3.0 Contribution of Sanskrit to Linguistics Studies
3.1 Proto-Indo-European Language
Encyclopedia Britannica (2009) claimed that Sir William Jones wrote various notes regarding similarities between Greek, Latin, Sanskrit, Gothic, Celtic and Persian, and he believed that these languages derived from an older language, which yet to be discovered (as cited in Knapp). This encouraged other philologists to research more on the comparative linguistics or comparative grammar (see 3.2 Comparative Linguistics for discussion). Proto-Indo-European Language is a linguistic reconstruction, both internal and comparative, of Indo-European languages’ common ancestor, as there are 445 living languages if Indo-European to date. According to
Fox (1995), linguistics
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According to Fox (1995), Bopp’s book “Über das Conjugationssystem der Sanskritsprache in Vergleichung mit jenem der griechischen, lateinischen, persischen und germanischen Sprache” (On the Conjugation System of Sanskrit in comparison with that of Greek, Latin, Persian and Germanic) stirred many researchers to be part of Comparative Linguistics study. However, the idea of comparing language emerged earlier, when Jones was posted to Bengal. Many renowned philologists whom studied on this subject and produced many theories to highlight the important of language studies, especially the ancient language Sanskrit. Sir William Jones, a scholar who had learnt Arabic, Hebrew, Persian and also Chinese. was appointed by the British government as the Fort William’s Supreme Court of Judicature judge (Ursula Struct-Oppenberg, 1980). Initially, he learned the language in order to understand the culture. Jones understood the important of imposing Indian legal authorities, rather than implementing the British’s law system. He has wrote a lot regarding the similarities of various Indo-European languages such as Greek, Celtic and Latin to Sanskrit language …show more content…
The earlier version of Ancient Malay only existed in speaking form, until the original Malay started to trade with outsiders, in this case merchants from India. The merchants did not only trade goods, but also their belief, culture and language, with later assimilated into Malay language, transforming it to the Ancient Malay language. A Batu Bersurat was found in Kedukan Bukit Palembang dated back in 654M proved that the writing system for the early Malay language
5. The use of short sentences in paragraph 7 creates an intense effect that are simple but strong enough to show Alexie’s determination.The consistent and straightforward arrangement of these short sentences can easily make the audiences feel Alexie’s efforts of studying hard as an intelligent Indian. Also, these short sentences created an confident and steadfast tone, emphasizing Alexie’s determination in reading and surviving.
The film goes into basic information about many of the worlds’ countless distinct languages and language families and how they are diversified throughout the world. The film highlights how a single ancestor language can evolve into a variety of unique languages. These languages divide and change until eventually they become mutually. Many of these languages can be traced back and included in language families. Not all languages can be traced back so easily and because the mutually unintelligibility is so high, similarities to other languages cannot be found.
Vladek and Guido use their skills and intelligence to endure a genocide that killed over 6 million Jews and 11 million people in total. Although sadly Guido did not make it through the Holocaust, his wife Dora and Son Giosué survived, thanks to the help of Guido. Vladek survived by using his many talents in the prison camps whereas Guido survived by his cunning intelligence and positive attitude. In the Books Maus I and II by Art Spiegelman, the author uses his fathers story of survival to create a book that unleashes vivid imagery of Vladeks time in Auschwitz, in addition to how it has affected him since. In the movie Life Is Beautiful Directed by Roberto Benigni, Guido was an average Jewish man living in Italy. When his family got taken to a Natzi death camp he managed to keep his son Giosué hidden, while doing so he jeopardized his own life. Both of these works display two brave men withstanding the worst race extermination in history.
The Scarlet Letter and The Crucible both provide similarities about the characters within the Puritan community. Both books reveal similarities between Hester Prynne in The Scarlet Letter and John Proctor in The Crucible. Hester Prynne and John Proctor are not physically similar, but they are alike in some ways because their beliefs and emotions towards the Puritan law affect their reputation and determine the outcome of their future. Hester Prynne and John Proctor are not physically similar but both characters feel guilty for committing adultery, show integrity, they are courageous, and their deaths have left behind a legacy.
