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Е. В. Захарова язык и культура великобритании в условиях европейской интеграции предисловие данное учебное пособие

Вид материалаУчебное пособие
Unit xi. in pursuit of preserving its own ethnic identity
Ii. vocabulary focus
Iii. interpretation
Iv.creative writing
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UNIT XI. IN PURSUIT OF PRESERVING ITS OWN ETHNIC IDENTITY


I. READING COMPREHENSION


A. Pre-reading Task. Answer the following questions:


1) Do you know any immigrant communities which preserve their national identity within the indigenous population?

2) Why do you think there are so many ‘Chinatowns’ all over the world?


B. Now read and translate the text. You can make use of the following words and word-combinations:


Seek- стремиться

Uncertainty – неопределенность

Invariably – неизменно, постоянно

Displacement – перемещение

Aspirations – желания, стремление

Alienation – отчужденность

Profile – общественное лицо

maintain a low profile – вести себя сдержанно

Mandarin – мандаринское наречие китайского языка

Cantonese – кантонский диалект китайского языка

Contemporary – современнный

maroon – поставить в безвыходное положение

generalize – обобщать, делать общие выводы

Panjabi – язык пенджаби

Gujarati – язык гуджарати

Bengali – язык бенгали


People from the Commonwealth coming to live in Britain have as a rule identified with it as the ‘mother country’, and most have sought to become good citizens. Yet, the uncertainty of status, the forms of racism invariably experienced, as well as the very act of displacement from familiar places and practices, mean that individuals may wish to preserve, and indeed emphasise their ethnic identity. Of course, not all ethnic minorities will understand their relationship with the host country and the English language in the same way. Each community brings its own assumptions and aspirations, its own cultural values and beliefs, to the relationship with British identity. When one considers that there are many such ethnic communities in Britain, all experiencing different levels of assimilation and alienation, and when one further considers that different generations will not engage with the available identities in the same ways, then one may begin to appreciate that the question of what is and is not ‘British’ has become extremely complex in recent years. Nowhere can this complicated situation be seen more clearly than through language.

Many British people do not use English as a first language, but speak instead the language of their home country, or of their parents’ home country. Chinese people living in Britain have not traditionally placed a high priority on integration into the host community. In a city such as Liverpool, which has one of the largest Chinese populations in the country (0.4 per cent as against the 0.3 per cent national figure), it is clear that Chinese people make less use of the English language than the city’s other ethnic minorities. There are a number of reasons why this might be: the extreme difference between the Chinese and English languages; the hope of many Chinese people eventually to move back to their native country; the wish to preserve a valued cultural heritage; the unwillingness to ‘lose face’ by speaking English badly.

Whatever the reasons, the older Chinese population of Liverpool have maintained a low profile in the social and economic life of the city and as a consequence a high proportion of the community still speak very little English. Chinese children on the other hand, whether immigrants or born in the city, learn to speak the language of their parents (usually Mandarin or Cantonese) at home, but have to learn English for school and for their other interests outside the community.

This bilingualism can influence the ways in which the younger Chinese population understand their status in the contemporary life of Liverpool. Familiar both with the traditions of their parents and with the facts of modern British life, the younger people appear to possess greater confidence than their parents and grandparents, and are not afraid of raising the profile of their community. The Chinese New Year has become a major event in the social and cultural life of Liverpool, and street names in the area known as ‘Chinatown’ are given in English and Chinese.

At the same time, these young Chinese people have problems which are different from the ones faced by their parents and different again from the ones faced by the city’s other ethnic minorities. Bilingualism is just as likely to bring a sense of being marooned between identities as it is to bring confidence. Third-generation Chinese, having different familial, religious and cultural values, will accept (or deny) their British identity differently from third-generation West Indians, or Indians, or Irish people. In fact, generalizing about such relatively small populations can be dangerous, emphasizing once more the political as well as social complexity of issues of ethnicity and language.

Thus, a new level of linguistic and cultural diversity has been introduced by Commonwealth immigration. The largest of the so-called ‘community languages ’in terms of number of speakers, is Panjabi, with over 500,000 speakers, but there are also substantial communities of Gujarati speakers (perhaps a third of a million) and Bengali speakers (up to 100,000). These languages have entered Britain and in some areas, such as East London, for example, public notices and road signs recognize that. Nowadays English exists in a multilingual setting.


C. Write questions to go with these answers:


1) Most of them have identified with Britain as the ‘mother country’

2) It means that individuals may wish to preserve their ethnic identity.

3) They have not traditionally placed a high priority on integration into the host community.

4) It has one of the largest Chinese populations in the country.

5) As a consequence a high proportion of the community still speak very little English.

6) It’s usually Mandarin or Cartonese.

7) It can influence the ways in which the younger Chinese population understand their status.

8) These problems are different from the ones faced by their parents.

9) Yes, it can be dangerous.

10) It exists in a multilingual setting.


