Major native dialects of English often get divided by linguists into three main categories which are British isles, North America and Australasia dialects. Dialects aren't only associated with a group but also places. within every English speaking country there will be their own version of standard English.


Miami English accent is an evolving regional accent and is spoken in south Florida. it is mainly spoken by Hispanic, younger locally-born south Floridians. Miami accent has existed since the second world war and is becoming more popular and is spoken by more people. It is a native dialect of English and isn't a learner English nor inter-language. It is similar to the standard American accent but has some changes from the mid-Atlantic accent.

language  change:
1000's -Anglo Saxons and William the conqueror
1100's - the beginning of middle English
1200's - medieval music
1300's - early cookery manuscript
1400's - Canterbury tales and western printing
1500's - the first bible printed in English
1600's - Shakespeare
1700's - revolution and William Blake
1800's - wordsworth and dickens
1900's - Wilfred Owen and Virginia Woolf
2000's - poetry by Mimi Khalvati and Moniza Alvi.


"Language also changes very subtly whenever speakers come into contact with each other. No two individuals speak identically. People from different geographical places clearly speak differently, but even within the same small community there are variations according to a speaker’s age, gender, ethnicity and social and educational background. Through our interactions with these different speakers, we encounter new words, expressions and pronunciations and integrate them into our own speech. Even if your family has lived in the same area for generations, you can probably identify a number of differences between the language you use and the way your grandparents speak. Every successive generation makes its own small contribution to language change and when sufficient time has elapsed the impact of these changes becomes more obvious."





Reasons for language change

• Individuals – Chaucer and Shakespeare
• Technology – Internet etc needing new lexis
• Society – Cultural changes and shifts in attitudes requiring new lexis E.g. Political Correctness
• Foreign Influence – E.g. America through film or trade
• Science – new inventions requiring new lexis
• Travel, trade and colonisation – require new lexis and shared lexis to barter and trade
• Globalisation – English becoming language of trade and business – new forms created (Spanglish)

Political Correctness

• Refrain from causing emotional harm
• Fit into society free of isolation
• However – gone to far - ‘vertically challenged’

Attitudes towards language change

• Prescriptivism – dictate how language should be used
• Want language to remain same and refrain from change
• Descriptivism – accept language change is inevitable and accept change
• David Crystal – 3^rd way – results in more creative and expressive form of language

Taboo

• Used for comedic effect
• Convergence or divergence – conform to more dialectical lexis to fit in or show separate from others
• Used as filler or to show pain and displeasure
• Negative views towards taboo
• Too much on TV
• However, shows reality to modern language in Britain

Lexical change – neologisms
Words from other languages
Borrowings –

• Loans taken from foreign languages 
• E.g. ‘Judge’ from French and ‘Opera’ from Latin

Words formed from existing words - 
Affixation –

• Adding affix (prefix or suffix) to an existing word - E.g. ‘Racism’ and ‘sexism’

Compounding –

• Two words are combined in their entirety to make a new word
• E.g. ‘Lap-top’ and ‘Happy-hour’

Blending –

• Two words parts are moulded together to form a new word, usually by adding the start of one word and the end of another
• E.g. ‘Smog’ – smoke and fog and ‘Motel’ – motor and hotel

Conversion –

• Changing of word class  - E.g. Noun to verb – ‘Text’ was noun now verb of ‘to text’

Words formed by shortening –
Shortening or abbreviation –

• Clipping part of a word
• E.g. Omnibus to ‘bus’ and Public house to ‘pub’

Acronym –

• Taking initial letters of words and making them into a combination of pronounceable as a new word
• E.g. NATO, NASA, AIDS, WAG

Initialism –

• Words abbreviated to initial letter - E.g. B.B.C, F.B.I, U.S.A.

