The institution will be renamed CES Toronto and will undergo a “slow rebranding,” CES managing director Justin Quinn told The PIE News.
The group has acquired 100% shareholding from the previous owner and president of Global Village Toronto, Genevieve Bouchard, who has recently retired.
Former director of Global Village marketing Robin Adams has been appointed president of the newly-named centre, but the rest of the staff will remain the same.
“[Canada] is a very exciting market to be present in”
The move is the result of CES’ long-time interest in the Canadian market, which Quinn said he had been observing closely, waiting for the right opportunity.
“My interest in Canada has been there for a number of years, I have been watching the market very carefully and it’s a very exciting market to be present in,” he said.
“I was just waiting for the right opportunity to come along.”
CES plans to further grow and develop the school, with a view to introducing new programs, including teacher training. Quinn also hopes the school will become an Eaquals member within the next 12 months. He is the current chair of the accreditation and membership body for language schools.
“One of the things that attracted me to the school is that there is growth potential, and I certainly feel we could probably be more aggressive in our growth strategy,” Quinn explained.
The school will undertake the process to maintain its Languages Canada membership, he added.
“It’s part of the conditions – [Languages Canada] will do due diligence on us as well. It’s an impressive accreditation system,” Quinn told The PIE.
“They look at the owners, and our strategy, and our plans going forward, rather than just looking at how the school is operating at a snapshot in time.”
In a statement, CES and Global Village (both IALC accredited) said they will jointly promote their locations, which include GV Calgary, CES Dublin, CES Edinburgh, CES Harrogate, GV Hawaii, CES Leeds, CES London, CES Oxford, CES Toronto, GV Vancouver, GV Victoria, and CES Worthing.
The Oxford English Dictionary – the “OED” to its friends – has announced a 2016 update, consisting of over 1,000 new words and word meanings, along with the revision or expansion of over 2,000 entries.
The revisions are not just new words or phrases, like “glamping”, “air-punching”, “sweary” and “budgie smugglers”. The OED has also revised its entry of “bittem”, an obsolete word over 1000 years old, meaning “the keel or lower part of a ship’s hull”.
Where did the new words come from? Some are borrowed from other languages, such as “narcocorrido” (a Spanish word for a traditional Mexican ballad recounting the exploits of drug traffickers), “potjie” (from Afrikaans, a three-legged cast iron cooking pot for use over a fire), and “shishito” (from Japanese, a particular kind of chilli used in Asian cooking).
Some additions are deeply revealing of our modern preoccupations – such as the terms “assisted death” and “assisted dying”. This category also includes the word “agender” (without gender), born of a communal reaction to our deeply binary thinking around gender. The OED dates its use first to the year 2000.
The OED has also added new “initialisms”. To its existing list, which included IMF (International Monetary Fund) and IDB (illicit diamond buyer), it has added ICYMI (in case you missed it), IRL (in real life), IDK (I don’t know), and FFS (look that one up if you don’t know it already!)
Many of the new entries are made by combining words. Some of these fit the definition of “compound words”, that is, words formed by joining two together, such as “air-punching”, “bare-knuckle”, “self-identity” and “straight-acting”. Others are just two words put side-by-side, such as “power couple”, “hockey mum”, “test drive” and “star sign”.
The term ‘power couple’ has been blessed by the OED. Luke MacGregor/Reuters
Clearly some of these terms – “budgie smugglers” for instance – have been around for some time. The OED dates this term to 1998. The source is The Games, the Australian mockumentary television series about the 2000 Olympic Games in Sydney.
But to make it into a TV program like this, the term must have already been an established expression in the Australian lexicon. The only corpus of English comparing usage across various countries, the GlowBe corpus, shows how deeply Australian the term “budgie smugglers” is.
The expression “battle of the sexes”, meanwhile, has only just made it into the dictionary. The OED first attests its use right back to 1723.
Then there are the new forms from old stock. For instance, to the verb “exploit,” the OED is adding an adjective (“exploitational”), an adverb (“exploitatively”), and a noun to denote someone who is exploiting someone or something (“exploiter”).
To the verb “to swear” the OED now includes “sweary”, both as noun (a swear word can be called “a sweary”) and adjective (meaning something or someone characterized by a lot of swearing).
Why the wait?
So how do words get into the dictionary? “Lexicographers” – the folk who make dictionaries – add words only when there is evidence of usage over some period of time, and across various contexts of usage. The process for Oxford dictionaries is explained here.
A dictionary can never hold every word of a language. The only estimate I know suggests that well over half the words of English are not recorded by dictionaries. Since this research is based on the Google Books corpus, the data is only from published books in university libraries. We can safely say this figure is very conservative.
