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The language distinction is of paramount importance to Poles and Polish-Americans, including those here.
I argue that in order to document the wide range of language demands and language learning opportunities inherent in doing academic work, as well as to understand what students from language minority backgrounds are able to do to meet these demands, the notion of "academic English" must be expanded beyond the "academic" vs. "conversational" language distinction.
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Hughes had an ear for subtle and flexible language distinctions.
Racial, ethnic, and language distinctions also can operate to create and maintain exclusive communities.
However, even in small homogeneous societies that have no written language, distinctions are sometimes made among morality, etiquette, law, and religion.
They draw a distinction quite separate from the competence/performance and 'I-language'/'E-language' distinctions: the "language faculty in the narrow sense" (FLN) is distinguished from the "language faculty in the broad sense" (FLB).
In ordinary language this distinction is not clearly marked, although it is easy to draw it with a suitable formal language.
In the Nyāya technical language, the distinction is made out by saying that the property which delimits the counterpositiveness of the absence (i.e. the pratiyogitāvacchedaka) is this-pot-hood in (5), but pothood in (6).
More precise language and distinction is needed in a society that claims to be a democracy.
(Except that most Filipinos can't speak proper Spanish, thanks to the regrettable fact that the Spaniards never bothered to introduce universal education in their key Asian colony. Spanish was used as a language of distinction and exclusion rather than nation-building and collective identity).
In the Herero and Owambo languages, no distinction is made between paternal aunts and uncles and own parents.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com