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Transcript Lingthusiasm Episode 10: Learning languages linguistically

This is a transcript for Lingthusiasm Episode 10: Learning languages linguistically. It’s been lightly edited for readability. Listen to the episode here or wherever you get your podcasts. Links to studies mentioned and further reading can be found on the Episode 10 shownotes page.

Gretchen: Welcome to Lingthusiasm, a podcast that's enthusiastic about linguistics. I'm Gretchen McCulloch,

Lauren: and I'm Lauren Gawne, and today we'll be talking about how learning a language is a way of giving yourself great linguistic skills. But first, Gretchen, you sound amazing!

Gretchen: Thank you! You're hearing me on this new microphone, actually a recorder, which is thanks to our lovely patrons who have enabled us to buy this microphone. Lauren, how is it that you always sounded so good?

Lauren: It wasn't just sheer, natural magic, it's because I have been using, since the beginning of the podcast, an audio recorder called a Zoom H4N, which -- the H4N Zoom have a slightly newer model as well, but these recorders are kind of linguist-famous for being reliable, solid recorders, especially for doing things like fieldwork, so I've had one for quite a few years to do my linguistic fieldwork with, so if you listen to any of my recordings from Yolmo or Syuba or any of those in the archives that I have, they're made on this very same recorder and so that's why I've always been able to sound good without us needing any budget for that. But now we're twinsies, and you have a Zoom H4N as well.

Gretchen: So now I have a matching one. They're friends.

Lauren: Yeah.

Gretchen: They haven't met yet, but that's okay, they're going to meet in audio heaven, so that we will sound the same audiowise and so that I can learn how to use it from Lauren and we're going to sound really good, so that's exciting!

Lauren: Yeah, and a big thanks to our patrons for that.

Gretchen: Yeah! And it is thanks to people on Patreon that we were able to make this possible and keep doing that, so that is really exciting. Also, they get to listen to bonus episodes and this month's bonus episode is about hypercorrection.

Lauren: Bonus episodes will also sound amazing because they're all on the shiny new recorder as well.

Gretchen: Yes!

Lauren: As you said, our current one is hypercorrection, but we also have a whole bunch of other bonus content and you can get all of it if you become a monthly supporter of the show.

Gretchen: On patreon.com/lingthusiasm or follow the links from our website/social media. And by the time you're listening to this, I will also be in Kentucky at the Linguistics Summer Institute, or Lingstitute as we like to call it, and we are recording this in advance because we're organised like that, but that will be having lots of stuff going on.

Lauren: 'Cause you're going to be a bit busy.

Gretchen: Ha, I'm going to be really busy -- that'll have lots of stuff going on on the Lingstitute hashtag, which we can link to, and as well my class at the Institute -- I'm going to be teaching a class on linguistics communication, linguistics outreach, how to be better at explaining linguistics and bringing linguistics to more people -- and so we're going to be using the hashtag LingComm, that's LingComm with two Ms as in communication --

Lauren: Awesome.

Gretchen: -- and so you can follow those as well if you want to follow along with the class and see what we've been up to.

Lauren: I will definitely be doing that.

Gretchen: Lauren is going to be, like, co-teaching the class from afar, she doesn't know it yet, but she's going to be like, "Hey, go support my students!" [Music]

Lauren: So, Gretchen, you're a linguist. How many languages do you speak?

Gretchen: That's a good question! That is a question that a lot of linguists get, a lot of the time.

Lauren: It's a question that a lot of linguists get -- it's a little bit annoying because it misrepresents the idea that linguistics is just about learning lots of languages, but independent of being a linguist, you'll find that people who study how language works are often interested in learning other languages as a way of kind of getting an understanding of how they work.

Gretchen: Yeah, and I think for me, because -- at least personally, the way I got into linguistics was in high school, I came across pop linguistics books and stuff like this, and I was like, "Wow, this is so cool, I want to do this when I get to university." But I knew that I couldn't do it in high school, there's no high school linguistics course that I could take then -- they're still very rare in high schools -- and so I said to myself, "Well, I know it's not quite the same as language learning, but I'm going to at least enrol in all of the language classes that I can because I'm sure it won't do any harm. And, you know, I could be learning about cell biology or something, or I could learn more languages and I think the language would be more useful," and I think they were for me. I mean, cell biology's fine if you're into it, but like...

Lauren: So what languages do you have experience of learning?

Gretchen: So, I started learning French in grade four when I was in school, because that's the latest age you can learn French in for Canadian schools. It would have been nice to learn it earlier, but that wasn't offered. And then I did a Scottish Gaelic summer camp when I was like 10 or 12 or something? I went to Cape Breton and I spent a week learning Scottish Gaelic. Everyone else was there to learn, like, fiddle and step dancing and stuff and I was like, "I'm just going to take all the language ones." I don't remember a whole lot of that, except for the fact that they put the verbs at the beginning of the sentences, which is really neat, and I have a couple songs memorised from that, so that's fun. So I can occasionally sometimes do something with a song. But I didn't really know much about grammar except what I'd learned from French at that point, so I didn't have a lot to hold on to there.

Lauren: Yep.

Gretchen: I also mostly self-studied Latin in grade 10, because again, I was interested in linguistics, and at that point in my mind, linguistics and Classics overlapped a lot, and the history of grammatical descriptions of English is very bound up in Latin. So I was like, clearly, this is the thing I need to do. So I got myself a Latin textbook and worked through all the exercises.

Lauren: Of course! This is a very good insight into how Gretchen's brain works there.

Gretchen: And then in grade 11 I convinced my guidance counselor against his better judgment to let me take both Intro Spanish and Intro German and continue my French --

Lauren: Right.

Gretchen: -- because I was like, "Look, I'm not picking between these."

Lauren: That's a lot of language.

Gretchen: That was a really interesting experience, because one day, I remember, in German class we did numbers and then I went to math, and then in Spanish class an hour later we were doing numbers and I was like, "I can't... handle this..."

Lauren: Right, yeah, challenging.

Gretchen: But it really taught my brain. I really convinced my brain that there was more than one other language than French.

Lauren: Yup.

Gretchen: 'Cause this is a problem a lot of people run into you when you're learning another language is that you're like, "Okay, I have my native language and then I have, like, every other language" and they just blend into each other too much."

Lauren: Ah, that is how my brain is organised, definitely.

Gretchen: I have to say, if you really want to convince your brain that there are multiple languages, learning them all in parallel is one way to get that. It's not pretty at the time, but it has been very persistent! Yeah, so then in undergrad I was trying to do about one new language a year for about eight years or so. So in undergrad I took Ancient Greek for a year and then I was like, "I'm doing too many European languages this is ridiculous," and so then the next year I took Arabic. I took that for two years and then wrote my honours thesis about Arabic.

Lauren: Yep.

Gretchen: And then I did a field methods class on Kinyarwanda, which is a Bantu language spoken in Rwanda. And that was really interesting, but I learned more about that from kind of the linguistic side than from the conversational side.

Lauren: Yep.

Gretchen: I only remember a few words. And then I took Italian just for fun, because I needed to fill an elective.

Lauren: You needed to fill in your romance paradigm.

Gretchen: Yeah, I needed -- I was like, I feel really incomplete in the romance languages! I still have never learned Portuguese and I don't know if it would be a good use of time, but there's a part of me that wants to, just to fill it in. Yeah! And then I got to grad school, and then in grad school I did a field methods class in the first semester on Mi'kmaq, which is an Algonquian language located in Eastern Canada, and then I kept on working with that language and the language teaching classes and stuff for the rest of my degree and for my thesis. So yeah, that was kind of when I stopped learning a new language every year.

Lauren: Fair enough!

Gretchen: But I had a really good run of it!

Lauren: Yeah!

Gretchen: And the European languages got easier and easier as I kept learning more of them. The non-European languages were each their own unique challenge, as far as the grammar went.

Lauren: Right.

Gretchen: Yeah, so I have a pretty extensive language learning history and I definitely don't remember all of these, so obviously the question of "What do you know, what do you speak, what do you learn?" is always one that comes up when you're talking about speaking lots of languages. But I did spend a lot of time in language classes.

Lauren: Yeah, fair enough.

Gretchen: What about you? You speak some languages.

