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2.Did American colleges duplicate their British counterparts in all respects?
3.List the changes that took place in the American system of higher education in the
19PthP century and state their courses.
4.What does the word “school” mean as applied to an element of an American university?
.When were women first admitted to American unit?
6.Is public education in the USA centralized?
7. Is there a unified system of education in the USA?
8. At what age do children begin to attend school in the USA?
9. What is an elementary school in the USA?
10. What is a high school in the USA?
11.What is the theoretical basis of the great amount of time allotted to extra-curricular activities?
12. What kind of personality do they try to develop in American school-students?
13. Is there a national system of higher education?
14. How can go an American school-leaver enter a higher educational institution?
15. What are the entrance standards and admission policies at American universities and
colleges?
16.Where is competitive admission more common: at public (state) or private colleges and
universities?
17.When is the dropout rating the highest?
18.What are the two levels of the American universities?
19.What is “majoring”?
20.What are the American advanced degrees?
21.How does one obtain the Master’s degree?
22.Which of these degrees is actually a research degree?
23.How does one get the PhD degree?
24.What do the words “college” and “school” mean?
25.What weaknesses have been revealed in the American educational system?
26.What problems do minority have to face and how does educational system try to solve them?
2.Translate the Russian words and phrases into English:
Основной принцип; образование; общее образование; децентрализация образования; детский сад; начальная школа; средняя школа; класс, оценка, система образования, программа обучения, учебный год, домашнее задание, каникулы, учащийся, основные предметы, бесплатное обучение, частная школа, плата за обучение, внеклассная деятельность, окончить школу, училище, требования при поступлении в университет, общественные науки, точные науки, предметы гуманитарного цикла, ректор университета, декан, заведующий кафедрой, отсев учащихся, разделение учащихся по способностям, студент первого года обучения, второго, третьего; студент-отличник, окончить университет, учиться в магистратуре, аспирантуре, ученые степени (бакалавра, доктора наук), фонд пожертвований.
3.Render the Russian texts in English:
A).В США не существует четкого определения самого понятия «Высшего учебного заведение». В принципе любое учебное заведение, осуществляющее дальнейшую подготовку после окончания средней школы, так называемые «послесредние учебные заведения», объединяющие часто профессиональные различные училища типа школ медсестер, педучилищ, курсов механизаторов и пр., может с равной степенью вероятности называться «колледжем», «школой», «институтом», или даже «университетом». Единственным критерием для определения характера какого-либо учебного заведения США может служить лишь качественный уровень подготавливаемых им специалистов и выполняемых в нем научных исследований.
В США существует группа, состоящая из ведущих вузов, резко отличающаяся по своим показателям от всех остальных вузов страны. Именно эта группа, прежде всего и определяет качественный вклад высшей школы в развитие научно- технического и экономического потенциала страны.
В их число входят «супервузы», которые являются безусловными лидерами в образовании и науке США. Список этих 16 «супервузов»: Калифорнийский университет-Беркли, Массачусетский технологический институт, Стенфордский, Висконсинский, Мичиганский, Иллинойский, Гарвардский, Корнельский, Вашингтонский (г. Сиэтл) университеты, Калифорнийский университет - Лос-Анджелес, Колумбийский, Йельский, Чикагский, Пенсильванский, Принстонский университеты и Калифорнийский технологический институт.
Причем, несмотря на развитие сети штатских университетов, частные вузы продолжают играть весьма существенную роль в формировании научно-образовательного потенциал США. Внутри группы «супервузов» качественный вклад частных вузов пока значительно выше, чем штатских.
(Б.А. Гончаров. Какой университет лучше?)
Б)Высшие Учебные заведения США Высшие учебные заведения в США различаются по числу преподавателей и студентов, по статусу и по характеру учебных программ.
Американские колледжи и университеты не придерживаются обязательной единой программы. Студентам предлагается на выбор большое число курсов из различных областей знаний. Некоторые из этих курсов обязательны, другие нет. Вместе с преподавателем-руководителем студент составляет свою индивидуальную программу учебных курсов. Так, для получения степени бакалавра ему необходимо прослушать определенное количество курсов и сдать экзамены по каждому из них. Каждый курс оценивается определенным количеством очков.
