The Pronunciation of English in South Africa by L.W
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Social and Cultural Functions of the Local Press in Preston, Lancashire, 1855-1900
Reading the local paper: Social and cultural functions of the local press in Preston, Lancashire, 1855-1900 by Andrew Hobbs A thesis submitted in partial fulfilment for the requirements of the degree of Doctor of Philosophy at the University of Central Lancashire November 2010 ABSTRACT This thesis demonstrates that the most popular periodical genre of the second half of the nineteenth century was the provincial newspaper. Using evidence from news rooms, libraries, the trade press and oral history, it argues that the majority of readers (particularly working-class readers) preferred the local press, because of its faster delivery of news, and because of its local and localised content. Building on the work of Law and Potter, the thesis treats the provincial press as a national network and a national system, a structure which enabled it to offer a more effective news distribution service than metropolitan papers. Taking the town of Preston, Lancashire, as a case study, this thesis provides some background to the most popular local publications of the period, and uses the diaries of Preston journalist Anthony Hewitson as a case study of the career of a local reporter, editor and proprietor. Three examples of how the local press consciously promoted local identity are discussed: Hewitson’s remoulding of the Preston Chronicle, the same paper’s changing treatment of Lancashire dialect, and coverage of professional football. These case studies demonstrate some of the local press content that could not practically be provided by metropolitan publications. The ‘reading world’ of this provincial town is reconstructed, to reveal the historical circumstances in which newspapers and the local paper in particular were read. -
Origins of NZ English
Origins of NZ English There are three basic theories about the origins of New Zealand English, each with minor variants. Although they are usually presented as alternative theories, they are not necessarily incompatible. The theories are: • New Zealand English is a version of 19th century Cockney (lower-class London) speech; • New Zealand English is a version of Australian English; • New Zealand English developed independently from all other varieties from the mixture of accents and dialects that the Anglophone settlers in New Zealand brought with them. New Zealand as Cockney The idea that New Zealand English is Cockney English derives from the perceptions of English people. People not themselves from London hear some of the same pronunciations in New Zealand that they hear from lower-class Londoners. In particular, some of the vowel sounds are similar. So the vowel sound in a word like pat in both lower-class London English and in New Zealand English makes that word sound like pet to other English people. There is a joke in England that sex is what Londoners get their coal in. That is, the London pronunciation of sacks sounds like sex to other English people. The same joke would work with New Zealanders (and also with South Africans and with Australians, until very recently). Similarly, English people from outside London perceive both the London and the New Zealand versions of the word tie to be like their toy. But while there are undoubted similarities between lower-class London English and New Zealand (and South African and Australian) varieties of English, they are by no means identical. -
Re-Creating Home British Colonialism, Culture And
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by South East Academic Libraries System (SEALS) RE-CREATING HOME BRITISH COLONIALISM, CULTURE AND THE ZUURVELD ENVIRONMENT IN THE NINETEENTH CENTURY Jill Payne Thesis submitted in fulfilment of the requirements of the degree of Master of Arts Supervisor: Professor Paul Maylam Rhodes University Grahamstown May 1998 ############################################## CONTENTS LIST OF ILLUSTRATIONS ..................................... p. ii ACKNOWLEDGEMENTS ...................................... p.iii PREFACE ................................................... p.iv ABSTRACT .................................................. p.v I: INTRODUCTION ........................................ p.1 II: ROMANCE, REALITY AND THE COLONIAL LANDSCAPE ...... p.15 III: LAND USE AND LANDSCAPE CHANGE .................... p.47 IV: ADVANCING SETTLEMENT, RETREATING WILDLIFE ........ p.95 V: CONSERVATION AND CONTROL ........................ p.129 VI: CONCLUSION ........................................ p.160 BIBLIOGRAPHY ............................................ p.165 i ############################################## LIST OF ILLUSTRATIONS Figure i. Map of the Zuurveld ............................... p.10 Figure ii. Representation of a Bushman elephant hunt ........... p.99 Figure iii: Representation of a colonial elephant hunt ........... p.100 ii ############################################## ACKNOWLEDGEMENTS My grateful thanks must go firstly to Professor Paul Maylam. In overseeing -
THE DEVELOPMENT of ACCENTED ENGLISH SYNTHETIC VOICES By
