Late Modern English‚ a global language spoken around the world by over 2 billion people can trace its roots to the Germanic language introduced by Anglo-Saxon invaders in the 5th century. Before the arrival of the Anglo Saxons‚ many parts of Britain were bilingual Celtic-Latin speakers‚ although very few traces of Celtic remain in the English language – other than in place names‚ for example Avon and Ouse – which derive from the Celtic word for ‘water’‚ and words found more in local dialects than
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‘studying through English across the country CUCA‚ cited in (Bolton & Graddol‚ 2012 pp. 3-9). The Government also is allowing foreign private language schools to teach English in China as in the case of ‘The Wall Street Institute based in Beijing’ (U214 DVD1). Some of the ‘high achiever’ students want to improve their knowledge and proficiency further and they ‘go overseas for further education in the form of Master’s and PhD programmes in US and Europe Universities’ (Bolton & Graddol‚ 2012 pp. 3-9
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What do young children need to learn about the literacy practices of their communities in order to create meaning for themselves? Literacy practices refer to how adults interact with children and vice versa in a mixture of written and spoken language‚ which leads children to acquire the language they need in order to develop their writing and reading skills -discussing a text-book at bedtime‚ a trip to the library‚ writing the shopping list‚ through questioning etc. This concept was suggested
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