What Happens When Minimum Wage Essay - 703 Words

What happens when minimum wage goes up to $15? If minimum wage is raised to $15 food price will rise on your favorite fast food restaurants like McDonalds, Taco Bell, Subway, KFC and many more. If minimum wage is put to $15 an hour some small businesses will shut down because they won’t have the money to pay their coworkers and if they don’t pay their workers they will end up quitting or some will end up suing the businesses and either way they would end up getting shut down or closed down. Some believe that if minimum wage is put up to $15 it will prevent equilibrium wage from developing. The economy will probably go broke or businesses will probably go out of business because since the food is almost $10 for just a burger and fry so imagine for a whole family pack it will be almost 50-80 dollars and people are just going to stop going to fast food places and they will end up running out of business because they will have no customers and no customers means no money no money means no business and since you have no money you will not be able to pay your workers. For example McDonalds, lets say your favorite meal is a big mac and fries and a soda for $6.25 and if minimum wage goes up to $15 an hour that big mac that you love will go up to almost $10, and people will start to realize that it’s too expensive for something you could make at home for the same price but double the food. Buts that’s only the bad thing about it the good things aboutShow MoreRelatedRaising The Federal Minimum Wage1225 Words   |  5 Pages Study shows that wage increases do lower poverty, by 2.4% if wage at $8.00, consistent with other studies. (Washington Post/ Arin Dube) 1. Raising the federal minimum wage doesn’t cause substantial unemployment as most economists agree, including over 600 economists who wrote a letter to Congress urging a wage increase, and the Economic Policy Institute. A. Identify shortcomings of the opposition (fallacies they make, or weaknesses in the evidence they use) 1. Arin Dube’s study would be great,Read MoreBackaches and Depression and Poverty, Oh My!1474 Words   |  6 PagesLike anyone, people like to pick the best candy first, but what happens when all the good candy is taken? People are stuck with the â€Å"bad† candy. In this case, people like to pick the best jobs, but, like the candy bag, what happens when all the good jobs are taken? Similarly, people are left with â€Å"bad† jobs that pay a meager salary. Minimum wage is a nightmare to anyone that depends on the payment to make a living; furthermore, minimum wage life requires a person to take more than one job in orderRead MoreThe Effects of Raising the Minimum Wage on US Economy1507 Words   |  6 Pagesyear, the minimum wage has been increasing from less than a dollar to $7.25 now. The question that comes to everybody is that should we increase the minimum wage by too far. Does the minimum wage increase reduce the unemployment since now the current wage is high enough? Some people might think that we should increase the minimum wage in order to increase the labor supply. However, if we think deeply than this, there are more disadvantages than advantages of increasing the minimum wage. The fartherRead MoreShould The Minimum Wage Be Raised?1307 Words   |  6 PagesSHOULD THE CURRENT MINIMUM WAGE BE RAISED TO $15.00? Fred Wehmer Embry Riddle Aeronautical University Author Notes Fred W. Wehmer, Professional Aeronautics, Embry Riddle Aeronautical University Contact: wehmerf@my.erau.edu ABSTRACT Fred W. Wehmer Embry Riddle Aeronautical University Rolf Hemmerling /ECON 211 11 October 2015 This paper will explore the pros and cons of raising the current minimum wage to $15.00. It will start with the history and reasons for the minimum wage. It will cite theRead MoreFederal Minimum Wage Should Be Increased911 Words   |  4 PagesThe question that ponders many people’s minds is whether the federal minimum wage should be increased or not. The current U.S. minimum wage is $7.50 and this wage has not increased since 2009. Families with minimum income wages are suffering due to the fact that they cannot provide everyday needs for their families. This is the reason why many people are rioting. They are frustrated with the government’s nonchalant attitude towards the hard situations in which they are living in. A final decisionRead More Do Minimum Wage Laws Increase Unemployment? Essay1188 Words   |  5 Pagescurrent minimum wage, as set by federal law, is less than $15 per hour. Is this enough for any person to provide for themselves and their famil y? Laborers earning the minimum wage dont seem to think so and are wanting an increase in the required minimum wage so they will be paid more by their employers. The Bureau of Labor Statistics reported in 2015 that 3.6 million workers earned below or at the minimum wage (Minimum Wage Workers). At first it sounds wonderful for minimum wage workers toRead MoreMinimum Wage And Philosophical Theories1374 Words   |  6 PagesMinimum Wage and Philosophical Theories Ethical