examples & Quiz | Education Portal

The ambiguity of poetry....
poetryarchive.org | Poetry archive

The Irish poet WB Yeats died 75 years ago:
W. B. Yeats - Wikipedia, the free encyclopedia


The Lake Isle of Innisfree by William Butler Yeats - YouTube


Lake Isle of Innisfree
I will arise and go now, and go to Innisfree,
And a small cabin build there, of clay and wattles made;
Nine bean rows will I have there, a hive for the honey bee,
And live alone in the bee loud glade.

And I shall have some peace there, for peace comes dropping slow,
Dropping from the veils of the morning to where the cricket sings;
There midnight's all a glimmer, and noon a purple glow,
And evening full of the linnet's wings.

I will arise and go now, for always night and day
I hear lake water lapping with low sounds by the shore;
While I stand on the roadway, or on the pavements grey,
I hear it in the deep heart's core.
                     – W.B. Yeats

Lake Isle of Innisfree - Wikipedia, the free encyclopedia
william-butler-yeats-lesson-plan-
BBC Radio 4 - Poetry Please, Yeats

And what about Bob Dylan?


Blowing In The Wind (Live On TV, March 1963) - YouTube

"Blowin' in the Wind" is a song written by Bob Dylan in 1962 and released on his album The Freewheelin' Bob Dylan in 1963. Although it has been described as a protest song, it poses a series of rhetorical questions about peace, war and freedom. The refrain "The answer, my friend, is blowin' in the wind" has been described as "impenetrably ambiguous: either the answer is so obvious it is right in your face, or the answer is as intangible as the wind".[2]

Blowin' in the Wind - Wikipedia, the free encyclopedia
Ambiguity and Abstraction in the Lyrics of Bob Dylan

And what about ambiguity and literature?

A professor once pointed out to me that the phrase "the love of God" 
might mean a love which God feels or it might me the love which 
people feel towards God and there is even a third possibility which is 
rather difficult to explain, but a kind of disembodied love, like an 
energy or force, in the sense of the verse "God IS love" (i.e. this sort of 
love as an energy or force or field in it's own right, and perhaps as 
distinguished from other sorts of love.

The above is an example of a phrase which is ambiguous. I suppose 
there are words which are ambiguous, or perhaps we might say 
multi-valent. 

There are statements which are ambivalent. A very famous example 
from antiquity is when a king inquired of the Delphic oracle regarding 
a war which he was hoping to wage. The oracle answered, "If you go 
to battle, a great nation will fall." The king foolishly assumed that the 
great nation to fall would be his enemy's nation and not his own.


The Power of Ambiguity
Embracing Ambiguity in the Poetry Classroom | Jennifer Platow

Seven Types of Ambiguity - Wikipedia, the free encyclopedia

Or how stories often have an ambiguous ending:
Are Ambiguous Endings Powerful or Frustrating?

SPOILER ALERT!!


Top 10 Movies with Ambiguous Endings - YouTube
Top 10 Movies with Ambiguous Endings | WatchMojo.com

AND:


Top 10 Movies That You Have To Watch Twice - YouTube
Top 10 Movies That You Have To Watch Twice | WatchMojo.com

Stephen Pinker examines the ambiguity of language:



In this new RSA Animate, renowned experimental psychologist Steven Pinker shows us how the mind turns the finite building blocks of language into infinite meanings. Taken from the RSA's free public events programme www.thersa.org/events.
Watch the full lecture here: http://www.thersa.org/events/video/ar...


RSA Animate - Language as a Window into Human Nature - YouTube
Would you like to come upstairs and see my etchings.

Then there is moral ambiguity:
Why moral ambiguity is popular on TV and the big screen | Deseret News National
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how english sounds to non-english speakers: part two

We've had American English mimicked:
Jay Doubleyou: how english sounds to non-english speakers

Here is a beautiful example in British English:



Stanley Unwin - Goldiloppers And The Three Bearloders - YouTube
Stanley Unwin (comedian) - Wikipedia, the free encyclopedia

And then there's the classic:

"Jabberwocky"

'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.


Jabberwocky - Wikipedia, the free encyclopedia
Lewis Carroll ~ JABBERWOCKY ~ poem with text - YouTube
Alice in Wonderland - Jabberwocky - YouTube
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why is english so different from other languages? part two: grammar

English seems so different:
Jay Doubleyou: why is english so different from other languages? part one: vocab

It has a lot to do with its history:

English is basically a Latin vocabulary superimposed on a Teutonic syntax. As a result you have a language with few commonalities to any single competing language.
Roughly 60% of English words can be traced back to Latin. Rough 40% can be traced back to ancient Hebrew. There is some overlap, but fully 90% of all English words can be traced to those two languages.
English syntax though can be traced back to ancient Assyria via German. Both English and German syntax are derived from a mixture of Assyrian, ancient Hebrew, and some other languages of the ancient Middle East.
Because of the massive mixtures of cultures since 700 BC, English is a unique language in that it is not directly derived from any single source.


Why is English so different from other European languages?

