Scarica esame inglese scotto e più Appunti in PDF di Scienza delle religioni solo su Docsity!
A2 – Who speaks English today? The spread of English around the world is discussed in terms of three groups: ENL: English as a Native Language (UK, US, Canada, Australia and New Zealand – 3600000 people) ESL: English as a Second Language (Bangladesh, Nigeria, Singapore – 3000000 people) EFL: English as a Foreign Language (one billion people) It is impossible, by the way, to ignore another group, or fourth group: ELF: English as a Lingua Franca (speakers who use English for intercultural communication)
- How English spread, different models. The oldest model was created by Strevens, he connected different links on a map, to highlight where English is spoken and in which area. After him, the model adopted in 1980s (nineteen eighties), was the circle model: Three different versions of circle model were designed by Kachru, McArthur and Görlach. MCARTHUR’S MODEL: Major Languages spread into Minor languages, starting from World Standard English. KACHRU’S MODEL: The one that is used the most, starting with the Inner Circle (US, UK…), the Outer Circle (India, Malaysia…), The Expanding Circle (Japan, Korea…). In the Outer Circle, there are the ESL Varieties, these countries in which English is becoming institutionalized, used by government, develop an English that’s not ENL but okay in that area. EFL varieties, don’t have a status and they just depend by the rules made by the countries in the Inner Circle. There are of course gray areas between circles, for example between Outer and Expanding Circles, includes transition between ESL and EFL. What is Standard Language? Standard Language: that prestige variety, that is the norm and have all the rules to become the one learned and teached. What are the Standards? 1 – Selection The way in which one language, is selected to be the one right over other languages. 2 – Codification Means to fix the language chosen in grammar, by book and dictionaries. 3 – Elaboration of Functions It has to be capable of performing in different stages and institutions. 4 – Acceptance It means that new words are constantly added every month or every year. - WHAT IS STANDARD ENGLISH? Standard English is not easy to define, according to Trudgill is a dialect that differs from other dialects of English in that it has greater prestige and not an associated accent. IS NOT, the dialect spoken by educated people throughout the British Isles. IS NOT, a language, not only one, more varieties. IS NOT, an accent. IS NOT, a single style, like formal or literary form. IS NOT, a register, because the same thing can be explained in different ways. IS NOT, a set of prescriptive rules. - Defining a Post Colonial English. After the two diaspora, there are a large number of varieties of Englishes. The characteristics to define it are far from being uniform and standard but we can use Platt’s four criteria or Bambgose’s five factors. PLATT’S SYSTEM 1 – Developed through education, used in school. 2 – Developed in an area where ENG is not spoken. 3 – Large number of Functions. 4 – It has to be localized in an area that’s not british. BAMBGOSE’S SYSTEM
1 – Demographic, how many speakers? 2 – Geographical, how common is it? 3 – Authoritative, where is accepted and where is not? 4 – Codification – does it have rules? 5 – Acceptability – how people react to it? Initially in Asia and Africa, English was spoken only by native English-speaking, the Aim was to prepare local workforce, people who can actually speak and teach the language. BUT THIS LED TO DIFFERENCES: English spoken by these people became more and more different, becoming PC English. PRONUNCIATION, DIFFERENT SOUNDS. Consonants: 1 - For example, dental fricative sounds as in words like THIN and THIS can mutate. Indian pronounce them as TIN and DIS, they have developed a new language of their own. 2 – W is pronounced as V, in India and Lankan. 3 – P, T and K pronounced voiceless without aspiration, like Cap = Gap. 4- Consonant at the end of the are stopped, like Cat = Ca- 5 – Lack of distinction between R and L, and some voiceless sounds at the end. Vowel: These sounds, especially tends to change from one PC English to another, for example: 1 – No differences between long [i] and short [i] like Sit and Seat. 2 – Pronunciation of [a] without length like Stuff and Staff. 3 – Schwa sound as the vowel sounds [a] like Matter, pronounced as Mata. 4 – Diphthongs pronounced shorter. Grammar: PC Englishes, grammar is sup up in same tendencies. 1 – Don’t mark plural. (they know four dialect) 2 – Using not specific system for nouns. (everyone has car) 3 – Change the form of quantifiers. (don’t eat so much sweets) 4 – No distinction between he and she. 5 – Change the word order within the noun. Moving to verbs, these are the main tendencies: 1 limited use of verbs at the past. 2 use of verbs to explain if an action is finished or going on. 3 tendency to use –ING verbs to mark a status (Mahan is HAVING two houses). 4 formation of different phrasal and prepositional verbs. IDIOMS. Some PC idioms are direct translation from indigenous forms. TO SHAKE LEGS, means to be idle and comes from goyang waki. Some others combine elements from English and indigenous or are based on native speaker English. DISCOURSE STYLE. Some PC tends even to have a more formal speech and vocabulary, and grammar structure also seems to be more complex. Indians for example use COULD and WOULD instead of can and will. Pidgin and Creole – A Definitions, according to Leith, there are 3 type of pidgins: 1 – Settlements of First Speakers that displaced the population, as in America. 2 – Settlements that allowed only a little part of the population to speak English, as in Nigeria. 3 – Settlements where population were replaced by laborers from Africa, as in Caribbean’s.
