论文代写：文化传播
考虑一下案例研究中涉及的具体问题，即科琳娜是如何在她的课堂上失去她的语言。老师觉得自己迷失了，因为她觉得自己充其量只能把语言和她的语言联系在一起。她没有任何强有力的文化联系。语言与文化之间有着根深蒂固的关系，语言是在文化内涵和文化内涵的基础上形成的(Englebert,2004)。语言因文化而异，语言和文化交织在一起，从幼儿开始就开始了。尽管他们身处不同的环境，但许多家庭试图保持他们的文化和母语的理解，因为只有通过他们的语言，他们的文化才能传播。案例研究中发现的第一个问题是作者如何在语言中失去了这种文化传播。这位作家的母亲被从她的家庭中除名，是被偷的一代孩子的一部分，因为政府的影响，他们不得不被迫使用主流语言。因此，科琳的母亲长大后不知道自己的母语。事实上，在科琳的祖母身上，这也是一种趋势。当她和家人在一起时，科琳的祖母讲了她的语言。后来在生活中，她不再说英语，而是通过说英语来适应主流社会。她的期望是，她的孩子们将会回到她身边，因为她已经开始遵守主流语言了。因此，文化传播在这里消失了，因为柯林的一代也失去了文化内涵的语言。正如Brooks(1968)和Hantrais(1989)所指出的那样，主流语言是导致土著语言学习者语言缺陷的一个问题。如果这种情况持续下去，科琳和她的后代将永远无法正确理解他们的语言或文化。
论文代写：文化传播
Consider the specific issues addressed in the case study namely how Coleen a Noongar woman feels lost in her class where she teaches her language. The teacher feels lost because she felt that at best she seems to have but disconnected language level connections with her language Noongar. She does not have any strong cultural connection. There is a deep-seated relationship between language and culture and one’s language is created in one’s cultural connotations as well as their meaningful cultural ties (Englebert, 2004). Languages differ based on one’s culture and the intertwining of language and culture begins in a child from their early infancy onwards. Despite their being present in a different environment, many families of the world try to maintain their culture and native language understanding because it is only through their language that their culture can be transmitted as well. The first issue identified in the case study is how the writer has lost this cultural transmission in language. The mother of the writer was removed from her family, and was part of the Stolen Generation children who had to coerce to a main stream language because of Government implications. The mother of Coleen therefore grew up without knowing her native tongue. In fact, this was a trend observed in the case of Coleen’s grandmother, too. Coleen’s grandmother spoke the language Noongar when she was with her family. Later in life she stopped talking the language and conformed to mainstream society by speaking English. Her expectation was that her children will be returned back to her since she was showing compliance to the mainstream language. Therefore, a cultural transmission was missing here, as the language with cultural connotations was lost for the Coleen’s generation as well. As Brooks (1968) and Hantrais (1989) argued, the mainstream language has served as a problem leading to language deficiencies for the indigenous language learner. If the situation persists, then Coleen and her later generations will never come to understand their language or their culture properly.