Egoist There are three different positions suggested on the issue of the minimum wage in the United States. First one is that it is best to not have any minimum wage and let the employers and employees decide. Second, the current minimum wage should not change and stay the same as it is. Third suggestion is that the U.S. should raise up the minimum wage up to certain about such as $15 an hour. Ethical egoism suggests that he or she has to makeRead MoreThe Federal Reserve s Goal887 Words   |  4 PagesThe Federal Reserve’s goal is to keep the national inflation rate at 2 percent. This change is seen when buying groceries. The price of milk goes from $2 to $2.04. This can prove costly when the 2 percent is added over time. So, why is inflation out pacing minimum wage? The answer, because it will do harm to employees and business owners. Supporters of an increase in minimum wage, the McDonalds employees that demand $15 per hour, argue that they need a â€Å"living pay†. Furthermore, they state that itRead MoreThe Federal Reserve s Goal Essay897 Words   |  4 PagesThe Federal Reserve’s goal is to keep the national inflation rate at 2 percent. This change is seen when buying groceries. The price of milk goes from $2 to $2.04. This can prove costly when the 2 percent is added over time. So, why is inflation out pacing minimum wage? The answer, because it will do harm to employees and business owners. Supporters of an increase in minimum wage, the McDonalds employees that demand $15 per hour, argue that they need a â€Å"living pay†. They state that it will bringRead MoreThe Minimum Wage Law Should Not Exist1684 Words   |  7 PagesThe minimum wage law was first enacted in January 1938 (Mutari, Ellen), and since then, people have falsely been led to believe that it is beneficial to the economy as well as the general population. It has commonly been seen as a method to reduce poverty by redistributing income in order to make sure that people earn a healthy, living wage; however, evidence has shown that it in fact does just the opposite. Forcing a minimum wage goes against the free market, and severely disrupts the natural process

The “Double Vision” Of Love. Theseus’ And Oberon’S...

The â€Å"Double Vision† of Love: Theseus’ and Oberon’s Unwillingness to Compromise With its majority of scenes set in a fairy land, Shakespeare’s A Midsummer Night’s Dream still feels much more authentic and tangible than many other love stories, such as Romeo and Juliet, because the play greatly exposes the real difficulties of love. Such difficulties come not from external causes, but instead from the dark vision of our own human natures. In real life, the various impediments of love that Lysander and Hermia have mentioned, including â€Å"war, death, or sickness,† actually barely exist, but what we do face is the all-thwarting tests given by our own hearts (Shakespeare 1.1.142). To be more specific, in â€Å"The Darker Purpose of A Midsummer Night’s†¦show more content†¦Hence, this part of conversation is a microcosm of their unhappy and unhealthy mode of relationship. Theseus would arbitrarily express a personal opinion and impose it on Hippolyta, without considering her protests. According to John Cutis, moreover, the epis ode of Pyramus and Thisbe acts â€Å"as a satirical contrast with the Theseus-Hippolyta relationship, as they are both unable to ‘see the need of poetry’† (Cutis 183). A love life without conflicts, or a life without love, might not prove the happiest— this couple solve their discords with Hippolyta’s absolute obedience and Theseus’ lack of love and consideration. This is why they need no compromise. Next, to contradict with another view of Cutis, who asserts a similarity between the â€Å"Theseus-Hippolyta† relationship and the â€Å"Oberon-Titania relationship,† I will prove that the extreme meanness of Oberon to Titania is of another kind, in that Oberon is capable of sympathizing with Titania, and in that the meanness of Oberon comes from his overabundant love for Titania (Cutis 183). Under a fairy land setting, â€Å"a place of confused

Communicable Diseases Free Essays

Communicable Disease * Keep in mind all have fever, swollen LN, rash etc. Scarlet Fever: * Cause: Group A beta Hemolytic Streptococcus * Spread via direct contact/droplet * May lead to RF * Uvula/pharynx beefy red; tonsils have white exudate, pinpoint lesions on palate * Sandpaper rash * Pastina Sign: hyperpigmentation at joints * TONGUE (white furry white strawberry strawberry ) * So throat culture if they have strept/sore throat *** Anybody with a sore throat that comes down to school nurse- do not send them back to class, have them sent for throat culture *** Varicella: Infectious before rash and until vesicles crust * kid cant go back to school until vesicles are crusted * Strict isolation (from A. those who haven’t had varicella vaccine B. We will write a custom essay sample on Communicable Diseases or any similar topic only for you Order Now lt; 12months of age) * ACUTE PHASE: maculopapular rash turns to vesicle with erythematous base oozes