- What’s a Pidgin? A pidgin is a no-native speakers language: NO ONE KNOWS IT AS FIRST.
- What’s a Creole? Defined as a pidgin language that have become a first language for a new generation.
South Asian (INDIA), South-East and Pacific Asian (INDONESIA), East Asian (KOREA). FUNCTIONALLY: Divided by how English is used.
- Institutionalized = means that English is used in work, politics, school (INDIA).
- Non-Institutionalized = means that is not used in these. (JAPAN AND KOREA). In India, English has its own syntactic, lexical and discoursal feature, it has a unifying role, is spoken by people with different traditions and culture. In Sri Lanka has no role in communication BUT, is used so much by rich and well educated people. PEOPLE GET RESPECTED IF THEY HAVE A GOOD ACCENT. I n Brunei, even if Malay is the main language, English is the most important non native language and ISTITUTIONALIZED, attitude to English is very positive and the code-switching phenomenon is popular. (Il code-switching è quando parli più lingue e sai quando parlare una lingua piuttosto che un’altra.) In Fiji Islands, English is the main language. In Malaysia, English is used with Chinese, Tamil and other indian language as a proficiency. In Philippines, people are BILINGUAL, both English and Philipino (or Taglog) are used.
- The role of English in Europe In Europe there are 234( two hundred and thirty-four) languages, but three languages are dominating: English, French and German. People who speak that language have more possibilities to have success. ASEAN – Association of South East Asian Nations Uses English as a working language. EU uses a lot of translation and interpreting.
- The future of Global Englishes The Legacy of Colonialism – B1 (nuova parte del libro) Colonialism and the use of English has gone through a devaluation of the local language and culture. Indigenous and their culture, language, even their character, have changed because of the colonizers who imposed themselves as superiority. The words that we find in books is colonizers, or settlers, these words actually mean, invaders, we have to keep this in mind and to think critically about that because when colonized people tried to use English to communicate, they were always recognized as broken, something not pure. That’s called linguistic insecurity. The loss of ethnic identity Consider that in the United States there were 175( one hundred and seventy-five) indigenous languages, but only 20 are being transmitted to children. So not only physical destruction of an identity but also cultural. However, there are projects that aim to save these indigenous languages, and one of these is: California Master-Apprentice Language Linguistic Program: Native speakers and younger apprentices living together and doing everyday things in order to communicate through the heritage language. It’s important to remember than learning in school, even indigenous language, cannot replace home and community based communication. English today Debate – B Remember what we’ve learned about Inner and Outer Circle. Inner Circle = norm provider. Outer Circle = Is more creative, often create new variations of language. Expanding Circle = Norm depending. This means that the rules of the Inner Circle are those who are considered correct. There are two important positions for this topic. NATIVE-NON NATIVE POSITION = QUIRK’S POSITION. According to Quirk, it is correct to speak of native and non-native, on the bases of one element, the fact that a native speaker is better at understanding the grammatical correctness of sentences. Is something that they come natural at them and that they didn’t learned. Non-native teachers should be in contact with native speakers. Quirk discusses that these new varieties of English should be accepted in the way they are. The question is if teachers should be only mother tongue teachers or accept the teachers that actually speak a variety of English? Quirk also discusses about the teaching in the Expanding Circle, he’s worried about what type of English should be learned, the one from the Inner Circle or the one that evolved through the Expanding Circle?
