Synonyms in the Arabic language: (Studying models from the Noble Qur’an and according to Abu Hayyan Al- Andalusi through his interpretation of the Qur’anic verses): الترادف في اللغة العربية: (دراسة نماذج من القرآن الكريم عند أبي حيان الأندلسي من خلال تفسيره للآيات القرآنية)

This study dealt with one of the important language issues, which is the synonymy in the Arabic language and the Qur’an, studying models from the Holy Qur’an and according to Abu Hayyan Al- Andalusi through his interpretation of the Qur’anic verses in directing the linguistic and lexical connotations of the Qur’anic vocabulary; In order to reach the connotations that fall under it, which had the effect of enriching the meaning in the language; This is by examining: the concept of synonymy, linguistically and idiomatically, and the scholars’ position on it in terms of acknowledging its existence and non- existence, as well as synonymy in the Holy Qur’an and its call to clarify the differences between words, and Abu Hayyan al- Andalusi’s position on synonymy and his acknowledgment of its existence. And the result of this is clear in his interpretation of (exploded, Spout and split), saying: And the apparent use of the Qur’an is to use them in one sense because the two verses are one story, as it looked at the apparent meaning of the lexical more than it looked at the word in its context, and one of the results of the dispute that erupted between scholars, ancient and modern on the issue The meaning of synonymy and its proof and denial is mainly due to its extreme importance and the need to take care of it. The synonymous word is the one whose connotation converges with others in the general meaning. Among the peculiarities of the connotation is what we do not discover except in its context in which it is mentioned. All of its meanings, rather the expression is expressed with a word that approximates its meaning. Otherwise, the Qur’anic challenge would not be for the fluent language people, and therefore the synonymy is very few in the language and the Qur’an.

Teaching Legal English with “Modified Clil”

This paper will describe the methodology for teaching legal English used at the Fordham University School of Law’s Legal English Institute (LEI), a one-semester program for law students and attorneys. Reasonable minds may disagree about the most effective methodology for teaching legal English, or for that matter any other form of academic English, but we have developed an approach that is informed by both theory and practice. At LEI, we use a “modified CLIL” format, with four substantive classes on topics in U.S. law that run in parallel with a core class on legal English. All four substantive classes use authentic reading materials that are similar to those used in an LL.M. program, and these materials are recycled in the legal English class and form the basis of discussions about language issues. Our use of content classes (as opposed to explicit language classes) to elicit language issues has proven to be effective and it also helps keep students motivated, as students tend to have more intrinsic interest in legal topics than in language study per se.

Attitudes of Teacher Educators in Aotearoa New Zealand towards Bilingualism and Language Diversity

<p>This thesis examines the attitudes of teacher educators in Aotearoa New Zealand towards bilingualism and language diversity. The research used a theoretical framework developed from the social psychology of language to test a model which incorporated a critical language awareness perspective. A postal questionnaire was sent to 831 staff at all 22 institutions providing teacher education for the compulsory (primary and secondary) education sector. The response rate of 63.8% was very high for a postal survey. Questions were based around three scenarios which investigated issues for a bilingual child in the classroom, the value of language diversity in education, and wider curriculum issues concerning bilingualism and language diversity. Ivanic's (1990) outline of critical language awareness underpinned the analytical approach adopted. The questionnaire design allowed for a comparison between attitudes towards Maori, French, Samoan, Korean, Russian and Somali students in the first two scenarios, by varying the language and ethnicity in the scenarios given to each respondent. Significant differences were found for five of the ten questions. Bilingual-supportive responses for a question about English use in the classroom were more likely by respondents who were asked about a French or Maori child, and less likely by those asked about a Samoan or Somali child. Bilingualsupportive responses for a question about English use at home were also more likely by those who were asked about a French child, and less likely by those asked about a Korean child. Diversity-supportive attitudes were more likely to be expressed towards Maori than any of the other languages for questions about a student teacher's accent, incorporating the language into a social studies unit, and children learning the language. A Russian or Samoan student teacher's accent elicited the least supportive responses, while French, Korean or Russian languages were least likely to be supported in a social studies unit. In the third scenario, attitudes towards language issues in the curriculum showed a medium level of critical awareness. A follow-up study to check on the validity of the research investigated materials from a group of 19 questionnaire respondents, and a comparison was made with their questionnaire responses. There was a medium level of critical language awareness evident in the materials, which generally showed a high level of congruence with the questionnaire. The model found that the teacher educators' approach to bilingualism and language diversity was determined by the ethnolinguistic vitality of the language groups (higher in the cases of Maori and sometimes French), and mediated by their levels of language awareness. Personal backgrounds were not found to be significant. This research points to the need for the development of a coherent theory of language in education in Aotearoa New Zealand, and highlights the role linguists can play in promoting knowledge on language issues. Results also identified a need for policy development to include all ethnolinguistic groups in the school curriculum. It is recommended that pre-service teacher education should aim to equip all teachers with the tools to support the bilingualism and language diversity of children in schools.</p>