Words from proper names –

• Derived from names or places synonymous with the product
• Denim – place in France
• Sandwich – after Earl of Sandwich

Semantic change
Broadening or generalisation –

• Meaning of a word broadens so as it retains old meaning but takes on new meanings as well
• E.g. ‘Mouse’ – was animal now computer equipment also

Narrowing or specialisation –

• Is the opposite of broadening
• Applies when word becomes more specific in its meaning, but again can retain the original meaning as well
• E.g. ‘Meat’ – meant all food now flesh of animals
• ‘Girl’ – middle ages meant all young people

Amelioration –

• Word has taken on a more pleasant or positive meaning than originally held
• E.g. ‘Wicked’ – still means evil now modern slang of good
• ‘Pretty’ – middle ages meant sly or cunning now beautiful

Pejoration –

• Opposite to amelioration
• words original meaning becomes less favourable
• E.g. ‘awful’ – originally 'worthy of awe' now 'exceedingly bad'

Metaphor –

• Words take on new meanings when begin to be used metaphorically
• E.g. ‘Cow’ – bitchy female and ‘Catty’ – female

Idioms –

• Formed from existing words but assume new meanings often as fixed frame forms
• Can only be properly interpreted by learning what the whole frame means
• E.g. ‘In the dog house’ and ‘Over the moon’

Euphemisms –

• Polite way of describing something unpleasant, embarrassing or socially undesirable
• More politically correct
• E.g. ‘Friendly fire’ and ‘Passed away’

Computer room lesson 9th/12th Dec - children's writing

Year 5: Naeman Abercrombie: Garden Birds (originally untitled)

The <reg>survey</reg> above was done in my back garden in the morning, after putting food out on the bird table and on the floor by the bird table. I <reg>watched</reg> for 45 minutes each time recording the number of each type in the period I watched so the same bird may be counted more than once. The chart shows starlings and house sparrows were the most frequent visitors as 178 out of 247 were these. A green wood pecker was the most <reg>unusual</reg> visitor during the <reg>survey</reg>, but I have had <sic>Heron gulls</sic>, pheasant and a sparrow hawk in the garden last winter.

Year 6: Naeman Abercrombie: Trains

Railway companies built their railways <sic>with in a haphazard way</sic>. Eventually, larger systems meant that different companies joined up. These large companies were London & North <reg>Western</reg> Railway, The Great Western and the South Western Railway company. The Great Western had an engineer called Isambard Kingdom Brunel designing its railway tracks.

All the railway companies wanted to be the best. Brunel thought that trains were safer and more comfortable if they used broad <reg>gauge</reg> rails. These rails were seven feet and a quarter inch apart and were wider than those used by the other companies. They used <reg>rails</reg> that were four feet eight and a half inches apart. Everyone wanted the trains to use the same gauge. Parliament had to sort out the problem. Parliament passed the Gauge Act which said that all tracks had to be four feet, eight and a half inches wide.

Analysis:

As you can see there is a clear improvement from the writing Naeman has written in year 5 from the writing they have done in year 6. In the first piece of text you can see that they are writing really long sentences and are mostly consisting of statements. In the second piece of writing you can see that their writing is more concise and their sentence control has improved. In the second piece of text the student makes fewer mistakes and a range of sentence starters. The level of punctuality on the other hand as stayed the same as there is no progression to the use of exclamatives, semi-colons or added information that been incorporated within brackets. In the first text there is emission of some of the punctuation however, in the first one, punctuation is used more frequently but the level of punctuation hasn’t changed.  Simple things like the title have been elided from the first text as the child hasn’t included a title for their first piece of text.

Research on children's reading development... Tuesday 22nd November 2016v

The Snowman by Raymond Briggs, Dear Zoo by Rod Campbell, The Very Hungry Caterpillar by Eric Carle and I Want My Potty! By Tony Ross are just few of the most popular books and children’s authors that write books designed for early years children aged 0-5 years old.

