Decolonizing English Studies: Editorial

This introductory chapter contextualizes the philological study of language during the nineteenth century as a branch of the evolutionary sciences. It sketches in outline the two phases of poetic Anglo-Saxonism for which the rest of the book will subsequently argue in more detail. Moreover, the relationship between Anglo-Saxonism and nineteenth-century medievalism more generally is articulated, and historical analogies are drawn between nineteenth-century Anglo-Saxonism and more recent political events in the Anglophone world. Finally, the scholarly contribution of Fossil Poetry itself is contextualized within English Studies; it is argued that ‘reception’ is one of the primary objects of Anglo-Saxon or Old English studies, and not merely a secondary object of that field’s study.

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The American Sign Language/English Studies Project: A Progress Report

American Annals of the Deaf ◽

10.1353/aad.2012.0685 ◽

1988 ◽

Vol 133 (5) ◽

pp. 330-335 ◽

Cited By ~ 1

Author(s):

Richard L. Brodesky ◽

Helene Cohen

Keyword(s):

American Sign Language ◽

Sign Language ◽

Progress Report ◽

American Sign ◽

English Studies

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MCMASTER OLD ENGLISH STUDIES AND TEXTS

Notes and Queries ◽

10.1093/nq/31-4-436b ◽

1984 ◽

Vol 31 (4) ◽

pp. 436-b-437

Author(s):

E. G. S.

Keyword(s):

Old English ◽

English Studies

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Insertion of vowels in English syllabic consonantal clusters pronounced by L1 Polish speakers

Open Linguistics ◽

10.1515/opli-2021-0014 ◽

2021 ◽

Vol 7 (1) ◽

pp. 331-341

Author(s):

Urszula Chwesiuk

Keyword(s):

Language Learning ◽

Teaching Methodology ◽

English Studies ◽

Vowel Reduction ◽

Potential Influence ◽

English System ◽

The Difference ◽

Practical Implications ◽

Different Levels

Abstract The aim of this study was an attempt to verify whether Polish speakers of English insert a vowel in the word-final clusters containing a consonant and a syllabic /l/ or /n/ due to the L1–L2 transfer. L1 Polish speakers are mostly unaware of the existence of syllabic consonants; hence, they use the Polish phonotactics and articulate a vocalic sound before a final sonorant which is deprived of its syllabicity. This phenomenon was examined among L1 Polish speakers, 1-year students of English studies, and the recording sessions were repeated a year later. Since, over that time, they were instructed with regard to phonetics and phonology but also the overall practical language learning, the results demonstrated the occurrence of the phenomenon of vowel insertion on different levels of advanced command of English. If the vowels were inserted, their quality and length were monitored and analysed. With regard to the English system, pronouncing vowel /ə/ before a syllabic consonant is possible, yet not usual. That is why another aim of this study is to examine to what extent the vowels articulated by the subjects differ from the standard pronunciation of non-final /ə/. The quality differences between the vowels articulated in the words ending with /l/ and /n/ were examined as well as the potential influence from the difference between /l/ and /n/ on the occurrence of vowel reduction. Even though Polish phonotactics permit numerous consonantal combinations in all word positions, it proved to be challenging for L1 Polish speakers to pronounce word-final consonantal clusters containing both syllabic sonorants. This result carries practical implications for the teaching methodology of English phonetics.

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