Enhanced English for Interpreters Fujian Normal University FNU Language Enhancement 2012-2013

Enhanced English for Interpreters

Fujian Normal University

FNU Language Enhancement 2012-2013

Course Introduction

• To improve the spoken, listening comprehension, reading and writing proficiency of Translation and Interpretation English major post-graduate students

• To broaden the scope of students’ vocabulary and to improve cultural understanding of vocabulary and idiom for translation and interpretation

•



A Reading

Without Punctuation:

“A woman without her man is nothing”

With Punctuation:

“A woman, without her man, is nothing”

“A woman: without her, man is nothing”


Course Website

www. shaolinenglish.wikispaces.com

See: Dr. Janet Sio

English Enhancement

For: homework

handouts

course outline

class noticesFNU Language Enhancement 2012-2013

Assessment

• Attendance (in-class exercises and discussions): 30%

• Assignments (oral and written): 30%

• Final Exam (written): 40%


Homework• A Listening or Reading Assignment of an audio/video

file will be assigned every week.

• Written ： Every week, you will write a summary in your own words, of the major listening assignment. For your monthly oral presentation or speech, you will submit the written presentation or speech.

• Oral ： Weekly pronunciation drills and group reading of the assigned dialogue or reading assignment. You will be randomly selected to orally present your homework assignment to the class. You will be assigned a short oral presentation or speech once a month.


Course Materials A flash media file player on your personal computer

(Real Player, Adobe Flash)

Reference materials will be provided weekly from:• Encounters with Westerners: Improving Skills in English and

Intercultural Communication (Don Snow, Shanghai Foreign Language Education Press, 2004)

• Western and Chinese Print and Internet Media including: Time Magazine, CNN, BBC, VOA, Discover Magazine, Science Magazine, New York Times, China Daily, 中国日报 , 参考消息 , Globe and Mail (Canada)



A Brief (and Selective) History of the Chinese in Canada

- a story of seeking work, stability and opportunity… and exclusion

- 1850s: gold in North American west coast: “Gold Mountain” 金山 ( 粤 Cantonese “Gam Saan”)

- San Francisco = 旧金山 (“Old Gold Mountain”)

- 1880s: construction of the CP (Canadian Pacific) Railway, ~15,000 Chinese came from 1881-84


The Chinese Railway Workers Memorial, downtown Toronto




Immigration Restrictions:

- 1885: “Head Tax” $50 (1900 - $100, 1903 - $500), denied Canadian citizenship; no other ethnic group was targeted in this way

- 1923: “Chinese Immigration Act”, ban on Chinese immigration to Canada, repealed in 1947; from 1923-47, less than 50 Chinese immigrated to Canada

- (Chinese Exclusion Act in USA, 1882-1943)


Immigration to Canada by Region of Origin 1961-2001


Immigration Waves:

- 1962-67: Canada removes all immigration restrictions based on colour, race, national background, “points” system implemented

- The diaspora of Chinese immigrants in this period and 1970s mostly from Hong Kong, Taiwan, Southeast Asia

- 1971: Canada adopts official policy of multiculturalism: “cultural mosaic” vs. “melting pot”, “hyphenated-Canadians” (e.g. Chinese-Canadian)


“Cultural Mosaic”




Immigration Waves (cont.):

- 1980s-90s: Chinese from Hong Kong and Taiwan make up biggest group of business category immigrants; HK Chinese make up 20% of total immigrants from 1991-96 (pre-1997 handover)

- 2000s: Mainland Chinese make up largest number of immigrants to Canada (up to ~15%)



• Largest non-European ethnic group in Canada (about 4% of the total Canadian population – 10% of BC, 5% of Ontario),

• 72% live in either Toronto or Vancouver metropolitan areas

• 72% born outside of Canada

• “Chinese” is the 3rd largest mother tongue in Canada after English and French (includes Mandarin, Cantonese and other dialects)

The Chinese Community in Canada (published 2007 by Statistics Canada)


• 27% have university degree vs. 15% of Canadian adult population)

• More likely to work in scientific and technical fields – 3% of all workers, 7% of people employed in natural and applied sciences

• Average income of Canadians of Chinese origin was $5000 lower than the national average of $30,000 in 2001

• Recently arrived adults have lower employment rate than national average, those living in Canada since 1981 have higher employment rate than average

The Chinese Community in Canada (published 2007 by Statistics Canada) – “Model Minority?”

Listening Exercise

Canadian multiculturalism

vs. German "multikulti"

The Toronto Star

Published on Sunday November 07, 2010

Vahan Kololian Chairman, The Mosaic Institute


Vocabulary and Idioms: Part 1• “at the pinnacle of…”• Eureka!• Notwithstanding• “in fairly short order”• “in due course”• a sound …(business)… practice• “the bottom line”• “pat on the back”• “waves of..”• make room for


Discussion Questions • What does the article consider as measures of

the success of multiculturalism?

• What does the author believe to be key reason(s) for the success of multiculturalism?

• Why did multiculturalism work in Canada?

• What is a Canadian lifestyle? (What is a Chinese lifestyle?) What is the author implying?


Homework

1. Read remainder of the article from today‘s exercise.

2. Be prepared to read it aloud next week

3. Review and examine any unfamiliar vocabulary, grammar structures or phrases

4. Write a short summary of the differences between Canadian multiculturalism and German “multikulti”

5. What background do you think this author has? How does this information influence your interpretation of the article?


Documents

Enhanced English for Interpreters Fujian Normal University FNU Language Enhancement 2012-2013