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Blog criado por Bruno Coriolano de Almeida Costa, professor de Língua Inglesa desde 2002. Esse espaço surgiu em 2007 com o objetivo de unir alguns estudiosos e professores desse idioma. Abordamos, de forma rápida e simples, vários aspectos da Língua Inglesa e suas culturas. Agradeço a sua visita.

"Se tivesse perguntado ao cliente o que ele queria, ele teria dito: 'Um cavalo mais rápido!"

sábado, 19 de maio de 2018

Linguist who changed the way languages are taught





From: https://www.smh.com.au/national/mak-halliday-university-sydney-chomsky-linguists-20180509-p4zeap.html

Although far too modest to admit it, Emeritus Professor Michael Alexander Kirkwood Halliday, who has died at Manly aged 93, extended the work of Charles Darwin and Karl Marx by drawing the study of language and ‘meaning’ further into the natural and social sciences.

Halliday (often known as ‘MAK’) was born in Leeds in Yorkshire on April 13, 1925. It was almost inevitable he would engage with language. Wilfred Halliday, his father, was an English teacher and a poet of the Yorkshire dialect. Winifred Kirkwood, his mother, taught French.

When war broke out, the British government resolved to deploy military forces in Asia and established a national services foreign language training course. Halliday volunteered for the course in 1942 and was posted to the Chinese Intelligence Unit in Calcutta where, among other things, he debriefed those who had fled Japanese-occupied China.

After the war, Halliday obtained a grant from the University of London to study Chinese as an external student at Peking University, where he also taught English. It was at Peking University he began to collect the strands of thought he would later weave into his theories of functional linguistics and grammar.

They included research on Mandarin and Sino-Tibetan languages with the distinguished linguist Luo Changpei and on the languages and dialects of the Pearl River Delta led by Wang Li of Lingnan University at Canton (now Guangzhou). Thus Halliday saw Mao’s Red Army sweep to victory twice. He was in the crowd watching it march into Beijing in February 1949 and, later that year, he saw it triumph in the south.

Halliday returned to England for post-graduate work at the University of London’s School of Oriental and African Studies (SOAS) where he was influenced by the leading English linguist, John Firth and, later, by the sociologist Basil Bernstein. As Halliday’s China experiences had left him a firm Marxist, the increasing tensions of the Cold War and outbreak of McCarthyism made him ineligible to remain at the SOAS.

Halliday joined the Chinese department at Cambridge, where he completed his PhD in 1955 under Firth’s supervision. There, Halliday became an active member of the Communist Party and worked alongside luminaries including eminent historians Joseph Needham and Eric Hobsbawm. Halliday broke with the party over the Soviet Union’s brutal invasion of Hungary in 1956.

It was at Cambridge that Halliday applied his insights into language. Drawing on Firth’s work, Halliday came to see language as a social construction and, crucially, the mechanism by which society is reproduced and, occasionally, transformed. That insight, combined with his commitment to improving social conditions, left Halliday searching for a new way of teaching language to improve literacy rates and give ordinary people greater opportunities.

This socially focused approach put Halliday at odds with established figures on the ‘nature’ side of the ‘nature or nurture’ debate. They included Noam Chomsky and his followers, who believed the human capacity for language was innate rather than acquired during life.

Halliday argued the key to language development lay in how children attribute "meaning" to elements in their environment. In contrast to Chomsky and his followers, who advocated an inherent universal human grammar, Halliday developed a theory of language based on a system of choices. The results were Halliday’s models of systemic functional grammar and systemic functional linguistics.

His approach remains a strong influence on the field of descriptive linguistics and on teacher training curriculum across the world today. An unexpected opportunity to demonstrate his theories arose on his resignation from the University of London to take up a post at the University of British Columbia in Vancouver.

By then Halliday had married Ruqaiya Hasan, one of his early postgraduate students and a formidable linguist. When the Canadian government declined to grant Halliday a visa, he realised their young son, Neil, offered a chance to closely monitor how children develop grammar.