In fact, English is just a simplified mixture of other languages:

Because Middle English was a hodgepodge mélange of Old English (a Germanic tongue) and Norman French (a Romance language), it seems like Middle English was actually a kind of pidgin or creole.

historical change - Is English actually a pidgin or creole? - English Language & Usage Stack Exchange


Old English varied widely from modern Standard English. Native English speakers today find Old English unintelligible without studying it as a separate language. Nevertheless, English remains a Germanic language, and approximately half of the most commonly used words in Modern English have Old English roots. The words be, strong and water, for example, derive from Old English. Many non-standard dialects such as Scots and Northumbrian English have retained features of Old English in vocabulary and pronunciation.[7] Old English was spoken until some time in the 12th or 13th century.[8][9]
In the 10th and 11th centuries, Old English was strongly influenced by the North Germanic language Old Norse, spoken by the Norsemen who invaded and settled mainly in the North East of England (see Jórvík and Danelaw). The Anglo-Saxons and the Scandinavians spoke related languages from different branches of the Germanic family; many of their lexical roots were the same or similar, although their grammars were more divergent.
The Germanic language of the Old English-speaking inhabitants was influenced by extensive contact with Norse colonizers, resulting perhaps in cases of morphological simplification of Old English, including the loss of grammatical gender and explicitly marked case (with the notable exception of the pronouns). English borrowed approximately two thousand words from Old Norse, including anger, bag, both, hit, law, leg, same, skill, sky, take, and many others, possibly even including the pronoun they.[10]


History of the English language - Wikipedia, the free encyclopedia 


English started out as a pidgin. It is a composite of a few languages. It grew to a creole and then developed into a language. Most pidgins do not deal with the complex parts of the languages (rarely masculine, feminine, neuter, simpler conjugation, etc.) and just deal with the rules necessary to make your thoughts understood. Languages that grow from a pidgin will add their own rules or include the rules from the languages they developed from, but for the most part those rules are a lot simpler than the rules from the original languages.

syntax - Why is English so much more simplified than other, similar languages? - Linguistics Stack Exchange

There's quite an academic debate on this:
Middle English creole hypothesis - Wikipedia, the free encyclopedia


Here's a good overview:

Grammar - Verb/Tense: In one respect English verb grammar is easy. It does not have a large number of inflections such as exist in French or Russian. For example, there are only 4 forms of the regular verb to ask:ask, asks, asked, asking. On the other hand, English does have a large number of possible tenses (verb forms); and their designations are not always helpful to the learner. The past simple tense, for example, can be used to talk about the future: If I won a lot of money, I would buy a new house. Many languages do not have a continuous tense form, so English learners may make mistakes such as: I had a bath when the phone rang.
Indeed, the most significant problem for learners is to decide which tense (verb form) is required in English to correctly express the meaning that they wish to convey. More on this.
A further feature of verb grammar that causes difficulties is the correct choice of modal. Modal verbs are heavily used in English to convey shades of meaning in the areas of compulsion, ability, permission, possibility, hypothesis, etc. For example, learners have problems understanding the difference between: He must have done it and He has had to do it.
...
Grammar - Other: Not only are verbs largely uninflected in English, but also nouns, pronouns and adjectives. The articles and other determiners never change their form*. This makes it much easier to avoid mistakes in English than in, say, German which has large numbers of inflections in the various parts of speech.
Meaning in English is conveyed largely by word order. In the following sentences we know who is biting whom by the order of the words: The dog bit the man. / The man bit the dog. Compare this with German. Because German is a highly inflected language, a more flexible word order is possible. So, Den Hund biss der Mann translates as The man bit the dog.
Word order in English sentences becomes significantly more difficult when indirect objects or adverbials are added to the standard Subject-Verb-Object syntax. Most learners of English have problems ordering words correctly in longer, more complex clauses.
The article system is another feature of English grammar that causes some students enormous difficulties; particularly, of course, those whose native languages do not use articles.


Language differences - The English language

Although it can be very interesting to compare English with, say, Chinese. Do you see any similarities with your langauge?
Language differences: English - Chinese

From an English-speakers perspective, there are 'difficult' languages. How do these compare with yours?
Most Difficult Language To Learn

... And there are the 'easy' languages:
Easiest Foreign Languages To Learn - Business Insider

A very interesting thread here discussing differences in the tense system. How would you compare your language?
English Tenses (Compared to Other Languages) | Antimoon Forum

It's not just tenses. Do you know the differences between these? And do you have these features in your languages?
Tense–aspect–mood - Wikipedia, the free encyclopedia

For a bit more academic stuff:

Time flies like an arrow.… Fruit flies like a banana.

why is english so different from other languages? part one: vocab

Across the world, numbers are written very differently, with Britain standing alone in Europe (surprise, surprise...):
File:DecimalSeparator.svg
Decimal marks:
Point "." – Blue
Comma "," – Green
Eastern Arabic numerals – Red
Data unavailable – Grey

Decimal mark - Wikipedia, the free encyclopedia

Take some words - which are written in the same way across the world, but not in English...

annanas vs pineapple:

enter image description here

Columbus encountered the pineapple in 1493 on the Leeward island of Guadeloupe. He called it piña de Indes, meaning "pine of the Indians", and brought it back with him to Europe, thus making the pineapple the first bromeliad to leave the New World.
The question is: why did the English adapt the original European name of pineapple, while most European countries eventually adapted the name ananas, which came from the Tupi word nanas(also meaning pineapple).
etymology - Why is "pineapple" in English but "ananas" in all other languages? - English Language & Usage Stack Exchange
Now You Know, Source for more facts follow NowYouKno

Here are some wonderful etymology maps:
Pain in the ananas: etymology maps | News | theguardian.com
Europe etymology maps (some new, some old) : europe

And here's someone getting into beer:
Words for beer | Zythophile

Back to some more confusion:
actual vs current:


Actually, the French meaning is older and nearer to the original Latin than English:
Online Etymology Dictionary

Here's a nice little video:



ACTUAL vs CURRENT: What's the difference? - YouTube

But the English language might be moving in the other direction:
meaning - Using “actual” to signify “current” - English Language & Usage Stack Exchange

A lot of these are 'false friends':
False friend - Wikipedia, the free encyclopedia
50 Spanish-English False Friend Words | Mental Floss
False friends - Vocabulary - Learning English
French language: French-English False Friends
BBC - Languages - Your Say - False friends
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