1. What does "elocution" mean? What are elocution lessons? Do they exist in Spanish? ( page 54)

1: a style of speaking especially in public

 2: the art of effective public speaking

Elocution lessons are used to improve pronunciation and also to improve the way you express yourself. This kind of lessons exists in Spanish.

2. What do "polyglossia" and "monoglossia" mean? (page 55)

In terms of Bakhtin, a situation of polyglossia is which Latin is the dominating language, in contrast with monoglossia, in which the English language held sway.

3. What kind of English does Puttenham recommend? (page 55)

Puttenham, after rejecting various forms of the language as unsuitable, he then defines for the poet the form which is the natural, pure and most usual of all his country.

4. What does "copious" mean? Look up pronunciation. (page 56, paragraph 2)

“Copious” means a great number or quantity. ´KOPIʌ S

5. What does "trope" mean? (page 57, para. 2)

“Trope” means a figure of speech, such as a metaphor, in which a word or phrase is not used in a literal manner.

6. Why does Crowley call the standardization process a war? (page 57)

Crowley call the standardization process a war because of the context in which the texts considered below are set.

7. What does "encomium" mean (page 58, para. 2)

“Encomium” means warm praise, a tribure.

8. Who wrote the "Proposal for Correcting, Improving and Ascertaining the English Tongue" (1712)? (page 59)

The “Proposal for Correcting, Improving and Ascertaining the English Tongue” is written by Jonathan Swift in the year 1712. It is the only prose piece he ever signed.

9. Do Johnson and Swift agree that the English language has degenerated?(page 60)

Johnson and Swift agree that the English language has degenerated. “Johnson´s plea in the Preface to de Dictionary: tongues, like governments, have a natural tendency to degeneration.”

10. Swift proposed an academy. Who else? (page 61)

The idea of an academy was not an unusual one in the eighteenth century: it was proposed by Dryden, Defoe, Addison and Wilson. Moreover there were already academies in existence in Europe: the Accademia della Crusca and the Académie Française.

11. Why were the Whigs (See Whigs and Tories in Wikipaedia) against an academy? (page 61, bottom of page)

The Whigs were alienated by Swift´s essay for two reasons. First, the academy was identified, to Whig eyes at least, with France, and thus with the Stuart claimants to the monarchy; and, second, it had been instituted by Cardinal Richelieu, an aristocratic Catholic.

12. What does Sheridan mean by "the genius of our people"? (page 62, para. 4)

Sheridan mean by “the genius of our people” the metaphysical spirit of the people.

13. What reason does Swift give for the "decay of Latin" (page 63, bottom)

The reason that Swift gives for the “decay of Latin” is that in a totalitarian world, an orator is useless.

14. What does "suffer" in line 2 of page 66 mean?

The concept “suffer” means the problems caused by linguistic mutability.

15. Who was the first person, involved in German cultural nationalism, to make the link between language and nation? (page 67 para. 2)

It is often asserted that Herder was the first to proclaim the link between language and nation, and that his idea was taken into German Romanticism and eventually transported into the various forms of cultural nationalism which arose across Europe in the nineteenth century.

16. What was Sheridan's solution to the problem of divergence in pronunciation? (page 69, bottom)

He proposed that the clergy should be taught pronunciation in order that they could then act as the medium by which it could be propagated. They would be particularly effective since “ it is part of the duty of every person in the nation to attend divine service at least one day in the week”.

17. How did several authors describe other European languages? Do you agree with this kind of classification? (page 71)

Peyton: the Italian is pleasant, but without sinews, like a still fleeting water; the French dialect, but even nice as a woman scarce daring to open her lips for fear of spoiling her countenances; the Spanish is majestical, but runs too much on the o, and is therefore very guttural and not very pleasant; the Dutch manlike, but withal very harsh, as one ready at every word to pick a quarrel.

Lemon: compared with English, French was “flimsy”, Italian was merely “neat”, Spanish “grave”, Saxon, High Dutch “Belgic” and the Teutonic tongues were natively “hoarse” and “rough”.

18. In which novel did Daniel Defoe capture the "colonial fantasy"? (page 72, top)

Daniel Defoe captured the “colonial fantasy” in his novel Robinson Crusoe.

19. Locke thought that learning Latin was not necessary for which group of people?

(page 77 -also 75)

Locke thought that learning Latin was not necessary for tradesman.

20. How did learning to speak English using standard English empower people? (page 78)

Learning to speak English empowered people in their social, economic and political life.

21. What kind of English is deemed to be "proper" English? (page 80, bottom-page 81, top)

The language properly so called is found in the upper and middle tanks, over the whole British Empire.

22. How was the inculcation of linguistic patterns carried out with middle-class children (page 84, bottom, page 85, top)

For some middle-class schoolchildren inculcation of the habitus was conducted by a process which we might call that o discipline, punishment and education. Rewards and punishments went hand in hand in the whole process of giving children the orthographic and semantic skills required for their social position.

23. What was the purpose of training women linguistically in the 18th century according to Crowley? (page 90, middle)

Women were to be linguistically educated then for two purposes: to fulfil the role of the mother, passing on pure language to the child, and to act as companion to the male en the public sphere.

24. Why did Locke warn against children talking to servants? (page 93, top)

Lock warn against children talking to servants because of the contagion of these ill precedents, both in civility and virtue, horribly affects children, as often as they come within reach of it. They frequently learnt, from such unbred or debauched servants, such language, untowardly tricks and vices, as otherwise they possibly would be ignorant of all their lives. (they would pick up bad habits).

25. What was the difference between the mistakes made by the working classes and

those made by the gentry according to Sheridan? (page 96, bottom).

According to Sheridan, the working classes make structural mistakes, while the gentry just makes occasional mistakes.