Lauren: I kind of lumped my language learning into three different phases of my life. So, the first exposure I had to language learning was in primary school. My primary school taught Italian, but by "taught Italian" I mean in this very Australian -- Australia is, like, upsettingly proud of its monolingual educational focus, I think, so a lot of schools do some amount of language learning, but there's no real understanding, or nothing imparts to students why you might be learning this or why it might be interesting to care about another culture or a language, and so I learnt lots of random Italian vocabulary and some songs in primary school and at the start of high school. And then when I changed schools halfway through high school, no one felt at all compelled to encourage me to keep going with Italian or to take up one of the languages at that school, and I didn't really understand the idea of learning languages. Everyone in my family day-to-day spoke English, everyone in my social life day-to-day spoke English, and other countries and languages just seemed really far away. So that was kind of my early, underwhelming language exposure. Does mean I can navigate an Italian menu quite well sometimes, but not much more.

Gretchen: Yeah, I mean, I guess for me in Canada, the French thing was, "Well, you should stay in French because it'll help you get a job later." Because if you want to work in tourism, or if you want to work for the government, it's useful to be able to speak French. So it was very kind of, like, mercenary-focused around learning the language.

Lauren: And also being in Canada, like, even if you're in an English-speaking province, you're exposed to this idea that French is a language in the wild, like it's on your groceries when you buy them and it's in the news --

Gretchen: Yeah.

Lauren: -- kind of thing.

Gretchen: Yeah.

Lauren: So then after high school, I went to live in Poland for a year and that was interesting, because my grandmother's Polish and it's her first language and so I was interested in kind of reconnecting with that and also kind of just living somewhere different and doing something different. And that's my period of, like, understanding the motivation for language learning, but it was before I'd done linguistics or really had any good role models for language learning and so I became pretty competent, but I missed out on a lot of things that are kind of considered good practice for becoming a strong second language learner. So I was having some lessons, but I wasn't always good at kind of encouraging myself to speak to people in certain contexts, and so I really enjoyed doing that, but when I got to Australia there weren't many opportunities to continue that. And for some reason I think I was so annoyed about that when I started university that I never took up a language course.

Gretchen: I took, like, all the languages, I was like, "Oh, I can finally take other languages!"

Lauren: I really don't understand what 19-year-old Lauren was thinking, but I'm really thankful that she took linguistics, because obviously I've been pretty enthusiastic about it ever since. And that kind of led to my third era of language learning, which has been kind of understanding, like, post- studying linguistics, understanding my own motivations and practices and behaviours in language learning, and since then I've learnt Nepali, which I use in kind of day-to-day interactions when I'm on fieldwork, and Nepali is great because it's an Indo-Aryan language, so it's part of this larger Indo-European family, so it's not too hard for me to get my head around in terms of the structure, but it does some really cool, nifty things with the grammar. And I've also learnt -- to varying degrees, not as well -- a couple of different Tibetan dialects that I've worked with. I would say my competency there is more what we call passive competency in linguistics. So, I can understand a lot of things that are said to me, I often can't reply that speedily or I end up just falling back on Nepali. And then I've also been learning some Auslan at various points while in Australia, which is the Australian sign language. It's related to British Sign and New Zealand Sign Language, and now that I've moved back to Australia I'm really looking forward to getting back into Auslan. And that's been really great because it's completely unrelated to my study, I just really enjoy it. So that's kind of a whirlwind tour of my --

Gretchen: And it's related to your research in the sense that you do gesture, and so having a better understanding of sign probably helps you with gesture research? I don't know, I'm making this up.

Lauren: It helps with my gesture research, but, you know, I think as a linguist I can kind of make the excuse that any language learning is helpful for my job to some degree, but I also just love Auslan and learning a sign language is a really fun change from spoken language to a sign language is quite good for my brain, and it does get less chatted up with all the random bits of Italian and, you know, café French.

Gretchen: I never had the opportunity to learn sign language, although I'm sure I could find lessons now. If I was going to learn another language it might be either ASL or LSQ, which is Langue des Signes Québécoise, and I'm not quite sure what the relative linguistic situation there is about, which one is spoken more in Montreal, but yeah. I knew a linguist who could speak Mayan and was learning ASL and was like, "My brain is trying to do Mayan structures in ASL and it's the weirdest thing."

Lauren: Oh, that's great, that's so good.

Gretchen: Yeah! So, I don't know if that happens everybody, but I guess some people do get that kind of cross-modal transfer. For me, the question of, okay, how many languages do you speak is, I can answer that, but I feel like I'm kind of letting down the team in that case because I don't speak a lot of them terribly well, and I think for me one of the things that changed was when I started learning non-European languages, I mean the grammar was very different, but also the kind of cultural context that you come into learning those is a lot different. So, you know, as an English speaker, learning French, particularly in Canada where they're both official languages and so on, that's very different from being either an English- or French-speaker in Canada learning a Canadian indigenous language where, you know, indigenous languages aren't on the cereal boxes.

Lauren: Yeah.

Gretchen: Where they aren't being taught in schools from a very young age the way English and French are.

Lauren: Yeah.

Gretchen: So I think becoming more aware of kind of the colonial context in which language learning and denying people the opportunity to learn their language is a bigger issue that I became more aware of.

Lauren: I grew up in Australia on Bunurong country and that is a language that is now taught in some primary schools around that area, which makes me so happy and I wish that was a thing that happened when I was a kid. There is a lot of complexity around, you know, language ownership, especially in the Australian context -- who is allowed to learn a language and which parts of a language -- it doesn't operate the same as, say, English or French or Italian where you can hand someone a textbook and they kind of have the right to speak the whole language. So there's an imbalance there, and there's also just -- same in Australia as in Canada -- that historical imbalance of who is expected to learn whose language.

Gretchen: Yeah, exactly, and if you say, like, okay, well, my ancestors are the ones that were preventing their ancestors from learning the language in the first place and now I want to come in and I've decided it's cool, like, that's a weird position to be in.

Lauren: And there's also a bit of a problem in Australia with heritage languages. So as I mentioned, my grandmother is a native Polish speaker and out of all of my aunts and uncles and my cousins, I'm the only one who speaks or, more likely, spoke that language with her to any kind of degree of competency, because in Australia there's this erasure, often, of people's migrant languages and their linguistic experience. And she was told to never speak Polish, or, she's also a fluent German speaker, and was told to not speak either of those to her own children because it would interfere with their English. And those attitudes are kind of changing...

Gretchen: Yeah, I think it's the same here, though a lot of people, at least -- I'm not sure so much about people who came over in like the '60s -- you get this kind of generation that immigrates, speaks their language, they learn English, and then their kids grow up and they're kind of more or less bilingual, and then the grandkids only really speak the dominant language.

Lauren: Yeah.

Gretchen: Depending on the community, some of them try to retain their heritage language more -- they'll send their kids to Chinese school or Hebrew school or something on the weekends to try to have them retain that connection to their heritage language, and some of them don't have access to those schools, or don't feel the pressure to do that, so it depends on the community, but there's a lot of language loss. And I think that's something else that doesn't come up so much in language classes, is there's this sense when you go into a language class that you walk in and then you're starting with zero knowledge and you're going to have the knowledge, like, spooned into you the way that when you walk into a math class, you don't know any math, or when you walk into a science class you don't know what a cell is and you just have to get that told to you and then you know.

Lauren: Yeah.

Gretchen: Whereas for kids that are coming from a heritage language context, they may know some stuff, and there may also be a lot more guilt about not knowing this stuff, or feeling like you should already know it, which you don't get so much, like, I didn't run into that learning French or something.

Lauren: And there's also a kind of prestige thing about learning certain languages as certain communities, and so a lot of English-dominant or English-monolingual parents might see a lot of prestige in sending their child to a bilingual English-French school because French bilingualism has this prestige status, but then we have these children who come in who are amazing bilinguals in, say, Vietnamese and English, or, in Australia we have a lot of indigenous children who are Kriol speakers, so that's a language that has a lot of English words that have created it, but it is its own language, or they speak a variety that's called Aboriginal Australian English. So they speak these varieties and then they come into school and they're in a similar position where they're bilingual or they're trying to become English speakers as well as Kriol speakers. Even though there are, you know, many cognitive benefits that people discuss in relation to multilingualism, there's not the social prestige and there's a lot of issues with getting people to accept that these children need additional support to move towards being full bilinguals and so that kind of thing, when you're kind of just signing up for your undergraduate Spanish class or you're taking Japanese or Arabic or some of the global languages, you can often not be aware that there's a lot of social prestige and a lot of good fortune to just be able to do that.

