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CTISC: A Bilingual Analysis

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English and French are the official languages of Canada, so the country recognizes the equal status for both languages in the Parliament, federal courts, and in all federal institutions (OCOL 2009). Due to this bilingual recognition and the driving force of globalization, the translation industry eventually flourished since the founding of the country and is constantly expanding and playing a key role in the growth of the country. In line with the CTISC, it points out that translation is becoming an economic activity with growing importance as a factor contributing to increased sales, revenue and employment (1999, 3). Indeed, Lynne Bowker knows this current reality and wanted to discover this reality by examining the situation of the translation
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The best part of my paper is the second body paragraph. I believe that it entails a detailed description of Rodriguez’s journey of transitioning from Spanish to English. I also highlight the point where Rodriguez finally built the courage to speak in his English boldly and confidently, something he struggled with throughout his entire child hood. I thoroughly enjoyed the story of Rodriguez and how he developed how he transitioned to a little boy to a confident young man. I specifically liked the quote that I chose that explained that although the Rodriguez family changed.

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Donkor, M. (2004). Calculated Kindness: Global Restructuring, Immigration, And Settlement in Canada (pp. 45-60) (R. Folson, Ed.). Halifax, N.S.: Fernwood Pub. In this nonfiction novel based off the writers’ experiences/research, Donkor demonstrated how the education of immigrants focuses on the participation of language skills. From this scholarly writing, Donkor exhibits that the Canadian education system relies on having the ability to communicate properly through a common language; English. This author had studied the gender—analysis framework of terminology and how immigrants training programs were produced and introduced to the people.

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In his essay about being a bilingual student, Richard Rodriguez makes the claim that a family’s language is intimate. As an intimate language it is unfit for use in school or in public and that attempts to do so demonstrate a misunderstanding of the purposes of school and the intimacy of a family’s language. To create this argument, Rodriguez recounts numerous parts of his childhood to serve as examples to support his claim. Rodriguez uses some of his examples to state that English is a public language. In one segment of his essay, he explicitly says that English is the language of society when he says “for it is now the sound that of my society,” (Rodriguez 12) his society being Americans.

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The basis of his argument throughout the essay is that bilingual education keeps students from being exposed to the English language enough to begin growing comfortable with it. However, in this particular passage, Rodriguez claims that he felt more afraid being forced to adapt to the English language at school. He states that “it would have pleased [him] to hear [his] teachers address [him] in Spanish when [he] entered the classroom.” By being greeted in a manner that he is more familiar with, he believes he would have been more open to the people teaching him, and with time more open to the English language. His claim within this passage contradicts his original position that separating students in bilingual classrooms is a disservice to

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Joseph Philippe Pierre Yves Elliot Trudeau was the 15th Prime Minister in Canada. He is recognized for his significant impact on Canadian politics because it brought a refinement to Canada for a better promise. He remains well renowned since he gave English and French language an equal status. He provided Canadians political rights and civil rights for citizens and non-citizens alike that lived in Canada. Also he allowed enhanced multiculturalism in the country.

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Turn left and walk straight. Face the left wall. This is the Official Languages Act of 1969 which made English and French the official languages of Canada. Keith Spicer became the first official Commissioner of Official Languages and established the Office of the Commissioner of Official Languages (The Commissioner of Official Languages). In his role, he laid the foundations of supporting and implementing the act; he viewed institutional bilingualism as an ideal of human dignity, which showed respect upon the two languages of English and French.

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In his article, Dan Carsen discusses the challenges with bilingual education in the Southern United States. Although he recognizes the obstacles present in this system, Carsen does argue for bilingual education. By appealing to ethos, pathos, and logos, Carsen properly describes the difficulties and importance in implementing bilingual education in the South. Carsen successfully appeals to ethos by conducting several personal interviews to capture real-world experiences. The first interview mentioned in the article is with Angelina Baltazar, a bilingual student at Tarrant High School.