A Bear Called Paddington by Michael Bond, The BFG by Roald Dahl, The Queen's Nose by Dick King-Smith and Diary of a Wimpy Kid by Jeff Kinney are just few of the most popular children’s books from authors that write books designed for children of the ages 6-8 years old. (Infants)

Skellig by David Almond, Matilda by Roald Dahl and Quentin Blake, The Lion, the Witch and the Wardrobe by C S Lewis and Private Peaceful by Michael Morpurgo are just few of the most popular books what are written by these authors designed for children ages 9-11 years old. (Juniors)

Elements that make children’s books successful are that they contain powerful images to help them understand, a strong character that represents an emotion, a story line that is going to teach the children something and especially for the early years children, the books that have sensitivity sections where you can feel something in the book will help them to learn things through other senses rather just than through imagery and by hearing the story being told but actually by allowing them to sense something to enhance their learning.

My favourite early years books is ‘The very hungry caterpillar’ by Eric Carle, this is my favourite book because it involves a lot of repetition which helps younger people to learn but also there are lots of bright pictures in the book to help you go along with the storyline and some books are interactive which allows you to see the caterpillar eating the food on his journey.  My favourite book from when I was an infant was ‘A diary of a wimpy kid’ I liked this book because it had some elements of humour and was set out in a way which was fun to read. Also it wasn’t too long and descriptive which allowed me to be able to read it for myself.  My favourite book form when I was a junior was Mathilda because it uses a lot of descriptive language as well as few small images to help you to visualise the characters that Roald Dahl describes so thoroughly.

Children are taught to read in schools by first being taught how to distinguish the difference between a phoneme and a letter which will help them to put together a sound and be able to pronounce the different sounds within the words. We first teach them to break down words into smaller sound (phoneme awareness) this enables them to sound out the different sounds within the words before trying to say them one after another to put the word together. When children are in the process of leaning it is important that you help them by reading to them with much more expression. This will enable them to hear the different sounds within the words but also the different intonations to help them to understand the mood of the sentence (eg declarative or an interrogative) there are some steps that children follow when they learn to read and intemperate language…

  At about 18 months, children add new words to their vocabulary at the astounding rate of one every 2 hours.

By age 2, most children have 1 to 2,000 words and combine two words to form simple sentences such as: "Go out." "All gone."

Between 24 to 30 months, children speak in longer sentences.

From 30 to 36 months, children begin following the rules for expressing tense and number and use words such as some, would, and who.

Bibliography:

http://www.booktrust.org.uk/news-and-blogs/news/222/

http://thewritepractice.com/childrens-book/

http://www.readingrockets.org/article/how-do-children-learn-read

http://www.readingrockets.org/article/how-most-children-learn-read

Questions not yet completed:

What are the arguments for and against current approaches? Make sure you cover synthetic phonics and reading schemes.

What sorts of 'miscues' (virtuous errors based on misapplication of reading skills) do young readers make and how are caregivers encouraged to deal with them (again, numerous ways)?

Vygotsky's theory of the 'zone of proximal development' is displayed within the second utterance of the transcript. 'I sitting on the bike (.) it make noises' the confusion of tenses and the missing inflection on 'make' supports Vygotsky’s theory of the 'zone of proximal development as although Tom knows what he is trying to communicate, he is in confusion regarding his tenses and therefore is in aid of some scaffolding in order to allow him to understand his misuse of tenses and therefore develop his language to allow him to be more fluent as well as accurate.

Showing a certain level of understanding, but a lack of clarity within this declarative, Tom is also supporting the telegraphic stage in Piagets theory which suggests that a child cannot learn something until their brain is developed enough, which to some extent contradicts Vygotsky’s theory as he suggest that as long as you are corrected as and when you make mistakes then you can learn something. His theory says that when a child knows something but it is incorrect they are in the 'zone of proximal development' this is where they have a certain level of understanding and with help they can learn it properly. Piaget on the other hand, he believes that until the brain is developed enough the child doesn’t have the capacity to learn the correction of something until they are developed enough to understand.