Gretchen: And I think also that our expectations are different when it comes to rolling up to a college-level language class and spending a couple semesters learning Japanese or Spanish or something, like, "Oh, now I kind of speak this!" And you can -- you know, you passed the test but if you go there you can barely do greetings. Whereas, if you have someone who speaks a different first language at home coming into an English-dominated school environment, that's gonna be a very different situation because they're now going to be expected to function at the same level as these kids that have all of this English at home as well. It's not just like, "Oh, I can say a few greetings and read menus and signs now and now I speak this language," it's -- you're not functioning completely 100% like a native English speaker, like you're doing something wrong, and like who we value bilingualism coming from.

Lauren: Yeah, and also what the motivation for people to learn a language is. So for a lot of people, to learn English is increasingly considered a kind of economic necessity to move forward in life. Like, when I was in Nepal, for me, learning Nepali was a great way to connect with people, it's a way to allow me to do my job, but no one is forcing me to learn Nepali in my family to improve my economic outlook or allow me to work overseas, whereas a lot of my friends are really struggling to learn English and and feel like they are obliged to learn English to have a more secure economic future and that's, like, it's such a gulf in expectations. And you know, if I didn't speak Nepali I would probably still get by day to day in Nepal because so many people can accommodate my linguistic needs and so many people there speak an amount of English now to get by day to day, and they're massively different motivations.

Gretchen: And something else that you run into, I think, in English-speaking areas is that, like, English is a lingua franca, so even people who don't speak the same first language, they all speak English as a second language. And in those contexts, sometimes the native English speakers can be the ones that speak too quickly or use too many idioms or aren't paying attention to doing the comprehension checks that you do if something's your second language, and so you have a kind of global English and you have a kind of too quick English, or too nativised English as well in some of those contexts.

Lauren: Yeah, I think -- and this is something you have a post on, about learning second languages -- like, learning other languages has made me far more tolerant and understanding of people who have different levels of English speaking.

Gretchen: For me, being able to say, oh, okay, so this person's English is around the level of my French, which makes me able to say -- I'll only say things in English to this person that I could say in French.

Lauren: Yeah.

Gretchen: Or this person's English is around the level of my Spanish. My Spanish is much worse than my French, so now I'll only say things in English that I could say in Spanish.

Lauren: Yeah.

Gretchen: And to be able to kind of put myself in the shoes of what do I find useful if someone's trying to do a comprehension check with me, you know, it's not just a matter of talking louder, but sometimes it's a matter of articulating a little bit more clearly, or a matter of saying something two or three times in the same sort of way. Yeah, figuring out, like, what do I appreciate when someone is doing for me in a second language and how can I do that if I'm talking to someone who's less fluent in English, I think is one thing -- I think another thing that comes up for me with second language speaking is there's a big rupture between the classroom experience of learning a language and the real-life experience of speaking a language that you're less fluent in.

Lauren: Oh my gosh, so much.

Gretchen: Let's pause it and think about how big that it is, right. Like, there's a lot there. And you can be, like, a straight-A student in your language classroom, or you can get all of the -- check off all of the things on Duolingo or Rosetta Stone or one of those, and tick all the boxes and yet when it comes to speaking, you're like, "Uhhh..."

Lauren: Yeah.

Gretchen: Or you don't even want to let on that you do speak any of the language because it's so terrifying.

Lauren: Yeah.

Gretchen: How have you dealt with this?

Lauren: Well, I consider myself pretty articulate in English and I've just kind of had to accept that I'm a different person in Nepali because I just don't have the same linguistic repertoire that I have in my native language, and so in Nepali I'm a very quiet person, I do a lot of listening and I make really bad jokes about my poor language to kind of offset the fact that my language is really poor.

Gretchen: Yeah, yeah, you become kind of more willing to laugh at yourself.

Lauren: Yeah.

Gretchen: To compensate. I think for me, yeah, I'm less verbally dexterous in French; I'm pretty fluent in the sense of doing stuff, but it's harder for me to make just kind of idle small talk.

Lauren: Yup.

Gretchen: Like, beyond one or two stock -- I have one or two stock things, but if I'm trying to make casual conversation about something, I don't always have those words, so maybe that's just not a kind of conversation that I'm currently able to have in French.

Lauren: So I think the big difference for me between learning Polish and learning Nepali is that I just -- even though my Nepali was atrocious when I first turned up in the country, I made a point, even with people who spoke English, to make our day-to-day social interactions in Nepali. And it was horrific for everyone and it was exhausting for the first little bit, but in a way I've benefited because there were all these relationships that I now have that I had so much more Nepali practice, whereas in Polish, because my language was really poor when I arrived, a lot of my initial relationships and friendships that I set up were in English and that kind of set the tone for those. So I've learnt to use that doggedness about just kind of sticking with it even though I've only got like three sentences' worth of interaction to have, but it is really exhausting. And it's the benefit of being in the country.

Gretchen: Yeah, I found this -- so I live in Montreal and when I moved here, I had, my whole life, this cautionary tale that my mom and my uncle had both learned some French in school and then they had tried to improve it when they were around university age, and my mom had gone to some sort of -- to a camp thing where they were only allowed to speak French and they had to sign a contract that said they'd get kicked out if they spoke any English, and --

Lauren: A contract!

Gretchen: Yeah! This is how you create this social pressure. This is not uncommon in language learning camps, actually, is that you signed yourself up for this contract.

Lauren: Okay.

Gretchen: And my uncle instead had gone to Montreal where over half the population is bilingual.

Lauren: Yeah.

Gretchen: And at the end of their respective summers, my mom's French was quite good and my uncle's French had not improved at all, really, because he just spoke English with everybody.

Lauren: Yeah.

Gretchen: Because he didn't have to do it. And so I said to myself, well, I'm moving to Montreal, I'm not going to be like my uncle -- lovely guy, but I'm not going to do this thing. I'm going to decide that the city speaks French to me, that even when people try to switch into English, I don't have to accept that. The analogy I like to use is that somebody trying to switch into English on you is like them trying to pick up the check.

Lauren: Yeah.

Gretchen: It's a very nice thing for them to do, but you don't always want to be in the situation where other people are picking up the check for you.

Lauren: Yup.

Gretchen: And once you realise that you can sometimes pick up the check, it gives you this tremendous feeling of power and altruism to be like, "I am so magnanimous and I am paying for this now!"

Lauren: So smugness is one of your secret language learning powers.

Gretchen: Yeah, be more smug to speak better, to learn language better.

Lauren: Yeah, fair enough.

Gretchen: So, you know ,if you're in a context where -- like a service-type interaction where you're in a store or restaurant or something, and someone says -- in Montreal it's very common to hear "Bonjour hi," and what they're trying to do is say, "Pick a language so I can speak to you in it."

Lauren: Right, yeah.

Gretchen: And because it's pretty much impossible to get a job in downtown Montreal if you're not bilingual in English and French.

Lauren: Okay.

Gretchen: And so, saying, okay, like, most people, what they want in that situation is they want to be able to speak their first language. And I know this because I worked at a museum for a couple summers and I was one of the designated bilingual staff members, and when I could find a tourist who was speaking French and I could speak French to them, you could just see this relief wash over them in waves. It was beautiful. And the nice thing about, you know, particularly if I'm going to the grocery store or whatever, is you have lots of microinteractions where it's just a couple sentences. And so even if you end up in English for one of them, you can do French the next time and it's okay.

Lauren: Yeah.

Gretchen: So you have a lot of kind of micro- practice. And so I think, you know, they say that speaking a second language improves your executive functioning, or your --

Lauren: Yeah.

Gretchen: -- you know, that kind of quick-wittedness and self-control and these kinds of things, and I think one of it is it gives you this practice in being very persistent and putting yourself in situations where you're uncomfortable and working through that, and I think that's one of the places where that benefit is really apparent.

Lauren: It's definitely given me this ability to be, like, having a very basic conversation using one half of my brain and the other half of my brain going, "Okay, what's next? What's next?" Have we got words, have we got words? What are the words? What've we got? What can I talk about next?! Um, um, um..." And I find that knowing that my brain can do those two things and I can look relatively chill while doing that has definitely helped my English public speaking. Like, I know when I lecture now, my brain is kind of doing the same thing and I'm like, well that's okay, it's just running that parallel process and it's fine, and others keep saying sentences in this really like methodical one word after the other kind of way and so, yeah, I think it does -- it helps with that level of executive functioning.

Gretchen: I think it's also taught me more about how conversations are structured. And this is something I never got in the language classroom, but how to talk around something that you don't have the word for so that the other person can supply the word for you?

Lauren: Yeah.

Gretchen: So, like, if I want to buy a zipper or something in Montreal, I don't know the French word for zipper, but I can talk around, like, "Oh yeah, I need this thing," and point to one and they'll be like, "Oh, of course, un zipper," or whatever it is. And then I'm like, "Yes, obviously, I clearly knew this word, I just chose not to say it right now until you did, obviously."

