INTD0112 Introduction to Linguistics
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The Standardisation of African Languages Michel Lafon, Vic Webb
The Standardisation of African Languages Michel Lafon, Vic Webb To cite this version: Michel Lafon, Vic Webb. The Standardisation of African Languages. Michel Lafon; Vic Webb. IFAS, pp.141, 2008, Nouveaux Cahiers de l’Ifas, Aurelia Wa Kabwe Segatti. halshs-00449090 HAL Id: halshs-00449090 https://halshs.archives-ouvertes.fr/halshs-00449090 Submitted on 20 Jan 2010 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. The Standardisation of African Languages Language political realities CentRePoL and IFAS Proceedings of a CentRePoL workshop held at University of Pretoria on March 29, 2007, supported by the French Institute for Southern Africa Michel Lafon (LLACAN-CNRS) & Vic Webb (CentRePoL) Compilers/ Editors CentRePoL wishes to express its appreciation to the following: Dr. Aurelia Wa Kabwe-Segatti, Research Director, IFAS, Johannesburg, for her professional and material support; PanSALB, for their support over the past two years for CentRePoL’s standardisation project; The University of Pretoria, for the use of their facilities. Les Nouveaux Cahiers de l’IFAS/ IFAS Working Paper Series is a series of occasional working papers, dedicated to disseminating research in the social and human sciences on Southern Africa. -
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. -
Chapter 1. Introduction
1 Chapter 1. Introduction Once an English-speaking population was established in South Africa in the 19 th century, new unique dialects of English began to emerge in the colony, particularly in the Eastern Cape, as a result of dialect levelling and contact with indigenous groups and the L1 Dutch speaking population already present in the country (Lanham 1996). Recognition of South African English as a variety in its own right came only later in the next century. South African English, however, is not a homogenous dialect; there are many different strata present under this designation, which have been recognised and identified in terms of geographic location and social factors such as first language, ethnicity, social class and gender (Hooper 1944a; Lanham 1964, 1966, 1967b, 1978b, 1982, 1990, 1996; Bughwan 1970; Lanham & MacDonald 1979; Barnes 1986; Lass 1987b, 1995; Wood 1987; McCormick 1989; Chick 1991; Mesthrie 1992, 1993a; Branford 1994; Douglas 1994; Buthelezi 1995; Dagut 1995; Van Rooy 1995; Wade 1995, 1997; Gough 1996; Malan 1996; Smit 1996a, 1996b; Görlach 1998c; Van der Walt 2000; Van Rooy & Van Huyssteen 2000; de Klerk & Gough 2002; Van der Walt & Van Rooy 2002; Wissing 2002). English has taken different social roles throughout South Africa’s turbulent history and has presented many faces – as a language of oppression, a language of opportunity, a language of separation or exclusivity, and also as a language of unification. From any chosen theoretical perspective, the presence of English has always been a point of contention in South Africa, a combination of both threat and promise (Mawasha 1984; Alexander 1990, 2000; de Kadt 1993, 1993b; de Klerk & Bosch 1993, 1994; Mesthrie & McCormick 1993; Schmied 1995; Wade 1995, 1997; de Klerk 1996b, 2000; Granville et al. -
Making Sense of "Bad English"
MAKING SENSE OF “BAD ENGLISH” Why is it that some ways of using English are considered “good” and others are considered “bad”? Why are certain forms of language termed elegant, eloquent, or refined, whereas others are deemed uneducated, coarse, or inappropriate? Making Sense of “Bad English” is an accessible introduction to attitudes and ideologies towards the use of English in different settings around the world. Outlining how perceptions about what constitutes “good” and “bad” English have been shaped, this book shows how these principles are based on social factors rather than linguistic issues and highlights some of the real-life consequences of these perceptions. Features include: • an overview of attitudes towards English and how they came about, as well as real-life consequences and benefits of using “bad” English; • explicit links between different English language systems, including child’s English, English as a lingua franca, African American English, Singlish, and New Delhi English; • examples taken from classic names in the field of sociolinguistics, including Labov, Trudgill, Baugh, and Lambert, as well as rising stars and more recent cutting-edge research; • links to relevant social parallels, including cultural outputs such as holiday myths, to help readers engage in a new way with the notion of Standard English; • supporting online material for students which features worksheets, links to audio and news files, further examples and discussion questions, and background on key issues from the book. Making Sense of “Bad English” provides an engaging and thought-provoking overview of this topic and is essential reading for any student studying sociolinguistics within a global setting. -