Contradicting piagets theory is Bruner. Bruner believes that anyone can be taught anything if it is simplified right down to make it easier to understand. He also says that you need to revisit and build up what you already know to expand your knowledge. As well as burner, Jim's case study of the child with deaf parents contradicts piagets theory as although he had deaf parents and wasn’t exposed to any scaffolding or the ability to pick up language from his parents he was still able to learn how to talk without the same amount of interaction as other children. In the transcript you can see that Tom is supporting all of these theories as Vygotsky’s 'zone of proximal development' can apply as top needs that scaffolding from his parents in order to help him to learn the correct tenses but also, Piagets theory is also supported as if Tom's brain isn’t developed enough and he doesn’t have the capacity to understand the tenses fully yet then he won’t be able to until his brain develops more which it could be argued that his brain wont develop enough until he is helped by his parents with other mistakes he makes until her realises what's right from wrong. As much as piagets theory therefore contradicts Vygotsky’s, it could also interlink.

Later on in the transcript, Tom asks his mum 'is these drawing cartoon network cup of tea mum' By saying mum at the end of the utterance shows that he is looking for positive reinforcement as he is demonstrating that he almost knows that the picture on the mug isn’t cartoon network but because he is unsure of how to communicate this with his mother her associates the drawing with cartoon network in the hope that his mum will understand what he is asking her about. 'is these drawings' this incorrect use of language represents Chomsky’s theory as this utterance wouldn’t have been picked up from an adult and therefore must have been born with some sort of knowledge as they wouldn’t have been taught this type of grammar or sentence structure from their care givers.

English language investigation:
Piagets theory:
'according to Piaget, children don't talk about a subject until they are ready to understand it'


I don't want to make my investigation have any ethological factors and therefore i'm not going to force him to play with anything he wouldn't normally play with to make it reliable but also I want to try and encourage him to play with things he doesn't play with as much as other things to see how he reacts to talking about things he isn't to confident with talking about.


-record my brother talking to my mum when his playing with his toys
-write out a transcript of when he talks about what he is playing with
-get him to play with different things, some of which he wont know what it is and see what he has to say about it.
-see how my mum responds to what he says when he doesn't know what he's talking about.
-see weather he stops talking all together or weather he will ask questions to learn about the subject or just relate it to things he already knows about that are in a similar lexical field.

'The solution to (nearly) everything: working less' This is the headline for the article from the guardian. This is an effective title as according to Grice's maxims, the level of quantitate information if powerful as it doesn't give away too much or too little about the article as it hooks the readers attention however it doesn't give away too much that they no longer need to read the article.


'Excessive work and pressure are status symbols. But overtime is deadly. If we worked less we’d make fewer errors, address inequality and have a better life' This is the strapline taken form the guardian article, this is also a gripping strapline as it summarises the article well however it doesn't tell the story. This strapline is interesting to the targeted target audience and therefore makes it successful as is persuades people to read the article.


'What does working less solve? I’d rather turn the question around. Is there anything that working less does not solve?’' This is the caption displayed below a picture of people working in an office. This is using effective imagery. ( in the exam if you are asked to write an article then use square brackets on an online news paper articles to represent information that wouldn't be read e.g. images or hyperlinks.) This is also a good use of paraphrasing as it is a way of communicating without using written text but by communicating through different ways.


Facts and quotes:
-In 2000, countries such as the UK and the US were already five times as wealthy as in 1930.
-The western standard of living would multiply to at least four times that of 1930 within a century. By his calculations, in 2030 we’d be working just 15 hours a week.
-In return, they could put in not 40 hours a week for all those years, but perhaps just 20-30.
-(a recent poll found that as many as 37% of British workers think they have a “bullshit job”).

This is a good thing to include (added information which is going to aid your description and explaining of your subject or some wider research that is going to benefit the readers understanding.) without this you wouldn't interest the readers as much nor would they understand what you're trying to communicate as fully as they may do with added information and facts.


