Monday, 14 December 2015
Friday, 27 November 2015
Tuesday, 10 November 2015
Wednesday, 4 November 2015
10 Reasons Why English is Weird
2) We can tell that the 'farm' is the subject, we can tell the first 'produce' is the verb as straight after comes the other 'produce' meaning that thats the noun, as usually, next to eachother it goes in that order (the noun comes after the verb).
3)We can tell that the 'dump' is the subject, we can tell that the first 'refuse' is the verb as an action comes before the object/thing, meaning that the last 'refuse' is the noun.
4) We can tell that the first 'polish' is the verb and we can then tell that the second 'Polish' is the adjective as it describes the furniture. It also has a capital letter, meaning that it is referring to the country Poland.
5) We can tell that the first 'lead' is the verb as it says 'could' infront of it. Also, we can then tell that the second 'lead' is the noun as it says 'he would get (the lead) out', it would have to be an object if he's getting it 'out'.
6) We can tell that the first 'desert' is the verb as he 'decided to' - meaning that it's an action. We can then tell that the second 'dessert' is the noun, as he applys the action to that. Then we know that the last one must be the subject, as he deserted it 'in' the desert.
7) We can firstly tell that the first 'present' is the time reference as it says 'in the'. We can then tell that the second 'present' is the verb as it is an action followed by the third 'present' which is the noun (object).
8) We can tell that the first 'bass' is the verb as it 'was painted' and we can then tell that the second 'bass' is the adjective as it is describing the drum.
9) We can tell that the first 'dove' is the noun as it is closely followed by the exact same word meaning that the second 'dove' is the verb.
10) We can tell the first 'object' is the verb as it is describing what its doing to the second 'object' which is the noun (object).
Tuesday, 20 October 2015
Suzanne Talhouk - Don't Kill Your Language
https://www.ted.com/talks/suzanne_talhouk_don_t_kill_your_language
'More and more, English is a global language; speaking it is perceived as a sign of being modern. But — what do we lose when we leave behind our mother tongues? Suzanne Talhouk makes an impassioned case to love your own language, and to cherish what it can express that no other language can'
'More and more, English is a global language; speaking it is perceived as a sign of being modern. But — what do we lose when we leave behind our mother tongues? Suzanne Talhouk makes an impassioned case to love your own language, and to cherish what it can express that no other language can'
Jamila Lyiscott - 3 Ways to Speak English
https://www.ted.com/talks/jamila_lyiscott_3_ways_to_speak_english
Jamila Lyiscott is a “tri-tongued orator;” in her powerful spoken-word essay “Broken English,” she celebrates — and challenges — the three distinct flavors of English she speaks with her friends, in the classroom and with her parents. As she explores the complicated history and present-day identity that each language represents, she unpacks what it means to be “articulate.”
Anne Curzan - What Makes A Word "Real"?
https://www.ted.com/talks/anne_curzan_what_makes_a_word_real
'One could argue that slang words like ‘hangry,’ ‘defriend’ and ‘adorkable’ fill crucial meaning gaps in the English language, even if they don't appear in the dictionary. After all, who actually decides which words make it into those pages? Language historian Anne Curzan gives a charming look at the humans behind dictionaries, and the choices they make'.
'One could argue that slang words like ‘hangry,’ ‘defriend’ and ‘adorkable’ fill crucial meaning gaps in the English language, even if they don't appear in the dictionary. After all, who actually decides which words make it into those pages? Language historian Anne Curzan gives a charming look at the humans behind dictionaries, and the choices they make'.
Friday, 16 October 2015
Language and Identity - Good Quotes
"One of the most fundamental ways we have of establishing our identity, and of shaping other peoples views of who we are, is through our use of language"- Joanna Thornborrow (2004)
"Language and accent shape and define our identity"- Stephen Fry
"Language and accent shape and define our identity"- Stephen Fry
Language and Identity - What to Analyse?
Standard English- Formal language/register (the language of power)-Expect it from teachers and in proffessional work spaces/environments.
-It signifies status.
-It is the language of academia.
Slang- Informal language/register
-Expect it from dinner ladies, friends, often parents and in unproffessional environments.