William Golding , the author of The Lord of the flies believes that evil resides in all human beings. The Lord of the Flies begins softly but nearing the end everything turns upside down. But would the world be the same way it is today without societal structure and rules? Only through societal structure, rules and order will humans be thought morality/principal and proper behaviour. The Lord of the Flies demonstrates what society would look like/resort to without any rules or guidance for man to follow. Others might believe this is true because of natural evil and actions done by individuals, a comparison through savagery and civilization, and certain truths in the world that are evil.
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
New vocabulary required for inventions such as transport,domestic appliances and industrial equipment,or sporting,entertainment,cultural and leisure reasons.
2 Stein, Burton (2001), A History of India, New Delhi and Oxford: Oxford University Press. Pp. xiv, 432,
As an instance, in the field of paleolinguistics, Colin Renfrew, in re-examining Proto-Indo-European language and making a case for the spread of Indo-European languages through neolithic Europe in connection with the spread of farming,[11] outlined three basic, primary processes through which a language comes to be spoken in a specific area: initial colonization, replacement and continuous development. From some obvious reasoning he proceeded to some radically new conclusions.
1) Descending from precursory languages such as Anglo-Saxon (Old English), Italian, Spanish, Latin, Greek and French.
Being bilingual always made my life differ as if I lived two lives, speaking Spanish at home and English everywhere outside of home. On the daily basis at my house, my family speaks Spanish. When we communicate we speak very fast, at times we can not even understand one another. After this occurs we all burst out in laughter super loud, no boundaries are enforced in our lexicon. The enforcement changes when entering a different discourse community.
The evolution of languages is constant even though minor and major changes are not usually apparent unless looking at the broader picture over a long period of time. Vocabulary is lost in the process, pronunciation and syntax are changed, and more vocabulary is added. Any language in the world has evolved from another, and most of these proto languages have suffered extinction. The Indo-European macro-family has seen this evolution and it has given rise to smaller micro-families that are each derived from a common ancestor. The Proto-Indo-European, in which the ‘proto’ stands for a reconstructed language from evidence that was given at a later point in time, gave rise to the Indo-European branch of the language tree, which in turn has been subdivided into ten different micro-families including Celtic, Germanic, Italic, Balto-Slavic, Balkan, Hellenic, Anatolian, Armenian, Indo-Iranian, and Tocharian (Slocum). In addition, each of these families is broken up based on the common language that is shared. The purpose of this paper is to discuss the Italic branch of the Indo-European language family, which is further split into Latino-Faliscan, Osco-Umbrian, and Romance.
Tagalog is ones of the many dialects derived from the Malay language family and belongs to the Malayan branch of the great Malayo-Polynesian linguistic family. The Malay language is not specifically a language of any nation, but of communities spread throughout the Pacific islands such as Sumara, Sunda, Java, Bornea, Flores, Timor, and the Philippines. In the early sixteenth century Portuguese explorer, Ferdinand Magellan, and his Malay interpreter both noticed how the interpreter could easily be understood from one island to the next, indicating that there was a similarity between the different dialects of the Malay language.
It was thought that Indonesians were the first groups to have come in the Philippines around 1500 B.C. There was a connection between Tagalog and Bahasa Indonesia. It was possible that the language may came from those groups. But another groups like Malay people are also thought to have come much earlier. According to Philippine History, presented in Pinas, “The Malayan tribes that came later had more highly developed material cultures” (Para. 1). They made up the largest percentage of population in the country.
Language is the basis of human communication. It is a cultural and social interaction, and the way language is used is influenced by the circumstances in which it takes place (Emmitt, 2010, p. 49; Green, 2006, p. 2). Children become aware that there are different types of language, including languages used at home, at childcare and at school, as they observe and participate in various language situations (Fellowes & Oakley, 2014, p. 39). Some of these languages may be unfamiliar, and children will need to learn the different roles and uses of language. The different roles of language in a child’s life are, therefore, part of their growing understanding of how to behave in society and in a particular context. As they experience different types and uses of language, children develop an understanding of how to use language appropriately for any given situation.