Discourse markers:
In fact
Yet
Take climate change.
or, better yet
Overtime is deadly.
Obviously,
Furthermore,
Multiple/ a variety in discourse markers makes a piece of text effective as it allows the reader to know when a new idea is going to be addressed but also it allows the text to flow more as well as be more concise and coherent which limits waffling and losing the interest of the reader.


Short sentences:
Leisure.
Take climate change.
Overtime is deadly.


short sentences are effective as they add sentence structure and sentence variety which alters the length of reading time for the reader and makes it flow more concisely.

Speech on language:

Students leaving university.

Miss, Ms, Mrs and Mr…

Hello! I’d like to start by thanking you all for coming today. My name is Amy, and I’m here to talk to you a little bit about the English language and how the male population are being presented to be the dominant figure due to the huarache they have inherited, however I am here to express my opinion and hopefully make you change your perspective of this idea.

Firstly, I’d like to start by just getting you to think about why women have so many titles depending on their status compared to men. Why do women need to change their title to show whether they are married or not?  Is this because they are seen to be the weaker sex? Because society makes those who aren’t married when they are middle aged to be ashamed of themselves as they aren’t a Mrs and the idea that Miss sounds like the title given to a young girl?

According to the study by Zimmerman and west, two theorists in the 70’s suggest that men are more dominant than women due to the way they speak as men interrupt more than women suggesting they are dominant as they dictate the way the conversation goes. This theory is supported by Lakoff’s, another theorist from the 70’s that women’s language is more deficient than men’s this is again showing that women are thought to be of less importance than men as they are seen to be the weaker and more deficient sex which makes people’s views of them lower than what they would have of a male.

When you get letters through your door do you ever stop and read who it is addressed to properly? Have you ever read the envelope of the post addressed to your parents? For example ‘Mr and Mrs Mark Jones’ both the woman and the male have their mail addressed to them under the males name. Why is it that women have to take the males name?         Are we owned by them?

 

DAILY MAIL http://www.dailymail.co.uk/news/article-1153583/Social-websites-harm-childrens-brains-Chilling-warning-parents-neuroscientist.html

Social websites harm children's brains: Chilling warning to parents from top neuroscientist

Social networking websites are causing alarming changes in the brains of young users, an eminent scientist has warned.
Sites such as Facebook, Twitter and Bebo are said to shorten attention spans, encourage instant gratification and make young people more self-centred.
The claims from neuroscientist Susan Greenfield will make disturbing reading for the millions whose social lives depend on logging on to their favourite websites each day.

Facebook founder and CEO Mark Zuckerberg. The popular website has made him a very rich man, but at what cost to human relationships?

But they will strike a chord with parents and teachers who complain that many youngsters lack the ability to communicate or concentrate away from their screens.
More than 150million use Facebook to keep in touch with friends, share photographs and videos and post regular updates of their movements and thoughts.
A further six million have signed up to Twitter, the 'micro-blogging' service that lets users circulate text messages about themselves.
But while the sites are popular - and extremely profitable - a growing number of psychologists and neuroscientists believe they may be doing more harm than good.
Baroness Greenfield, an Oxford University neuroscientist and director of the Royal Institution, believes repeated exposure could effectively 'rewire' the brain.

Experts are concerned children's online social interactions can 'rewire' the brain

Computer games and fast-paced TV shows were also a factor, she said.
'We know how small babies need constant reassurance that they exist,' she told the Mail yesterday.
'My fear is that these technologies are infantilising the brain into the state of small children who are attracted by buzzing noises and bright lights, who have a small attention span and who live for the moment.'