THE DEVELOPMENT OF ACCENTED ENGLISH SYNTHETIC VOICES by PROMISE TSHEPISO MALATJI DISSERTATION Submitted in fulfilment of the requirements for the degree of MASTER OF SCIENCE in COMPUTER SCIENCE in the FACULTY OF SCIENCE AND AGRICULTURE (School of Mathematical and Computer Sciences) at the UNIVERSITY OF LIMPOPO SUPERVISOR: Mr MJD Manamela CO-SUPERVISOR: Dr TI Modipa 2019 DEDICATION In memory of my grandparents, Cecilia Khumalo and Alfred Mashele, who always believed in me! ii DECLARATION I declare that THE DEVELOPMENT OF ACCENTED ENGLISH SYNTHETIC VOICES is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references and that this work has not been submitted before for any other degree at any other institution. ______________________ ___________ Signature Date iii ACKNOWLEDGEMENTS I want to recognise the following people for their individual contributions to this dissertation: • My brother, Mr B.I. Khumalo and the whole family for the unconditional love, support and understanding. • A distinct thank you to both my supervisors, Mr M.J.D. Manamela and Dr T.I. Modipa, for their guidance, motivation, and support. • The Telkom Centre of Excellence for Speech Technology for providing the resources and support to make this study a success. • My colleagues in Department of Computer Science, Messrs V.R. Baloyi and L.M. Kola, for always motivating me. • A special thank you to Mr T.J. Sefara for taking his time to participate in the study. • The six Computer Science undergraduate students who sacrificed their precious time to participate in data collection. -
Prioritizing African Languages: Challenges to Macro-Level Planning for Resourcing and Capacity Building
Prioritizing African Languages: Challenges to macro-level planning for resourcing and capacity building Tristan M. Purvis Christopher R. Green Gregory K. Iverson University of Maryland Center for Advanced Study of Language Abstract This paper addresses key considerations and challenges involved in the process of prioritizing languages in an area of high linguistic di- versity like Africa alongside other world regions. The paper identifies general considerations that must be taken into account in this process and reviews the placement of African languages on priority lists over the years and across different agencies and organizations. An outline of factors is presented that is used when organizing resources and planning research on African languages that categorizes major or crit- ical languages within a framework that allows for broad coverage of the full linguistic diversity of the continent. Keywords: language prioritization, African languages, capacity building, language diversity, language documentation When building language capacity on an individual or localized level, the question of which languages matter most is relatively less complicated than it is for those planning and providing for language capabilities at the macro level. An American anthropology student working with Sierra Leonean refugees in Forecariah, Guinea, for ex- ample, will likely know how to address and balance needs for lan- guage skills in French, Susu, Krio, and a set of other languages such as Temne and Mandinka. An education official or activist in Mwanza, Tanzania, will be concerned primarily with English, Swahili, and Su- kuma. An administrator of a grant program for Less Commonly Taught Languages, or LCTLs, or a newly appointed language authori- ty for the United States Department of Education, Department of Commerce, or U.S. -
Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future
DOCUMENT RESUME ED 415 168 SO 028 325 AUTHOR Warnsley, Johnnye R. TITLE Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future. A Curriculum Unit. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). INSTITUTION Center for International Education (ED), Washington, DC. PUB DATE 1996-00-00 NOTE 77p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *African Studies; *Apartheid; Black Studies; Foreign Countries; Global Education; Instructional Materials; Interdisciplinary Approach; Peace; *Racial Discrimination; *Racial Segregation; Secondary Education; Social Studies; Teaching Guides IDENTIFIERS African National Congress; Mandela (Nelson); *South Africa ABSTRACT This curriculum unit is designed for students to achieve a better understanding of the South African society and the numerous changes that have recently, occurred. The four-week unit can be modified to fit existing classroom needs. The nine lessons include: (1) "A Profile of South Africa"; (2) "South African Society"; (3) "Nelson Mandela: The Rivonia Trial Speech"; (4) "African National Congress Struggle for Justice"; (5) "Laws of South Africa"; (6) "The Pass Laws: How They Impacted the Lives of Black South Africans"; (7) "Homelands: A Key Feature of Apartheid"; (8) "Research Project: The Liberation Movement"; and (9)"A Time Line." Students readings, handouts, discussion questions, maps, and bibliography are included. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 00 I- 4.1"Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future" A Curriculum Unit HERE SHALL watr- ALL 5 HALLENTOEQUALARTiii. 41"It AFiacAPLAYiB(D - Wad Lli -WIr_l clal4 I.4.4i-i PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY (4.)L.ct.0-Aou-S TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Johnnye R. -