'Standard' Vs. 'Nonstandard' Attitudes Towards Language Effects of Social Class on Dialect
Today ‘Standard’ vs. ‘nonstandard’ Attitudes towards language Effects of social class on dialect Standard vs. Non-standard Standard dialect typically used by political leaders, upper classes, in the media taught in schools considered the dominant or ‘prestige’ dialect Non-standard dialect any dialect not perceived as ‘standard’ Standard vs. Non-standard Some standard dialects of English Standard American English (SAE) characterized by grammatical (morphological & syntactic) features Received Pronunciation (RP) (in UK) characterized by phonological features Standard vs. Non-standard Some non-standard dialects African-American English (AAE) Multiple negatives: He don’ know nothin’. Appalachian English Double modals: I might could do that. He useta couldn’t swim. a-prefix: go a-fishin’, come a-runnin’ Overt vs. Covert prestige Overt prestige: Attached to a particular dialect by the community at large that defines how people should speak to gain status in that community Covert prestige: Exists among nonstandard speakers and defines how people should speak to be considered members of that particular group Social class and dialect William Labov New York City ‘r’-lessness Studied variation in [r] pronunciation as it relates to socioeconomic class Dept Store study - Method Interviewed salespeople at Saks 5th Ave., (upper), Macy’s (middle), S. Klein (lower class) “Excuse me, where are the ____?” “Fourth floor.” (casual speech) “Excuse me?” “Fourth floor.” (careful speech with emphasis) Dept Store study - Results Klein Macy’s Saks Casual 8% 44% -
Nonstandard English Dialect Speakers, Evidence That Repudiatesthese Myths Should Be Examined
DOCUMENT RESUME ED 178 859 CS 005 062 AUTHOR Zimet, Sara Gccdman TITLE Dispelling Myths and Examining Strategies in Teaching Non-Standard Dialect Speakers to Bead. PUB DATE Jul 78 NOTE 22p.; Paper presented at the Annual Meeting of the United Kingdom Reading Association (Northampton, England, July 1978) EDRS PRICE MF01/PC01 Rlus Postage. DESCRIPTORS *Black Achievement; *Black Dialects; Culturally Disadvantaged; Elementary Education; *Language Attitudes; Language Experience Apprcach; Language Research; Language Usage; *Nonstandard Cialects; *Reading Instructicn; Social Dialects; Sociolinguistics; *Standard Spoken Usage; Teaching Methods ABSTRACT To dispel the myths of linguistic deficiency among nonstandard English dialect speakers, evidence that repudiatesthese myths should be examined. These myths include suggestions that nonstandard dialects are ungrammatical and cannot be used to form concepts, and that speakers of such dialects receive little verbal stimulation as children. The result of this language impoverishment is thought to be poor performance in academic, social, andeconomic life. Research evidence repudiates these myths by indicatingthat in less formal testing situations and in natural surroundings, the monosyllabic speakers of formal test situations are actually verbally product.lve people. Linguists have noted that nonstandard English dialects are highly coherent, logical, and structured. Poor aCademic performance cannot be caused by the nonstandard dialect alone. Positive instructional techniques include recognizing cl.ialect renditions of oral reading as high level acts of comprehension, utilizing the language experience approach as a bridge between the two dialects, and overcoming negative attitudes towardnonstandard dialects. (MKM) ***********************v*********************************************** Reproductions supplied by EDPS are the best tnat can be made from the original document *************************************4********************************* U.S. DEPARTMENT OP HEALTH. -
Sociolinguistics and Mother-Tongue Education Jenny Cheshire in Ammon, U., Dittmar, N., Mattheier, K., and Trudgill, P. (Eds.), 2
Sociolinguistics and mother-tongue education Jenny Cheshire In Ammon, U., Dittmar, N., Mattheier, K., and Trudgill, P. (eds.), 2005 Sociolinguistics: an introductory handbook of the science of language and society. 2nd. edition, Berlin: Mouton de Gruyter, pp. 2341-2350. 1. Introduction 2. Educating the public 3. Educational resources, materials and programmes 4. Research on language variation at school. 