Professor Susan Greenfield: Concerned

Her comments echoed those she made during a House of Lords debate earlier this month. Then she argued that exposure to computer games, instant messaging, chat rooms and social networking sites could leave a generation with poor attention spans.
'I often wonder whether real conversation in real time may eventually give way to these sanitised and easier screen dialogues, in much the same way as killing, skinning and butchering an animal to eat has been replaced by the convenience of packages of meat on the supermarket shelf,' she said.
Lady Greenfield told the Lords a teacher of 30 years had told her she had noticed a sharp decline in the ability of her pupils to understand others.
'It is hard to see how living this way on a daily basis will not result in brains, or rather minds, different from those of previous generations,' she said.
She pointed out that autistic people, who usually find it hard to communicate, were particularly comfortable using computers.
'Of course, we do not know whether the current increase in autism is due more to increased awareness and diagnosis of autism, or whether it can - if there is a true increase - be in any way linked to an increased prevalence among people of spending time in screen relationships. Surely it is a point worth considering,' she added.
Psychologists have also argued that digital technology is changing the way we think. They point out that students no longer need to plan essays before starting to write - thanks to word processors they can edit as they go along. Satellite navigation systems have negated the need to decipher maps.
A study by the Broadcaster Audience Research Board found teenagers now spend seven-and-a-half hours a day in front of a screen.
Educational psychologist Jane Healy believes children should be kept away from computer games until they are seven. Most games only trigger the 'flight or fight' region of the brain, rather than the vital areas responsible for reasoning.
Sue Palmer, author of Toxic Childhood, said: 'We are seeing children's brain development damaged because they don't engage in the activity they have engaged in for millennia.

'I'm not against technology and computers. But before they start social networking, they need to learn to make real relationships with people.'

TEXT 2:
http://www.mumsnet.com/Talk/am_i_being_unreasonable/1350040-Parents-being-Facebook-friends-with-teachers

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Parents being Facebook friends with teachers

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Oggy Thu 24-Nov-11 10:16:54

Am I being unreasonable to think it is a bit inappropriate for a teacher to be Facebook friends with parents of pupils currently in their class?

My daughter's teacher has several Facebook friends that are parents of children in her class. I think it is a bit weird, she's not even a dormant friend as it were but comments regularly on statuses.

I have no specific concerns like favoritism or her saying things she shouldn't to these parent friends, it's just a general feeling of it doesn't seem right really.

Am I being totally uptight about it? I have no intention of doing or saying anything to anyone by the way, it just seemed that so many were friends with th teacher that I started to wonder whether it is me being out of touch with the times or not.

What do people think?

Sorry if this has come up before, haven't seen anything personally, may have missed it.

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shesparkles Thu 24-Nov-11 10:18:04

Any teachers I know are strongly advised against it, so no, I don't think you're being uptight

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Firawla Thu 24-Nov-11 10:18:52

i thought generally schools dont let them do that

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ApocalypseCheeseToastie Thu 24-Nov-11 10:19:41

I have loads of my kids teachers on bookface, it's not an issue.

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shoobydoowop Thu 24-Nov-11 10:21:10

YANBU I dont understand why parents would want to let teachers in to their personal lives anyway

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candr Thu 24-Nov-11 10:22:33

I don't do it and schools frown upon it unless you really are friends out of school, besides wouldn't want the ids reading what all my friends put on their status - good to keep a bit of your life out of the classroom.

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kreecherlivesupstairs Thu 24-Nov-11 10:31:55

DH is a teacher. Apart from being vehemently opposed to FB personally, his school has a policy against it.
The policy was drawn up for a specific reason, but it seems sensible to me.

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Traceymac2 Thu 24-Nov-11 10:38:44

I am not a face book fan anyway but yes I think it's innappropriate. Surely there have to be professional boundaries between a teacher and the parents. They are not friends and if difficult issues arise with kids and parents this could complicate things when dealing with issues. As a nurse this would be inappropriate and I think it is the same for many professions.

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2blessed2bstressed Thu 24-Nov-11 10:39:30

I am FB friends with some of the learning support staff and admin staff at ds's school, because I am friends with them in "real life" too, but not with any of the teachers, although I would consider a couple of them to be friends. I think the school does have a policy discouraging it, and I'm not so desperate for FB friends that I would want them to flout it!

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complexnumber Thu 24-Nov-11 10:55:48

I think I am missing something here, how on earth can one set of adults tell another adult 'you can't be friends with that person'?