and crusts * Itchy scratch spread/2nd infection * @ Risk for Reye’s Syndrome * Itchiness – give Benadryl * PREVENTION vaccinate Rubeola: (measles) * Koplik spots ( white circumscribed in red in mouth) * May have photophobia – wear sunglasses * PREVENTION: MMR Rubella: * Fever is not marked Birth defects if mother exposed in first trimester * **Tylenol for (fever, pain, H/A) * ISOLATE FROM PREGNANT WOMEN Roseola Infantum: * HHV6 * Rash appears AFTER a DECLINE in fever * At risk for febrile seizures-manage temperature Erythema Enfectiosum: – ISOLATE FROM PREGNANT WOMAN EVEN IF OWN CHILD HAS IT. CAN NOT BE AROUND MOM -â€Å"5th Disease† – spread via droplet, no specific TX -Stage I – â€Å"slap cheek† 1-120days may last; Stage III- RECURRENCE of rash (with exercise temperature change etc) Impetigo: * Group A beta hemolytic STREPT, STAPH AUREUS * Insect bite Contact isolation as long as vesicle present * Lesion begin as honey color serum then yellow to brown crusts * Complication: postreptococcal glomerulonephritis (decrease urine, change color) * Culture vesicle * Children should remain home from school and daycare fo 48 hours until on antibiotics or lesions r dry * PREVENTION: handwashing, child should not touch lesion, don’t share towel etc Pediculosis: * Preschooler at increased risk * All socioeconomic classes * Pedicclosis vs. Dandruff (* can brush dandruff out; ped. Stays in hair when brushing) * Nit ( egg) louse (insect) DO NO JUMP FORM HEAD TO HEAD, spread via direct contact * Part hair, magnify to Dx * Shampoo, disinfect sheets with HOT water, teach not to exchange combs, headgear Scabies: * Happen to anyone * Burrow – leaves debris under skin * Cleanliness is NOT protection * Scabacide Q12h- apply everywhere besides genitalia and face Parastic Infections * Roundworm (GI); Hookworm (human feces); Pinworm (cecum) * PINWORMS: cause intense itching- child doesn’t wash hands- touches door knob etc. * PINWORMS: may be dosplayed as ADHD problem; so itchy PINWORM: Dx by anal scotch tape=lay eggs in anal tissue, examined then by microscope * PINWORM: Vermox; Tx all household members Fungal: Tinea Cruris: jock itch Tinea Pedis: athlete foot Tinea Capitus: ringworm Tinea Corporis: skin ( to tx these use po griseofulvin or OTC fungal cream) Conjunctivitis: -inclusion (newborn), allergic (in response to allergn), gonorrheal (infant passing thru birth canal), bacterial (self limiting, HIGHLY contagious), or via foreign obj (metal) – TX Edema: cold compress; Tx crust: warm compress; don’t want to lay there with warm compress b/c bacterial growth, child don’t rub eyes Immunologic Dysfunction (ANEMIA) * *Incidence: most common hematologic D/O child * *Etiology: decrease reticulocyte count and Hgb * effects amount of Hgb available to carry O2 * activity intolerance: pallor, no energy, fatigue **Takes a while for Hamp;H to decrease so this wouldn’t be first s/s * anemia develops slowly * will have increased HR and cardiac output to compensate * cluster care, frequent rest periods, safety (SICKLE CELL ANEMIA) * defective Hgb molecule that changes RBC shape to sickle cell * PAIN extremeeeeee CRISIS: Sickle cells destroyed by spleen – tangle- hypoxia – tissue eschemia – necrosis * Most common in African American * Decreased life span * Each person has different thing that causes crisis ( weather, temperature, elevation) * S/s develop after 6months because up to 6month fetal Hgb is in use * Crisis Long Term Complications: Heart, lung, kidney brain changes; blood becomes thicker each time * CVA # 1 cause death (complication) b/ c cerebral occlusion * 4 crisis: 1. Vaso-occlusive = tangled cells; 2. Aplastic =decreased bone marrow, infection; 3. Acute Sequestration Crisis= massive entrapment of RBC in spleen, hypovolemic shock; 4. Hemolytic = combo glucose 6 and sickle cell * No labs are definitive * No cure†¦treat s/s * Pain control keep hydrated keep away from things that cause crisis * Dx: peripheral smear * Assess all body parts * Moniter Iamp;O, weigh pt How to cite Communicable Diseases, Papers

Different And Interpretations Of Language -Myassignmenthelp.Com

Question: Discuss About The Different And Interpretations Of Language? Answer: Introducation Englishes is a term that is used in describing different local varieties of English that people speak across the globe. Different Englishes are often referred to as world or global English and is commonly used as lingua franca among people who do not necessarily speak similar first English. According to Kachrus model, Englishes are used in three different ways which include inner, outer and expanding Englishes (Kachru, 1986). The countries that are categorized and use inner circle English are those which English is their first language such as the United Kingdom and New Zealand. The countries in the outer ring are those that use English as their official language for purposes of education such as Kenya and South Africa. The countries that are categorized in the expanding circle use English as a lingua franca such as China (Bolton, 2002). The states with most people