-Certain work proffesions such as builders and postmen etc.
-It signifies class/social status.
Dialect- Lexical features or variations in grammar
-Expect it in informal environments/informal registers.
-Usually depends on where you live and where you have been brought up.
Taboo- Lexis choices which can be deemed as offensive in some cases
-Expect it from the social group of teenagers.
-Adults mostly use this type of language when they've been hurt/when they are feeling pain.
Technology Influenced Words and Phrases- E.g. tweets, texts/instant messaging
-Text language, e.g. lol (laugh out loud) and cba (can't be asked) are mostly expected to be used by
teenagers/young adults.
-Sometimes we use this type of language (written language) more than we speak to people in a day (spoken
language).
-Older people tend not to use text speak.
Neologisms- New words being created - e.g. bestie, selfie and twerking have been recently added to ]
the ocford dictionary
-Mostly expected to be created and said by teenagers/young adults.
-Heavily influenced by the media, for example, Miley Cyrus with the word 'twerking'.
-Also known as 'coinage'.
Occupational Register- Language influenced by your personal interests, e.g. jargon used by
'gamers'
-Used by people involved in a certain group or profession.
-Also may depend on where abouts you live and have been brought up.
Recieved Pronounciation- The accent used when teaching the language of English to someone who
is foreign
-Language of power.
-Mostly used by headteachers, bosses of a proffessional work space/environment, the government and the
royal family.
Regional Accent- When certain words depend on where you live or where you have been brought up
-Must realise that there are multi-accents within a region.
-People from the same place can speak differently.
-It signifies status.
-It is the language of academia.
Slang- Informal language/register
-Expect it from dinner ladies, friends, often parents and in unproffessional environments.
-Certain work proffesions such as builders and postmen etc.
-It signifies class/social status.
Dialect- Lexical features or variations in grammar
-Expect it in informal environments/informal registers.
-Usually depends on where you live and where you have been brought up.
Taboo- Lexis choices which can be deemed as offensive in some cases
-Expect it from the social group of teenagers.
-Adults mostly use this type of language when they've been hurt/when they are feeling pain.
Technology Influenced Words and Phrases- E.g. tweets, texts/instant messaging
-Text language, e.g. lol (laugh out loud) and cba (can't be asked) are mostly expected to be used by
teenagers/young adults.
-Sometimes we use this type of language (written language) more than we speak to people in a day (spoken
language).
-Older people tend not to use text speak.
Neologisms- New words being created - e.g. bestie, selfie and twerking have been recently added to ]
the ocford dictionary
-Mostly expected to be created and said by teenagers/young adults.
-Heavily influenced by the media, for example, Miley Cyrus with the word 'twerking'.
-Also known as 'coinage'.
Occupational Register- Language influenced by your personal interests, e.g. jargon used by
'gamers'
-Used by people involved in a certain group or profession.
-Also may depend on where abouts you live and have been brought up.
Recieved Pronounciation- The accent used when teaching the language of English to someone who
is foreign
-Language of power.
-Mostly used by headteachers, bosses of a proffessional work space/environment, the government and the
royal family.
Regional Accent- When certain words depend on where you live or where you have been brought up
-Must realise that there are multi-accents within a region.
-People from the same place can speak differently.
Tuesday, 13 October 2015
Language and Occupation - Notes
http://www.universalteacher.org.uk/lang/occupation.htm
Candidates will be expected to have studied in detail texts and data exemplifying language use and issues, and to have studied the relevant theory and research.
In preparing this topic area candidates should study: the forms and functions of talk; registers and styles of writing; historical and contemporary changes, where appropriate. In particular, they should examine:
-everyday functions and activities (e.g. the role of interpersonal language)
-discourse features.
Occupations are an important feature of society. Any analysis of how society works is likely to consider occupations - these are a very common feature of social organization. Occupations develop their own special language features, and use those of the common language in novel or distinctive ways. Occupations are a source of language change.
In studying language and occupation, you should consider particular forms (instruction, interview, discussion, conference, briefing, appointing, disciplining) in relation to their functions. We can understand forms;
- in an explicit sense as those kinds of activity that we can name (job interview, team briefing, disciplinary
tribunal, conference, marriage ceremony) or
-in a looser descriptive sense (discussing a problem, telling a manager about an incident, asking an expert
for guidance).
