Search results for 'tag:Literature tag:British English' matching tags 'Literature' and 'British English'

Re: EFL Resumes

Anonymous — Thu, 26 Apr 2007 07:40:45 GMT

Curriculum Vitae

Calum J D Sutherland

calumn1@yahoo.com

39 Garthdee Rd

Aberdeen

Objective To find employment in English and /or Hospitality

Education Management. To contribute to a qualitative

Teaching system.

To be a positive player in the development of

English and/or Hospitality Education

Experiences Substantial International experience in English Education

Health Services Management, Hospitality

Education and Education Management

These experiences

Include:-

UK Solihull District General Hospital

Lode Lane

Birmingham

Hotel Services Manager 1989 â 1995

Responsibilities:-

Managed six major facilities services departments

within the hospital. Played a very active role in the

commissioning of the new hospital.

Saudi Arabia King Fahd Military Medical Center

Dammam

Catering Contract Co-ordinator 1995-1997

Responsibilities:-

Monitor the Catering Contract for this 300 bedded teaching

Hospitality ensuring optimized health and quality.

Malaysia University Putra Malaysia

Serdang

Senior Lecturer 1997-1999

Responsibilities:-

Teaching a range of Hospitality subjects.

Manage the faculty shop.

Consultant for HACCP for MAS â Common Wealth Games

Philippines Institute of Hotel and Tourism â IHMES

BF Homes

Manila

Head of School 1999

Responsibilities:-

Manage the day-to-day running of the school.

Aid in the commissioning, marketing and development

of the school.

Manage the curriculum, teachers and schedules.

Switzerland Glion Hotel School

Leysin

Senior Lecturer 2000-2002

Teach a number of Hospitality related subjects.

Aid in the management and development of the school.

China He Hua Business English College

also, Iron and Steel University

Baotou

Inner Mongolia

Assistant to the President 2003-2004

Responsibilities;

Teach English, Business English and English for

Hospitality.

Advise the President/Owner on Academic matters.

Manhattan Language Center

Yiwu

Zhejiang

Dean 2003-2004

Responsibilities;

Manage the day-to-day Academic issues of the center.

Manage and train all the teachers.

Be responsible for the academic schedules.

Advise the owner on Academic matters.

Play an active role in the marketing of the center.

British English School

Tongliao

Inner Mongolia

Teacher 2005

Responsibilities;

Teach all levels of students Communicative English.

Viet Nam SIBME â Informatics

Su Vanh Ha

District 10

Ho Chi Minh City

Deputy Center Director 2004-2005

Responsibilities;

For the management of the English Department.

and its development.

Creating English programs; Basic, TOEFL, IELTS

Creating ESP English Programs.

Negotiating ESP Hospitality Contracts.

Aiding in the development of the Marketing Department.

Thailand International Hotel & Tourism Institute of Management

I-TIM

79 Ramkhampeang Soi 50

Bangkapi

Bangkok 10240

Director of Academic Affairs 2002

Responsibilities;

Teach English and a variety of Hospitality subjects.

Manage the teaching and student schedules.

Develop the teaching programs; Schemes of work,

Course Reference Sheets.

Advise the Board of Directors on Academic matters.

Sudan Cambridge International Training Centres

Khartoum

Cambridge Kidâs Centre

Academic and Centre Manager Feb 2006 -

Responsibilities:-

The management of the Teachers, Schedules and Courses,

Schemes of Work.

The management of the day-to-day running of the Centre.

Qualifications Master of Arts â Honours

Majors; History and International Relations.

Minor; English Literature

Aberdeen University 1970-1975

Higher National Diploma â HND - Business Studies

Perth College of Higher Education 1984-1986

Post Graduate Diploma â HCIMA

Catering and Accommodation Management

Glasgow Caledonia University

Queens College 1986-1987

Certificate in Health Services Management IHSM

Rapid Results College- London 1988-1989

Also

Lead Auditor Certificate ISO 9000 - 1995

TEFL Certificate - 2003

Pub Management Diploma â 1995

Dilpoma in Food Safety Management â 1989

Craft Trainer Award â Hotel and Catering 1994

MSc. Facilities Management â incomplete.

Interests Golf and Industrial Psychology.

References William Barbour

Abertay University â UK

Peter Cross

Glion Hotel School â Leysin

Switzerland

Christain Daujat

Glion Hotel School â Leysin

Switzerland

Other references available on request.

Re: Who's learning Indian English?

milky — Thu, 18 Jan 2007 06:55:35 GMT

<<We don't really regard Indian-English as being a proper dialect of English, merely English spoken with an Indian accent, and grammatically influenced by the persons native tongue.Standard and non-standard dialects>>

A standard dialect (also known as a standardized dialect or "standard language") is a dialect that is supported by institutions. Such institutional support may include government recognition or designation; presentation as being the "correct" form of a language in schools; published grammars, dictionaries, and textbooks that set forth a "correct" spoken and written form; and an extensive formal literature that employs that dialect (prose, poetry, nonfiction, etc.). There may be multiple standard dialects associated with a language. For example, Standard American English, Southern English, Standard British English, and Standard Indian English may all be said to be standard dialects of the English language.

A nonstandard dialect, like a standard dialect, has a complete vocabulary, grammar, and syntax, but is not the beneficiary of institutional support.

http://en.wikipedia.org/wiki/Dialect

Re: Goodbye and bye bye

Anonymous — Sun, 07 Jan 2007 16:32:48 GMT

No, not in the UK - they mean the same thing. "Goodbye" is slightly more formal, and we would tend to say "Bye" rather than "Bye bye" informally. I would tend to use "Bye bye" if I'm talking to a child.

