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It's Been Said Before

By Orin Hargraves

It's Been Said Before "examines why certain phrases become clichés and why they should be avoided -- or why they still have life left in them."

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How do you pronounce biopic, synod, and Breughel? - and why? Do our cake and archaic sound the same? Where does the stress go in stalagmite? What's odd about the word epergne? As a finale, the author writes a letter to his 16-year-old self.

Academic Paper

Title: French and Spanish communication for Caribbean professionals: Innovative course developments from UTech, Jamaica.
Author: Béatrice Sylvie Boufoy-Bastick
Email: click here TO access email
Institution: University of the West Indies
Linguistic Field: Applied Linguistics
Subject Language: French
Abstract: Globalisation of trade, the strengthening relationships between international and regional organisations, the emergence of the Caribbean as an integrated political and economic trading unit, now make foreign language communication a necessity for all Caribbean university graduates who intend to fully participate in these increasingly inter-connected commercial, political and international contexts. In keeping with this cultural revisioning, the Caribbean's University of Technology (UTech) in Jamaica, is developing French and Spanish language courses targetted at culturally appropriate and successful communication for specific professions. The design of these language courses is radically different from traditional university FL courses in both subject content and teaching methodology in order to accommodate the specific practical communication demands now placed on professionals in the Caribbean./L//L/This paper discusses the crucial importance of introducing specific occupational foreign language (FL) courses to equip undergraduate students with fundamental foreign language skills necessary to function competently in linguistically-diverse Caribbean work environments. It explains how functional linguistic competence is achieved by designing FL courses using (i) discipline-oriented lexical registers, (ii) content-based simulated situations and (iii) non-formalist communicative contextual FL teaching methodology. Two illustrative examples of occupational French/Spanish course development for Hospitality and Tourism Management (HTM) are described highlighting the practical relevance of their course contents and teaching methodology to HTM.
Type: Individual Paper
Status: In Progress
Publication Info: Educational Resource Information Center ERIC Identifier: ED450602; Clearinghouse Identifier: FL026622.
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