Here are some general functions of language in occupational contexts:
-communicating information
-requesting help
-confirming arrangements
-instructing employees or colleagues to do something
-making things happen or enacting them
Language interactions may occur between or among those within a given occupation, or between those inside and those outside (customers, clients, the “general public”). This distinction will affect significantly a speaker's (or writer's) language choices. Some uses are exclusive, because they shut out people who do not know them. It is opaque to outsiders, and meant to be. Some occupations are notorious for promoting neologisms (newly-invented words or compounds). These may be used for competition or individual advancement within an organization rather than for linguistic efficiency.
Almost every occupation has its own special lexicon - a vocabulary that is specific to the occupation generally (the legal profession, the Merchant Navy, teaching) or more narrowly to the particular solicitors' practice, ship or school. That is, there will be
-forms used only in the occupation, or
-forms in the common lexicon but used with meanings which are special to the occupation: justify means
very different things to a printer or typesetter and to a priest.
You may think that register is more or less the same as special lexis - but this is not the case. Lexis is one (admittedly an important one) of various language features that might go to make up a register, which is, in Professor Crystal's phrase “a socially defined variety of language”. It is perhaps only helpful to introduce the idea of register, if this leads to an account of the different things that make up the (particular) register in question, or an observation of a particular feature - say that the register of;
-professional orchestral music includes a lexicon of Italian loan words (forte, andante, allegro, pizzicato
and so on) with cross-cultural meanings;
-soccer players (and managers and commentators) allows use of the perfect tense in a specific way (he's
gone past the defender and given me a good pass, and I've knocked it in);
-particle physicists includes a lexicon of old forms with novel meanings that we cannot describe verbally,
but can represent only mathematically, like spin, strangeness and charm.
Candidates will be expected to have studied in detail texts and data exemplifying language use and issues, and to have studied the relevant theory and research.
In preparing this topic area candidates should study: the forms and functions of talk; registers and styles of writing; historical and contemporary changes, where appropriate. In particular, they should examine:
-everyday functions and activities (e.g. the role of interpersonal language)
-discourse features.
Occupations are an important feature of society. Any analysis of how society works is likely to consider occupations - these are a very common feature of social organization. Occupations develop their own special language features, and use those of the common language in novel or distinctive ways. Occupations are a source of language change.
In studying language and occupation, you should consider particular forms (instruction, interview, discussion, conference, briefing, appointing, disciplining) in relation to their functions. We can understand forms;
- in an explicit sense as those kinds of activity that we can name (job interview, team briefing, disciplinary
tribunal, conference, marriage ceremony) or
-in a looser descriptive sense (discussing a problem, telling a manager about an incident, asking an expert
for guidance).
Here are some general functions of language in occupational contexts:
-communicating information
-requesting help
-confirming arrangements
-instructing employees or colleagues to do something
-making things happen or enacting them
Language interactions may occur between or among those within a given occupation, or between those inside and those outside (customers, clients, the “general public”). This distinction will affect significantly a speaker's (or writer's) language choices. Some uses are exclusive, because they shut out people who do not know them. It is opaque to outsiders, and meant to be. Some occupations are notorious for promoting neologisms (newly-invented words or compounds). These may be used for competition or individual advancement within an organization rather than for linguistic efficiency.
Almost every occupation has its own special lexicon - a vocabulary that is specific to the occupation generally (the legal profession, the Merchant Navy, teaching) or more narrowly to the particular solicitors' practice, ship or school. That is, there will be
-forms used only in the occupation, or
-forms in the common lexicon but used with meanings which are special to the occupation: justify means
very different things to a printer or typesetter and to a priest.
You may think that register is more or less the same as special lexis - but this is not the case. Lexis is one (admittedly an important one) of various language features that might go to make up a register, which is, in Professor Crystal's phrase “a socially defined variety of language”. It is perhaps only helpful to introduce the idea of register, if this leads to an account of the different things that make up the (particular) register in question, or an observation of a particular feature - say that the register of;
-professional orchestral music includes a lexicon of Italian loan words (forte, andante, allegro, pizzicato
and so on) with cross-cultural meanings;
-soccer players (and managers and commentators) allows use of the perfect tense in a specific way (he's
gone past the defender and given me a good pass, and I've knocked it in);
-particle physicists includes a lexicon of old forms with novel meanings that we cannot describe verbally,
but can represent only mathematically, like spin, strangeness and charm.