4.1. Linguistic variation in speech 4.2. Linguistic variation in writing 5. Conclusion 6. Selected literature 1. Introduction This article deals with the application of work in social dialectology and pidgin and creole studies to some of the problems faced by teachers and pupils in mother-tongue classrooms. The problems I will consider stem from the coexistence in society of nonstandard varieties, spoken by the majority of the population, and a standardised variety, which is the language of education. Sociolinguists disagree about whether a standard variety is best seen as an idealised set of abstract norms about language (Milroy and Milroy 1985;22-3) or as a dialect with a written form that is also spoken by educated members of society (Trudgill 1984:32). But however it is defined, the fact remains that for some children, albeit a relatively small number, the language of their home is the same as or similar to the standard variety, whereas for the majority of children the home language is a nonstandard variety with a range of grammatical and lexical features that differ from the standard. Social tensions between standard and nonstandard varieties come to the fore in the school becuase educational policies endorse the use of the standard. -
Derhoticisation in Scottish English: Lessons We Can Learn from Sociophonetic Data
Stuart-Smith, J., Lawson, E., and Scobbie, J.M. (2014) Derhoticisation in Scottish English: a sociophonetic journey. In: Celata, C. and Calamai, S. (eds.) Advances in Sociophonetics. John Benjamins , Amsterdam, The Netherlands. Copyright © 2013 The Authors http://eprints.gla.ac.uk/87460 Deposited on: 10 April 2014 Enlighten – Research publications by members of the University of Glasgow http://eprints.gla.ac.uk Derhoticisation in Scottish English: A sociophonetic journey Jane Stuart-Smith*, Eleanor Lawson§, and James M. Scobbie§ * English Language/Glasgow University Laboratory of Phonetics, University of Glasgow § CASL Research Centre, Queen Margaret University Edinburgh 1. Introduction1 This paper presents the concrete example of the rewards of a sociophonetic journey by focusing on an area which is particularly rich and informative – fine-grained variation in Scottish English coda /r/. We synthesize the results of some 15 years of research, including our current work in progress, with those of previous studies, and provide a sociophonological account of variation and change in this feature. This forces us to consider carefully the complexrelationships between auditory, acoustic, and articulatory descriptions of (socially structured) speech. Our research also raises questions about speakers’ mental representations of such information. We begin by summarizing observations on coda /r/ in Scottish English across the twentieth century, which reveal a socially-constrained, long-term process of derhoticisation. Then we consider the most recent evidence for derhoticisation from different perspectives in order to learn more about the nature and mechanism of the change. We look at the linguistic and social factors involved (sections 2 and 3); the views from the listener (section 4); the acoustics of derhoticisation (section 5); and insights from a socio-articulatory corpus collected and analysed used Ultrasound Tongue Imaging (section 6). -
The Blending of Standard English with African American Ebonics: Accommodating to Each Other
THE BLENDING OF STANDARD ENGLISH WITH AFRICAN AMERICAN EBONICS: ACCOMMODATING TO EACH OTHER By Laura Holloway A Thesis submitted in Partial Fulfillment of the requirements for Master of Communications Degree Thesis Chair: Dr. S-A Welch THE UNIVERSITY OF WISCONSIN-WHITEWATER September 15, 2011 The University of Wisconsin-Whitewater Thesis Approved Laura Holloway September 15, 2011 Thesis Committee Members: Advisor: S.A. Welch_____________________________________ Committee Member: Ray Baus_____________________________ Committee Member: Barbara Penington______________________ Dedication This thesis is dedicated to my mother. She has given me my determination and strength. Even though she didn’t understand exactly what a thesis was she still encouraged me every day that I can do it. Thanks mom. iii Table of Contents I. Introduction……………………………………………………………………....1 II. Literature Review…………………………………………………………………4 a. History of Ebonics…………….…………………….………………………...4 b. Modern Ebonics……………….……………………….…………………......8 c. Summary...…………………………………………………………………...13 d. Standard English……………………………………………………………..14 e. African American Vernacular English……………………………………….18 f. Summary……………………………………………………………………..24 g. Communication Accommodation Theory…………………………………....25 1. Communication Accommodation, Race and Difficulties………….29 h. Code Switching……………..………………………………………………..34 1. Effects of Not Code Switching….…………………………………40 III. Methodology……………………………………………………………………..47 IV. Results…………………………………………………………………………....53 V. Discussion…………………………………………………………….………….70 -
The Effects of Explicit Code-Switching Instruction on Student Writing Performance for Students Who Speak Non-Standard Forms of English
