Answer: Sylvia Faye Patterson lives in Little Rock, Arkansas with her brother, sister, and parents. Sylvia lived during the 1950s which is a time where racism was still alive. In Sylvia's case they want to integrate they're schools.
Explanation:
Language may be used to communicate, learn, and express identity. Adopting Chinese schools as a focal point, this dissertation explored how Chinese-Canadians establish their cultural identity through code-switching. This dissertation was guided by four research questions: (1) How is the prevalence of code-switching among Chinese teachers, parents and students at home and school? (2) How do the teachers, parents and students perceive and compare the communicative, learning and identity-reflective functions of language? (3) How do they form their cultural identity through language use and code-switching? (4) What do they understand as, the relationship between language use/code-switching and identity formation? Several types of data were gathered: Three Canadian specialists in Chinese language education were interviewed; 203 students were recruited from six Chinese language schools in Greater Vancouver to answer a structured questionnaire; eight triplets of parents, teachers and students participated in class observations, home visits, and group discussions; and data were gathered from students’ self tape-recording, written logs and instant messages. It was found that the students did the most between-turns code-switching, while the parents did less and the teachers did the least amount of code-switching. Most participants considered the communicative function of language the most important, the learning function less important and the identity-reflective function the least important. Some participants suggested that language may serve different functions simultaneously. I proposed that identity formation is dynamic and multi-faceted. The questionnaire results indicated that most students were proud of their Chinese cultural identity although the parents and teachers thought that the students were not mature enough to understand the real meaning of identity. Most participants thought that no direct relationship was between language use and identity formation because people can use a second language to reflect or form their cultural identity. However, from a broad perspective, a close relationship does exist because people can use any language to reflect their cultural identity.
Answer:
instead of saying Sparrow and Liam exchanged stairs across the library you could instead try saying Liam and Sparrows eyes met from across the room or across the library, or not. I think your story's fine, if you want to make it a few more sentence longer then maybe you can put like a little backstory to why Liam and Sparrow are fighting or not it's your story I'm just you know saying maybe if you want a few more sentences it's something to put.
I the word draft:
1. draft (noun) - a gust of cool air in a room. An example would be: Please close the window - there's draft in the room!
2. draft (noun) - a rough plan. An example would be: I haven't finished the paper yet - I only have a draft so far.
3. draft (noun) - obligatory military service. An example would be: That country still has a draft - my nephew just joined the army!
4. draft (verb) - to serve in the army. An example would be: My friend has just been drafted - he will have to serve for a year!
II the word break:
1. break (verb) - to separate something into pieces. Example: Why did you break your glasses?
2. break (verb) - disobey law. Example: He broke the law when he killed that man.
3. break (verb) - become publicly known. Example: When the news broke, everybody was surprised.
4. break (noun) - a pause. Example: I've been working for hours - I need to make a break.
III the word present:
1. present (noun) - a gift. Example: When I was in Spain, I bought presents for everyone!
2. present (noun) - the current moment. Example: I prefer living in the present rather than the past!
3. present (adjective) - currently there. Example: Is everyone present in class today?
4. present (verb) - to show. Example: I presented him with a gift, but he wasn't pleased at all.
When misha was using her imagination to FAUK A B1ICH