Вторая ступень американского высшего образования готовит специалистов более высокой квалификации. Эта ступень имеет два уровня. Прохождение курса на степень магистра длится 2-3 года после получения степени бакалавра. На этом этапе осуществляется более узкая специализация. В этот период студент помимо прослушивания курса лекций много занимается в лабораториях, где приобретает опыт исследовательской работы. Степень магистра можно приравнять к диплому российского университета или института с 5-6-летним сроком обучения.
Подготовка докторов предполагает большой объем исследовательской работы и еще более узкую специализацию. Для получения степени доктора необходимо выполнить специальную программу, включающую прослушивания курсов лекций со сдачей экзаменов, проведение научного исследования, написание диссертаций. Важно отметить, что американская степень доктора наук рассматривается в США как достижение определенного, обычно высокого, уровня образования.
Особенно интересна еще одна ступень высшего образования в США - «последокторская»,которая практикуется лишь в крупнейших вузах США. По «последокторской» программе ведут исследования в основном ученые, специализирующиеся в области естественных наук. Последокторские исследования проводятся в рамках университетов на средства промышленных фирм и компаний, заинтересованных в данной области исследования.
4. Discussion points:
I.Describe the differences between the structures of educational systems in the USA,
Britain and the Russian Federation.Discuss their respective advantages and
disadvantages;
2.Why do standardized tests play such an important role in the American education?
3.If you are in favor of a more selective educational system,. write down arguments
supporting your viewpoints.
Chapter V. The American English Language
Read and translate the following words and word combinations:
Landmark to ascert
To set about a coat of arms
To fill the gap to be fascinated
Runaway bestseller a coinage
To mortgage to lay the grouds
Detachment runaway bestsellar
To lay the groundwork royalties
To mortgage retain-retention
A high pitch to be nasalized
Cluster compandium
Frontier men-переселенцы; bonanza-богатая золотоносная жила;
pan out-намывать золото; stake a claim-«застолбить» участок..
The linguistic history of the American English Language is quite complicated. Having acquired numerous component elements of American culture the American English language can be rightly called “a linguistic melting pot”. Which linguistic processes have occurred in American English language to make it different from its British origin? As words are often called “windows into our past” we can say that American vocabulary reflects all events of American history.
One of the main features of the American language is derivation. The migration of the English colonists to North America created the needed vocabulary added to the 17-century British English that the earliest immigrants brought with them. In the formation of American English a lot of words were derived from the languages of the different peoples with whom the English got into contact.
First in importance came the words derived from the languages of various Indian tribes. The English immigrants met in America with the nature, plants and animals unlike anything they had seen before in Europe. The landscape was completely different from the neatly tailored English countryside. Words had to be provided for all aspects of their new life: names of rivers, mountains, lakes, plants and animal world, for implements and food .The Indian languages gave the colonists a lot of such words and thousands of geographical names all over the USA. The names Palmyra, Washington, Alabama, Alaska, Chicago, Idaho, Massachusetts, Mississippi, Oklahoma, Manhattan (island of hills) and many others are of the Indian origin. Such words as canoe, moccasin, wigwam, toboggan, tomahawk, squaw, raccoon, opossum, skunk, moose, caribou ,totem, etc. were also borrowed from the Indians.
Besides the Indian influences, American English reflects the other non-English cultures, which the colonists and frontier men met in their conquest of the continent. As we know, in the expansion of their territory, the English-speaking colonists came into contact with the French and Spanish. Some of the borrowings from these languages proved to be very productive in American English. Words like liaison, rendezvous, silhouette, prairie, chowder and rapids came from French. Creole, mulatto, canyon, ranch, sombrero, rodeo, mosquito, lasso cafeteria, hammock, stampede, vigilante were acquired from Spanish. Opera, pizza, dominoes are of Italian origin.
The Dutch settlers also contributed some words to American English. Among the widely used words of the Dutch origin are Yankee, boss, roster, cookie, Santa Claus.
