Afros, Elena, and Catherine F. Schryer. “Promotional (meta) discourse in research articles in language and literary studies.” English for Specific Purposes 28.1 (2009): 58-68.
The article by Afros, Elena, and Schryer seeks to find out the strategies that are associated with promotional (meta) discourse in humanities. The article is particular in comparing and contrasting articles in language, and literary studies in North American published journals from the year 2001 to 2006.
From the source, it was evident that scholars use two rhetorical strategies when they are publishing their work. One of the strategies is a positive evaluation of their study, in which the current study is grounded, and the other strategy is a negative evaluation of dissenting views. In both cases, the two strategies were used to widen the gap between the writers, authors, and contributions of other alternative treatments. The article supports the specificity in teaching academic literacies that is advocated by many linguists, and it identifies some of the strategies that can be incorporated when writing curricula.
Warren, Michelle R. “Post-philology.” Postcolonial moves: Medieval through modern. Palgrave Macmillan, New York, 2003. 19-45.
Warren in this article that talks about the term philology, as well as how the use of this word is being forgotten. In some dictionaries, the use of this word is declared not in use, and the author is wondering about the future of philology at large. Many concerns have been raised about philology, and the source helps to understand it. As such, it should not be avoided, but instead, more studies should be done to ensure that it is in existence.
The source states that the use of this word was common among students who were specialists in medieval studies. The questions that the author was finding out is what will happen to students who are interested in learning modern literature. The author paints a picture of the future without philology and the impacts that it will have in literature.
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Fisiak, Jacek, ed. Historical linguistics and philology. Vol. 46. Walter de Gruyter, 2011.
This book contains papers that presented an international conference of historical linguistics and philology. Those who did not attend the conference and sent their papers were not included. The papers help to give a review of what had been done over time.
The source discusses general aspects of historical linguistic such as the relationship between historical linguistic and philology. The source also discusses several languages that have been used, such as American Indian languages and Indo-European. The source finalizes by stating the importance of these languages in the philology and linguistic at large.
Kubota, Ryuko. “Questioning linguistic instrumentalism: English, neoliberalism, and language tests in Japan.” Linguistics and Education 22.3 (2011): 248-260.
Ryuko in this article investigates the aspirations and experience of adult workers in Japan in learning English and the perception of managers of manufacturing companies on the role of English and English tests. It also finds out what necessitates the learning of English. The source gives the impacts of learning English in Japan.
The in-depth analysis of this article reveals that learner’s aspirations, work experiences, and managers’ perceptions do not confirm linguistic instrumentalism. The source states that language tests demand learners to study English. English may not be essential for work. English may not be necessary for the work.
Park, Joseph Sung-Yul. “The promise of English: Linguistic capital and the neoliberal worker in the South Korean job market.” International Journal of Bilingual Education and Bilingualism 14.4 (2011): 443-455.
Park in this article tries to find out the role of the English language in seeking white-collar jobs in the South Korean market where English is not a dominant language. The reason is that there have been many efforts in learning English.
The source discusses different modes of evaluating job applicants amongst the South Korean people and the different ways in which English is being upgraded daily to be good English that can fit the current job market. The source demonstrates why, in the Korean job market, the fulfillment of the promise of English is constantly deferred. The source has helped in knowing why learning English is essential.
Makoni, Sinfree, and Alastair Pennycook. “Disinventing and (re) constituting languages.” Critical Inquiry in Language Studies: An International Journal 2.3 (2005): 137-156.
This article explains the relationship between metadiscursive regimes, language inventions, colonial history, language effects, alternative ways of understanding language, and strategies of disinvention and reconstitution of languages. The source gives some of the strategies of language interventions. When the strategies are put in place, the disinventing and reconstruction of languages will be embraced.
The source holds an argument that in the current contemporary world, we should not focus on the political influence of a language. We should understand the detrimental effects that the language has, and it could be necessary if the language confronts the need for language invention and reconstruction. All these are very important when it comes to languages and disinventing them.
Pennycook, Alastair. Language as a local practice. Routledge, 2010.
Pennycook in this book explains language as a practice, and understanding the locality of the language is very important. Language plays a significant role in enabling people to understand literature and also helps linguists to appreciate the literature at large. The locality of language should be given attention because it shapes the language of the people in that area.
The source starts by explaining the language in its setting, daily practice, the use of language in innovations, and ecologies of language practice. The source urges that for linguistic to be recognized and be a proper discipline, it has to make an extensive series of exclusions relegating people, history, society, culture, and politics. When all is done, the language will be embraced in all sectors of the economy and can be used well.
Bobda, Augustin Simo. “Linguistic apartheid: English language policy in Africa.” English Today 20.1 (2004): 19-26.
Bobda in this article explains the various English policies in Africa from colonial times to the present day. The article states that colonial policies were made of linguistic apartheid. The same language apartheid is still present in media houses such as the BBC.
The colonists ensured that linguistic apartheid was thriving in Africa by limiting Africans from accessing formal education. They acted without enthusiasm from teaching them the language and, at times, preferring to encourage Pidgin English, and finally by encouraging deviant features. Currently, there are many Africans who understand linguistic apartheid, and they work for colonial media stations and prominent institutions in their countries. The source states the ways of promoting such apartheid include the negligible weight of the English language in school curricula.
