Dutch Difficulties with English Dialects Knowledge of the Dutch language is not sufficient to be understood all over the world. Therefore, many Dutch people have taken the effort to acquire a level of near-native proficiency of the English language. However, there are several varieties of English, for example Irish and Scottish dialects. Nevertheless, the majority of the Dutch have learnt British English instead of Scottish, Irish. Why would this be the case? Although the Irish and Scottish dialects are closely related to the British English language, it remains more difficult for Dutch people to acquire this language. This can be explained by the fact that British tradition is more integrated in the Dutch culture, and RP is more often heard in the media than Scottish and Irish pronunciation. Also, the use of Scottish and Irish is diminishing, because an international pressure to create uniformity in the English language forces dialects to disappear gradually. Dutch learners have better opportunities to acquire British English instead of Scottish or Irish dialects. The British tradition is more integrated in the Dutch culture than Scottish. Of all the major modern Germanic languages, Dutch is the closest relative of English. The Dutch language contains many French loanwords, though not as many as the English. The German language contains less French loanwords than English or Dutch. For example, the word 'boulevard', a French word integrated in both Dutch and English language, is in German called a 'Prachtstraβe'. The word 'saint', a French loanword integrated in English, can be translated by 'sint' in Dutch, which is comparable to the English word. On the contrary, the German word for 'saint' is 'Heiliger', a word completely deviated from English language. This proves that English vocabulary is deeply enrooted in Dutch vocabulary. Many English words have been integrated in Dutch language so profoundly that nowadays, hardly anyone recognizes them as being ´English loanwords´. Some examples of words of English origines that have been integrated in Dutch language are: manager, computer, flat and ticket. There are no typically Scottish of
The linguistic and cultural clashes that children encounter, and how they negotiate between their ethnic and American “mainstream” cultures, and how these clashes and problems influence their relationship with their parents and their ethnic identities as a whole and how they were dealt with differently as we look at two stories dealing with two girls who are both coming of age in different society from where they originally came from. Jairy’s Jargon a story written by Carmen-Gloria Ballista, is a story that encounters the life of a young girl coming of age in Puerto Rico, except she’s originally from New York. Milly Cepeda’s story, Mari y Lissy, is a story about twin sisters who differ in personality and are often at odds with each other, but are both learning to live in a city that is very different from where they came from.
Not all individuals who speak a specific language communicate that language in the exact same way. A language may be divided into several diverse dialects. Three things are required for a brand new tongue to evolve: the passage of time, a collection of individuals that live near each other, and the segregation of this group from other groups.
Society judges civilians based on looks, social status, class and many other ways. One way society places judgment on civilians is by criticizing how they speak or write. This judgment has consequences on individuals who have not mastered the English language, such as limited opportunities and being socially awkward. In “Mother Tongue,” Amy Tan discusses the struggles of speaking “Broken” English, consequently leading to judgment.
Dutch people are generally tall with light hair and eyes. They are also very house proud, meaning they keep their houses well-kept and tidy. Most people live in the cities, which are very well urbanized. Christianity is the main religion, split between Protestants and Catholic Faiths. Although, many people in Netherlands have no religion. Many Dutch spend their free time alone with family or tending their gardens. Cafes are also an important part of the Dutch lifestyle, with either a brown or white café. Brown cafes are older and cozier, while white cafes are modern. Dutch are also the main producers of cheese! They are very fond of cheese, with their main kinds being either Gouda or Edam. Six major types of cheese are produced by the Dutch and exported around the world. So without Netherlands, there would be no cheese. The arts have a large role in Dutch culture. Painting is a huge part of Dutch history and culture. The paintings produced in the Golden Age of Netherlands are cherished around the world. Music is also a part of culture the Dutch are fond of. Musicians are regularly playing on the streets, and many families have one or more members who play an instrument. “The Netherlands has produced many talented musicians. The Royal Concertgebouw Orchestra in Amsterdam and the Residentie Orchestra in The Hague are two of the finest ensembles in the world.” This just goes to show how arts has been a main part of Dutch life and
Mollin, S., 2006. “English as a Lingua Franca: A New Variety in the New Expanding Circle?”, The Nordic Journal of English Studies 5(2), pp. 41-57. Available from
In a language, there are usually variants that emerge from it—variants such as dialects or different colloquial phrases. This usually happens when the language is split across different parts of the country or world. Different living situations call for different phrases or different ways of expressing that idea. In Japanese, these different dialects are known as hougen. There are several different Japanese hougen comprising that of the Tokyo area, the Tohoku region, the Kansai region, and even the Kyushu area to name a few places. Also within each certain areas, there may also be variants of each hougen with similar or minor changes such as in Kansai, there’s difference between Osaka and Kyoto for example. In general, the dialects in Japan can be split into about three different parts: Eastern, Western, and Kyushu.