Documentary Photographs (In Order of Appearance)
Documentary Photographs (in order of appearance) Teacher and students in one room during Apartheid education. Digital image. Strife. Accessed October 10, 2015. http://strifeblog.org/2014/03/04/diary-of-a-teacher- reflections-of-a-south-african-mp-on-education-during-apartheid/ Westfield Primary School girls’ volleyball team. Digital image. Westfield Primary School. Accessed October 10, 2015. http://www.westfieldsprimary.co.za/ourschool.html Mine in South Africa. Digital image. History Revived. Accessed October 10, 2015. http://historyrevived.blogspot.com/2014/01/voting-rights-and-imperialism-in- boer.html South African workers. Digital image. Learning for Peace. Accessed October 10, 2015. http://learningforpeace.unicef.org/resources/joint-message-from-unesco-undp- unicef-ilo-and-education-international-on-the-occasion-of-world-teachers-day-5- october-2011/ Traditional Xhosa people. Digital image. Gallery Ezakwantu. Accessed October 10, 2015. http://www.ezakwantu.com/Tribes%20Xhosa%20Van%20Vasco%20da%20Gam a%20van%20Blommenstein%201904%201905%20at%20Mbiza%20Transkei.jpg San cave painting. Digital image. Bradshaw Foundation. Accessed October 10, 2015. http://www.bradshawfoundation.com/rari/page6.php Teacher and students during Bantu Education. Digital image. Afristock. Accessed October 10, 2015. http://www.afristock.com/galleries/1985Oneclassroomschool.jpg Kollwitz, Kathe. “Never Again War.” Digital image. Minooka Tap. 1924. Accessed October 10, 2015. https://minookatap.files.wordpress.com/2015/05/bantu-ed- act.jpg Students protest unequal education. Digital image. Ground Up. Accessed October 10, 2015. http://groundup.org.za/sites/default/files/styles/article_image/public/field/image/E EMarch31Oct-0.jpg?itok=8B6YNt3i South African Department of Education logo. Digital image. Department of Education in South Africa. -
Not Taking Yourself Too Seriously in Australian English: Semantic Explications, Cultural Scripts, Corpus Evidence
Not taking yourself too seriously in Australian English: Semantic explications, cultural scripts, corpus evidence Author Goddard, Cliff Published 2009 Journal Title Intercultural Pragmatics Version Version of Record (VoR) DOI https://doi.org/10.1515/IPRG.2009.002 Copyright Statement © 2009 Walter de Gruyter & Co. KG Publishers. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version. Downloaded from http://hdl.handle.net/10072/44428 Griffith Research Online https://research-repository.griffith.edu.au Not taking yourself too seriously in Australian English: Semantic explications, cultural scripts, corpus evidence CLIFF GODDARD Abstract In the mainstream speech culture of Australia (as in the UK, though per- haps more so in Australia), taking yourself too seriously is culturally proscribed. This study applies the techniques of Natural Semantic Meta- language (NSM) semantics and ethnopragmatics (Goddard 2006b, 2008; Wierzbicka 1996, 2003, 2006a) to this aspect of Australian English speech culture. It first develops a semantic explication for the language-specific ex- pression taking yourself too seriously, thus helping to give access to an ‘‘in- sider perspective’’ on the practice. Next, it seeks to identify some of the broader communicative norms and social attitudes that are involved, using the method of cultural scripts (Goddard and Wierzbicka 2004). Finally, it investigates the extent to which predictions generated from the analysis can be supported or disconfirmed by contrastive analysis of Australian English corpora as against other English corpora, and by the use of the Google search engine to explore di¤erent subdomains of the World Wide Web. -
Alternative Histories of English
Alternative Histories of English Edited by Richard Watts and Peter Trudgill London and New York Contents List of figures ix List of tables ' x List of contributors xi Introduction: in the year 2525 1 PETER TRUDGILL AND RICHARD WATTS Prologue 5 1 The legitimate language: giving a history to English 7 JIM MILROY Introduction: language histories as codifications 7 Legitimisation: giving the language a history 9 Legitimate and illegitimate change 10 Legitimisation: dialects and Germanic purism 14 Historicity: the ancient language 16 Historicity: the continuity and purity of English 19 Conclusion 24 PARTI The history of non-standard varieties of English 27 2 The history of the lesser-known varieties of English 29 PETER TRUDGILL Newfoundland 31 Bermuda 31 The Lesser Antilles 32 The Bahamas 33 Central America 34 vi Contents Saint Helena 36 The Cayman Islands 36 Turks and Caicos Islands 36 India 37 The Canadian Maritimes 37 Quebec: the Magdalen Islands 38 Pitcairn Island 39 Tristan da Cunha 39 Bonin Islands 40 Palmerston 40 The Falkland Islands 41 The Chatham Islands 41 The Channel Islands 42 Norfolk Island 42 Brazil 42 Southern and eastern Africa 43 Conclusion 44 3 'North of Watford gap': a cultural history of Northern English (from 1700) 45 KATIE WALES Introduction 45 The 'boundaries' of Northern English 46 'The far North': Scots and Northern English 51 Attitudes to Northern English in the eighteenth century 53 'The real language of [Northerners]': the images of Romanticism 55 The Industrial Revolution: the growth of Northern urban dialects -