Halliday’s study showed how children build grammar in stages through the specific interactions of their lives. This led to the publication of his seminal work Learning how to Mean in 1975, in which Neil was given the rather unconvincing pseudonym ‘Nigel’. It is indicative of Halliday’s sense of humour that he considered dedicating his book to the Canadian government.

Halliday’s ground-breaking work was recognised by the University of Sydney, which appointed him foundation professor of linguistics in 1976. For the following decades, the family home at Killara and later Manly would be an international meeting house for language studies with both Halliday and Hasan (who was appointed Professor of Linguistics at Macquarie University) both in great demand for international conferences, visiting professorships, and publications.

Halliday’s retirement in 1987 gave him the chance to pursue a range of pastimes, including bushwalking, train travel and the Herald’s cryptic crossword. He and Hasan divided their time between Manly and Urunga on the NSW north coast, where they listed the native birds of the district.

A steady stream of conference papers and books flowed, culminating in the publication of Halliday’s 11-volume collected works. He retained ties to China, where his theories struck fertile ground, and regularly lectured at the major universities in Guangzhou, Beijing and Shanghai.

Both Halliday and Hasan attended the opening of a Centre for Language Studies based on his work at City University in Hong Kong in 2006. Waiters at Manly yum cha restaurants were often astonished to find an elderly Westerner ordering off the menu in fluent Mandarin.

Halliday’s thick glasses and long sideburns gave him an owlish appearance; features picked up by the cartoonist who drew him (and Chomsky) for Icon Books’ Introduction to Linguistics. A remarkably friendly, approachable man considering his Olympian academic status, Halliday remained optimistic about the future, although his views were tempered by Yorkshire pragmatism.

Concerned that media reports on China often overlooked positive developments there, he nevertheless worried over China attempts to expand its geopolitical influence. “We may have to get used to having less freedom” he observed during our conversations on foreign affairs. Donald Trump’s electoral appeal reminded Halliday of Marx’s comment that the working class often voted against its own interests.

Hasan’s death in 2015 deprived Halliday of his lover and collaborator. He celebrated his 93rd birthday, but a painful outbreak of shingles clouded his last years.

Halliday married several times prior to his relationship with Hasan. His first marriage was to Trenchu Wong at Shanghai in 1947. He later married Irene (‘Pat’) Woolf, with whom he had a son Andrew and daughter Polly. After their divorce, he and the geneticist Anne McLaren had a daughter, Caroline.

Halliday later married Brenda Stephen and they had a daughter, Clare.

Halliday is survived by his children and four grandchildren, Bianca, Nicole, Rhona and Cameron and an extraordinary intellectual legacy with which a third generation of scholars continue to engage and extend.
Justin Cahill
Michael Halliday 1925 - 2018

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What does ‘rain on someone’s parade’ mean?





Rain on someone’s parade

This expression suggests that spoiling someone’s happy feelings is similar to having it rain during a parade. The expression is usually used in the negative. In other words, it means, according to Macmillan dictionary, it means: “to do something to stop someone enjoying something good that is happening to them.”  





Example 01 – She is in a great mood, so don’t tell me anything that might change the way she’s feeling. Don’t rain on her parade, ok?


Example 02 – I hate to rain on your parade, but your plans are all wrong.

Example 03 – I don't mean to rain on your parade, but I have some bad news.


SYNONYMS:

(Vulgar) to piss in someone's cornflakes which means ‘to disappoint or irritate someone.’


Example: Sorry to piss in your cornflakes, but my mom's got asthma, so take your cigarettes outside. 




ATTENTION:

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sexta-feira, 18 de maio de 2018

[MEANING] SKELETON IN THE CLOSET & FAMILY SKELETON

(This post is supposed to be a short one for those who love reading on a telephone)


What does ‘skeleton in the closet’ mean?




Skeleton in the closet stands for an event in one’s past or family that is embarrassing and that one would prefer to keep secret. That is, secrets and several other past memories that you prefer not to talk about with anyone else.