speaking in English are not from the first two categories but the expanding circle category such as Slovenia. This is because these countries have a policy for compulsory English lessons right from childhood. The people who speak different Englishes do not have the same capacity of reasoning and therefore the likelihood of having a fruitful conversation is always a challenge (Bruthiaux, 2003). This problem can also be experienced among speakers from the same circle as a result of verbal and non-verbal elements of communication. Verbal aspects in English is dependent on hearing, vision, word choice and jargon while non-verbal factors include eye contact, facial expression, gestures and distance from where an individual is speaking (Byram, 1997). Another aspect of different Englishes is the accent used in communication. An accent plays a significant role in determining if a speaker form inner, outer or expanding language can be understood. Accent has the potential to result to miscommunication even amongst speakers of similar English. Accents are not universal and people from a given country can have more than one. In Australia, the English spoken has four unique accents while there are numerous different accents in America (Bolton, Graddol Meierkord, 2011). More so, the British English has a huge variety of accents such as cockney which is spoken in London, Scouse is spoken among those in Liverpool, Geordie in Newcastle and scots in Scottish. For those whose first language is not English, their mother tongue accent influences the way they speak world Englishes (Canagarajah, 2013). The most common difference among these non-native speakers of English is reproducing certain sounds as they should. There are also different dialects in different Englishes which play a role in influencing mutual intelligence among different speakers across the world. Dialects are of different nature just as accents have a wide range. Different dialects are often found in the same locality such as modern cities across the world (Boyle, 2012). The size of a country does not determine the numbers of dialects as there are big countries such as Australia which has a small number of dialects as compared to America and Britain. Common dialects in Englishes include the use of distinct terms such as Outback and fair dinkum. Also, they use words that are derived from the aboriginal language such as Kangaroo and Billabong. Other dialects include the use of words such as Bazza, Shazza, and Septic tank (Eades, 2004). Another aspect in different Englishes includes the miscommunication where people it occurs quite frequently among those learning English as their second language. The miscommunication influences not only the learners but also native speakers. The miscommunication occurs as a result of mixing verbal, non-verbal and Para-verbal components of communication (Byram, Gribkova Starkey, 2002). However, these elements can be significant in overcoming miscommunication. The issues of standard, non-standard and substandard arise in different Englishes where speakers who have had a long tradition of both written and literature speak of a codified standard (Jenkins, Baker Dewey, 2018). Further, this can be used in explaining other varieties of Englishes. English speaking language that falls under inner, outer and expanding have a term that is standard in a particular country. Such terms are often used by people in different circumstances and although they might not necessarily be aware of the correct meaning, they have the ability to recognize certain words on communication. There is also the case of vernacular that found in English and determines the language that is spoken naturally amongst individual of a specific geographical area (Chin-Chuan Cheng, 1992). The Polylectal grammars suggest that speakers of various dialects can understand each other. This is because the nature of their communication does not differ which essentially implies that for one to understand different dialects, they must have a general understanding of the language. The underlying forms that equate to a general understanding of a language imply that they are not necessarily present among speakers of different Englishes (Crystal, 2015). Categorically, it is eluded that speakers can understand more than one dialect but use a different one when speaking. An individual with different dialects can communicate as a result of receptive competence that is found in native speakers. Various places across the world are faced with the challenge of a geographical dialect continuum. This gives rise to linguistic differences as there is more than one dialect in a specific locality (Byram Feng, 2004). However, all the dialects that are spoken in a particular setting determine the chain of mutual intelligibility. In such a scenario, the speakers of different dialect can understand each other as a result of living adjacent to them within a locality. This implies that dialect of different circles may not have the aspect of mutual intelligibility. The social dialect continua