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Diversity and change
paper 2, English language a level
| Term | Definition |
|---|---|
| MLE | multi-cultural London English |
| BBE | British Black English |
| British Black English | a form English attributed to members of Britain's Caribbean-heritage community, combines standard British English with Creole forms, varies from region to region |
| Jenny Cheshire et al ( 2008) | identified a new form of English emerging mainly among young people as MLE and since the original studies it has been identified outside London, forms described as Multicultural Urban British English |
| pool of language characteristics | differing degrees by its users depending on age,ethnicity,region and identity e.g MLE |
| examples of pool of language | lexis-'bare', 'beef', 'ting' phonology- diphthong vowel sounds of words e.g face /fes/, like /la:k/ grammar- 'dem' as a plural marker, 'man' as a pronoun discourse-'innit' as a tag question, 'you get me' confirmation check |
| examples of MLE in practice | 'mans not hot' TH-fronting, 'fing'/'fink' TH-stopping, 'ting' omission of 'h', 'ting' missing articles, 'a'/'the' |
| code switching | switching between different languages in a sustained way |
| code mixing | the inclusion of words and phrases from one language in another |
| linguistic appropriacy | the way in which language choices reflect ideas about what is appropriate for any given context |
| example of code switching/mixing | 'despacito' 'search for my tongue' poem |
| ELF | English as a Lingua Franca |
| reasons for ELF | colonisation prestige in language mass communication USA super-power |
| How is English used internationally? | global commerce international diplomacy air traffic control academic journals internet international travellers |
| Barbara Seidlhofer | ELf isn't a single variety of English, the variation process never stops |
| Kirkpatrick | the amount of variation in ELF depends on how localised it's use is suggests this is because a user in a local setting is more likely to code switch and use nativised norms e.g share slang,local vocab,localised grammar/syntax |
| criticisms of ELF | features are nothing but mistakes that have no pattern, aren't worth studying question how it can be taught globally when there is no standardised version and it would give students a disadvantage when taking global English efficiency tests e.g IELTS |
| Gimenez | having a common language helps us to see ourselves as human beings who live on the same planet to that extent can be said to form one community |
| Pennycook | English threatens other languages acts as gatekeepers to positions of wealth and prestige both within and between nations is the language through which much of the unequal distribution of wealth,resources and knowledge operates |
| global English | blurs the distinctions of world English and ELF and represents the extensive scope of English use in modern times |
| world English | refers to different english varieties that have been in existence for some time, which have often arisen because of colonial rule in the past |
| first dispersal | early 17th century, English settlers moving to USA and Canada 1770 to Australia 1790 to New Zealand |
| second dispersal | late 15th century West Africa 1600 South Asia ( including Pakistan and India) late 18th century South Africa and South East Asia |
| migration | the movement of people from one place to another who then settle and merge their cultures,traditions and languages |
| Kachru's circles | english exists in a diagram of expanding circles UK,US,Australia etc. - inner circle India, Ghana, Malaysia etc. - outer circle Japan, China, Korea etc.-expanding circle |
| Expanding circle | English introduced as a foreign in language in schools |
| Outer circle | mostly former colonies in which English is used for in social or the government sectors |
| Inner circle | made up of traditional bases of English and it's speakers are the ones in charge of providing norms |
| Dynamic Model | five stages in migration and English: foundation exonormative stabilisation nativisation endonormative stabilisation differentiation |
| foundation | English is brought in by the 'settlers' to that place new settlers and native speakers identify as separate to each other talk on a 'needs' basis |
| exonormative stabilisation | English becomes regularly used by speakers social mixing of two groups native speakers develop bilingualism |
| nativisation | the ties to the settler's original location weaken complaints of 'corruption' of native language lexical and phonological changes happen which sees the 2 languages merge |
| endonormative stabilisation | settlers begin to see themselves as natives both groups see themselves as belonging combination of both languages become the norm |
| differentiation | room for internal diversities define themselves as social group speakers regional speech variations |
| Tom McArthur | McArthur's wheel model has an idealised central variety called world standard english which is best presented by written international english |
| historical perspective | the history of invasions and the British Empire have connotations of forceful establishment of English as a language |
| English as the language of commerce | English is the dominant language on the financial aspects of the world |
| English as the language of diplomacy | English is the international language recognised by global diplomatic structures |
| plural construction | grammatical variation some variations miss the plural 's' on the end e.g 'she has two shoe' |
| non-marking agreement in third person | grammatical variation when the use of third person does not agree with the sentence e.g 'he walk ten miles to college' |
| past tense irregularities | grammatical variation limited marking of past tense e.g 'I walk here yesterday' |
| attributing gender to inanimate objects through pronoun use | grammatical variation Australian English tends to attribute gender to items e.g 'she is a beautiful boat' |
| pronoun inaccuracies | grammatical variation using me instead of I e.g 'Lola and me/me and Lola 'should be 'Lola and I' in standard English |
| 'ing' as a progressive indicator | grammatical variation using the 'ing' form of the verb to express continued actions e.g 'I am enjoying this latest I bought' |
| Standard English | the dictionary and standard understanding of the way English is used |
| verb phrases | grammatical variation using 'of' instead of 'have' after model verbs e.g 'I could of' |
| borrowing | lexical/semantic variation the concept that we borrow words from other forms of Englishes |
| Semantic shift | lexical/semantic variation where the meaning of the word changes depending on location e.g thong and flip flops |
| interrogative intonation | phonological variation the higher pitch at the end of a statement which makes it sound like a question originating from Australian English |
| omissions | phonological variations where a speaker omits a letter from the standard variation e.g Jamaican English 'ting' instead of 'thing' |
| TH-fronting | 'fing' 'fink' |
| TH-stopping | 'ting' |
| creolisation | when a pidgin language is passed on, through generations in order to fulfil social functions causing the pidgin to alter and expand dramatically |
| globish | describes how a simplified English language has spread across the world |
| ethnolect | language used as a result of your ethnicity and therefore has cultural influences and variation |
| Ben Rampton | Creole was seen as 'cool,tough,and good to use' associated with assertiveness,verbal resourcefulness, competence in heterosexual relationships and opposition to authority |
| Super-standard forms | Mary Bucholtz (2001) language of 'white nerds' who deliberately distance themselves from white peers who are more willing to adopt 'cooler' black styles |
| Resistance identity | Roger Hewitt (1986), Mark Sebba (1993) new developed 'black cockney' in 1980s slight,discrete variety used by Black speakers in England Pitts (2012)- different styles among some, felt mainstream media was constraining them, Ian wright to bob Marley |
| Vivian de clerk (2005) | young people seek to create identities and have the freedom to 'challenge linguistic norms' want to look 'modern and cool' as well as different and need to belong to a group but not all teenagers are alike, not a homogeneous group |
| Ignacio Martinez (2011) | teenagers use negatives and double negations more frequently than adults 1/3 of negatives occurred in orders, suggestions and refusals ('dunno, nah, no way') more direct when they speak , adults are more conscious |
| Anita Britta-Stenstrom | looked at teen language features: irregular turn taking overlaps indistinct articulation word shortening teasing verbal duelling slang taboo language mixing |
Created by:
emsteel
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