II. VOCABULARY FOCUS


A. Translate into Russian the following words and word-combinations:


To place a high priority; to seek to become good citizens; assumptions and aspirations; to engage with smth; to place a high priority on smth; to possess confidence; in terms of smth; substantial communities; familial values; outside the community.

Reproduce the situations in the text in which they are given.


B. Find the English equivalents in the text:


Неопределенность положение, этнические меньшинства, культурные ценности, в конце концов, сохранить культурное наследие, нежелание сделать ч-л, старшее поколение, современная жизнь, стать важнейшим событием, сталкиваться с проблемами.


Think of your own sentences with them.


C. Match the words which collocate with each other:

1. social a. country

2. multilingual b. life

3. host c. complexity

4. contemporary d. values

5. cultural e. setting


D. Match the words which are close in their meaning:

1. seek a. existing

2. uncertainly b. abandon

3. displacement c. aspire to

4. contemporary d. expatriation

5. maroon e. ambiguity


E. Match the words having the opposing meaning:

1. displacement a. relinquish

2. seek b. definiteness

3. contemporary c. care

4. uncertainly d. obsolete

5. maroon e. installation


F. Match the words and their definitions:

1) to make a statement or remark about a group of people or things without going into any detail
a. invariably

2) alive or existing at the same time as a particular event or person
b. alienation

3) always or almost always
c. to generalize

4) The feeling that you do not belong in a particular society, place, or group
d. aspirations

5) something that you want to achieve, or the wish to achieve smth
e. contemporary


G. Translate the following sentences into Russian:


1) We can generalize and say that most of our students are middle-class.

2) Contemporary sources offer a very different interpretation.

3) She was invariably late.

4) The novel is a portrait of teenage alienation.

5) He has no political aspiration


H. Insert prepositions where necessary (on; in; of; with; into):

1) to engage __ smth

2) to place a high priority __ smth

3) integration __ smth

4) to influence __ smth

5) to be familiar __ smth

6) to face __ smth

7) to enter __ smth

8) __ terms __ smth


I. Complete the following sentences using the words in the box:

citizens confidence maintained diversity bilingualism

profile immigration integration identified

host sought marooned priority


1) A new level of linguistic and cultural __ has been introduced by commonwealth __.

2) __ is just as likely to bring a sense of being __ between identities as it is to bring __.

3) Chinese people living in Britain have not traditionally placed a high __ on __ into the __ community.

4) … the older Chinese population of Liverpool have a low __ in the social and economic life of the city.

5) People from the Commonwealth coming to live in Britain have as a rule __ with it as the ‘mother country’, and most have __ to become good------


In which meanings are the following words used in the text:


1_ profile

a. the public image of a person or organization, and the attention that they get from the public or journalists.

b. a description of a person, group or organization that contains all the details that someone needs;

c. the shape of someone’s face when you look at them from the side.


2) to seek

a. to ask for smth

b. to try to find smth

c. to try to do smth


3) displacement

a. the process of forcing smth out of its position or space;

b. a situation in which a person is forced to leave their own country and go somewhere else to live.

c. the process of taking the place of someone or something


III. INTERPRETATION


A. Paraphrase the following phrases and comment on them

:

1) Bilingualism is just as likely to bring a sense of being marooned between identities as it is to bring confidence.

2) Whatever the reasons, the older Chinese population of Liverpool have maintained a low profile in the social and economic life of the city.

3) Each community brings its own assumptions and aspirations, its own cultural values and beliefs, to the relationship with British identity.


B. Answer the following questions:


1) What are the most difficult problems which prevent the full assimilation of immigrants? Are immigrants always willing to be fully assimilated?

2) Do you think it is possible to preserve one’s own ethnic culture and language on another territory?

3) What do you think makes different ethnic communities experience different levels of assimilation and alienation?

4) How do you understand the role of bilingualism in the modern society?

5) Do you think that the process of European integration demands one language? Do national languages have any future?


IV.CREATIVE WRITING

Write a short essay on the following statement: ‘Nowadays English exists in a multilingual setting’.


To connect the ideas in your piece of writing, you can make use of the following expressions:


Firstly

First of all

To begin with

Meanwhile

In the meantime

Eventually

To sum up

In short


KEYS TO PART TWO


UNIT 1.


C. 1. b 2. d 3. e 4. a 5. c

D. 1. d 2. c 3. e 4. a 5. b

E. 1. e 2. d 3. a 4. c 5. b

F. 1. c 2. d 3. b 4. e 5. a

H. 1. non 2. un 3. un 4. un 5. dis 6. in 7. il

I. 1. linked, perceive

2. ethnic, implications

3. diversity, homeland

4. ethnic, minority, inner

5. comprises, indigenous

J. 1. c 2. a 3. b


UNIT2.


