UNIVARSITY.ORG | “Second Language Acquisition” – Research by Professor Florence Myles at The University of Essex
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26 Oct “Second Language Acquisition” – Research by Professor Florence Myles at The University of Essex



Department of Languages and Linguistics: http://www.essex.ac.uk/langling/
Playlist: https://www.youtube.com/playlist?list=PLa44HMm9JnyDzE7Lvsq3x2M8uCSm6bl2C

In this video, Professor Florence Myles, from our Department of Language and Linguistics, talks about her research into second language acquisition. She tells us more about examining the differences between how we learn a new language to how we learn our native tongue.

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1Comment
  • Iftikhar Ahnad
    Posted at 09:12h, 26 October

    Speaking English does not promote integration into British, American
    and Australian societies, and broaden opportunities. English speaking Muslim youths are angry, frustrated and extremist, thanks to state schools with monolingual non-Muslim teachers and English language. English language is not only a lingua franca but also lingua frankensteinia. Human right are also covers linguistic right. Cultural and linguistic genocide are very common. British schooling is murdering community languages like Arabic, Urdu and others. English is today the world killer language. Linguistic genocide is a crime against humanity and British schooling is guilty of committing this crime. Language is
    not just a language. It defines one's culture, identity and consciousness. It defines how we think, communicate and express ourselves. The fact is the most South Asian Muslims have come to know Islam by way of Urdu, the children's alienation from the language that connects them the heritage of their parents and grandparents is disturbing. As a matter of fact, one has to get to know his mother tongue well if one is to master any other language.

    I regard Muslim schools not just Faith schools but more or less bilingual schools. I set up the first Muslim school in Forest Gate London in 1981. Special attention was given to Standard English, Arabic and Urdu languages along with National Curriculum. The teaching of Standard English will help them to follow the National Curriculum and go for higher studies and research to serve humanity. A Muslim is a citizen of this tiny global village, he/she does not want to become notoriously monolingual Brit.

    The sound knowledge of one's owns language would appear to help – not hinder the acquisition of a second language and bilingual children may even have cognitive advantages and that the ability to speak more than one language is going to be increasingly important for the world
    of the future. Therefore, Muslim children and young Muslims have potentially a major educational advantage, although sadly this is not being developed well at present. British policy makers now recognise bilingualism as an educational asset rather than a problem. Education plays a central role in the transmission of languages from one generation to the next. The teaching of mother tongues is essential in terms of culture and identity. Arabic is a religious language for the Muslims but for Pakistanis, Urdu is also essential for culture and identity.
    Blind Muslim children in Bradford are learning to read Arabic and Urdu Braille, by a blind teacher who travelled from Pakistan. Now blind Muslim children are not going to miss out on culture, religion, language and the social aspects and integration into their own community and identity.

    As a British Pakistani myself, and a Muslim, I am deeply proud of my heritage and language. At home i speak my own languages, Punjabi and Urdu.
    IA
    http://www.londonschoolofislam

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