Lauren: Yeah.

Gretchen: And, you know, being able to use words like "this thing" or "that thing" or point to stuff or indefinite types of words, I think we spend a lot of time trying to get vocabulary lists of concrete nouns into people's heads when you can't learn all of the nouns. You need to learn how to learn nouns in context the way speakers do. You know, as a child you don't go memorise a vocabulary list of what all possible things you can put on a pizza are, you just pick them up as people are pointing to them and stuff like that.

Lauren: Yeah, definitely. I think also the difference in my language learning now is that I have moved through language and interactions and language a bit more with my linguist brain on, and so becoming more competent in the language involves more than -- like, when I was learning Polish or even Italian as a kid, it was all about learning the words and what order they go in and those kind of early language learning experiences, whereas now I pay a lot more attention to things that happen in social interactions. So how if interrupting someone is an okay thing to do or if people kind of leave a lot of silence. So in a lot of my social interactions in Nepal, people are very happy to leave long silences and I think when I was starting to learn Nepali and a couple of other languages of Nepal, I was always like, "Okay, okay, what do I say next? What do I say next? There's a silence, I have to say a thing, I have to ask a question, isn't that how it works?" And now I know the social rhythm of interactions allows for a lot more, like, "I want to sit here for a bit and then one of us can think of a thing to say, that's okay."

Gretchen: Yeah.

Lauren: Also politeness. So, like, who to be polite to and who you can be informal with. So for example, in Nepali you have different verb politeness registers for, like, a more honorific one if you're talking to someone who's more senior than you, and a much more informal one for friends, and an even more informal one that is, like, it would be so rude for me to learn it in a Nepali context that I've just never bothered to because that makes that easier. And at the start, learning who to say those things to -- and now, like, I know with some of the younger kids I know I'll occasionally use those more honorific ones if I want to be like, "Oh, I'm treating you as an adult now," like, "You're growing up," or if I want to bring someone in a bit more conspiratorially, I'll use the informal one -- and so knowing how to navigate those social features of the language, not just conjugating the verbs for those.

Gretchen: I think being able to say, like, having more tolerance for yourself on saying, if I'm going to make these mistakes, that's very interesting because this is what it tells us about my language capacity right now. Or I'm interested in what I'm doing, but I'm not as -- there's a sense of okay, well, you should just be able to acquire a language and now it's done and you've got it and you totally speak it, and that's not a thing that you end up at, but where do I have intuitions about this and where do I not have intuitions about this.

Lauren: There's a whole field of second language acquisition in linguistics that just looks at how people go about learning their second language and I remember taking that class as an undergraduate and just being really relieved to know things that we know are pretty common facts about language acquisition, like there's often a very rapid acceleration and then a plateau in learning. So moving from being an intermediate competent to an advanced speaker involves a lot more work for visible improvement.

Gretchen: Yeah, something that was very interesting for me to learn in second language acquisition classrooms was that we have this sense that, oh, you need to start learning a language as a baby because otherwise you're going to be doomed and you're always going to, you know, it's always going to be hard for you. But there are actually some domains where adults have an advantage or older speakers, older children even, have an advantage. And so children tend to be better at the phonology side, so they're going to learn the sounds, the subtle distinctions, because that's all they're being exposed to and they have that capability. But it takes a long time for kids to learn a significant amount of vocabulary or grammar. Like, if you think about a baby, right, a baby gets exposed to a language. And as many hours in a day as it's awake, for a whole year, generally, before it even says a single word. Like if you gave an adult that kind of exposure, if you had them literally only being exposed to that language and you're like, "Yeah, we don't really expect me to talk for a whole year," that's just not what our expectations are when it comes to adults. And the fact that an adult can walk out of an hour-long class and have half a dozen words that they pretty much know, even if they have forgotten half of them by next week, that's still six words that they've learned, and the baby takes like a year and a half to learn that.

Lauren: Six words up on the baby! And the other thing is that, like, I'm learning a language around having a full-time job and hobbies, whereas a child is literally doing nothing besides being fed, put to bed, hanging out listening to language, and they don't even have to speak.

Gretchen: They're not doing nothing but learning the language! You gotta learn to sit up at some point in there, too, that's pretty difficult.

Lauren: Yup.

Gretchen: But I mean, you've also got to learn a lot of stuff as a baby, like the fact that you have a mouth and that words exist and that language is possible. Like, these are things that adults don't have to learn.

Lauren: Yeah.

Gretchen: And adults have these tremendous advantages -- you don't necessarily want to be doing all of your language learning by writing stuff down because that's one of the ways that people get very dependent on a paper and not very confident about talking -- but as an adult you do have the ability to write stuff down and go study it and, you know, spend an hour of focused practice on a bunch of words and then remember them next week. And the kids don't do that kind of focus practice, already knowing how to read and write in one language makes it easier to learn it again, so there are certain advantages. So adults learn, like, vocabulary and syntax a lot quicker than babies do, even if you end up still having an accent. Also, in addition to that kind of first year where you don't expect kids to be able to do anything, there's also the later period of if you have a three-year-old who's fluent in English or whatever language, you don't expect a three-year-old to be able to do a whole lot. You don't expect them to be able to negotiate business deals or follow complex instructions or, like, write novels. There's a lot you don't expect a three-year-old or a five-year-old or even like an eight- or ten-year-old to be able to do. You don't expect ten-year-olds to know contract law.

Lauren: Yeah.

Gretchen: Whereas if you're an adult and you're learning a language for business purposes, you often want to be able to go directly into a business context or directly into complex social environments, like, we don't expect kids to be particularly good diplomats in a social context where you have to keep secrets and stuff. So our expectations are a lot higher as adults.

Lauren: Good work adults, you just have a pat on the back.

Gretchen: Yeah, adults: underrated language learners.

Lauren: Yeah.

Gretchen: Even though it's difficult, and spending, like, three or four hours a week on it, which is considered a pretty good amount for a language class, is not very much at all compared to what a kid gets. I think there's a general idea that if you are really serious about being a language learner, you don't just go to class for three hours and figure you'll get it eventually. Like, people do watch movies and listen to books on tape and give themselves a whole bunch of extra exposure and stuff as well, but that's considered like a kind of high-intensity language learning thing.

Lauren: And I think it's okay if you get as far as learning how to order a coffee in Italian or you get as far as being able to make small talk with your friends in Swahili. If that's your aim, then that's great. We're not saying that you have to start a language and you have to become completely fluent in it, but knowing what social aspirations you have for the language you're learning and being aware that it's the language that exists in a culture and it has things like its own way of making jokes and being polite and having conversations definitely help you get the most out of your language learning experience.

Gretchen: It's also worth pointing out that there are different levels of resources available for language learning, like we're used to the idea that any language is going to have bilingual dictionaries or online resources or TV shows and this kind of thing in that language, and that's not something that exists for all languages either. So, you know, which languages you even can learn is something that also comes up.

Lauren: It comes back to that economic access and prestige thing that we talked about at the start and I think that's one thing to also think about when you're deciding to embark on language learning is the fact that some languages are more accessible.

[Music]

Lauren: For more Lingthusiasm and links to all the things mentioned in this episode, go to lingthusiasm.com. You can listen to us on iTunes, Google Play Music, SoundCloud, or wherever you get your podcasts, and you can follow Lingthusiasm on Twitter, Facebook, and Tumblr. I tweet and blog as Superlinguo.

Gretchen: And I can be found as @GretchenAMcC on Twitter and my blog is AllThingsLinguistic.com. To listen to bonus episodes, ask us your linguistics questions, and help keep the show ad-free and sustainable, go to patreon.com/lingthusiasm, or follow the links from our website, lingthusiasm.com. Current bonus topics include hypercorrection as well as the behind-the-scenes story of doggo-speak, how to explain linguistics to employers, how to teach yourself linguistics, and swearing. And you could help us pick the next topic by becoming a patron. Can't afford a pledge? That's okay too. We also really appreciate if you can rate us on iTunes or recommend Lingthusiasm to anyone who needs a little more linguistics in their life.

Lauren: Lingthusiasm is created and produced by Gretchen McCulloch and Lauren Gawne. Our producer is Claire and our music is by The Triangles.

Gretchen: Stay lingthusiastic!

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

[Music]

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workfromhomeyoutuber · 4 years

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ScaledOn: Content Specialist

Headquarters: Stratham, NH URL: http://scaledon.com

About You

You are looking for a full-time remote position and are excited about working with a high growth global team (US, Europe, Asia) providing eCommerce companies Media, Amazon and SEO services. You love creating high-quality and engaging website content and drive business success with it.