Attitudes of Teacher Educators in Aotearoa New Zealand towards Bilingualism and Language Diversity

<p>This thesis examines the attitudes of teacher educators in Aotearoa New Zealand towards bilingualism and language diversity. The research used a theoretical framework developed from the social psychology of language to test a model which incorporated a critical language awareness perspective. A postal questionnaire was sent to 831 staff at all 22 institutions providing teacher education for the compulsory (primary and secondary) education sector. The response rate of 63.8% was very high for a postal survey. Questions were based around three scenarios which investigated issues for a bilingual child in the classroom, the value of language diversity in education, and wider curriculum issues concerning bilingualism and language diversity. Ivanic's (1990) outline of critical language awareness underpinned the analytical approach adopted. The questionnaire design allowed for a comparison between attitudes towards Maori, French, Samoan, Korean, Russian and Somali students in the first two scenarios, by varying the language and ethnicity in the scenarios given to each respondent. Significant differences were found for five of the ten questions. Bilingual-supportive responses for a question about English use in the classroom were more likely by respondents who were asked about a French or Maori child, and less likely by those asked about a Samoan or Somali child. Bilingualsupportive responses for a question about English use at home were also more likely by those who were asked about a French child, and less likely by those asked about a Korean child. Diversity-supportive attitudes were more likely to be expressed towards Maori than any of the other languages for questions about a student teacher's accent, incorporating the language into a social studies unit, and children learning the language. A Russian or Samoan student teacher's accent elicited the least supportive responses, while French, Korean or Russian languages were least likely to be supported in a social studies unit. In the third scenario, attitudes towards language issues in the curriculum showed a medium level of critical awareness. A follow-up study to check on the validity of the research investigated materials from a group of 19 questionnaire respondents, and a comparison was made with their questionnaire responses. There was a medium level of critical language awareness evident in the materials, which generally showed a high level of congruence with the questionnaire. The model found that the teacher educators' approach to bilingualism and language diversity was determined by the ethnolinguistic vitality of the language groups (higher in the cases of Maori and sometimes French), and mediated by their levels of language awareness. Personal backgrounds were not found to be significant. This research points to the need for the development of a coherent theory of language in education in Aotearoa New Zealand, and highlights the role linguists can play in promoting knowledge on language issues. Results also identified a need for policy development to include all ethnolinguistic groups in the school curriculum. It is recommended that pre-service teacher education should aim to equip all teachers with the tools to support the bilingualism and language diversity of children in schools.</p>

Exploring the Basics

The six activities in this chapter are designed to help students make discoveries for themselves. Activities include computer searches and class discussion, as well as working in small groups, watching documentaries, and debriefing. The first activity is about language used to describe persons with disabilities, as this will help students feel less tongue-tied during discussions and raise awareness of language issues as they go through other activities. Next is an exploration of the bidirectional connection among economics and disability, employment, and nondiscrimination laws. One activity introduces intersectionality by having students researching their own identities in conjunction with disability (there is more on intersectionality in Chapter 9).

Re-Thinking National Language and National Development in a Multi-Ethnic Nigeria: Quod Vadis Pro Me?

The issue of national language and national development has been at the forefront of language issues in nation-states. The persistent demand for a national language seems to stand from the point of view that it will engender national development. The present study critically examines the case of Nigeria from the historical perspective, the case of a single national language and its role in national development, or otherwise, in a densely multi-linguistic and pluralistic Nigeria. Finally, the paper makes an attempt at formulating an appropriate and comprehensive choice of language policy that recognizes the language of the people across geographical boundaries and the exogenous language in order to foster generic development, national cohesion and accelerated national development.

The role of extracurricular activities in foreign language teaching

Methods of organizing and conducting extracurricular activities in a foreign language issues have not yet been fully explored. Textbooks and manuals on these issues do not adequately cover the methods of organizing and conducting evenings and competitions. This scientific article examines the methods of organizing and conducting evenings in a foreign language, and general concepts of extracurricular activities, methods of conducting song evenings, methods of conducting science and technical news evenings. In addition, the methodology of organizing and conducting competitions and quizzes, including the methodology of organizing and conducting oral speech skills competitions will be studied in depth.