A Short Chronicle of Warfare in South Africa Compiled by the Military Information Bureau*
Scientia Militaria, South African Journal of Military Studies, Vol 16, Nr 3, 1986. http://scientiamilitaria.journals.ac.za A short chronicle of warfare in South Africa Compiled by the Military Information Bureau* Khoisan Wars tween whites, Khoikhoi and slaves on the one side and the nomadic San hunters on the other Khoisan is the collective name for the South Afri- which was to last for almost 200 years. In gen- can people known as Hottentots and Bushmen. eral actions consisted of raids on cattle by the It is compounded from the first part of Khoi San and of punitive commandos which aimed at Khoin (men of men) as the Hottentots called nothing short of the extermination of the San themselves, and San, the names given by the themselves. On both sides the fighting was ruth- Hottentots to the Bushmen. The Hottentots and less and extremely destructive of both life and Bushmen were the first natives Dutch colonist property. encountered in South Africa. Both had a relative low cultural development and may therefore be During 18th century the threat increased to such grouped. The Colonists fought two wars against an extent that the Government had to reissue the the Hottentots while the struggle against the defence-system. Commandos were sent out and Bushmen was manned by casual ranks on the eventually the Bushmen threat was overcome. colonist farms. The Frontier War (1779-1878) The KhoiKhoi Wars This term is used to cover the nine so-called "Kaffir Wars" which took place on the eastern 1st Khoikhoi War (1659-1660) border of the Cape between the Cape govern- This was the first violent reaction of the Khoikhoi ment and the Xhosa. -
Barrow-In-Furness, Cumbria
BBC VOICES RECORDINGS http://sounds.bl.uk Title: Barrow-in-Furness, Cumbria Shelfmark: C1190/11/01 Recording date: 2005 Speakers: Airaksinen, Ben, b. 1987 Helsinki; male; sixth-form student (father b. Finland, research scientist; mother b. Barrow-in-Furness) France, Jane, b. 1954 Barrow-in-Furness; female; unemployed (father b. Knotty Ash, shoemaker; mother b. Bootle, housewife) Andy, b. 1988 Barrow-in-Furness; male; sixth-form student (father b. Barrow-in-Furness, shop sales assistant; mother b. Harrow, dinner lady) Clare, b. 1988 Barrow-in-Furness; female; sixth-form student (father b. Barrow-in-Furness, farmer; mother b. Brentwood, Essex) Lucy, b. 1988 Leeds; female; sixth-form student (father b. Pudsey, farmer; mother b. Dewsbury, building and construction tutor; nursing home activities co-ordinator) Nathan, b. 1988 Barrow-in-Furness; male; sixth-form student (father b. Dalton-in-Furness, IT worker; mother b. Barrow-in-Furness) The interviewees (except Jane France) are sixth-form students at Barrow VI Form College. ELICITED LEXIS ○ see English Dialect Dictionary (1898-1905) ∆ see New Partridge Dictionary of Slang and Unconventional English (2006) ◊ see Green’s Dictionary of Slang (2010) ♥ see Dictionary of Contemporary Slang (2014) ♦ see Urban Dictionary (online) ⌂ no previous source (with this sense) identified pleased chuffed; happy; made-up tired knackered unwell ill; touch under the weather; dicky; sick; poorly hot baking; boiling; scorching; warm cold freezing; chilly; Baltic◊ annoyed nowty∆; frustrated; pissed off; miffed; peeved -
LANGUAGE VARIETY in ENGLAND 1 ♦ Language Variety in England
LANGUAGE VARIETY IN ENGLAND 1 ♦ Language Variety in England One thing that is important to very many English people is where they are from. For many of us, whatever happens to us in later life, and however much we move house or travel, the place where we grew up and spent our childhood and adolescence retains a special significance. Of course, this is not true of all of us. More often than in previous generations, families may move around the country, and there are increasing numbers of people who have had a nomadic childhood and are not really ‘from’ anywhere. But for a majority of English people, pride and interest in the area where they grew up is still a reality. The country is full of football supporters whose main concern is for the club of their childhood, even though they may now live hundreds of miles away. Local newspapers criss-cross the country in their thousands on their way to ‘exiles’ who have left their local areas. And at Christmas time the roads and railways are full of people returning to their native heath for the holiday period. Where we are from is thus an important part of our personal identity, and for many of us an important component of this local identity is the way we speak – our accent and dialect. Nearly all of us have regional features in the way we speak English, and are happy that this should be so, although of course there are upper-class people who have regionless accents, as well as people who for some reason wish to conceal their regional origins.