Example 01 Before I took this job with the government, I had to reveal the fact that I had been arrested when I was a teenager. That has always been my skeleton in the closet.





What does ‘family skeleton’ mean?


Example 02 Mary’s family had a relative who spent years in prison. They always tried to keep that family skeleton a secret.




Based on IN THE LOOP: A Reference Guide to American English Idioms




 Can you write more examples using skeleton in the closet or family skeleton?




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In some instances, I have been unable to trace the owners of the pictures used here; therefore, I would appreciate any information that would enable me to do so. Thank you very much.

Is something important missing? Report an error or suggest an improvement. Please, I strive for accuracy and fairness. If you see something that doesn't look right, contact me!

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[MEANING] WHAT IS 'THE LONG AND SHORT OF IT?'



(This post is supposed to be a short one for those who love reading on a telephone)

What does ‘long and short of it’ mean?

Long and short of it means ‘the point; the outcome.’

Example 01 – She doesn’t have much time, therefore don’t go into all the details of the story. What’s the long and short of it?

In other words, she doesn’t have much time, therefore don’t go into all the details of the story. What’s the point?

Example 02 – The assistant manager told her boss that she felt unappreciated and underpaid, that nobody listened to her ideas. Finally, she said, “the long and short of it is that I’m going to find another job.”

That is, the assistant manager told her boss that she felt unappreciated and underpaid, that nobody listened to her ideas. Finally, she said, “the outcome is that I’m going to find another job.”




Based on IN THE LOOP: A Reference Guide to American English Idioms




 Can you write more examples using long and short of it?




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In some instances, I have been unable to trace the owners of the pictures used here; therefore, I would appreciate any information that would enable me to do so. Thank you very much.
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Hackathon?




I have just seen this expression (in one email) and I would like to share its meaning with you. Since we are always learning a thing or two by reading new (internet) articles, emails, and the like, I would like to know – if you folks don’t mind – what was the last expression in English you learned ‘accidentally’, just when you were not really trying to learn new words or expressions. It happens all the time, right?

So, what is hackathon?



According to Wikipedia, a “hackathon (also known as a hack day, hackfest or codefest) is a design sprint-like event in which computer programmers and others involved in software development, including graphic designers, interface designers, project managers, and others, often including subject-matter-experts, collaborate intensively on software projects. The goal of a hackathon is to create usable software. Hackathons tend to have a specific focus, which can include the programming language used, the operating system, an application, an API, or the subject and the demographic group of the programmers. In other cases, there is no restriction on the type of software being created.”



PORTAL DA LÍNGUA INGLESA has no responsibility for the persistence or accuracy of URLs for external or third-partly internet websites referred to in this post, and does not guarantee that any context on such websites are, or will remain, accurate or appropriate.
In some instances, I have been unable to trace the owners of the pictures used here; therefore, I would appreciate any information that would enable me to do so. Thank you very much.
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terça-feira, 15 de maio de 2018

Language of Defenses (April 22, 2018 by Anne Curzan)




Well, since I have been really busy, I just would like to share some texts with you guys. This one may be interesting for those who like reading about Ph.D programs and the like.
I hope you enjoy it! 




At a recent dissertation defense at the University of Michigan, a colleague and I were musing about the ways the word defense is a misnomer for much of what happens at these events in our Ph.D. program. I’ve been thinking back on this conversation this weekend as I fly back from Sweden, where I was honored to have the opportunity to be the faculty opponent for a thesis defense at Uppsala University.

Now if defense sounds oppositional in nature, what about opponent?

At some level the word defense usefully suggests that a Ph.D. candidate is being asked to explain and justify their work — theoretical approaches, methods, conclusions drawn from analysis, and the like. The event is designed to demonstrate a candidate’s ability to talk about their research, including responding to questions they may not have anticipated.

That said, as a dissertation committee member, I do not see my job in this venue as trying to “attack” a Ph.D. candidate’s work, such that they would need to “defend” it from my criticisms. I want to allow a candidate to be as smart and creative as possible in this setting and to stretch their thinking in new ways, with the full committee there and fully engaged in their work for two hours.  A great defense, to me, is when a candidate comes to a new understanding or insight as part of the conversation, building on what is already written down in the dissertation.

