It’s never easy to explain exactly when a specific language began, but in the case of English we can at least say that there is little sense in speaking of the English as a separate language before the Anglo--Saxons came to Britain. Little is known of this period with any certainty, but we do know that Germanic invaders came and settled in Britain from the north--western coastline of continental Europe in the fifth and sixth centuries. The invaders all spoke a language that was Germanic(related to Dutch, Frisian, German and the Scandinavian languages, and to Gothic), but we’ll probably never know how different their speech was from that of their continental neighbours.

The reason that we know so little about the language in this period is that we do not have much in the way of written records from any of the Germanic languages of north--western Europe until several centuries later. When Old English writings began to appear in the seventh, eighth, and ninth centuries there was a good deal of regional variation(变化), but not more than that found in later periods. This was the language that Alfred the Great referred to as “English” in the ninth century.

The Celts were already resident(定居)in Britain when the Anglo--Saxons arrived, but there are few obvious traces of their language in English today. Some scholars have suggested that the Celtic tongue might have had an underlying influence on the grammatical development of English, particularly in some parts of the country, but this is highly speculative(猜测). The number of borrowed words known for certain to have entered Old English from this source is very small. Those that survive in modern English include “brock”(badger), and “comb”(a type of valley), alongside many place names.

When people ask about my experience of learning Cantonese, I recount a journey driven by unending curiosity and a strong desire to connect with a dynamic culture.

Growing up in a Russian family, my fascination with languages grew thanks to my father, a language expert. It’s during a cultural appreciation class in junior high that I was first introduced to the world of Hong Kong films, famous for their characteristic action-packed dramas and storytelling styles. However, what really amazed me was the uniqueness of the language, Cantonese, which sparked a urgent need within me to explore it and the rich culture behind. This marked the beginning of a thrilling linguistic journey.

Learning Cantonese posed challenges, such as unfamiliar characters, complex tones, and different grammar structures, yet I persevered. Immersed in textbooks and available online courses, I practiced the tones everyday until my pronunciation flowed naturally. Cantonese dramas and music also played a role in familiarizing me with its rhythm.

To truly grasp the essence of Cantonese, I knew that studying alone wasn’t enough — I needed firsthand experience. So, I took a gap year to pack my bags for Hong Kong, a city featuring the lively heartbeat of Cantonese culture. Buried in its busy streets and daily conversations, from casual chats to food ordering, I found myself enveloped in a linguistic wonderland. Within a few months, my Cantonese proficiency flourished, fueling a surge of confidence.

My explorations extended beyond the streets. I enrolled in formal language classes that offered professional guidance. Through hard work, I successfully completed all the courses in Cantonese Linguistics. From then on, I’ve been passionately committed to spreading the Cantonese culture, ensuring its richness reaches a wider audience.

Today, I continue my Cantonese voyage with unflagging enthusiasm. It has transformed into more than just a linguistic pursuit; it grants me a passport to sincere connections, profound insights, and heartfelt admiration for its one-of-a-kind culture.

There is one language that is used in every country in the world. The people who use it are young and old, short and tall, thin and fat. It is everybody’s second language. It is easy to understand, although you can’t hear it, it is sign language.

When you wave to a friend who is across the street, you are using sign language. When you smile at someone, you’re saying, “I want to be friendly”, but you are not using speech. You are using sign language. When you raise your hand in class, you are saying, “please ask me, I think I know the correct answer.”

Babies who can’t talk can point at things. They are using sign language. A policeman who wants to stop traffic holds up his hands. He is using sign language.

Many years ago, the French priest, Charles Michel de Epee, became interested in education for deaf people. He invented a finger alphabet (字母表). It is still in use. People can make the sign for letters and spell words with their hands. And the deaf people can read and understand them. Soon there were schools for the deaf in many countries. The only university for the deaf is Gallaudet College in Washington, D.C.

Today, in the United States, there are special TV news programs for deaf people. The newsreader tells the news in sign language. At the same time, the words appeal on the TV screen.

The actors in the Theatre of Deaf don’t spell every word, and sometimes they use hand signs. When they put two hands together, it means sandwich. They make a roof with their hands when they want to show a house. One finger in front of an actor’s mouth can mean quiet. You can talk to people who are behind windows that are closed. And when you go swimming with your friends, you can have conversations under the water.

How many hand signs do you use every day?