The person who told you this might have been thinking of French, where there is a difference between "Adieu" (when one is unlikely to meet again) and "Au revoir" (which literally means 'until we see each other again'). In classic literature, for example, in Shakespeare's plays, you might hear characters saying "Adieu" when they are leaving for good, but it is not in use in modern British English.

Re: Written English and Spoken English

Nef — Sat, 05 Aug 2006 01:14:14 GMT

Patricklui wrote:

Hello I am new to here. My mother tongue is Cantonese and I like to polish my English.

It's known that English has two different versions : spoken and written. I have been learning English since I was a child and my written English is not too bad because this is what I have to master in order to pass most exams. However, when it comes to speaking in English I often don't know what to say and struggle for words. Though I am in a city where many Englishes live and work in, I hardly make any native friends, what means, I lack an language environment. My problem is:

How can I learn more about the spoken version of English - the way that natives speak? Can you suggest some free online material focusing on spoken English?

Looking forward to your reply.

Hello Patricklui,

I work in an ESL program, and I know that your situation is very common. Some students speak better than they write or read. Some read, and often write, better than they speak. Some are more or less at the same level in everything, but these seem to be rare.

I'd suggest listening to English on the radio and watching some English television, if possible. (Be careful which programs you choose. For one thing, given your location, it may make more sense for you to listen to British English than to listen to North American English. For another thing, some shows aren't much like real conversation.)

Also, when you can, listen to people speaking English around you (possibly on a bus or while you are having something to drink or reading a newspaper someplace.) Do you think these speakers sound like you sound? Do they abbreviate things you might not abbreviate? (example: Want to go? or even Wanta go? versus Do you want to go?) Do they use different inflection (raising and lowering the pitch of their voices) than you usually do? Would you understand a lot of what they said if they slowed down?

**My strongest suggestion is to take a class in conversational English, if you can. Look for a class that focuses on practical communication.** An intensive conversational class (one that meets frequently and for fairly long amounts of time) would be good, if you could manage it. Again, try to find a class that focuses on conversation (not on writing, not on reading, not on reciting long passages, not on learning about literature, not on a combination of these things). Talking, listening, understanding, using, asking questions, learning more.

Another possibility (perhaps hard to find and not cheap) would be a class that focuses on pronunciation. (This is more specific than a class that focuses on conversation.) Still more specific would be working with a speech coach or therapist who focuses on accent reduction. You might not need either of these two. Try other things first.

Spend some more time on this forum, particularly in the areas where you think you need help. I think Www.eslcafe.com is another good forum. See what other people are doing to improve their speech.

If possible, ask a few proficient English-speaking acquaintances for feedback and suggestions.

Practice saying common phrases the way you have heard proficient English speakers say those phrases.

Good luck!

Re: Who or Whom (yet again, sorry)

LeicesterLad — Mon, 30 Jan 2006 01:47:11 GMT

Apologies if I've created controversy here! My remarks were more focussed on spoken English than written, and perhaps it's not surprising that official documents and teaching literature follow the rule more strictly, since there are always people ready to find error with officialdom! In my opinion though, written English should follow the conventions of spoken English, rather than the other way round. It was after all primarily through speech that the language has evolved to its present state.

Of course, changes like this are happening all the time. A similar example is the word "gotten", the past participle of "get" (as opposed to "got"). You never hear the word in the UK, but you did 300 years ago, and still do in many parts of the USA and Canada. It could be argued that it is more "correct" than than "got" in certain circumstances, but because it died out in spoken British English, it is no longer taught, and no longer appears in the most official of documents.

Also "thou art" rather than "you are". I could continue.... }8^)

Re: Is American English lazy English?

Anonymous — Sat, 28 Jan 2006 21:12:17 GMT

Hello Mike in Japan-

Arguments claiming American English to be a âdumbed downâ or âlazyâ version of British English are based on the erroneous premise that American English is a perversion of British English. Any real linguist will tell you that modern British and modern American English BOTH evolved from a common source, the pronunciation of which was quite different from either modern variant. Your argument seems to claim that British English is somehow standardized and has not changed over the years when in reality that today it is just as different from the pre-colonial English as American.

In fact, most scholars point to a phenomenon known as âretentionâ in which the colonies actually retain the linguistic styles of the period of colonization while the original homeland, because of international influences, changes rapidly. There are many examples of grammatical structures and vocabulary that are very common in the US that are considered archaic and old-fashion in the UK. For example Americans use the past-perfect form of âto getâ, which is âgottenâ, a conjugation that has not been used in England in almost two centuries.

You must also remember that English is very different from other languages in that it is used by several extremely influential countries. In contrast, although the former French colonies do produce notable literature, almost all cultural expressions in the French language come from Franceâwhich is why French can claim to have one standard. In the same way, Japanese can claim one standard because Japan is the only real source of Japanese literature and culture. But because both the USA and the UK produce vast amounts of literature and film, thus generating substantial cultural accomplishments in both linguistic variants, it would be impossible to dub one or the other as incorrect.

Another thing to remember is that English, while it does have its variants, is much more uniform than other international languages like Arabic or Spanish, which can differ greatly from region to region and even have entirely different verb conjugations.

In conclusion, I would argue that you must take into account that English has official status in 6 very influential countries, each of which can claim a substantial body of literature, and therefore cannot be compared to Japanese which is only spoken in 1 country and thus can claim one standard.

Carl