Prologue: the Future of Englishes David Crystal University of Wales, Bango'i"
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What Is Phonics? Adapted From: Elish-Piper L
NORTHERN ILLINOIS UNIVERSITY | JERRY L. JOHNS LITERACY CLINIC Raising Readers: Tips for Parents What is Phonics? Adapted from: Elish-Piper L. (2009/2010). Information and Ideas for parents about phonemic awareness and phonics. Illinois Reading Council Journal, 31(1), 52-54 Phonics is the relationship between letters and sounds. Children usually learn beginning sounds first, short vowels Readers use phonics to decode or sound out unknown next and then three letter words such as “cat,” “sit” and words. For example, when a reader comes to a word they “map.” Next, children learn about the silent “e” that comes don’t know, they can decode the word letter by letter such as at the end of words and makes a vowel a long vowel, meaning in the example “big” where they would identify the sounds that the vowel says its own name such as /a/ in the word /b/ /i/ /g/ to read the word “big.” Other words may have “tape.” Children also learn about other long vowel patterns as chunks or patterns that they can use to figure out unknown well as blends such as the letters /tr/ /br/ and /cl/. words. For example, when they come to the word “jump” Even if parents do not understand all of the phonics rules and they may identify the sound /j/ and then the familiar chunk patterns, they can still help their children develop phonics /ump/ that they knows from other words such as “bump,” skills. Here are 10 fun, easy activities that parents and “lump” and “dump.” children can do to practice phonics skills at home. -
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 -
The Synthetic Phonics Teaching Principles June 2015
The Synthetic Phonics Teaching Principles June 2015 Teach the relationship between sounds and letters by systematically introducing the letter/s-sound correspondences of the English alphabetic code (e.g. between three and five correspondences per week at first, including vowels and consonants). Start with mainly one spelling for each of the 42+ sounds (phonemes) identifiable in English speech before broadening out to focus on further spelling and pronunciation variations. (Initial teaching takes 2 to 3 years to teach a comprehensive level of alphabetic code; continue to build on this as required for phonics for spelling.) Model how to put the letter/s-sound correspondences introduced (the alphabetic code knowledge) to immediate use teaching the three skills of: Reading/decoding: synthesise (sound out and blend) all-through-the-printed-word to ‘hear’ the target word. Modify the pronunciation of the word where necessary. Spelling/encoding: orally segment (split up) all-through-the-spoken-word to identify the single sounds (phonemes) and know which letters and letter groups (graphemes) are code for the identified sounds. Handwriting: write the lower case, then the upper case, letters of the alphabet correctly. Hold the pencil with a tripod grip. Practise regular dictation exercises from letter level to text level (as appropriate). Provide cumulative, decodable words, sentences and texts which match the level of alphabetic code knowledge and blending skills taught to date, when asking the learner to read independently. Emphasise letter sounds at first and not letter names. (Learn letter names in the first instance by chanting the alphabet or singing an alphabet song.) Do not teach an initial sight vocabulary where learners are expected to memorise words as whole shapes. -
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. -
Whole Language Instruction Vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students
Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students Krissy Maddox Jay Feng Presentation at Georgia Educational Research Association Annual Conference, October 18, 2013. Savannah, Georgia 1 Abstract The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher’s general education classroom of a non-Title I school. Stratified sampling was used to randomly divide twenty-two participants into two instructional groups. One group was instructed using whole language principles, where the children only read words in the context of a story, without any phonics instruction. The other group was instructed using explicit phonics instruction, without a story or any contextual influence. After four weeks of treatment, results indicate that there were no statistical differences between the two literacy approaches in the effect on students’ reading fluency or spelling accuracy; however, there were notable changes in the post test results that are worth further investigation. In reading fluency, both groups improved, but the phonics group made greater gains. In spelling accuracy, the phonics group showed slight growth, while the whole language scores decreased. Overall, the phonics group demonstrated greater growth in both reading fluency and spelling accuracy. It is recommended that a literacy approach should combine phonics and whole language into one curriculum, but place greater emphasis on phonics development. 2 Introduction Literacy is the fundamental cornerstone of a student’s academic success. Without the skill of reading, children will almost certainly have limited academic, economic, social, and even emotional success in school and in later life (Pikulski, 2002). -