Nosheen Iqbal - Femvertising
http://www.theguardian.com/lifeandstyle/2015/oct/12/femvertising-branded-feminism
'Hashtag feminism has gone viral, with soap, shampoo and even energy firms launching social-media campaigns marketing feminism. But behind the hype, who’s really benefiting?'
Wednesday, 7 October 2015
Brown and Levinson
The linguists Brown and Levinson put forward some ideas about politeness. The identify what they term positive and negative face needs.
Positive face needs refers to the assumption that we want to be liked and approved of in our dealings with others. As a result of positive face needs we use positive politeness strategies. Brown and Levinson suggested these might include;
-Paying attention
-Seeking agreement (safe topics)
-Pretend agreement (white lies/hedging)
-Use humour
-Use appropriate address terms
-Compliments
Negative face needs refers to the assumption that we deal with difficult conversational situations in a tactful way. As a result of negative face needs, we use negative politeness strategies. Brown and Levinson suggested these might include;
-Being indirect
-Questioning and Hedging
-Being apologetic
-Giving deference (reducing your own status)
Positive face needs refers to the assumption that we want to be liked and approved of in our dealings with others. As a result of positive face needs we use positive politeness strategies. Brown and Levinson suggested these might include;
-Paying attention
-Seeking agreement (safe topics)
-Pretend agreement (white lies/hedging)
-Use humour
-Use appropriate address terms
-Compliments
Negative face needs refers to the assumption that we deal with difficult conversational situations in a tactful way. As a result of negative face needs, we use negative politeness strategies. Brown and Levinson suggested these might include;
-Being indirect
-Questioning and Hedging
-Being apologetic
-Giving deference (reducing your own status)
AS ELL Spontaneous Speech Test
1. 'A pattern of speech in which one utterance is followed by an appropriate linked
response' - is the definition of which term? Adjacency Pairs.
2. Explain the term 'side sequencing'
The general drift of conversation is sometimes halted at an unpredictable point a request for
clarification and then the conversation picks up again where it left off.
3. Give an example of a tag question
'It's okay here, isn't it?'
4. Give three terms that are examples of non-fluency features
False starts, hesitations and repetition.
5. Explain the term 'phatic language' and give two examples of 'phatic' language
Phatic language is small talk, just talking about everyday things such as; 'Isn't the weather lovely today?'
6. Non-verbal aspects of speech or 'p..........' features such as 'fillers' can help reveal a
speakers attitudes and feelings. Name two other non-verbal aspects of speech.
Paralinguistic features - gestures and facial expressions.
7. 'Elp me orf this orse' is an example of........... spelling which means the spelling of
words to represent how they are pronounced.
Elision.
8. List Grice's Maxims and briefly what each one refers to
Quantity - too much/too little.
Quality - truth.
Relevance - on topic?
Manner - clear communication.
9. Grice was interested in suggesting what helps to create a ........... conversation
Interesting.
10. When analysing spontaneous speech we do not refer to 'sentences' but ............
Utterances.
11. Brown and Levinson put forward some theories about politeness. Name four positive
strategies we might employ if we want to be liked?
Paying attention, seeking agreement, use humour, compliments and use appropriate address terms.
12. In order to analyse a transcript what three things must you establish an awareness of
from the outlet?
Context, the relationship between the speakers and each of there personalities.
response' - is the definition of which term? Adjacency Pairs.
2. Explain the term 'side sequencing'
The general drift of conversation is sometimes halted at an unpredictable point a request for
clarification and then the conversation picks up again where it left off.
3. Give an example of a tag question
'It's okay here, isn't it?'
4. Give three terms that are examples of non-fluency features
False starts, hesitations and repetition.
5. Explain the term 'phatic language' and give two examples of 'phatic' language
Phatic language is small talk, just talking about everyday things such as; 'Isn't the weather lovely today?'