This is not to say that I will not raise concerns at a defense if I have them, but I do so in the spirit of trying to help the candidate think through the issue — perhaps in collaboration with the other members of the committee — in order to strengthen the work. I do expect the candidate to be able to talk through a problem I might raise, but not necessarily to solve it on the spot. A defense, it seems to me, should model rigorous scholarly conversation where everyone at the table is invested in making the work better, not shooting it down. A candidate who is feeling defensive will struggle more to participate fully and thoughtfully in this conversation.

Of course there is an assumption underlying my approach: that I would not allow a dissertation to reach the stage of the defense if I was concerned it couldn’t pass. I don’t think this makes the defense less rigorous — or, frankly, less scary for the candidate. It is still a public event (at least in our program, and I am a strong advocate for public defenses) where colleagues, friends, and family are going to watch a candidate respond to challenging questions from experienced faculty. For all of us who suffer from impostor syndrome (I count myself squarely in these ranks — and have throughout my career), the defense seems like yet another high-stakes moment when one could be exposed. The drive to prepare, the nerves, and the adrenaline do not, for most of us, rest on the question of whether we as a candidate are going to pass or fail the defense in the administrative sense.

I will admit I was then a little thrown off to be called a faculty opponent for the defense in Uppsala. I admire the protocol of bringing in an outside scholar who has not worked with the candidate in writing the dissertation to engage with the candidate about the work and provide the committee with an evaluation. The process, in this way, captures the spirit of peer review for academic work. It is also an impressive investment in a Ph.D. candidate’s work. But did I know what it meant to be the “opponent”? After the invitation, I asked lots of questions about the expectations. While I wanted to make sure that I would meet their standards for a defense, I also wanted the defense to feel more like a rigorous conversation than a lopsided hierarchical examination.




At the defense on Friday morning, it was just the two of us at the front of the room, with microphones, with the committee and advisers in the front row and about 30 other people looking down from the auditorium’s seats and listening in. How could any conversation for a Ph.D. candidate in this setting not be a test of their scholarly mettle, no matter the questions? I certainly did ask probing questions about methods and about the wording of specific assertions to ensure that the candidate could explain methodological decisions and aspects of the argument — or see how one might revise them. I took more seriously, though, my job of challenging the candidate’s thinking in this setting, and to do that, I don’t think it works well to think of one’s role as an opponent. (And the main adviser had confirmed that “opponent” didn’t have to be taken as oppositional.)  I tried to pose questions that asked the candidate to think through, for example, a theoretical issue with me — an issue raised by the dissertation — to see where that might get us. I wanted to make the conversation to be lively and stimulating for both of us if I possibly could.

In the end, a defense is the moment where a Ph.D. candidate is fully becoming a colleague in the academy. As colleagues in the academy, we regularly focus the spotlight on each other’s work and ask rigorous, challenging questions — be that at workshops or conference presentations or job talks. We’re trying to push our scholarship, as colleagues, and we know defensiveness can get in the way.



PORTAL DA LÍNGUA INGLESA has no responsibility for the persistence or accuracy of URLs for external or third-partly internet websites referred to in this post, and does not guarantee that any context on such websites are, or will remain, accurate or appropriate.
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Is something important missing? Report an error or suggest an improvement. Please, I strive for accuracy and fairness. If you see something that doesn't look right, contact me!
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sábado, 21 de abril de 2018

[READING] Exercise Can't Save Us: Our Sugar Intake Is The Real Culprit





Here’s an interesting one. Most people believe that exercise is the key to weight loss, but they might be apparently wrong about it, research suggests. I would like to share this article written by Alice G. Walton. I hope it can be of any hep for you folks! Enjoy it.