Organized and detail-oriented, you pride yourself on proactively identifying ways to help the Marketing Operations Team, following your assigned tasks, all while displaying a friendly, can-do attitude and a good sense of humor. You’re adaptable to change and comfortable communicating across a team to clarify tasks and prioritize across the department. Keyword research and the content building is your friend and a day spent analyzing the keywords performance and building relevant and SEO friendly content for both internal and client projects is a good day for you.

A quick learner with a high desire to learn, grow and adapt in an ever-changing industry, you’ll give training your full attention. As a team player, you understand that your work and support is essential to our success. Time management is a strength - you prioritize to meet deadlines, asking questions and communicating delays appropriately. Last but not least, you’re resourceful and able to work independently, staying focused and on-task in a remote work environment.

You’re able to set goals and establish realistic deadlines in collaboration with other team members, test iteratively (we love to test), achieving measurable results for our clients.

Responsibilities

Create SEO friendly content for web pages and blogs as well as online brochures, newsletters, and emails based on keywords and requirements for each client.

Devise content to target specific audiences, write multiple drafts, proofread materials, and collaborate with clients to ensure the content meets their specifications and needs.

Track the performance (time spent on a site, gender/age of readers, and online interest) of the generated content.

Track content performance across multiple channels and produce reports to inform senior managers about their findings.

Conduct content audits to identify gaps and redundancies in the site content

Manage content across all platforms, including email and social media.

Keep up to date on your assigned documentation

Assist in the Development of Promotional and Marketing Materials for ScaledOn website

Follow company and security guidelines

Mandatory Skills

Minimum of 2 years experience in a similar position.

Excellent written and verbal communication skills in English.

Adept at keyword placement and SEO best practices.

Proficiency with popular content management systems.

Able to research, collate and summarise information from different sources

Logical and analytical, with an ability to spot patterns, gaps, and repetitions in web content

Technically minded, with an understanding of HTML, CSS, JavaScript and other web technologies is helpful

Willing to stay up to date with developments in your subject area and in developments in the digital world.

Experience with social media management.

Creativity and the ability to develop original content.

Ability to develop content that provokes engagement.

Good time-management skills

Strong interpersonal and communication skills

Critical-thinker and problem-solver

Team player

About Us

ScaledOn’s mission is to support the dreams, aspirations, and growth of our clients via eCommerce marketing. It is our opportunity to do great work as a team that helps their business grow profitably. We take shared risks for shared rewards so that we are always in sync with our clients.

We are a 100% remote/work-from-home Company offering location flexibility in a global team-oriented environment. Our home base is in New Hampshire, USA, so company operating hours are 8 am - 5 pm EST.

Compensation for this role is commensurate with experience. This could be an employee or independent contractor position depending on location.

Our process involves completing an assessment profile (DISC) to get to know you better, as well as completing a multi-week paid trial period to see how we work together.

Are you up for the challenge?

This is the opportunity to do something impactful and be part of a company that is constantly growing. And we couldn’t do it without someone like you. So what do you say, will you make the career move of a lifetime? If this sounds interesting, we look forward to receiving your application and meeting you soon!

Join ScaledOn, grow your career and take advantage of our perks, sponsored certifications, learning and performance bonuses, individual career growth, participation at international conferences and many other benefits!

Should you have any queries or require further information, we are happy to hear from you at [email protected]. Not the job for you? Perhaps you have a friend who would be a perfect fit. Send them this link!

Application Instructions

Fill out our online application submission form and upload the required documents listed below. Please submit a cover letter - in your cover letter, please answer the questions below.

Tell us how your background and experience make you a fit for this role?

What’s your favorite article you’ve written and why?

Why are you looking for remote work?

What timezone do you currently live and work in?

Considering this is a full-time, remote position what are your salary expectations for this role (please indicate a number).

In addition to the cover letter, please also submit (as a separate document) a story (200 words) that contains these keywords: digital marketing, maple syrup, cycling enthusiast, Spanish, private jet, LED lights".

**PLEASE NOTE** Applications that do not complete ALL of the required steps will not be reviewed, as that demonstrates a lack of attention to detail (a key component for any successful candidate in this role).

PS...We typically get hundreds of applicants so if we don’t respond personally to you, please don’t take offense. We are very appreciative that you reached out and encourage you to keep at it, as other Indri Digital postings might be a better fit (meaning just because you don’t hear from us about this one, doesn’t mean you won’t hear from us about another one!).

PPS...Please, No calls or LinkedIn messages, no Skype novellas with emojis, and please don’t send singing telegrams as there is no one in the office to enjoy them.

To apply: https://scaledon.com/careers/content-specialist/

from We Work Remotely: Remote jobs in design, programming, marketing and more https://ift.tt/2wJk8Ao from Work From Home YouTuber Job Board Blog https://ift.tt/3axKnIS

#WorkFromHome #OnlineJobs #RemoteJobs #Entrepreneur #WorkFromHomeJobs #WorkAtHomeJobs #Self Em

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grupo4-blog1 · 6 years

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The passion for fashion in the era of Marie Antoinette During the fifteenth century the ladies of Versailles and Paris competed to wear the most sophisticated dresses and accessories The dress “à la française” in the 18th century In the 18th century it became fashionable among the aristocrats the “French dress”, an elaborate design that consisted of three parts: the dressing gown, open at the front and ending in tail, skirt and a triangular top piece that covered the torso. The refined art of the fan They ended up being authentic works of art. On silk or paper held by marfi carey rods or precious woods, great painters captured refined scenes while goldsmiths inlaid precious stones or embroidered with gold and silver threads. ANNIVERSARY On one occasion, Joseph Il of Austria commented that the complicated headdress of his sister, Queen Marie Antoinette of France, was “too light to hold a crown.” He was referring to a sophisticated hairstyle created by his hairdresser, Léonard, called poufy that consisted of a very high wig adorned with all kinds of artifices. The truth is that the Emperor of Austria was not too wrong. Marie Antoinette’s passion for fashion was one of the causes of the hatred of the French and of her image as a frivolous and wasteful woman. But it would not be fair to place on the Queen of France all the blame for the extravagance or the passion for clothing that reigned in Versailles. Already in the fifteenth century a French court was ruled by a scrupulous law of clothing that codified the way of dressing for each occasion. In the last years of the reign of Luis XIV the austere dresses, of dark colors prevailed, reflection of the moral rigor that the old monarch wanted to impose, but to his death everything changed. Men and women forgot the severe tones, such as black or brown, to opt for more striking others. Instead of the cloth, sumptuous and shiny fabrics were introduced, such as velvet, silk or brocade. The feminine dresses acquired more loose and vaporous lines, and also more insinuating. This new fashion was the reflection of a broader cultural change, that of the transition from the Baroque to the Rococo period, the latter characterized by the exuberant and excessive spirit that invaded Versailles and Paris, “the Court and the Villa, and that from there exported to the rest of the European courts Female fashion In the fifteenth century the ambition of any lady who was prized was to impress at court with their efforts in which the competition was very hard. The splendor and etiquette of Spectacular female costumes resulted in the return to exceptionally wide skirts, supported with an inner frame. The guardainfante, a distinctive sign of Spanish fashion of the 17th century, originally designed to conceal pregnancies, was reborn in the first half of the 18th century in a French form, the panier, a term that in French means “basket”, in reference to the inverted basket shape that the skirt took The panier - called in Spanish tontillo - could reach considerable dimensions, up to 5 meters in diameter. Something that did not stop causing inconveniences, such as that two ladies could not pass through a door at the same time or could not sit together in a carriage. Unlike the seventeenth-century Spanish guardainfante, the French bag shifted the volume of the skirt to the hips, which highlighted the silhouette of the woman. This also contributed to the use of the corset, which raised the bust, adjusted the waist and narrowed the waist. He was tied with ribbons on his back, so a lady of the nobility needed the help of a maid to get dressed. As for the underwear, the ladies used to wear a long camisole of light cloth up to the knees, as well as petticoats, which ran from the waist to the ankles. The best-known variant of this type of courtly fashion The costumes, both of which was the so-called French dress that triumphed in ladies and France in the 1740s, by the hand of Madame gentlemen, used to be adorned with Pompadour, the favorite of Luis XV It was characterized by a lace, skirt less exaggerated than previous dresses, which preferably allowed greater mobility. Madame de Pompadour Chantilly or Brussels also made fashionable the use of ruffles and bows, and liked to enhance the neck with a velvety adorned with a flower or a jewel. The suits, both ladies and gentlemen, used to be decorated with lace, preferably from Chantilly or Brussels, because they are more docile and easier to work with. The stockings, made of silk or cotton, were fastened with lace garters or embroidered silk. Informality and coquetry Around the 1760s a series of somewhat less formal feminine dresses were introduced. One of them was the robe la polonaise, the polonaise dress “, as it was known in Spain, so called because it became fashionable during the war that France had with Poland. It had a tight body and was characterized by the puffed skirt from behind because it could be gathered by a cord. Shorter than the French dress, it showed a petticoat and ankles, which made it more practical to walk. Another dress that became fashionable in France was the robe a / anglaise, the "English dress”, an example of the growing taste for everything English among the well-off French classes. This dress included elements inspired by men’s fashion, such as the short jacket, with wide lapels and long sleeves,b wide lapels and long sleeves, taken from the redingote, a garment halfway between the cape and coat In the appearance of a lady, as important as the dress itself were the accessories. In any official ceremony the ladies had to cover their hands and arms with gloves, if they went without sleeves. Only in summer they were allowed to wear mittens, a type of gloves that exposed half of the fingers. The gentlemen, however, only used gloves when they went on a trip. But if any accessory was important to any lady it was the fan. The licentious customs of Versailles were concealed by the art of dissimulation and the fan allowed to develop a gestural language that served to communicate at the time of seduction. On the other hand, it should be noted that the fan was not an exclusively feminine accessory. The gentlemen used to use more sober models, especially in the great ceremonies Quoted dressmakers It was not frivolity everything that surrounded the passion for the advances appearance in seventeenth century France. On the contrary, the technicians and the fashion alue was born an important textile industry, progress in the field of dyes heir to the protectionist policies of Colbert, favored the famous minister of Louis XIV The so-called private and real initiative manufactures gave rise to a thriving sedera industry in Lyon, the creation of numerous factories while technical advances and progress in the field of dye stockings favored private initiative and the creation of hats and numerous factories of stockings, hats and lingerie. Lingerie Suffice to say that the textile manufacturing of Christophe-Philippe Oberkampf, they knew how to plant the seed they made from France, and more precisely from Paris, the capital of European fashion throughout the 19th and 20th centuries. Among the professionals of the French fashion of the eighteenth century we must highlight Marie-Jeanne Bertin, known as Rose Bertin (1747-1813). A pioneer of French “haute couture”, she opened her own fashion store in Paris in 1777 and quickly became the preferred dressmaker of the aristocracy. His definitive consecration was due to the Duchess of Chartres, who introduced him to Marie Antoinette. The queen, enthusiastic with her designs, opened her own workshop in Versailles where Rose, named «fashion minister», created novel models for the queen, such as the so-called Grand habit de cour. His closeness to the sovereign gave him international renown and his clothes were exported to the courts of London, Venice, Vienna and Lisbon, among others. The dressmaker also created dolls that were dressed with their own models and either collected or served to send them to other European courts, where as figurines allowed the ladies were aware of the French fashion and could order Rose Bertin the latest and most elegant dresses. To know more History of fashion. Bronwyn Cosgrave. Gustavo Gili, Barcelona, 2005. Maria Antonieta. Stefan Zweig. El Acantilado, Barcelona, the xviii written by Ricardo paris