6. Non-verbal aspects of speech or 'p..........' features such as 'fillers' can help reveal a
speakers attitudes and feelings. Name two other non-verbal aspects of speech.
Paralinguistic features - gestures and facial expressions.
7. 'Elp me orf this orse' is an example of........... spelling which means the spelling of
words to represent how they are pronounced.
Elision.
8. List Grice's Maxims and briefly what each one refers to
Quantity - too much/too little.
Quality - truth.
Relevance - on topic?
Manner - clear communication.
9. Grice was interested in suggesting what helps to create a ........... conversation
Interesting.
10. When analysing spontaneous speech we do not refer to 'sentences' but ............
Utterances.
11. Brown and Levinson put forward some theories about politeness. Name four positive
strategies we might employ if we want to be liked?
Paying attention, seeking agreement, use humour, compliments and use appropriate address terms.
12. In order to analyse a transcript what three things must you establish an awareness of
from the outlet?
Context, the relationship between the speakers and each of there personalities.
Tuesday, 6 October 2015
Awkward Interviews
https://www.youtube.com/watch?v=M29C4dCWyCw
In this interview, the hosts on 'This Morning' interview David Cassidy and it doesn't turn out too well. David Cassidy takes things maybe a little too personally and gets rather defensive. His use of non-fluency features, such as hesitations and false starts, show that he is perhaps un-certain with what they are asking him. His paralinguistic features, such as, pulling a disgusted face and putting his hands up to sort of say 'who cares?', show that he really want happy with the hosts, creating a sense of awkwardness.
In this interview, the hosts on 'This Morning' interview David Cassidy and it doesn't turn out too well. David Cassidy takes things maybe a little too personally and gets rather defensive. His use of non-fluency features, such as hesitations and false starts, show that he is perhaps un-certain with what they are asking him. His paralinguistic features, such as, pulling a disgusted face and putting his hands up to sort of say 'who cares?', show that he really want happy with the hosts, creating a sense of awkwardness.
Friday, 2 October 2015
RSA Animate - Steven Pinker - Language as a Window into Human Nature
https://www.youtube.com/watch?v=3-son3EJTrU
RSA Animate is a youtube channel that will be useful throughout English Language A Level.
In this talk, Steven Pinker shows us how the mind turns the finite building blocks of language into infinite meanings.
RSA Animate is a youtube channel that will be useful throughout English Language A Level.
In this talk, Steven Pinker shows us how the mind turns the finite building blocks of language into infinite meanings.
Sunday, 27 September 2015
Why should ‘manspreading’ be just for men? - Zoe Jewell
http://www.theguardian.com/commentisfree/2015/aug/28/manspreading-men-oxford-dictionary-sitting-position-gendered
This article is about how some words are gendered and ‘the man prefix compounds the idea that men are aggressive and women are always pleasing, always good, never in the way, and that they can’t act up sometimes themselves.’
This article is about how some words are gendered and ‘the man prefix compounds the idea that men are aggressive and women are always pleasing, always good, never in the way, and that they can’t act up sometimes themselves.’
Erin McKean - Go ahead, make new words!
https://www.ted.com/talks/erin_mckean_go_ahead_make_up_new_words#t-168965
Lexicographer Erin McKean encourages — nay, cheerleads — her audience to create new words when the existing ones won’t quite do. She lists out 6 ways to make new words in English, from compounding to “verbing,” in order to make language better at expressing what we mean, and to create more ways for us to understand one another.
Lexicographer Erin McKean encourages — nay, cheerleads — her audience to create new words when the existing ones won’t quite do. She lists out 6 ways to make new words in English, from compounding to “verbing,” in order to make language better at expressing what we mean, and to create more ways for us to understand one another.
Wednesday, 23 September 2015
John McWhorter - Txtng is Killing Our Language. JK!!
https://www.ted.com/talks/john_mcwhorter_txtng_is_killing_language_jk
Does texting mean the death of good writing skills? John McWhorter posits that there’s much more to texting — linguistically, culturally — than it seems, and it’s all good news.
