Reflexivity and Intensification in Irish English and Other New Englishes
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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 -
National and Subnational Features in Kenyan English 421 J"' -J.' L' V.Fll~~N~ (//; Et.F.1J__ Ed
National and subnational features in Kenyan English 421 j"' -J.' l' v.fll~~n~ (//; et.f.1J__ ed. rtJ.J"/ I .." / /..../0' Kenyan English (KenE) may be interpreted as sociolinguistic signals of 'C=f'{9// Ct.ttJtutd' lA-&' J1/;h.."" , /) fh national (all-Kenyan) or subnational (ethnic) identities, Such signals, or 28 _0c/t7bitgLt',J'7'rC J'&'~c~"'~"(\ (t'{lfut.!:r;c:(c;e. markers, are defined as variants that are constantly used (and clearly perceived) by one group of speakers rather than another. As nation building is generally considered of prime importance in Africa, ethnic background was examined as the basic nonlinguistic variable, the dimen National and subnational features in sions of sex and linguistic context and style later, Although some notions about linguistic markers are commonly held impressionistically hy edu Kenyan English cated and linguistically conscious people in Kenya, they have not been subjected to rigorous analysis before (Zuengler 1982, for instance, does JOSEF J, SCHMIED not mention pronunciation in 'Kenyan English'). The basic hypothesis of this study was that the pronunciation of vowels (levelling of quantitative distinctions between vowels, monophthongising diphthongs and avoiding central vowels) systematically differentiates KenE from 'Standard Eng The following analysis is a feasibility study for a research project on lish', that is, southern British standard English (including RP), whereas 'English in East Africa: an independent African means of communi the pronunciation of consonants ('rll problems' -
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. -
Indian English - a National Model
Indian English - A National Model Daniel Costa Woospeak Learning Center, Greece Abstract India is currently home to one of the world’s largest English-speaking communities, in a context where the language is increasingly seen as a gateway to the world. Given the plurality of the country’s social and linguistic landscape, however, a significant amount of the population does not speak or have access to the language. The impact of colonization has traditionally made Standard British English the model to be followed in the educational context, although it does not reflect the local culture. This paper advocates the use of Indian English as the national model, due to a set of unique lexical, grammatical, phonological and discourse features that would allow it to act as both a lingua franca within the country and on the international stage. Keywords: India, Indian English, lingua franca Introduction The English language has increasingly played a significant role in India since the early days of colonization and it currently acts as “its lingua franca and ‘window on the world’” (Mehrotra, 2003, p. 19). In spite of an overreliance on Standard British English as a plausible model, the emergence of a local variety, commonly referred to as Indian English, reflects the impact of its socio-cultural background and setting. It is characterised by the incorporation of distinct lexical, grammatical, phonological and discourse features. This paper argues that such elements, which Indian English has acquired through “indigenization” (Kachru, 1990), has endowed the language variety with a unique nature and the consequent ability to be used as a national model, rather than a set of deviations from a native target model, as it has often been described (Domange, 2015). -
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. -
Workshop 6 Synchronic Transfers in Colloquial Singapore English: Case Studies Based on Text Message Data
Methods in Dialectology XVI – 2017 Workshop 6 Synchronic transfers in Colloquial Singapore English: Case studies based on text message data Date: 2017.08.011 (Friday) 13:00-16:00 Organizers: Jacob R. Leimgruber, Leslie Lee, Mie Hiramoto 1. Leslie Lee, Taohai Lin, Ten Tingkai : Already, le, and liao:distributions and functions in Colloquial Singapore English text messages. 2. Mie Hiramoto, Jun Jie Lim : Sentence-final adverbs in a corpus of Colloquial Singapore English text message data. 3. Jakob R. E. Leimgruber, Wei Xing Change, Magdalene Ong Wenli : Colloquial Singapore English one and de in a corpus of WhatsApp text messages. 