#art #barroco #france

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english-royal-history-1455-1603 · 7 years

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On this day July 25, 1554, Queen Mary Tudor married Philip of Spain, the son of Mary’s first cousin, Emperor Charles V. It was a marriage which would sadly lead to heartbreak and misery for Mary, but she embarked upon it with hope in her heart and stars in her eyes.

Mary had once been betrothed to Charles when she was a young girl. Her father, Henry VIII, had arranged the match, and her mother Catalina de Aragon, had strongly supported it, since Charles was the son of her sister, Joanna and it would strengthen the ties England had to Spain, and defend against their mutual enemy, the French.

Unfortunately, alliances shifted, and Charles married elsewhere. Henry VIII annuled his marriage to Mary’s mother, Catalina, and married Anne Boleyn, who supported the French.

Mary’s life was very difficult after that point. She refused to recognize her parents had never been legally married and that she was a bastard, ineligible to inherit the throne. Her father treated her with increasing cruelty in order to force her to accept it.

He wouldn’t allow Mary to marry out of fear a powerful husband could support an uprising in her name. The years of Mary’s youth slipped away, and undoubtedly, her father’s abuse left deep psychological scars. Her mother’s family on the Continent urged her to remain strong and refuse to surrender her claim to the throne.

But Mary finally broke down under the brutal treatment after her mother’s death and Anne Boleyn’s execution. She’d thought Anne Boleyn was the one forcing her father to treat her this way, but it only got worse after Anne was gone.

Mary signed the statements her father demanded, recognizing her illegitimacy and her father as head of the English church, but their emotional relationship was never restored. Mary was never again the pampered “pearl” of her father’s kingdom. The loving father she remembered from her youth was long gone. Later, Henry would restore Mary to the succession with an act of Parliament, but he never restored her legitimacy.

After Henry VIII’s death, Mary’s Protestant brother, Edward VI took the throne. While he was never cruel to his sister, there was tension between them because of their religious differences. Mary would not renounce her Catholic faith. Edward tried to leave his throne to Jane Grey, but the people supported Mary, the next rightful heir according to the Act of Succession.

As soon as she took the throne, Mary began to look for a husband, though she assured the people she would never choose a husband who would harm the nation and would rather remain unmarried than bring trouble to her beloved people. Her natural first choice was to turn to her own family on the Continent, the people who had always supported her during those horrible years of her father’s abuse. Charles VI suggested his son, Philip.

The English were somewhat alarmed by the possibility. Mary was the first queen regnant, and there was a lot of concern over what marriage would mean for her reign. As a woman, she would naturally have to obey her husband, and as a queen, that would mean England would be effectively under Philip’s rule. There was also concern over the religious aspects. Mary had brought England back into the Papal fold, and the English worried that Philip might bring the Spanish Inquisition when he came.

A marriage treaty was created that limited Philip’s power. Though he would be “king” of England, his reign would only last as long as Mary’s did. He would not be permitted to take his wife or children from the kingdom without the approval of Parliament. Most of the authority was reserved for Mary, though acts would be issued jointly in their names, and they would open Parliament together.

Philip appears to have been unhappy about these concessions, but he agreed to obey his father’s wishes and marry the woman he’d always called his “aunt.”

The Wyatt Rebellion was the first - but not the last - rebellion Mary would have to face in opposition to her marriage. Wyatt stated that he had “taken up arms solely for love of his country, not to harm the queen, but to hinder this marriage, lest Spaniards, who are arrogant and indeed wanton men, should reduce the English nation to a base slavery, from which they shrink far more than from death.”

Despite these challenges, Mary was very excited about the marriage. She seems to have been half in love with her husband before he even set foot in her realm. Perhaps she was in love with the idea of being married itself and the future she envisioned she was creating.

Mary thought her reign was setting things right again in England, restoring the kingdom to that golden age she remembered as a child, when her parents had been happy, and the realm had been united in the Catholic faith, before Anne Boleyn had come along and ruined everything. She anticipated personal happiness in her marriage, and hoped she would give the kingdom heirs, so that her Protestant sister would not come to the throne after her and undo all of the progress she had made.

She was thirty-seven years old, but her friends assured her she could still have children, even bringing to meet her a peasant woman over forty who’d recently had a child. Though she’d had irregularities in that regard all her life, the queen still menstruated and was thought to be fertile.

Philip wasn’t quite as enthusiastic about the union, but he was willing to do his duty and obey his father. He was only twenty-seven, ten years younger than his bride, and he didn’t speak her language. Mary had learned Spanish as a child from her mother, but it had been so many years since she heard it that she was uncertain about speaking it. The couple communicated in Latin, instead.

Philip was polite and courteous to Mary when they met, but his courtiers mocked the queen in their letters home, saying that Mary was “… not pretty, not at all, is low, flabby structure instead of fat … has no eyebrows, [and] she dresses very badly.”

Mary’s taste in clothing led to another minor incident that must have hurt her feelings. Soon after they met, Mary sent Philip a surcoat to wear for their wedding banquet. It was made of cloth-of-gold (thin gold wire twined around thread and woven into cloth) with designs of Spain’s symbol of pomegranates and England’s symbol of roses made from seed pearls and gold beads. It had eighteen diamond buttons. He did not wear it. Mary must have been very hurt, but she said nothing. Years later, it was included in an inventory of Philip’s clothing. He made a note in the margin beside it: “This was given to me by the queen for me to wear on our wedding day in the afternoon, but I do not think I wore it because it seemed to me ornate.”