Does texting mean the death of good writing skills? John McWhorter posits that there’s much more to texting — linguistically, culturally — than it seems, and it’s all good news.
Steven Pinker - What Our Lanuage Habits Reveal
https://www.ted.com/talks/steven_pinker_on_language_and_thought
- Language change - descriptive attitudes towards language.
- Prescriptive/Descriptive.
- Language emerges from our human minds, interacting with one another.
- Visible in unstoppable change in language: slang, jargon, historical change, dialect, divergence, language formation.
- Communication Model - sender, message, receiver.
- Words used in different ways/have different meanings in different contexts.
- We use euphemistic language when speaking about awkward subjects, e.g. drugs, sex, using the toilet.
Wednesday, 16 September 2015
Form, Purpose, Audience
Form- The Independent newspaper article.
Purpose- To review a recently released album.
Audience- Young adults/People who like that sort of music.
http://www.foodnetwork.co.uk/recipes/simple-bolognese.html
Form- A food network recipe.
Purpose- To inform people how to make bolognese.
Audience- People who are looking for something simple and easy to cook.
http://www.stylist.co.uk/people/teenage-diaries
Form- Magazine article/Diary entries.
Purpose- To entertain/for themselves.
Audience- Young adults (women)/themselves.
http://www.theguardian.com/cartoons/archive
Form- Newspaper/Cartoons.
Purpose- Comedy/Make people laugh.
Audience- Adults(mainly men?).
http://www.theguardian.com/artanddesign/gallery/2015/jul/25/the-20-photographs-of-the-week
Form- The Guardian newspaper article.
Purpose- To make people think/to shock.
Audience- People who like photography/aimed more so at adults.
Wednesday, 9 September 2015
Interesting Articles about Slang
- 11 weirdest words added to online Oxford dictionary from 'bants' to 'manspreading' http://www.independent.co.uk/arts-entertainment/books/news/11-weirdest-words-added-to-online-oxford-dictionary-from-bants-to-manspreading-10474545.html?origin=internalSearch
- Harris Academy Upper Norwood in Croydon gets 'Outstanding' Ofsted rating after banning 'urban slang words' in school http://www.independent.co.uk/news/education/education-news/harris-academy-upper-norwood-in-croydon-gets-outstanding-ofsted-rating-after-banning-urban-slang-words-in-school-10420586.html?origin=internalSearch
Article Summaries and Comparison
1. "All raait! It's a new black-white lingo" (Sunday Times-11/12/05)
http://www.thesundaytimes.co.uk/sto/news/uk_news/article209405.ece
This article is about how the English language is evolving - different languages are influencing the terminology of young people across the country, creating a 'multi-ethnic dialect'.
The article heavily relies on the research of Professor Paul Kerswill (who is a sociolinguist at Lancaster University) to get its point across. Kerswill suggested that young people in London are developing a 'local dialect' by intertwining various words from other countries with English. For example words from the Indian language, such as "creps" which means trainers. Kerswill thinks young people are doing so to 'mark themselves out culturally and socially'; they are also thought to be influenced by music artists, for example, the rapper Dizzy Rascal. Kerswill believes that speaking in such a way will become a part of the everyday English language in the next 20 years.
We also learn from the article that some concerns, have, however, emerged over the use of the dialect. For example at a school in south London, this way of speaking has been banned in the classroom as the schools way of trying to 'improve results'.
The article is later concluded with a quote from the head teacher;he says that he wants to teach the children that there's a 'time and a place' for patois.
2. "From the mouths of teens" (The Independent-5/11/06)
http://www.independent.co.uk/news/uk/this-britain/from-the-mouths-of-teens-422688.html
This second article from the Independent discusses relatively the same points as the previous article but goes into a lot more depth with what all the slang words actually mean. The article starts with a conversation of two teenagers on a bus. This conversation shows a huge range of examples of slang words, for example, "Safe man", "What endz you from?" and "Wasteman".
Further on in the article, a 13 year old boy explains that everyone in his school speaks like how he boys on the bus did and he also explains how if you don't speak like it you will be uncool. 'Nobody wants to be uncool' he says. This shows that patois is becoming normal and, like the previous article its becoming a 'cool' thing to do;its becoming socially acceptable.