develop as a result of geographical setting such as in Jamaica. In Jamaica, the social dialect continua resulted because the top social class spoke English while the bottom social level spoke Jamaican Creole. These two languages are not mutually intelligible although the Jamaican Creole is similar to English. The Jamaican Creole has recognized an inferior language as a result of the social status of the African slaves. The social situation in Jamaica led to authentic creole becoming closer to spoken English and the gap between English and Creole was reduced by the social dialect continuum. However, there is no cle ar boundary between these two languages and the Jamaicans are said to speak in English although there are different varieties of English spoken in Jamaica (Canagarajah Silberstein, 2012). Different Englishes are connected with culture, language and identity and continues to draw mixed reactions among researchers (Agar, 2006). A persons identity can be determined through investigating their interaction and contribution in a particular language or culture. These aspects can be examined by globalization and diplomatic relationship. This process gives one a complete understanding of how language, culture and identity work hand in hand with people as well as communities. The interaction social linguistic is the basis used in studying the use of language and identity. According to John Gumperz, verbal signs that are processed in a series of symbolic communication serve as a basis for which interpretation can be deduced and influences the way a message is understood (Gumperz, 1982). These aspects of communication often comprise of forms of spoken language that included syntactic, lexical and paralinguistic. It also involves the patters that people take turns during communication and the nature of the language being spoken. This aspect of communication contains signals that can be interpreted and become significant in adjusting the context of views during a conversation. The relationship between language and identity is strengthened by the fact that when an individual is peaking is because they are in contract with another cooperative agent (Morita, 2004). The signals can be identified by examining the cues that individuals use to relate to the context of a particular conversation. The challenges that are bound to occur and result in miscommunication is as a result of lack of a common cue that gives meaning to the two people in a conversation. Participants in a conversation are often interested in the success of their communication where the success of the communication is directly related to sharing information that creates meaning when conversing (Ellis Shintani, 2014). As a result, the miscommunication that arises in any conversation is pegged on the difference of information among the participants. However, Kandiah argues that there is something other than shared information that might have influence miscommunication. Kandiah bases his arguments from an interview for purposes of explaining the challenges in cross-cultural communication (Phillipson, 1992). In the interview conversation between an immigrant from India and the English interviewer, the use of prosodic cues provides the basis for Kandiahs argument. In his arguments, he suggests that the lack of information between the two participants disregards vital elements such as the length taken to communicate as well as the experience of the interviewee. Kandiah suggests that there are other explanations which provide the basis for misunderstanding such as where one of the participants knowingly use different cues and disregards those by other parties to create lack of shared information that th en creates a boundary between the two participants (Byram Grundy, 2003). Language and social identity can be traced from the history of people as a result of different social groups such as gender, religion and race. This analogy can be borrowed from the fact that human beings are born as male or female but the social status groups them in poor or rich (Mirhosseini, 2008). Language and culture is a contentious issue as a result of the challenge brought about when participants are communicating (Kachru, 1982). According to Wardhaugh, language is a framework that provides rules and manner in which people say and produce different sounds as opposed to distinct words or sounds in a sentence. On the other hand, Thanasoulas defines language basis for practices and believes which determines the nature of our lives (Byram Grundy, 2003). Further, to understand how language and culture are intertwined, one has to consider the interpretation of culture which refers to the way of life of people that forms the basis of shared responsibilities. Culture is said to be an interactive design that is centered on different needs such as basic needs, instrumental needs as well as symbolic needs of individuals and the community (Pennycook, 2004). This assumption states that culture has to be kept in a balance of all the three needs. Since culture is the basis of