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Lucyinthepie Thu 24-Nov-11 11:06:57

It's about professional conduct. Ask the school for a copy of their acceptable use policy. I have been involved in several disciplinaries where teachers have unthinkingly posted something on their personal Facebook that has been seen by parents or pupils and caused offence, teachers need to think extremely carefully about this. They will have signed something saying that they must not carry out any actions that might bring the school into disrepute. Moaning about their treatment at work on Facebook could be deemed to be in that category for example. It's not worth the risk of being found to be guilty of misconduct or gross misconduct.

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TimothyClaypoleLover Thu 24-Nov-11 11:27:07

Agree with Lucyinthepie, its about professional conduct. A friend of mine who is a teacher posted photos of a drunken night out (mid week) and some of their friends made lewd comments on their wall. Cue complaint to the school from one of the parents who was also friends with teacher about possibility of being hungover in charge of children. Obviously you should not be hungover in charge of children but as a teacher you have to be very careful what you are prepared to divulge about your personal lives. I guess the olden day equivalent before internet would be a teacher bragging at the school gates about a drunken night out. That would not be seen as acceptable behaviour from the school's point of view or the parents.

I know a lot of teachers and most of their schools have a blanket ban on teachers being friends on FB with parents of the school children.

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Oggy Thu 24-Nov-11 12:20:22

complexnumber: I don't think anyone is saying they can't be actual friends, people are just talking about Facebook friends. You can be actual friends without being Facebook friends.

And FWIW I wasn't suggesting a ban on it personally, just saying I found it a bit inappropriate personally and it didn't feel right.

For my part it does make me think even more carefully about what I post on there because even though I am not personally "friends" with that teacher I know that if other of my friends that is "friends" with her comment on one of my posts or pictures that will then become visible to that teacher so the whole thing does effect others that aren't even directly "friends" with that teacher themselves (if that even made sense).

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Flisspaps Thu 24-Nov-11 12:32:58

But then why, if you're actual 'real life' friends, is it any less professional or odd to then be Facebook friends with someone?

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TimothyClaypoleLover Thu 24-Nov-11 12:36:15

I think that is the point Flisspaps, you should only be friends with people on FB who you are actually friends with in real life. Too many people try and outdo each other with how many FB friends they have when they are not actually friends with half of them.

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Flisspaps Thu 24-Nov-11 12:42:54

I was responding to Oggy's comment: You can be actual friends without being Facebook friends.

That read to me as if she thought it was fine for the teacher to be RL friends with these parents - but not RL friends AND FB friends (to me it didn't read in that particular post that she was referring to JUST being FB friends).

That just seemed a bit odd to me.

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TroublesomeEx Thu 24-Nov-11 12:43:43

What happens though if the teacher has a child at the school (as is the case at our school) where the teacher knows the parents in a private and professional capacity?

It also depends on how people use FB. I would never moan about work/friends/or get political on FB. My friends and I tend to share what we and our families are doing (interesting stuff though ) and catch up.

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FourThousandHoles Thu 24-Nov-11 12:48:21

I think it's inappropriate

I am fb friends with the school secretary but only because her ds is the same age as dd1 and they were at nursery together back in the day, and we used to chat at parties etc

I'm also fb friends with some of the staff at dd2's nursery, but we added one another after dd1 left the same nursery (before dd2 was even considered) so that they could keep up with dd1's progress. I am rl friends with some of them now anyway as they have children similar ages to mine, so fine. They are very careful about what they post though.

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Oggy Thu 24-Nov-11 12:50:16

Flisspaps: I guess because of the social networking element of it, the fact that what is said between you (unless inboxed) and between other mutual friends can then find its way to other people in a way that a private conversation between two friends over a cup of coffee doesn't.

Like I admitted in my OP, I don't have something concrete that I specifically object to but I guess what I said above is probably a factor.

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Pandemoniaa Thu 24-Nov-11 13:01:55

I've got teacher friends who wouldn't touch Facebook with a bargepole. Their schools are equally underwhelmed with it and while they cannot ban staff from using Facebook it is actively discouraged.