Just like the previous one, this article also uses quotes to get its point across. Sue Fox (a language expert from London University's Queen Mary College), states that young people from different backgrounds and origins all spoke with the same dialect. This suggests that the way young people are speaking is influencing other young people, making multi-ethnic dialect increasingly popular.
To conclude, both of these articles are very similar as they both explain what is happening to the modern English language today and what is influencing young people to speak in such a way.
http://www.thesundaytimes.co.uk/sto/news/uk_news/article209405.ece
This article is about how the English language is evolving - different languages are influencing the terminology of young people across the country, creating a 'multi-ethnic dialect'.
The article heavily relies on the research of Professor Paul Kerswill (who is a sociolinguist at Lancaster University) to get its point across. Kerswill suggested that young people in London are developing a 'local dialect' by intertwining various words from other countries with English. For example words from the Indian language, such as "creps" which means trainers. Kerswill thinks young people are doing so to 'mark themselves out culturally and socially'; they are also thought to be influenced by music artists, for example, the rapper Dizzy Rascal. Kerswill believes that speaking in such a way will become a part of the everyday English language in the next 20 years.
We also learn from the article that some concerns, have, however, emerged over the use of the dialect. For example at a school in south London, this way of speaking has been banned in the classroom as the schools way of trying to 'improve results'.
The article is later concluded with a quote from the head teacher;he says that he wants to teach the children that there's a 'time and a place' for patois.
2. "From the mouths of teens" (The Independent-5/11/06)
http://www.independent.co.uk/news/uk/this-britain/from-the-mouths-of-teens-422688.html
This second article from the Independent discusses relatively the same points as the previous article but goes into a lot more depth with what all the slang words actually mean. The article starts with a conversation of two teenagers on a bus. This conversation shows a huge range of examples of slang words, for example, "Safe man", "What endz you from?" and "Wasteman".
Further on in the article, a 13 year old boy explains that everyone in his school speaks like how he boys on the bus did and he also explains how if you don't speak like it you will be uncool. 'Nobody wants to be uncool' he says. This shows that patois is becoming normal and, like the previous article its becoming a 'cool' thing to do;its becoming socially acceptable.
Just like the previous one, this article also uses quotes to get its point across. Sue Fox (a language expert from London University's Queen Mary College), states that young people from different backgrounds and origins all spoke with the same dialect. This suggests that the way young people are speaking is influencing other young people, making multi-ethnic dialect increasingly popular.
To conclude, both of these articles are very similar as they both explain what is happening to the modern English language today and what is influencing young people to speak in such a way.
Frameworks
Phonetics, Phonology and Prosodics
How speech sounds and effects are articulated and analysed.
Graphology
The visual aspects of textual design and appearance.
Lexis and Semantics (words and their meanings)
The vocabulary of English, including social and historical variation.
Grammar, including morphology
The structural patterns and shapes of English at sentence, clause, phrase and word level.
Pragmatics (context/meaning)
The contextual aspects of language use.
Discourse
Extended stretches of communication occurring in different genres, modes and contexts.
How speech sounds and effects are articulated and analysed.
Graphology
The visual aspects of textual design and appearance.
Lexis and Semantics (words and their meanings)
The vocabulary of English, including social and historical variation.
Grammar, including morphology
The structural patterns and shapes of English at sentence, clause, phrase and word level.
Pragmatics (context/meaning)
The contextual aspects of language use.
Discourse
Extended stretches of communication occurring in different genres, modes and contexts.
Grammar and Punctuation test
http://www.theguardian.com/teacher-network/teacher-blog/quiz/2013/feb/04/grammar-punctuation-quiz-test
'In June, year 6 pupils will sit a National Test in spelling, grammar and punctuation. But how good is your knowledge? Take our quiz for students, teachers and grammar fans'
'In June, year 6 pupils will sit a National Test in spelling, grammar and punctuation. But how good is your knowledge? Take our quiz for students, teachers and grammar fans'
AQA Specification-English Language AS
http://www.aqa.org.uk/subjects/english/gcse/english-language-4705/spec-at-a-glance
This page shows the specification for AS and A level English Language
This page shows the specification for AS and A level English Language
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