C. 1. d 2. c 3. a 4. e 5. b

D. 1. d 2. c 3. e 4. a 5. b

E. 1. d 2. e 3. a 4. c 5. b

F. 1. c 2. e 3. b 4. a 5. d

I. 1. to 2. about 3. in 4. to 5. of 6. of 7. for 8. – 9. under 10. with

H. 1. in 2. in 3. il 4. un 5. non 6. ir 7. in 8. in 9. dis 10. ir

J. 1. adequate, command

2. claim, relevance

3. contentions, deny, backgrounds

4. lost, aware, connotations

5. adhere

K. 1. b 2. a 3. c


UNIT 3.


C. 1. c 2. e 3. a 4. b 5. d

D. 1. c 2. d 3. e 4. a 5. b

E. 1. b 2. e 3. d 4. a 5. c

F. 1. d 2. a 3. e 4. b 5. c

H. 1. – 2. on 3. with 4. for 5. to 6. with 7. to 8. to 9. to 10. with

I. 1. recognizable accept, deriving, influences

2. varieties contemporary, domination

3. implications, identity

4. referred

5. celebrities’, commonplaces

J. 1. c 2. a 3. b


UNIT 4.


C. 1. d 2. c 3. a 4. e 5. b

D. 1. d 2. a 3. e 4. b 5. c

E. 1. e 2. c 3. a 4. b 5. d

F. 1. e 2. c 3. a 4. b 5. d

H. 1. to 2. to 3. from 4. in 5. from 6. to 7. in 8. –

I. 1. items of vocabulary

2. minor distinctions

3. pronunciation varieties

4. Gaelic, located, remote

5. bilingual, influenced, substratum

K. 1. a 2. b 3. a


UNIT 5.


C. 1. c 2. d 3. e 4. a 5. b

D. 1. c 2. e 3. a 4. d 5. b

E. 1. e. 2. d 3. a 4. b 5. c

F. 1. d 2. e 3. a 4. c 5. b

H. 1. from 2. – 3. to 4. – 5. under 6. on 7. at 8. on 9. in 10. to

I. 1. slovenly, prestige

2. perjoratively

3. census

4. descended, dialect

5. purge, remnants, tongue

J. 1. c 2. a 3. b


UNIT 6.


C. 1. d 2. a 3. e 4. b 5. c

D. 1. b 2. d 3. e 4. a 5. c

E. 1. d 2. c 3. e 4. a 5. b

F. 1. d 2. e 3. a 4. b 5. c

H. 1. from 2. – 3. to 4. of 5. to 6. for 7. – 8. to

I. 1. split, reflected

2. divided, confessional lines

3. stems

4. assured, stabilized

5. monolingual, non-rhotic


UNIT 7


C. 1. c 2. d 3. e 4. b 5. a

D. 1. d 2. a 3. e 4. b 5. c

E. 1. d 2. e 3. a 4. b 5. c

F. 1. d 2. c 3. a 4. e 5. b

H. 1. from 2. with 3. on 4. in 5. from 6. – 7. towards 8. in

I. 1. bilingual

2. asserting, independence

3. prestigious

4. output

5. abandoning, mastered, assert, identity, inflected

J. 1. c 2. b


UNIT 8.


C. 1. d 2. c 3. a 4. e 5. b

D. 1. b 2. d 3. e 4. a 5. c

E. 1. d 2. c 3. a 4. e 5. b

F. 1. c 2. e 3. a 4. b 5. d

H. 1. in, to 2. at, of 3. for 4. of 5. to 6. with 7. in 8. with 9. for 10. –

I. 1. cope

2. converse, self-determination, identification

3. coherent

4. relinquishing, redistributing

5. augurs


UNIT 9

C. 1. d 2. a 3. e 4. b 5. c

D. 1. b 2. d 3. e 4. c 5. a

E. 1. d 2. e 3. a 4. c 5. b

F. 1. d 2. e 3. b 4. a 5. c

H. 1. for 2. of 3. to 4. in, of 5. by 6. – 7. on, to 8. into

I. 1) inhabitant

2) vicinity

3) stigmatized

4) rhyming slang

5) contribute

G. 1. b 2. a 3. b


UNIT 10.


C. 1. c 2. d 3. e 4. b 5. a

D. 1. c 2. e 3. d 4. a 5. b

E. 1. c 2. e 3. a 4. b 5. d

F. 1. c 2. d 3. e 4. b 5. a

G. 1. for 2. on 3. at 4. to 5. from 6. – 7. to 8. of 9. to 10. upon/on

I. 1. make up

2. complexity, ethnicity

3. version, creole, slave

4. derive, vocabulary

5. involves


J. 1. b 2. c 3. e


UNIT 11.

C. 1. c 2. e 3. a 4. b 5. d

D. 1. c 2. e 3. d 4. a 5. b

E. 1. e 2. a 3. d 4. b 5. c

F. 1. c 2. e 3. a 4. b 5. d

H. 1. with 2. on 3. into 4. – 5. with 6. – 7. – 8. in, of

I. 1. diversity, immigration

2. bilingualism, marooned, confidence

3. priority, integration, host

4. maintained, profile

5. identified, sought, citizens

J. 1. a 2. c 3. b