The words of German origin found their way into the American vocabulary as well: frankfurter, hamburger, semester, seminar are among them.
The black slaves from Africa brought to North America not only their culture, songs and music but also words: jazz, hippie are probably African in origin.
Linguistic Nationalism
The American Revolution marked the turning point in the creation of new, American variant of the English language. For Jefferson, Franklin, John Adams, and the other leaders of the American Revolution, American English was one of the weapons for independence, for forming national consciousness. After the Revolution the problem of having a national language acquired great political significance .The extent to which the English language became a political problem is illustrated by the curious procession, in New York on July 23, 1788, which coincided with the ratification of the new American Constitution. An association of young men, called the Philological Society, carried the coat of arms and a book inscribed “Federal Language”, emphasizing the strong desire of many Americans to break with the classical British English.
John Adams and Thomas Jefferson made the first attempts to renovate the English language. Jefferson was fascinated by words and liked to invent the new ones. “Belittle” was one of his most famous, much laughed at in London at his time. Benjamin Franklin, who founded the first free public library in the USA, was also interested in the reform of the English language. In 1768, he published a paper entitled “A Scheme for a New Alphabet and a Reformed Mode of Spelling”. His ideas were not adopted, but made a profound influence on further US linguists. One of the first to publish the Grammar book in New York was Lindley Murray (1745-1826), the author of “English Grammar, Adapted to the Different Classes of Learners” (1795).
All revolutionary ideas of Jefferson, Adams, Franklin and Murray were implemented in the works of the greatest America’s lexicographer Noah Webster (1758-1843).
Noah Webster’s Language Reforms
The most famous of all American dictionary-makers, Noah Webster was as influential in the history of American English as George Washington in the American Revolution. From his Dissertations on the English Language in 1789 to his great monument of 1828, an American Dictionary of the English Language (referred to simply as “Webster’s”), his work was the real landmark in American language history.
Webster was born in Hartford, Connecticut, and, like many other American revolutionaries, started teaching as a means of living.. During the war for independence, schoolbooks, traditionally imported from London, were in short supply. Besides, in Webster’s view, they were unsatisfactory for American children. He complained that the English language used in such books had been corrupted by the British aristocracy, who set its own standards for proper spelling and pronunciation. He claimed to “save our native tongue from the clamor of pedantry” surrounding the English language and provide a specific American approach to training children. So, still in his twenties, Webster set about filling the gap and published three-volume compendium “A Grammatical Institute of the English Language”, consisting of a Speller(1783), a Grammar (1784) and Reader(1785).
The "Speller" had the greatest success and sold more than 80 million copies, turning out to be a runaway bestseller. It was written so that it could be easily taught to elementary pupils, and it progressed by age. Most people called it the "Blue-Backed Speller" because of its blue cover, and for many years it was the main textbook in American elementary school.
The royalties gave Webster the money to continue working on his political activity and linguistic reforms. Webster toured the United States, convincing that "America must be as independent in literature as she is in politics, as famous for arts as for arms”, and to accomplish this she must protect the literary products of her countrymen by copyright. Webster also wrote his vigorous Federalistic work Sketches of American Policy (1785). In Philadelphia, where he paused briefly he published his politically effective An Examination into the Leading Principles of the Federal Constitution (1787).
In 1806, Webster published his first Dictionary, the next step in his program to standardize the American language The following year, at the age of 43, Webster began writing an expanded and comprehensive dictionary, "An American Dictionary of the English Language", which took him twenty-seven years to complete. To supplement the etymology of the words, Webster learned twenty-six languages, including old Anglo-Saxon and Sanskrit.
He completed his two-volume Dictionary after returning from European tour and published it in 1828, when he was already 70. His book contained seventy thousand words and became the culmination of Webster’s efforts on Americanization of the English language.
The dictionary was not sold well at Webster’s lifetime and to bring out his second edition Webster had to mortgage his house. On May 28, 1843, a few days after he had completed revising an appendix to the second edition, Noah Webster died.in debt and poverty.
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