how member s within a given locality relate. It is significant that members belonging to a particular community understand the power of their own words during an interaction. More so, Thanasoulous is of the view that language is a key to the cultural past and present since it influences the thoughts, beliefs and brings understanding to members of a given society. There is a close relationship between language and culture and it is easier to understand and interpret one without information about the other (Thanasoulas, 2001). However, according to Wardhaugh, there are three different bases of defining the relationship between language and culture. The first perspective suggests that the characteristics of a particular language play a significant role in which speakers perceive the world. Another perspective implies that the culture of a particular community is reflected through their language as a result of valuing and doing things in a specific manner. The third perspective suggests that there is no relationship between language and culture (Wardhaugh, 2002). The first perspective forms the basis for many researchers studying the relationship between language and culture. The claim that suggests there is no relationship between culture and language suggests that is possible to examine language or culture without necessarily factoring them together. In this scenario, it is evident that language is used to convey and facilitate understanding of different concepts which imply that the participants in a conversation assume more than one role. In the second perspective, it is insinuated that language facilitates culture which provides a basis for certain values in a community. The Whorfian hypothesis is borrowed from the first claim that suggests a relationship between culture and language that determines the way people view the world. Further, linguistic determinism arises and comprises of strong determinism which suggests that language determines thought while weak determinism suggests that thoughts are predicted by our language. Here, strong determinism along with the idea difference in language gives rise to what is referred to as linguistic relativity. Various researchers are of the view that language predisposes people into the way they view the world (Elyas Picard, 2010). The understanding of the relationship between language and culture forms the basis of learning another language. Researchers argue that it is not the language that forms the basis of communication but the language in the context of a culture that provides meaning. The very groups to which we belong along with values and attitudes are important in the development of our social identities. Therefore it implies that our social identities are not just gaps that we fill out a collection of our histories that have been redefined over some period (Gee, 2014). The social identity is often related to a particular set of linguistic rules that determine certain activities, beliefs an attitude. The relationship between social and cultural roles influences the opportunities that a person is likely to have in a situation where two individuals come from different geographical area and families are involved with different activities. This implies that the identity of a middle-class group of ladies i n America is different from that of a similar group in Africa. Therefore, the historical background, social setting, beliefs, skills and attitudes play a significant role in determining our overall social identity. This knowledge suggests that we approach our day to day activities by associating the knowledge of our background and those of our surroundings to bring an understanding of the situations we encounter (Phillipson, Rannut Skutnabb-Kangas, 2010). This analogy implies that participants in a conversation perceive each other from based on the way they have been brought up within their social settings. Concerning this analogy, it is safe to conclude that develop an expectation about what others are capable of doing and not capable as a result of earlier interaction with them in a specific society and surroundings. The linguistic tools are available for us to communicate and interpret communication are held with the shared knowledge and perception we have about others. The relationship between culture and social perspective that determines our identity and language is based on various aspects. These aspects are important and alter the conventional understanding of language as well as motivate individuals through the day to day experiences (Nunan, 2013). By being associated with sociocultural aspects, many individuals take a specific social identity which forms the basis of examining the context of communication and bring meaning to certain practices. Sociocultural identities are not constant among different groups but arise in a specific locality that shares a common history. Therefore, when people are conversing, the use of language is not isolated to an individual motive but rather it takes the position of a neutral social arena where all