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The variety of terms used to refer to Bilingual Paraprofessionals explains the lack of a universal definition for this job. Most definitions, however, focus on the roles that paraprofessionals play, namely, assisting professionals in schools (e.g., teachers, speech language pathologists, counselors) and providing services to children or their parents under the supervision of certificated personnel. Bilingual paraprofessionals are usually hired to provide educational services in more than one language, usually English and another language; help students in public or private schools, either in general or special education; and assist with students who may or may not have disabilities. The National Resource Center for Paraprofessionals (NRCP) in its seventh report, The Employment and Preparation of Paraeducators: The State of the Art- 2003, highlighted the difficulties of collecting data regarding the exact number of paraprofessionals working nationwide. The report estimated the number of paraprofessionals to be more than 525,000 in the year 2000.

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However, in order for one to truly understand the arguments made by the authors they must also understand the context behind these arguments; therefore, knowing how the individual authors’ definition of bilingualism lets the reader truly absorb what points they’re trying to make and why. In Espada’s essay, he defines bilingualism as a way for a person to remain in contact with their different cultural identities. There are many areas in the essay where the reader could interpret this definition from. However, the most significant piece of evidence appears at the beginning of the essay where Espada mentions his friend Jack Agueros’ analogy to describe his bilingualism “English and Spanish are like two dogs I love. English is an obedient dog.

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During the 1970’s, California was in an uproar of submersion of bilingual education in the public education system. This period of permissive was a landmark for bilingual education because Lau V. Nichols marked a movement that lead to assimilation to redefine unification of the Americanization in the United States during this period. First, to understand the movement, in 1906 the Nationality Act passed that implicated the first legislation that required incoming immigrants to speak English as the dominant language (Barker, 2011). I believe in order to understand what is going on in the present you have to understand the history.

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While interpreters and translators can work in any field, they frequently come across a sea of doubts when deciding what word to use, therefore, building a glossary on specialized terms can make our jobs more convenient. Even though this is a time-consuming task, at the end this will pay off. As my area of interest is interpreting in immigration settings, I have chosen to build a glossary on immigration based on the book from the series Current Controversies Immigration, by Debra A. Miller, published by Cynthia Sanner. Although immigration rates have decreased over the years, there is still a huge communication barrier between LEP (Limited English Proficiency) people and immigration staff, thus demanding the need for interpreters and translators.

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A. DISTRICT PHILOSOPHY After the federal government, I the no Child Left Behind Act, recognized English learners and defined students as “those whose difficulties in speaking, reading, writing, or understanding the English language …” the different states and districts in the nation created their plans to identify and serve EL students (Wright 3). The LAUSD district promotes cultural diversity and acknowledges the educational needs of the different communities that encompass all ethnic and linguistic groups in Los Angeles. The master plan was created to help English learners in LAUSD to acquire the English language and at the same time succeed academically. Their goal is “to build on that rich heritage and expand upon it to ensure that

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My Reflection on my Research of the Prohibition While researching information on the Prohibition I was almost able to put myself in the shoes of someone living in the 1920s. The research I have done for the presentation has taught me things about the Prohibition I would have never learned otherwise. The project has given me much needed experience with researching topics and has improved my overall researching abilities because of this. In this essay I will be reflecting on the things I have learned and making predictions for the Prohibitions role in the book, “The Great Gatsby.” When researching on the Prohibition I learned how it affected people during the 1920s.

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CHAPTER II LITERATURE REVIEW Introduction Definition and backgrounds of theories and concepts connected to this study are provided in this chapter. Reviews of previous studies on code-switching, bilingualism and computer mediated communication which are homogenous to this study are provided. 2.1. Bilingualism 2.1.1. Definition of bilingualism

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CHAPTER I Background and Purpose 1.1. Introduction For a long time, translation has been a controversial issue on whether it can be an instructional tool in language learning classrooms or not. From the beginning of the twentieth century, there has been several arguments against using translation as a language teaching tool. Translation as a language learning activity was considered as being unsuitable within the context of foreign language learning (Brown, 2002).

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