Mary’s father had always conducted his weddings in private, but Mary intended her own wedding to be very visible. She chose to have it at Winchester Cathedral, and a special stage was built so that all of the attendees could see it.

There were some interesting examples of gender reversal in the wedding. Mary had a sword of state borne before her as she walked toward the chapel; Philip, though elevated just before the ceremony to King of Naples so his title would be equal to his wife’s, did not. Mary was seated on the right side, and Philip on the left, where the consort was usually seated. (During the ceremony, a sword of state was quickly procured for Philip so he would have one as they were led out of the church to their banquet.)

He tried to be kind to his wife, but this was not a love match for Philip. “The Queen is a lady of quality, but older than we thought, but his Highness is behaving so well and gives so many gifts that I’m sure both will be very pleased with each other, the king is trying to be as friendly as possible, he believes that his marriage was not made for flesh, but for the restoration of this area and preservation of those states.“

He was attentive to her and Mary was deliriously happy in those early days, though Philip made no secret of his desire to go back home to his own realm. Mary didn’t want him to go.

The marriage was not a popular decision, and her sister Elizabeth’s decision never to marry may have had a great deal to do with watching what happened after Mary’s marriage. Simply put, the kingdom started to fall apart. Rebellions and riots against foreigners increased and seemed to get worse once Mary made the decision to burn Protestants who refused to return to the Catholic fold. Then, a series of bad harvests led to famine and plague.

Mary had a false pregnancy about three months after the wedding. Today, scholars believe it was the first signs of the ovarian cancer that would end up killing her, but a the time, Mary gave all signs of being pregnant. Her belly swelled, and her breasts leaked milk. She thought she felt the child move within her. Mary was overjoyed, believing that God had blessed her reign.

Philip decided to stay during Mary’s pregnancy. If she died in childbirth - as most people quietly expected would be the outcome - her child would be the king or queen of England and Philip would want to make sure he had custody of the baby when that happened. He couldn’t take the baby from England, but he could ensure it was raised in a way that was favorable to his interests.

But the time for the birth came and went with no signs of her going into labor. Mary’s psalter still exists, and when the book is stood on its spine, it falls open to the page which contains prayers for women in labor. The page is stained with the tears Mary shed while praying for the safe delivery of her child.

The doctors kept pushing back the date for the birth, but then the swelling began to shrink, and Mary finally had to accept there was no baby on the way. She emerged from her confinement chamber, humiliated and heartbroken.

Philip left not long after that to return to his kingdom on the Continent, and Mary had a devil of a time convincing him to return to her side. Reportedly, she spent hours in darkened rooms, weeping for him, and the letters she sent to him pleading for him to come back to her were stained with tears. Philip kept putting her off with excuses. He needed to wait until after his father’s abdication for his coronation. Then he needed to visit his new realms, and make sure everything was settled.

Once Mary involved England in Philip’s foreign wars, her council grew fractious, and she could barely keep control of them. Worse, England’s involvement drained the treasury and cost England its last bit of territory on the continent, Calais.

When Philip did return, he brought with him a woman many thought was his mistress. Mary refused to house the woman in chambers near her own or the king’s and it was a minor scandal. Soon after his return, Mary believed she was pregnant again, but Philip doesn’t seem to have believed it. He decided to leave England for his own realm, leaving behind his anguished wife. Mary went into confinement, expecting the birth in February of 1558, but went through another long, sad wait when labor didn’t commence.

On March 30, Mary wrote her will. She insisted in it she believed herself to be pregnant, and left her throne to that child, directing that her beloved husband raise the baby and bequeathing him the love of her subjects, which she felt was the most important thing of all. She now had to face the fact that she’d never see him again, this man in whom she’d invested so many hopes and dreams only to see them all crumble to ashes.

By summer of 1558, Mary’s second pregnancy had quietly faded away. She amended her will in light of that, directing that her throne be passed down as the law dictated, unable at this last to write the name of her sister. She died that November, brokenhearted and alone as her courtiers deserted the palace to flock to the side of her sister, the heir Mary had hoped to disinherit with her own children.

After her death, Philip wrote he felt "reasonable regret” for her loss.

#onthisday #the tudors #marytudor #queen #queenmaryi

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deealicifptacocrusade-blog · 6 years

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speak English to go to school

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The government can't manage its own money without running a trillion dollar deficit, which is why we are in a bind now. The only solution is to raise taxes, which I am strongly against.cheap jerseys wholesale jerseys from china Conclusion The five biggest stadiums in the United States are gathering spots for NFL fans and enthusiasts. For these people it isn't the seating size of the stadium that attracts them, but the team itself. Often times fan arrive hours before a sporting event so they can talk to their friends, tail gate, and party..wholesale jerseys from china wholesale nfl jerseys But was it all worth the cost of Leo's dearly departed XbonX 720 Revolutions S 9 (Yes. Yes it was.)Other than that, my favorite bits include how quickly it took folks on the street to decide that they didn't care about the explosion that wrecked Leo's house, as well as the low tempo rap number they used to recap basic info about the setting. 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chuckmurnoe · 6 years

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A little big introduction

Mr. Murnoe steps into the stage as he hears the mumbling in front of him. Some seem to know him, some don’t, most are already bored even before he starts. So he coughs and clears his throat in order to get everyone’s attention.

Hello everyone. It’s hard to make a fresh start... and I almost forgot how this was like. Most don’t know me... I have been around the -now apparently dead- Spanish webcomic community for years, I have tweeted for almost a decade... Makes you feel comfortable and all, and at the same time you forget how everything started, how it was hard to begin with. You realize how it was never easy to start again.

I’m feeling this for the first time in years, now that I’m finally stepping into the whole size community...

Despite the fact that on my main Twitter account I showed some signs that I was less and less closeted and concerned about my... stuff.

Even if I made an alternative account on DeviantArt to start posting new (N)SFW stuff and haven’t posted anything in the year and 8 months since I opened it.

... And knowing that there’s a big community out there I haven’t joined yet because I was scared of being an outsider, and only watching from the distance as others had fun.

Well... Yes. That’s all true.

The mumbling intensifies.

But I guess that what made me take this step was a post by Jitensha before SizeCon 2018 that I read a couple of days after that event. I wrote a reply on my main/SFW Tumblr, and it felt... liberating. I guess that’s the word.

The other thing I’ve been feeling is that, even though we usually relate all the size stuff to NSFW fetishes... there’s a lot of potential in safer-for-work variants. Like gentle stuff, cuddles and all that... It’s more than that, it’s a fantasy that goes beyond, and it’s fantastic. Even though in the beginning I made this account, my DA gallery, and this Twitter profile with all that NSFW in mind... actually... I can try something else. More diverse. And better.

Yes, I’d like to explore the lewd side, but also the less dark (?) one. Because being gentle with those taller or shorter than you is also a great thing. You can have your fantasies and fetishes, but in the end we all are humans with feelings and dreams, and hey!, it’s best if we’re supportive with each other while enjoying this, right?

So... Yes, with no further ado, I’ll start the proper introduction:

My names is Carlos, and although some might know me by my SFW nickname, around this place my persona is Chuck Murnoe, size enthusiast *ahem*fetishist*ahem*. This Tumblr blog here will work as both my artistic hub -despite I might create a side blog as a gallery/portfolio- and my personal blog in English... It’s still a bit of a work in progress, getting new & proper avatar and header pictures both here and on Twitter and DeviantArt.

And I guess that’s all for now. It’ll take a time before this actually starts, but it was about time to tell the world that here I am...

Hello, everybody!

He bows. Nobody applauds. It’s silent. Someone coughs. What an awkward feeling, right? Not a good way to start, we might have to work this a bit...

And in the meantime...

#introduction #size stuff #size community #personal stuff

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bigarbitertimemachine-blog · 6 years

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Undesirable Drugs

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geekysweetie · 6 years

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Pre-Registration Begins for English Version of Captain Tsubasa Dream Team Anime Soccer Game

The folks over at KLab Inc. sent me their press release announcement for the English version of Captain Tsubasa: Dream Team. Captain Tsubasa is a very old and popular anime about soccer. I have not watched it yet, though I’ve heard a lot about it.

I get a lot of Press Releases in my inbox each day, and I don’t always share them here, but this caught my eye with a ton of great giveaways and special events. The fun started yesterday and you only have a short time to take advantage of some of these awesome freebies for new players.