4. Mie Hiramoto, Tong King Lee, Xue Ming Jessica CHOO : The sentence-final particle sia in a corpus of Colloquial Singapore English text message data. 5. Jeff Siegel : ( Discussant ) Workshop 6: Synchronic transfers in Colloquial Singapore English: Case studies based on text message data Date: 2017.08.011 (Friday) 13:00-16:00 Organizers: Jacob R. Leimgruber, Leslie Lee, Mie Hiramoto Abstract: This sociolinguistic workshop aims to investigate how specific grammatical features are exhibited in Colloquial Singapore English (CSE) in the course of social media communication, namely, WhatsApp text messaging. McWhoter (2013) calls text message conversations ‘finger speech’ and discusses highly colloquial features in the texting language. Similarly, Thurlow (2003) explains text messaging data to be extremely rich resources for linguistic analysis. For this workshop, the data were collected by students at a university in Singapore between 2014 and 2016. The studies presented in this workshop are based on a 1.2 million-word sub-corpus of the data collected. -
Indian English Pingali Sailaja
Indian English Pingali Sailaja February 2009 Pb ◦ 978 0 7486 2595 6 ◦ £19.99 160pp ◦ 216 x 138 mm Hb ◦ 978 0 7486 2594 9 ◦ £60.00 A descriptive account of English as it is used in India Description The Author This book is a descriptive account of English as it is used in India. Indian Pingali Sailaja is Professor in English is a second language to most of its speakers. In its 400-year history the Department of English, it has acquired its own character, yet still looks to native varieties of University of Hyderabad, India. English for norms. The complex nature of Indian English, which is not really a monolithic entity, is discussed in this book. The book also makes a distinction between what are considered to be standard and non-standard Series varieties, and provides an overview of the salient features. Dialects of English Indian English includes: Readership • A discussion of the sociolinguistic and cultural factors Language & Linguistics • The history of the establishment of English in India, bringing it up to modern times English Language • A description of the linguistic aspects: phonetics and phonology, lexical, undergraduates, graduates discourse and morphosyntactic features and academics, as well as A- • Samples of written English from a range of contexts Level students and teachers. • Samples of speech Also general readers interested • An annotated bibliography divided according to topic. in language, India, historical British contact with India, and in understanding Indian English Selling Points for purposes of business and • The latest volume in the Dialects of English series, this title joins others commerce. -
Where Do Negative Stereotypes Come From? the Case of Indian English in the USA Ethan Kutlu & Caroline Wiltshire*
2020. Proc Ling Soc Amer 5(1). 74–82. https://doi.org/10.3765/plsa.v5i1.4669. Where do negative stereotypes come from? The case of Indian English in the USA Ethan Kutlu & Caroline Wiltshire* Abstract. Language attitudes inform social stereotyping, which in turn affects linguistic judgments (Fiske, Cuddy & Glick 2007). Nonstandard varieties are particularly subject to negative stereotypes, being evaluated as “less friendly” and “hard to understand” (Giles & Watson 2013). In this study, we investigate attitudes towards Indian English, a variety of English spoken by one of the largest immigrant populations in the USA (approximately 2.4 million), to understand the roots of linguistic stereotyping towards this variety of English. We compared attitudes of American English speakers towards Indian English and British English. Our results show that while American English speakers do not explicitly indicate any communication problem with Indian English, they disfavor Indian English compared to British English. This disfavoring of Indian English aligns with Raciolinguistic theories, suggesting that post-colonialism, especially Whiteness, is a factor in language prestige and how different varieties are perceived. Keywords. raciolinguistics; World Englishes; Indian English; British English; lan- guage prestige; attitudes 1. Introduction. Indian English, an outer circle English variety, is spoken by over 125 million people (Government of India, 2011). Speakers of Indian English are exposed to this variety ei- ther from birth as simultaneous bilinguals or from early childhood as sequential bilinguals. Despite its widespread use, Indian English is perceived negatively by many monolingual speak- ers of English (Lindemann 2005). This necessitates more research to identify the forces creating negative stereotyping towards Indian English. -
English in Kenya Or Kenyan English?