In a fascinating and scorching editorial in the British Journal of Sports Medicine, three authors argue that the myth that exercise is the key to weight loss – and to health – is erroneous and pervasive, and that it must end. The evidence that diet matters more than exercise is now overwhelming, they write, and has got to be heeded: We can exercise to the moon and back but still be fat for all the sugar and carbs we consume. And perhaps even more jarring is that we can be a normal weight and exercise, and still be unhealthy if we’re eating poorly. So, they say, we need a basic reboot of our understanding of health, which has to involve the food industry’s powerful PR “machinery,” since that was part of the problem to begin with.

The major point the team makes – which they say the public doesn’t really understand – is that exercise in and of itself doesn’t really lead to weight loss. It may lead to a number of excellent health effects, but weight loss – if you’re not also restricting calories – isn’t one of them. “Regular physical activity reduces the risk of developing cardiovascular disease, type 2 diabetes, dementia and some cancers by at least 30%,” they write. “However, physical activity does not promote weight loss.”

Plus, in the last 30 years, exercise has stayed about the same, while overweight and obesity have skyrocketed. So something else must be at play – like the type of food we’re eating. That part has gotten steadily worse over the years, as highly-processed sugary foods and sodas have taken over as our go-to choices. “According to the Lancet global burden of disease reports,” they write, “poor diet now generates more disease than physical inactivity, alcohol and smoking combined.” This is a disturbing statistic. But it gets worse.


The related and larger issue is that even normal weight people who exercise will, if they eat poorly, have metabolic markers that put them at very high risk of chronic illness and early mortality. “Up to 40% of those with a normal body mass index will harbour metabolic abnormalities typically associated with obesity, which include hypertension, dyslipidaemia, non-alcoholic fatty liver disease and cardiovascular disease.”


And the crux of the issue is this: We're continually "fed" the idea that all that's behind the rise in obesity is lack of exercise, or sedentariness. There have certainly been a lot of studies and popular articles suggesting that sitting is our downfall. Instead of effective messages about diet and health that science actually knows to be true, “members of the public are drowned by an unhelpful message about maintaining a ‘healthy weight’ through calorie counting,” the team writes, “and many still wrongly believe that obesity is entirely due to lack of exercise. This false perception is rooted in the Food Industry's Public Relations machinery, which uses tactics chillingly similar to those of big tobacco.”


What we know to be true is much simpler: "Sugar calories promote fat storage and hunger," the write. "Fat calories induce fullness or satiation." For every additional 150 calories in sugar (i.e., a can of soda) a person consumes per day, the risk for diabetes rises 11-fold, regardless of how much or little we exercise. The single most effective thing people can do for their weight, they write, is to restrict calories – and even more, restrict carbohydrates.


So if this is all true, and research seems to suggest it is, how will it change? It might take quite a lot of work to shift our psychology around food, especially since advertising is so saturated with the message that carbohydrates are good for us. The celebrity endorsements might need to be tweaked, the authors say, and certainly the way foods are advertised and, perhaps, created, need to be shifted. The public should be repeatedly hit with the message that whole, natural foods, where possible and affordable is the best way to go. If you're trying to lose weight, reduce your calories (especially sugars) – don't think exercise alone will cut it. And even if you're normal weight, you can't subside solely on junk and stay healthy.


The authors end with this powerful finale: “It is time to wind back the harms caused by the junk food industry's Public Relations machinery. Let us bust the myth of physical inactivity and obesity. You cannot outrun a bad diet.”




Read the original text (here) or the study “It is time to bust the myth of physical inactivity and obesity: you cannot outrun a bad diet” (here)

PORTAL DA LÍNGUA INGLESA has no responsibility for the persistence or accuracy of URLs for external or third-partly internet websites referred to in this post, and does not guarantee that any context on such websites are, or will remain, accurate or appropriate.
In some instances, I have been unable to trace the owners of the pictures used here; therefore, I would appreciate any information that would enable me to do so. Thank you very much.
Is something important missing? Report an error or suggest an improvement. Please, I strive for accuracy and fairness. If you see something that doesn't look right, contact me!
Your feedback is welcome. Please direct comments and questions to me at bruno_coriolano@hotmail.com
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