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. -
24 Sounds, Spelling and Learning to Read an Aboriginal Language
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sydney eScholarship 24 Sounds, spelling and learning to read an Aboriginal language Caroline Jones,1 Paul Chandler2 and Kevin Lowe3 Abstract Children who are in Australian Aboriginal language programs in revitalisation settings in New South Wales are learning an Aboriginal language at the same time as learning to read in English. Aboriginal languages and English have alphabetic writing systems and Aboriginal language spelling systems are usually more consistent than English. This means it is possible that learning an Aboriginal language spelling system might influence a child learning to read in English. We report on a pilot study where we explored whether learning an Aboriginal language in a revitalisation program at school is related to skill in decoding in English. We worked with 114 English-speaking children from Aboriginal and non-Aboriginal backgrounds in four public primary schools in two areas of regional New South Wales. Two of these schools were running a whole-of- school program in a local Aboriginal language in accordance with the Aboriginal Languages K–10 Syllabus (Board of Studies New South Wales 2003). We found some evidence to support a positive relationship between learning an Aboriginal language in a revitalisation setting and learning to decode in English. We also discuss limitations to our study and the need for further research. Writing systems and learning to read The writing systems used in Aboriginal language revitalisation programs in Australia use an alphabet to write words. Spelling systems (also called orthographies) in revitalisation programs have usually been established fairly recently. -
Phonemes of British and American English
Appendix Phonemes of British and American English This appendix is designed to be useful to teachers and parents whether or not they wish to use i.t.a. script to help their children to learn to read. Those who do not intend to use i. t.a. will find that this appendix will clarify what are the main units or phonemes of English speech. This will provide a clear guide to what sounds must be distinguished in teaching phonics. If the teacher or parent wishes to use i.t.a., this appendix constitutes a comprehensive set of rules for using i. t.a. spelling to represent the pronunciation of English. But both the i.t.a. teacher and the non-i.t.a. teacher need to know something about i. t.a. in order to get the most out of the guide to phonic sounds given in this appendix. Any code has a two-way function: one direction is decoding, that is, translating the symbols of the code back into the message they are intended to communicate, and the other is encoding, that is, putting a message into the symbols of the code. Similarly, one can explain or describe a code in two ways. One can say, for example, 'this letter represents that sound', which is like decoding. Alternatively, one can describe a code by saying, 'this sound is represented by that letter', which is like encoding. The i.t.a. code has been described in different publications sometimes in the decoding style and sometimes in the encoding style. Each style has its advantages and disadvantages. -
Exploring Linguistic “Creativity” on Social Media: a Case Of
EXPLORING LINGUISTIC “CREATIVITY” ON SOCIAL MEDIA: A CASE OF SELECTED POSTS BY NAMIBIANS ON FACEBOOK, TWITTER AND WHATSAPP A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN ENGLISH STUDIES OF THE UNIVERSITY OF NAMIBIA BY TERTISIA NDINELAO NGHIPONDOKA 200816799 APRIL 2020 SUPERVISOR: DR S. SHIPALE ABSTRACT The main purpose of this study was to explore linguistic innovation, a case of selected posts by Namibian as expressed on social media platforms: Facebook, WhatsApp and Twitter. In addition, the study sought to identify the strategies of linguistic innovation and to examine the motivation behind this innovation. By assessing the extent that the innovated language deviates from standard English, the study was able to evaluate the distinction of the innovated language from “incorrect” forms of English as a World English. The qualitative research approach was appropriate for the study because it allowed an in-depth exploration of the various forms and strategies of linguistic innovation among Namibian social media users. The non-probability sampling technique was used to select the 50 conversations as screenshots, which were then analysed using Discourse Analysis. The study revealed that interaction among the youth is made up of informal structures that deviate from standard English, which is a reflection of netspeak among the digital natives. The study found that the youth uses the following strategies of linguistic innovation: emojis and emoticons, code-switching/mixing, colloquialisms and slang, and other forms such as vulgar and acronyms. The study concluded that linguistic innovation and creativity depend on the social media platform, based on features such as text limits and visibility of the conversations or posts.