PERSIAN NOT FARSI

The term Persian has been used in the English language for over five hundred years: to describe both a nation with 7000 years of archaeological history, and also the language that nation has used since the rise of the first Persian Empire, the Achaemenids.

Unfortunately however, the word ‘Farsi’ is increasingly and incorrectly being used to describe the Persian language. This paper outlines the linguistic and cultural context of Persian, as well as exploring the potential motivations of those promoting the incorrect usage of the word ‘Farsi’.

It explains clearly how the use of the word ‘Farsi’ instead of Persian voids important historical and cultural associations for the Iranian nation, with its long history of civilisation, and how it can therefore be seen as an insult to the heritage of Iran.

 What effect has the relationship between the USA and Iran had on Iran’s Identity? How has this affected the nuclear issue?

This dissertation aims to establish the cumulative effect that the interactions between the USA and Iran have had on Iran’s identity, both the one constructed for it by the USA and the one it constructs for itself. These findings in turn will be applied to the nuclear issue. I will start by charting the relationship pre-1979 and assessing what role the USA played the 1979 revolution as this lays the foundation for the current situation. I will then explore the events between the end of the revolution and 1997 before looking at the reform period of 1997-2005 to see how the relationship changed. Finally I will examine the effect Iran’s identity has had on its dealings with the USA over the nuclear issue.

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زبان و تفکر

روانشناسی زبان  نام رشته علمی تازه ای است که از ترکیب دو علم روان شناسی و زبان شناسی به وجود آمده است.
یکی از مسائلی که در هر دو رشته روان شناسی و زبان شناسی مشترک است بررسی رابطه زبان و تفکر است. در این موضوع این علوم و خاصه علم تازه شکل گرفته روانشناسی زبان، با سوالاتی از این قبیل مواجه می شود: آیا تفکر بدون زبان امکان پذیر است؟ ما چگونه افکار و احساسات خود را در قالب زبان می ریزیم؟ و آیا این قالب افکار و احساسات ما را تحت تاثیر قرار می دهد؟ آیا شنونده همان چیزی را می فهمد که گوینده پیام مد نظر داشته؟ آیا کسانی که دارای زبان های متفاوتی هستند به شیوه متفاوتی می اندیشند؟

Technology and Foreign Language Instruction: Where We Have Been, Where We Are Now, Where We Are Head

Jean W. LeLoup

Robert Ponterio

 Technology today has an impact on almost every part of our lives, and it has changed many aspects of the way foreign language (FL) teachers function in our profession. This chapter will discuss the role of technology in FL instruction: past, present, and future.  We will explore 1) a definition of technology, 2) the national mandate for technology implementation across the curriculum, 3) how technology has been used heretofore in FL classrooms with some caveats about its implementation, and 4) how it might be used in the next ten years.   A rationale for using technology in language instruction and learning will be offered that discusses some theoretical underpinnings and briefly touches on the research base for its implementation in the FL curriculum.  Finally, the chapter will address the use of technology for assessment and evaluation of student learning.....  

Language and Mind

Current Thoughts on Ancient Problems

(Part II)*

Noam Chomsky

Yesterday, I discussed two basic questions about language, one internalist and the other externalist. The internalist question asks what kind of a system language is. The externalist question asks how language relates to other parts of the mind and to the external world, including problems of unification and of language use. The discussion kept to a very general level, trying to sort out the kinds of problems that arise and the ways it seems to make sense to deal with them. I would now like to look a little more closely at some current thinking about the internalist question..

Breaking out of Binaries: Reconceptualizing Gender and its Relationship to Language in Computer-Mediated Communication

Abstract

Your Funny Jokes of the week

The Pope, Billy Graham, and Oral Roberts were in a three-way plane crash over the Pacific Ocean. They all died and went to heaven together. “Oh, this is terrible,” exclaims St. Peter, “I know you guys think we summoned you here, but this is just one of those coincidences that happen. Since we weren’t expecting you, your quarters just aren’t ready… We can’t take you in and we can’t send you back….” Then he got an idea. He picked up the phone, “Lucifer, this is Pete. Hey, I got these three guys up here. They’re ours, but we weren’t expecting them, and we gotta fix the place up for ‘em. I was hoping you could put them up for a while. It’ll only be a couple of days. What d’ya say?” Reluctantly, the Devil agreed. However, two days later, St. Peter got a call. “Pete, Lu. Hey, you gotta come get these three clowns. This Pope fellow is forgiving everybody, the Graham guy is saving everybody, and that Oral Roberts has raised enough money to buy air conditioning.” 

Cultural issues

Many ESOL students come from countries where the education system is based on rote learning through the teacher. The idea of them getting involved in their own learning is not something that comes easily. In some cases students might think that all they need to do is turn up to class to learn English. Keep monitoring targets to avoid this.

EFL students are largely very westernised and most published materials are aimed at the cultural models they are comfortable with. ESOL students, on the other hand, may not know or care who Brad Pitt is. Make sure your material is right for them. Sometimes this makes it difficult to get hold of culturally appropriate materials.

Translation Techniques

by Gabriela Bosco

As somebody who has been translating professionally for over 15 years now, I must confess the topic of Translation Techniques poses somewhat of a challenge; trying to pin down strategies that you use almost intuitively every day of your life becomes a rather difficult task.

That is why I decided to outline a widely-accepted list of translation techniques in the hope that the reader may become interested in knowing a little bit more about translation and its nuances.........

Teaching approaches: the grammar-translation method

By Tim Bowen

At the height of the Communicative Approach to language learning in the 1980s and early 1990s it became fashionable in some quarters to deride so-called "old-fashioned" methods and, in particular, something broadly labelled "Grammar Translation". There were numerous reasons for this but principally it was felt that translation itself was an academic exercise rather than one which would actually help learners to use language, and an overt focus on grammar was to learn about the target language rather than to learn it.......

                Studying English Literature

Where is the meaning of a work of literature located? In the mind of the author, the mind of the reader, or in the text itself? Clarissa Lee Ai Ling studies some reader-response theories, and discusses some views on how the objectivity of the literary text is or is not distinguished from the subjectivity of the reader's response. (3,800 words)