The timing of this Press Release was also timely and the content relevant to my current life. I’m sure you’ve noticed I’ve not been updating here as frequently the past few months. I began seeing someone over the end of the summer, and we’ve spent every weekend together ever since we met, and about a month ago now we made it “official”.

Weekends used to be when I’d work on my blog and schedule posts to go out through the week. But now with a more active social life my blog has been on the back burner. Hopefully I’ll get enough stuff scheduled up over thanksgiving and xmas breaks to kick off the new year with lots of great new game reviews and blog updates.

The new boyfriend happens to live and breathe soccer. He plays and watches it or coaches and teaches it almost every day (and when it’s not super cold outside I go and watch him play). He’s also from Peru and Peru just made it to the World Cup last week, for the first time in my boyfriend’s lifetime, so he’s very excited about that.

We are as different as night and day. He’s the typical jock, and I’m the typical geek, both in appearance and interests. But he’s not really the “typical” jock because he’s very attentive and sensitive and warm and kind hearted. He told me he wants to better understand me / my hobbies / interests because It’s what I’m into and important to me. (He even told me he’d come to my next doll meetup with me LOL. How many “jocks” would subject themselves to that?)

He’s geeky too in his own way, but much more of a closet geek. He dressed up as Captain America for Halloween, and we just saw Justice League together last weekend. But he’s been saying for awhile he wants to watch an anime with me (he’s never watched any before). I’ve been debating what anime to show to him, and then this Press Release came in and brought Captain Tsubasa back to the top of my mind. It’s older and has “bad” art compared to many newer anime, but I think it might be the perfect anime for my soccer loving boyfriend. And I think I would enjoy the slice of life elements of the series as well. Maybe I’ll even get him to download the new game and play it with me when it comes out next month.

Anyways be sure to check out the Press Release below from KLab Inc, and pre-register to play Captain Tsubasa Dream Team to take advantage of all of the special events going on right now!

Pre-Kickoff Campaign for Global Version of “Captain Tsubasa: Dream Team” Starts Today!

Global Version Planned for Release in December 2017

KLab Inc.

(TSE1: 3656)

Tokyo, Japan – November 20, 2017 – KLab Inc., a leader in online mobile games, announced that pre-registration for the global version of Captain Tsubasa: Dream Team officially kicked off on Monday, November 20 (UTC+9). This head-to-head football simulation game based on the world-famous Captain Tsubasa series is planned for global release in over 135 countries and regions around the world. In addition to the Japanese version released in June 2017, the global release will be localized into six languages—English, French, German, Italian, Spanish, and Traditional Chinese.

The global version of the game is planned for release in December 2017.

The Pre-Kickoff Campaign began earlier today with pre-registration for the upcoming release currently available on the official Twitter and Facebook accounts. Players are encouraged to follow either (or both!) to receive the latest updates on the upcoming title and stay one step ahead of the game. More details can be found on the official website, which opened earlier today in all six languages available in the global version of the game.

About Captain Tsubasa: Dream Team

Captain Tsubasa: Dream Team is a head-to-head football simulation game based on the classic football manga series enjoyed the world over, Captain Tsubasa. Players are given the opportunity to train football legends Tsubasa, Misaki, Hyuga and all the fan favorites from the series to build their own dream team. Players then hit the pitch with their custom teams to battle it out for football supremacy against the A.I., or go head-to-head with friends or other players from around the world in online matches.

Since its June 13 release earlier this year, the Japanese version of the game has already reached over 4 million downloads* in the domestic market, finding success among football enthusiasts and Captain Tsubasa fans alike. The global release of the game marks a new era in the game’s history, as Tsubasa and friends take center stage on the worldwide mobile playing field. * Total includes players who have downloaded the game more than once. http://youtu.be/7ka2T9juKOI

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Pre-Kickoff Campaign

The Pre-Kickoff event series includes the pre-registration campaign, a generous giveaway of in-game items, giveaway campaigns featuring Captain Tsubasa: Dream Team merchandise and original illustrations signed by the creator of Captain Tsubasa himself, Yoichi Takahashi. The campaign also features a special video message from the author.

Start of Pre-Registration

Monday, November 20, 2017 (UTC+9)

How to Pre-Register for the Game

To pre-register for Captain Tsubasa: Dream Team, players are simply asked to follow the official Twitter or Facebook account. The pre-registration event is currently being held in all 135+ countries and regions the global version of the game is planned for release in.

More information about the event series can be found on the game’s official website and social media accounts.

Pre-Registration Bonus

Event Period: Starts on Monday, November 20 (UTC+9)

Every player who logs in to the game will receive the SSR Tsubasa Ozora The Ball is My Best Friend as a free gift. In addition to this SSR character gift, players will also receive 25 Dreamballs,* used as currency inside the game. Both gifts will be awarded to players when the game is released.

* Dreamballs are a type of in-game currency used in Captain Tsubasa: Dream Team to acquire new characters, unlock new content, and more.

Captain Tsubasa Giveaway Extravaganza

KLab has partnered with Yoichi Takahashi, the creator of Captain Tsubasa, to give fans of the series all over the globe a chance to win exclusive signed and illustrated prizes!

Win Captain Tsubasa Merch!

Event Period: Monday, November 20 to Thursday, November 30 (UTC+9)

Follow the official Captain Tsubasa: Dream Team Twitter account and retweet the designated post for a chance to become one of six grand prize winners to receive an original illustration signed by Yoichi Takahashi. The contest also gives participants a chance to win one of ten Captain Tsubasa: Dream Team t-shirts!

Kickoff Message from the Creator of Captain Tsubasa

Yoichi Takahashi, the creator of the Captain Tsubasa series, contributed an exclusive video message, expressing his excitement for the upcoming release of the global version of the game and his support for the fan community worldwide.

https://www.youtube.com/watch?v=q4HSlwko-ds

youtube

Please see the official website and other social media accounts for additional information on the Pre-Kickoff Campaign event series.

Features of Captain Tsubasa: Dream Team

Online Head-to-Head Football Matches

Play online against friends and rivals! Train football legend Tsubasa Ozora and other characters from the series to create the perfect dream team, then go head-to-head with players worldwide.

Stunning Special Moves

Watch Drive Shots, Tiger Shots, and more special moves from the Tsubasa series comes to life in stunning, beautifully rendered cut scenes! Feel the energy in the stadium and the smell of the pitch as your favorite characters’ special moves come to life before your eyes.

In-Depth Storylines

Play the game in story mode to experience all the greatest scenes from the original Captain Tsubasa storyline and more. Play against memorable opponents from the series and watch the story come alive!

About Captain Tsubasa

Created by Yoichi Takahashi, Captain Tsubasa is a Japanese manga that centers on the sport of football. Since premiering in Shueisha’s landmark comic anthology Weekly Shonen Jump in 1981, the series has grown into a legend that has inspired and delighted countless football fans around the world for decades.

Even after the end of the initial serialization, the story has continued to evolve with new works highlighting the growth and development of main character Tsubasa Ozora. The series’ popularity continues to thrive, with Captain Tsubasa Rising Sun currently appearing in Shueisha’s manga anthology, Grand Jump.

The series has sold over 70 million volumes in Japan alone. Captain Tsubasa’s popularity extends beyond borders, having been translated and published around the world in 10 languages, finding fans and winning the hearts of football lovers around the globe.

Overview of Captain Tsubasa: Dream Team

Title: Captain Tsubasa: Dream Team

Supported OSes: Android™ 4.4+, iOS 8.0+

* Not available on some devices.

Genre: Head-to-head football simulation game

Price: Free-to-play (In-app purchases available)

Supported Regions: Global (Excludes Japan, Mainland China, and South Korea)

Supported Languages: English, French, German, Italian, Spanish, and Traditional Chinese

Official Website: https://www.tsubasa-dreamteam.com/en

Official Twitter Account: @tsubasaDT_en

Official Facebook Page: https://www.facebook.com/tsubasaDTen

Official YouTube Channel: https://www.tsubasa-dreamteam.com/en

Apple and the Apple logo are trademarks of Apple Inc., registered in the U.S. and other countries. App Store is a service mark of Apple Inc., registered in the U.S. and other countries. Android, Google Play, and the Google Play logo are registered trademarks of Google Inc. All other trademarks or registered trademarks are the property of their respective owners.

Pre-Registration Begins for English Version of Captain Tsubasa Dream Team Anime Soccer Game was originally published on GeekySweetie.com - Geeky & Kawaii Anime, Tech, Toys, & Game Reviews & News

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