In ascertaining the differences and similarities between European and Western neighbours in how education serves its purpose, this essay will address various areas that concern the historical, political and social perspectives of primary schooling between both Danish and its English counterparts with reference to key issues such as relevant areas of concern. Thus highlighting matters such as the difference in starting ages; varied approaches to the curriculum and assessments in how both countries address its education, it is therefore significant in evaluating the backgrounds in both the Danish and English primary schools. This essay will emphasise how influential factors in education has developed in light of the twenty-first century, evaluating ideology which has directed both primary schools aims and outcomes that exemplifies the difficult outlook of education and learning viewed by its pupils as well as the teachers. Furthermore, highlighting and providing evidence for the importance of understanding the socio-cultural context and how learning takes place to meet the requirements and reinforce analysis on educational modifications in comparing educational systems and their outcome and effectiveness, this essay endeavours to provide knowledge, in comparing both countries’ primary schooling.
David, A., & Wei, L. (2008). Individual differences in the lexical development of French-English bilingual children. International Journal of Bilingual Education and Bilingualism, 11(5), 598-618. doi:10.2167/beb478.0
If you speak both Dutch and English, you will be slower to decide that ‘streep’ is not an English word, because you recognize it as a real Dutch word. What does this tell you about how the two languages are represented in our brain?
In Britain the way the speak and the way they act has something to do with their culture. They like to have a cultural emphasis of language, meaning they like to emphasize words that are adaptively important in their culture. The culture itself shows how it is different and why it is different from any other in the world. American English is much more homogenous than British English, meaning it is often harder to tell where in the USA someone is from just by hearing their accent. Linguists have identified somewhere between six and twenty-five American dialects, although the major divisions are between Northern, Midland and Southern dialects, which are roughly grouped together. In the US and in Britain we have what is known as an open communication system meaning, we can communicate with new sounds or words by combining two or more existing sounds or
At the crossroads of Europe, Belgium has witnessed a constant ebb and flow of different peoples and cultures over its long history. It comprises cultural elements of Celtic, Roman, German, French, Dutch, Spanish, and Austrian origins. Immigrants who came to Belgium from Southern Europe, Turkey, and North Africa after World War II have further contributed to the country's cultural mix. Today, Belgians are divided linguistically into Dutch speakers, called Flemings, and French speakers, called Walloons, with a nominally bilingual population in Brussels. Some 67,000 German speakers live in the east, about 900,000 foreigners reside in Belgium as well. Population density is the second highest in Europe, after the Netherlands.
Children’s acquisition of language has long been considered one of the uniquely defining characteristics of human behaviour.
Describe situations when your use of spoken English has caused some problems for you. Either the person you were speaking to didn’t understand, got the wrong message or may have even become offended by what you said (though this was not your intention). Analyse the situation and explain why communication broke down. You will need to reflect on your performance in light of what the literature says about pitfalls in learning to speak English as a second language.
The English language arose from the early Anglo Saxon inhabitants in ancient England and spread to Scotland and other European countries via the British Empire and later to the United States through colonial political and economical influences. It later dispersed to other parts of the world through these same influences to become one of the leading languages of the world. It has over the years developed by adopting different dialects to create a language, which is the standard lingual Franca in many countries. The rapid growth of the English language and its adoption by different cultures across the globe is sufficient ground to make it the global language.
The settlement of the British Isles by north Europeans followed by Norman French paints the backdrop to this essay which will focus on the period between the early 15th and 17th centuries, when a 'standard' English evolved. It will show that modern-day English is very different to that first introduced to the British Isles, but by identifying changes through time, its continuity can be demonstrated. Finally, it will suggest that present day English is in a position analogous to that which existed before the Norman invasion, when there were many varieties and dialects, and that this may lead to its decline as a global language, due to decreasing intelligibility.