St. John Fisher College Fisher Digital Publications Education Masters Ralph C. Wilson, Jr. School of Education 12-2015 The Effects of Explicit Code-Switching Instruction on Student Writing Performance for Students Who Speak Non-Standard Forms of English Jeffrey R. Allen [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/education_ETD_masters Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Allen, Jeffrey R., "The Effects of Explicit Code-Switching Instruction on Student Writing Performance for Students Who Speak Non-Standard Forms of English" (2015). Education Masters. Paper 315. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_ETD_masters/315 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. The Effects of Explicit Code-Switching Instruction on Student Writing Performance for Students Who Speak Non-Standard Forms of English Abstract This research project began by asking how explicit code-switching instruction would impact the writing performance of non-standard English speaking students. Participants included twelve sixth grade students and twelve teachers. The data collected was teacher interviews, anecdotal notes, writing samples, teacher questionnaires, student work samples, and audio recorded code-switching practice sessions. Findings revealed that students were not able to translate their knowledge of and proficiency with oral code-switching and dialect variance to written code-switching. -
Education, Ebonics, and Code-Switching
The University of Southern Mississippi The Aquila Digital Community Honors Theses Honors College Spring 5-2014 Don’t You Be Telling Me How Tah Talk: Education, Ebonics, and Code-switching LaQuita N. Gresham University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/honors_theses Part of the Other American Studies Commons, and the Other English Language and Literature Commons Recommended Citation Gresham, LaQuita N., "Don’t You Be Telling Me How Tah Talk: Education, Ebonics, and Code-switching" (2014). Honors Theses. 233. https://aquila.usm.edu/honors_theses/233 This Honors College Thesis is brought to you for free and open access by the Honors College at The Aquila Digital Community. It has been accepted for inclusion in Honors Theses by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi Don’t You Be Telling Me How Tah Talk: Education, Ebonics, and Code-switching by LaQuita C. Gresham A Thesis Submitted to the Honors College of The University of Southern Mississippi In Partial Fulfillment of the Requirements for the Degree of Bachelor of Art in the Department of English May 2014 ii Approved by _________________________________ Constance Bailey, M.A., Thesis Adviser Instructor of English _________________________________ Eric Tribunella, Ph.D., Chair Department of English _________________________________ David R. Davies, Ph.D., Dean Honors College iii Abstract Ebonics, currently referred to as African-American English (AAE), is a highly- controversial topic inside and outside of the classroom. Many educators, scholars, and legislators debate how teachers should approach students who speak AAE and how they can fill the gap between African-American English and Standard English in a way that disbands the dialectal prejudices that may exist. -
1 Themes in the Study of Code-Switching
Cambridge University Press 978-0-521-87591-2 - The Cambridge Handbook of Linguistic Code-switching Edited by Barbara E. Bullock and Almeida Jacqueline Toribio Excerpt More information 1 Themes in the study of code-switching Barbara E. Bullock and Almeida Jacqueline Toribio 1.1 Introduction Of all of the contact phenomena of interest to researchers and students of bilingualism, code-switching (hereafter CS) has arguably dominated the field. Broadly defined, CS is the ability on the part of bilinguals to alternate effortlessly between their two languages. This capacity is truly remarkable and invites scientific and scholarly analysis from professionals, but, at the same time, generates a great deal of pointed discussion that reflects pop- ular misperceptions of the nature of CS in particular and bilinguals more generally. While CS is viewed as an index of bilingual proficiency among linguists, it is more commonly perceived by the general public as indica- tive of language degeneration. This disparity can be best understood by reference to notions of grammar. Most laypeople define grammar as a set of statements about how we should correctly use our language. Such an understanding of grammar is properly called prescriptive, because it attempts to mandate or prescribe the way language should be used. Linguists, who study language objectively, are more interested in descrip- tive grammars, which represent speakers’ unconscious knowledge of their languages as manifested in their actual linguistic behavior. Bilinguals in language contact situations commonly use forms that integrate their two languages to some degree, a behavior that is disparaged by language purists, who insist that each language maintain its integrity according to prescribed norms.