YANBU, OP since I really do think Facebook can cause enormous problems with the personal and professional get mixed up in it.

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beingarebel Thu 24-Nov-11 13:17:52

I think it wrong tbh and I think the school would have some guidance on this. Even private companies now have guidance on this. Mixing personal and work life has always been full of peril and FB just makes it easier for it to go tits up.

99% campaign

G- This text is written in the form of a blog and is all in a written mode.

R- This text may be received badly from people who are against people on benefits as it is representing those on benefits to be good people and that it isn’t their fault that they live in this way. However if you are on benefits then you might receive this text in a good way as in a way this text is sticking up for other people like you and therefore may make them feel happy as they are being excepted in a way and not being ignored and that people do care about how they feel and appreciate that it may be hard for them.

A-The audience of this article would be someone who reads blogs or looks on the internet for information instead of reading the newspaper but also people who are interested in this subject or people who are on benefits that wan to see what others have written about them.

P-The purpose of this text is to inform people about how poorly treated people on benefits are and that they are through less off. This article may be to make people feel empathetic about the subject and therefore become persuasive and make people want to get involved.

E-The expectations of this text is for there to be a lot of opinionated text as it is a blog so it is written in the first person and normally opinionated. Also this text may contain things that may offend some people reading it depending on how much they express their feelings towards the subject or how strongly they feel about it.

In this extract from the blog there are many ideas that are discussed that expresses the writer’s feelings towards those on benefits. ‘benefit scrounger’ is how the blog extract is started and is written in bold with makes this text stand out but also in this extract talks about stereotypes used by other people about those on benefits. This is something that isn’t used by the writer themselves as they support those on benefits throughout the blog but ironically begin the blog with an asyndetic list of names associated with those on benefits. This is ironic and striking to the reader as when they read the opening paragraph they will think that the paragraph is against people on benefits as opposed to being for them and supporting them.

The commonness of accusations creeping into newspapers is compared to be as common as the appearance of a ‘suduko puzzle’ the writer then expresses their frustration about this as they discuss the reasons as to why people of benefits may be in the situations they are in, possibly to make them more persuasive and therefore maybe get people to think differently about those on benefits but also to appreciate that some people do have genuine reasons and maybe begin to get people thinking and behaving differently to those in situates that are less fortunate than them.

Fifa organisation representation

On the Fifa official website there is a webpage on FAQ (frequently asked questions) above is just one of the most frequently asked questions. This portrays them to be ambitious as this question shows that they have a goal and that they have somewhere that they want to be in the future and therefore have aims to work for in order to make football a better game but also to expand their company. They speak about their ‘mission’ this portrays them to be an organisation with an aspiration that they are destined to fulfil. They also talk about ‘protecting and strengthening the integrity of the game’ this suggests that they are expanding on the idea that they want to have positive morals and that they want the game to be played fairly and with respect but also that it is game that can be enjoyed by the thousands.  Fifa also state that they have a ‘duty to society’ which ‘goes beyond the game’ this means that they are stating that they aren’t just responsible for the game itself but for the organisation of games and brining communities together and creating a good atmosphere for everyone to enjoy when enjoying the game. This is portraying them to be successful company with a lot of experience who is forever expanding and that they are always continuing to grow.

Fifa is such a big organisation that other companies and charity organisations want them to sponsors them or get involved in what they do in order to help their organisations grow as people will help their organisations grow if they see that they are in partnership with large companies such as fifa. It says in the answer above that they offer financial support to small organisations which will allow them to expand but is also going to help fifa grow as well as the company they help as they will be advertised and therefore both companies are going to expand from it. Fifa is an international company and are recognised in global companies. They present themselves in this way to show new people getting involved in fifa that they are a big organisation who are successful and one that is able to offer smaller companies fanatical support, this is making them seen to be a caring company who are looking to help expand other companies.