This latest OED update includes the publication of written and spoken pronunciations for additional English varieties, including those versions spoken in Australia, Canada, the Carribean, Hong Kong, Ireland, New Zealand, the Phillipines, Scotland, Singapore, Malaysia and South Africia. While some of these varieties already had coverage, their presentation has been expanded.
In praise of Singlish
The addition of Hong Kong and Singapore English are entirely new. Speakers of Singapore English, (or “Singlish”) – I count myself as a reasonable speaker of this dialect – will be delighted to see the inclusion of words such as “ang moh” (a light-skinned person of Western origin), “Chinese helicopter” (a derogatory term for a Singaporean whose schooling was conducted in Mandarin Chinese and whose knowledge of English is limited), “killer litter” (objects thrown or falling from high-rise buildings, endangering the people below) and “shiok” (an expression of admiration).
If you think English belongs to Anglos, then you can start by banishing the word “yum cha” from your vocabulary. For a good laugh at Australian English, and the Indian variety, try this series “How to speak Australians”, from the “Dehli Institute of Linguistics”.
By adding the “World Englishes” to the entries on British and American English, the OED has opened a pandora’s box. For instance, read the OED’s explanation for choosing “White South African English” as the model to represent their entries on South African English.
Changes to the OED remind us that a language is not a fixed entity. Not only is English constantly changing, but its boundaries are fluid.
Languages are open and dynamic: open to other dialects and their many and varied users. Therein lies both the power and beauty of language.
The British Council is to open a bilingual pre-school in Hong Kong in August. The International Pre-School, which will teach English and Cantonese and have specific times set aside for Mandarin, will follow the UK-based International Primary Curriculum.
The British Council already has bilingual pre-schools in Singapore (pictured above) and Madrid. The adoption of a bilingual model of early years learning, rather than a purely English-medium one, is supported by much of the research on this age group. In a randomised control trial in the US state of New Jersey, for example, three- and four-year-olds from both Spanish- and English-speaking backgrounds were assigned by lottery to either an all-English or English–Spanish pre-school programme which used an identical curriculum. The study found that children from the bilingual programme emerged with the same level of English as those in the English-medium one, but both the Spanish-speaking and anglophone children had a much higher level of Spanish.
INTERNATIONAL STUDENTS do not feel welcome in the UK as a result of recent changes to immigration laws brought in by the recent coalition government and the current Conservative administration, according to a recent survey of over 3,000 international students in the UK.
The increasingly tough student visa regime is likely to cut overseas student numbers by 15 per cent, BBC News recently estimated. Currently the main barrier seems to be tougher English language requirements for international students (with even tougher new requirements proposed). BBC News reports that UK universities have been lobbying the UK government to remove overseas student numbers from the government’s net migration figures, but new English language requirements currently being considered could present a complex barrier to entry.
According to the Guardian newspaper, government measures adversely affecting international students in the UK include cancelling the post-study work visa in 2012, students needing proof of more savings when they arrive, tougher rules on academic progression, rising minimum salary requirements for Tier 2 (work) visas and restrictions on work rights for spouses and dependants. Moreover, UK home secretary Theresa May stated in October that overseas students should ‘return home as soon as their visa expires’ unless they have a graduate-level job.
James Richardson, director of international development at Sheffield Hallam University, told the Independent newspaper that the perception created by the UK’s attitude to international students was, ‘Come here, pay your fee and clear off. You have no value to the wider economy.’ The Universities UK association estimates that overseas students make a £7 billion contribution to the UK economy.
In a 2014 survey of 3,135 international students (the majority of them from outside the EU) carried out by the National Union of Students, just over half of respondents said that the UK was either ‘not welcoming’ or ‘not at all welcoming towards international students’, a view held by international PhD students in particular.
The ‘not welcome’ (or worse) comment was made by 61.3 per cent of students from Turkey, 64.5 per cent of students from Japan, 62.8 per cent of Nigerian students, 62 per cent of Indians and 56.1 per cent of Pakistanis surveyed. A notable 19 per cent of all non-EU students canvassed would not recommend the UK as a place to study to a friend or relative, a view shared by 35 per cent of students from India and 37 per cent of students from Nigeria.
While numbers of Indian students in the UK continue to fall (down from 23,985 in 2010 to 12,280 in 2012), visas for Indian students for Australia in academic year 2013–14 increased 38 per cent on the previous academic year, according to the Times of India, with the temporary graduate visa for post-study work reportedly a major attraction.