the position are said to be constantly changing and relative to every participant. The social role becomes the basis for communication and understanding where individuals can manipulate various linguistic with c ertain motives. This implies that language is indeed part and parcel of our culture and does not exist outside the circles of culture. As a result, there is no language or user of a particular language that can be considered not to be associated with a particular culture (Canagarajah, 2006). References Agar, M. (2006). Culture: Can you take it anywhere? International Journal of Qualitative Methods. Vol.5, No.2, pp.1-12. Bolton, K. (2002), Chinese Englishes: from Canton Jargon to Global English. World Englishes, 21:181199. Bolton, K., Graddol, D. Meierkord, C. (2011). Towards Developmental World Englishes, World Englishes, Vol.30, N0.4, pp.459-480. Boyle, R. (2012), Language Contact in the United Arab Emirates. World Englishes, 31:312330. Bruthiaux, P. (2003). Squaring the Circles: Issues in Modeling English Worldwide. International Journal of Applied Linguistics. Vol.13, 2, pp159-177. Byram, M. Feng, A. (2004). Culture and Language Learning: Teaching, Research and Scholarship. Language Teaching, Vol. 37, No. 3, pp.149-168. DOI: 10.1017/S0261444804002289, Published online: 05 April 2005 Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon [u.a.: Multilingual Matters. Byram, M., Grundy, P. (2003). Context and Culture in Language Teaching and Learning. Clevedon: Multilingual Matters. Byram, M., Gribkova, B. Starkey, H. (2002). Developing the Intercultural Dimension in Language Teaching. www.coe.int/t/dg4/linguistic/Source/Guide_dimintercult_En.pdf Canagarajah, A. S. (2013). Translingual Practice: Global Englishes and Cosmopolitan relations. Milton Park, Abingdon, Oxon: Routledge. Canagarajah, S. Silberstein, S. (2012). Diaspora Identities and Language, Journal of Language, Identity Education, Vol.11, No.2, pp.81-84, Canagarajah, S. (2006). Interview. R.Rubdy M. Saraceni (Eds). English in the World: Global Rules, Global Roles. London: Continuum. 200-212. Chin-Chuan Cheng, (1992). Chinese Varieties of English. In B.Kachru. (Ed.). The other tongue: English across cultures. Chicago: University of Illinois Press. Crystal, D. (2015). The Cambridge Encyclopedia of Language. New York: Cambridge University Press. Eades, D. (2004). Understanding Aboriginal English in the Legal System: A critical sociolinguistics approach. Applied Linguistics, 25/4, pp.491-512. Ellis, R. Shintani, N. (2014). Exploring language pedagogy through Second Language Acquisition Research. Oxford: Routledge. Elyas, T. Picard, M. (2010). Saudi Arabian Educational History: Impacts on English language teaching. Education, Business and Society: Contemporary Middle Eastern Issues, Vol.3, No 2, 136-145. DOI: 10.1108/17537981011047961 Gee, J. P. (2014). An Introduction to Discourse Analysis: Theory and Method. London ; New York : Routledge, 2014 Gumperz, John J. (1982). Discourse Strategies. Interactional Sociolinguistics 1.Cambridge: Cambridge UP. Jenkins, J., Baker, W., Dewey, M. (2018). The Routledge handbook of English as a lingua franca. Abingdon, Oxon; New York, NY: Routledge, an imprint of the Taylor Francis Group. Kachru, B. B. (1982). The Other Tongue: English Across Cultures. Urbana: University of Illinois Press. Kachru, Braj B. (1986). The Alchemy of English: The Spread, Functions and Models of Oxford: Pergamon, Mirhosseini, S. (2008). English and a World of Diversities: Confrontation, Appropriatyiopn, Awareness. Applied Linguistics. 29/2: 312-317, DOI: 10.1093/applin/amn013 Morita, N. (2004). Negotiating Participation and Identity in Second Language Academic Communities. TESOL Quarterly, Vol.38, No.4, pp.573-603. Nunan, D. (2013). What is this thing called language? China: Palgrave MacMillan. Pennycook, A. (2004). Performativity and Language Studies. Critical Inquiry in Language Studies, Vol.1, No.1, pp.1-19, DOI: 10.1207/s15427595cils0101_1 Pennycook, A. (2008). English as a Language always in Translation. European Journal of English Studies, Vol.12, No.1, pp.33-47. DOI:10.1080/13825570801900521 Pennycook, A. (2017). The Cultural Politics of English as an International language. Milton Park, Abingdon, Oxon; New York, NY: Routledge Phillipson, R. (1992). ELT: The native speakers burden? ELT Journal Volume 46/1 pp.12-18. Phillipson, R. (1998). Globalizing English: Are linguistic Human Rights an Alternative to linguistic imperialism? Language Sciences, Vol.20, No.1, pp.101-112. Phillipson, R., Rannut, M., Skutnabb-Kangas, T. (2010). Linguistic Human Rights: Overcoming Linguistic Discrimination. Berlin; Boston: De Gruyter Mouton. Thanasoulas, D. (2001). Radical Pedagogy: The importance of teaching culture in the foreign language classroom. Retrieved October 3, 2005 from the International Consortium for the Advancement of Academic Publication Web site: https://radicalpedagogy.icaap.org/content/ issue3_3/7-thanasoulas.html Wardhaugh, R. (2002). An Introduction to Sociolinguistics (Fourth Ed.). Oxford: Blackwell Publishers.