Missionaries have also played a major role. In the school she attended as a child, Sangama remembers, missionaries used to make her kneel on corn if she spoke Chamicuro (Taylor, 2000, 1276)
One author in 1848 wrote in the British periodical The Athenaeum, In its easiness of grammatical construction, in its paucity of inection, in its almost total disregard of the distinctions of gender excepting those of nature, in the simplicity and precision of its terminations and auxiliary verbs, not less than in the majesty, vigor and copiousness of its expression, our mother-tongue seems well adapted by organization to become the language of the world. (Crystal, p
Language Use in Schools and Language Planning The languages being taught and used in schools is also a source of great contention for many Canadians. Not only do the descendants of the indigenous tribes press for greater funding for programs in the many indigenous languages, but many French Canadians feel that their children and their language are being under-served in the provinces of Ontario and, to a lesser degree, in New Brunswick (Abalo 2009; Healy 2007)
A similar yet reverse situation is occurring on a smaller scale within the province of Quebec itself, which in 1974 passed an act declaring French the only official language of the province, in contradiction of the federally mandated bilingualism (Healy 2007). Several other provinces passed English-only laws in obvious retaliation, and the divisiveness has only increased since (Cardinal 2004; Allen)
Many first-generation Canadians still learn another heritage language (Chinese, German, etc.) as their mother tongue, with English and/or French being acquired as second or third languages (Harrison 2000)
French-speaking Canadians are centered largely in the province of Quebec, with which a population of nearly eighty percent native French speakers is the only province in Canada with a majority of non-English speakers (Wardhaugh 2006; Healy 2007). There are also sizeable French-speaking minorities in New Brunswick, Ontario, and in pockets in other provinces and territories, as well (Healy 2007; Cardinal 2004)
Several European colonial efforts had large stakes in what are now parts of Canada (and the United States); the current prevalence of native French and English speakers born in the country and Canada's current official bilingual status are evidence of the two primary European influences in the area during the centuries of colonialism and development (Allen). In addition, there are still over fifty languages in spoken by the indigenous cultures that have occupied Canada for several millennia, though none of these are officially recognized by the federal government (Norris; Black; MILTECH 2005)
The roots of this struggle stretch far back into European history, where a long-standing dislike between England and France and the citizens therein has been observed. There are also more direct historical roots of the problem in Canada itself; in 1759, what had already been established as a French colony was taken over after prolonged military conflicts by the English (Wardhaugh 2006, p
"The basic premise of…Contrastive Analysis Hypothesis is that language learning can be more successful when the two languages -- the native and the foreign -- are similar. Some linguists call this situation "positive transfer" "(Al-Sibai)
The problems that occur to a person while writing in a second language due to language and cultural differences is termed contrastive rhetoric. One author states that "contrastive rhetoric maintains that language and writing are cultural phenomena" (Connor 5)
The problems that occur to a person while writing in a second language due to language and cultural differences is termed contrastive rhetoric. One author states that "contrastive rhetoric maintains that language and writing are cultural phenomena" (Connor 5)
Being understood is the primary purpose of language, whether that be spoken or written. Arabic writers, and others who write in Semitic languages, write from right to left across the page (Thomason)
Hence to bridge this gap most programmers come up with new styles of programs that are fundamentally based in different programming models and a lot of these languages are being re modeled and re implemented, though using the same semantics of their older version. (MacLennan, 1999) This brings us to back to our question as to why do we not have a standard language
For games or other operating system programs, C++ is our best bet. (Sebesta, 1996)
But ironically, since one single programming language cannot include the program language, hence such a language would be called an epilanguage. (Bergin, and Gibson, 1996)
Python is a strictly high level language with a powerful library of syntax and built in operations for the programmer. C++ was developed initially to provide large software systems with the capability of managing small control and conciseness through the implementation of a construct called a class (Stroustrup 2000)
C++ also allows a programmer to assign new functions to operators a factor that can cause problems between different software developers should code be transferred without proper documentation. The complexity of the language and capability of shelving data within classes as architectures called stacks has promoted use of the programming language in high performance applications such as server architecture, video game design, and entertainment software (Sutter 2004)
Large organizations including Google, YouTube, NASA, CERN, and BitTorrent (Python Software Foundation 2011). One of the greatest cited strengths of Python is the existence of a comprehensive standard language (Zelle, 2010)
But over time, "and under the influence of Latin…the written forms of the various European vernaculars emerged." (Anthony, 1996, p
Rise of Vernacular Languages It has been said that the development of the vernacular languages of Europe began in Tours in the year 813 with "the appearance of the first texts prepared in a Romance script." (Wright, 1991, p