Introduction The present monograph is based on my doctoral dissertation and is targeted at researching the characteristic features of English used in Kenya, also taking into consideration the sociolinguistic factors. The aim of this study is to confirm or reject the status of Kenyan English – a hypothetical new variety of postcolonial English. The book consists of six chapters (two introductory and four analytical), Conclusions and seven Appendices. It opens with Chapter one which provides (1) the historical and sociolinguistic background for English in Kenya, (2) an account of Schneider’s Dynamic Model for postcolonial Englishes used as a ref- erence point in this study, (3) a review of related literature and an outline of the previous research into the issue of English in East Africa and, finally, (4) a presentation of the aims of the study. Chapter two contains a brief outline of problems, methods and tools con- nected with corpus linguistics as applied in this study and discusses the issues of language contact found relevant in light of this study. Chapter three is based on the fieldwork data collected by the author in Ken- ya and attempts to clarify the status of English, Kiswahili and tribal languages in light of Labov’s extralinguistic variables (2001: 147): age, gender, education, social background and occupation. Chapter four contains a quantitative comparison of the selected stylistic fea- tures of English in Kenya (ICE-K) and English in Great Britain (ICE-GB) to de- cide upon differences in formality levels between a non-native, multilingual and a native, monolingual use. The chi square test is used to confirm the statistical significance of the findings. -
The Pronunciation of English in South Africa by L.W
The Pronunciation of English in South Africa by L.W. Lanham, Professor Emeritus, Rhodes University, 1996 Introduction There is no one, typical South African English accent as there is one overall Australian English accent. The variety of accents within the society is in part a consequence of the varied regional origins of groups of native English speakers who came to Africa at different times, and in part a consequence of the variety of mother tongues of the different ethnic groups who today use English so extensively that they must be included in the English-using community. The first truly African, native English accent in South Africa evolved in the speech of the children of the 1820 Settlers who came to the Eastern Cape with parents who spoke many English dialects. The pronunciation features which survive are mainly those from south-east England with distinct Cockney associations. The variables (distinctive features of pronunciation) listed under A below may be attributed to this origin. Under B are listed variables of probable Dutch origin reflecting close association and intermarriage with Dutch inhabitants of the Cape. There was much contact with Xhosa people in that area, but the effect of this was almost entirely confined to the vocabulary. (The English which evolved in the Eastern and Central Cape we refer to as Cape English.) The next large settlement from Britain took place in Natal between 1848 and 1862 giving rise to pronunciation variables pointing more to the Midlands and north of England (List C). The Natal settlers had a strong desire to remain English in every aspect of identity, social life, and behaviour. -
Trade in Information and Communications Services
Trade in Information and Communication Services: Opportunities for East and Southern Africa Final Report on Kenya, Tanzania and Uganda A Study Commissioned by the Global Information and Communications Department, World Bank Telecommunications Management Group, Inc. Trade in Information and Communication Services: Opportunities for East and Southern Africa ii Trade in Information and Communication Services: Opportunities for East and Southern Africa This study was commissioned by the Global Information and Communication Technologies Department (GICT) of the World Bank and prepared by Telecommunications Management Group, Inc. (TMG). Funding for the study was provided under a Bank-Netherlands Partnership Program (BNPP) grant (Trust fund No 056459). It is based on interviews and research conducted in Ethiopia, Kenya, Rwanda, Tanzania, and Uganda in October 2006 and during follow-up meetings in Kenya, Tanzania and Uganda in September-November 2007 (see Annex V "List of Meetings"), as well as on the reports and articles referenced in the study. TMG would like to express its gratitude for the assistance and invaluable input of Boutheina Guermazi from GICT (Task Team Leader of the trade in ICT project) and Lee Tuthill from the WTO (peer reviewer of the project). Under the grant, a one week seminar was conducted in Geneva to trade and ICT officials from the COMESA region. Discussions and presentations by WTO, UNCTAD, ITU, World Bank and COMESA staff have provided useful input to the report. TMG would also like to acknowledge feedback received on earlier drafts from Bjorn Wellenius, Mavis Ampah and David Tarr. iii Trade in Information and Communication Services: Opportunities for East and Southern Africa Contents 1. -
Copyright © and Moral Rights for This Thesis Are Retained by the Author And/Or Other Copyright
Rohatgi, Rashi (2012) Fighting cane and canon: reading Abhimanyu Unnuth's Hindi poetry in and outside of literary Mauritius. PhD Thesis. SOAS, University of London http://eprints.soas.ac.uk/16627 Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners. A copy can be downloaded for personal non‐commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder/s. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. When referring to this thesis, full bibliographic details including the author, title, awarding institution and date of the thesis must be given e.g. AUTHOR (year of submission) "Full thesis title", name of the School or Department, PhD Thesis, pagination. Fighting Cane and Canon: Reading Abhimanyu Unnuth’s Hindi Poetry In and Outside of Literary Mauritius Rashi Rohatgi Thesis submitted for the degree of PhD in Languages and Cultures of South Asia 2012 Supervised by: Dr. Francesca Orsini and Dr. Kai Easton Departments of Languages and Cultures of South Asia School of Oriental and African Studies University of London 1 Declaration for PhD Thesis I have read and understood regulation 17.9 of the Regulations for students of the School of Oriental and African Studies concerning plagiarism. I undertake that all of the material presented for examination is my own work and has not been written for me, in whole or in part, by any other person.