He concludes by saying that a person who wants to improve himself and learn English, he definitely should learn Inner Circle English. NATIVE-NON NATIVE POSITION = KACHRU’S POSITION According to Kachru, to be in contact with the native language isn’t always possible for practical reason that is not possible for a teacher to be always in touch with native speakers. For example, if you use English in India to speak, you will not use American English with people, they won’t understand you. So people who use English in the Outer Circle, have different types of internalizations of rules, they have rules that are linked with multilinguistic, sociolinguistic and other contexts. Kachru discusses some fallacies about the Uses and the Users of English: 1 - He says that Quirk is wrong about the fact the English is learned in the Outer and Expanding with the interaction with the native speakers; English has become the main vehicle for interaction between non-native, Indians interact with Nigerians, Japanese and so on. Their communion is more significant and effective that the native strategies. 2 – English is not only used as a tool to understand and teach the American and British cultural values, or the Christian traditions. Is important to learn traditional values, that belong to other cultures too. 3 – Varieties of English are “interlanguages” that stages on the way to more native-like English, they are like a baby, who is trying to learn how to speak like an adult. Standard English across regions – B There are three standard Englishes: British, American and Australian. Main divergences between these three are all about the vocabulary. American English US: colonisers needed names for those things that didn’t have one, so they adopted different strategies. 1 – extending the meaning of English words (like robin, that’s a small red warbler in Britain and a large red thrush in US) – uccelli 2 – creating new words. (like butte, an isolated hill with a flat top) – una specie di collina rialzata 3 – borrowing items from Native Americans (like moccasin or squash). With the time, and developments taking place, North American English changed from the British one. Example: US hood and trunk UK bonnet and boot. Australian English They instead, started borrowing into English, words from the Australian aboriginal languages KNOWN: “kangaroo” or “boomerang” Indigenous flora and fauna: plants as calombo and flower as mallee. GRAMMAR Regarding grammatical functions, Australian have very particular features. VERBS: 1 – Morphology: there are differences in past and participle endings, like BE (British English) “dived” , “got” in USE (US English) “dove” and gotten”. 2 – Auxiliares: more specifically, use of epistemic “MUST” BE uses “can’t” in the negative, like “He can’t be in – his car has gone” USE uses “must not”, like “He must not be in – his car has gone” NOUNS: 1 – In the US English, certain noun endings are often used like (-ee for retiree) (-ster for teamster, gamester) 2 – Differences in derivational ending. BE: “Candidature”, “Centenary” USE: “Candidacy”, “Centennial” 3 – Greater tendency to use verbs as nouns in US English, like, “to run down” become “the rundown” or “to try out” become “the try-out” (audition) ADJECTIVES AND ADVERBS 1 – Comparative adjective “different” is followed by “than” in USE and by “from” in BE, like “this one is different than/from”
5 – Double Modals In some southern vernacular varieties, combination of two modal verbs are widespread, e.g. “i might could go there”. In AAVE too, advers tends to lose their -ly or it is very common to find a double negative to mark different clauses “There wasn’t much I couldn’t do.” (that I could do is standard correct) Last aspect to analyze is the different use of pronouns, the first four types of pronominal difference are in most vernacular dialects of American English, and the fifth is specifically southern. 1 – regularisation of reflexive forms by analogy of possessive pronouns. e.g. “they shaved theirselves.” 2 – adoption of a second person plural form: e.g. “you guys” “y’all won the game” are all forms that belong to vernacular english, and is very difficult for people that use it quite commonly to remember that these form refer to second person plural you. 3 – extensions of object forms to demonstratives and dative use of the object pronoun form. There are forms like this one that are considered completely wrong to grammar books, such as “them books are on the shelf” or using a special personal dative use of the object pronoun form such as “we had us a little old dog”. Forms like these two, are very common, and could not make any sense for people who speak or teach Inner Circle English, but they are particularly linked to certain people or zone. B4 LEGITIMATE AND ILLEGITIMATE OFFSPRING OF ENGLISH. The naming of the New Englishes We start with a reflection made by a scholar named Mufwene, she says the studies on Postcolonial Englishes should be focusing on where they come from instead of looking at their grammar or how their structures are different from ours. Western linguists that the “legitimate offspring” of English are those varieties spoken by descendants of European speakers (Inner Circle), while all the other ones, are considered totally “illegitimate”. But this classification is based on a mistaken belief about Language contact: = a mother language gives birth to daughter languages with no contact and no interaction with other languages. ELF PROCESSES AND FLUIDITY -B English, like any living Language has gone through a natural process of evolution and regularisation, and we’re gonna look at some features that have been removed, simplified or added to the Language. In Old English there were 6 present tense endings, over the years, they have been reduced to two. Ending with an -s or with nothing, the process could easily continue with the time and replace even the -s with zero as standard. Ambiguity is more likely to happen if you remove some phonological information instead of its addition: for example, “informations” or “advices” without an s could sound ambigous because it marks a number. Differences between Native and Non Native speakers of English If NNES (non native speakers) use English as an international lingua franca, rather than using it as a traditional foreign Language, means that they “own” the lingua franca and makes no sense at all to describe them as “non native”. The idea of distinction between these two, native and non native, means that there’s an idea that the most important criterion for Language proficiency is the order of acquisition. Only a single Language learnt from birth can be fully proficient and that’s irrevelant for multilingual people who speak from birth different languages. REMEMBER THAT LINGUA FRANCA HAS NO NATIVE SPEAKERS. It also fails to recognize that nowadays in the Outer and even in the Expanding Circle, English may be spoken regularly at home, most importantly, it promotes that English SHOULD ALWAYS BE THE MAIN REFERENCE POINT. After all this distinction, Jenkins prefer to reconceptualise the issue using the following terms: 1 – monolingual english speakers (MES), speakers who speak ONLY ENGLISH. 2 – bilingual english speakers (BES) for proficient speakers of English and another one Language at least, doesn’t mind if they are mothertongue or not. 3 – non-bilingual english speakers (NBES) for those who are not bilingual or proficient in English, but they can actually speak English in a good way.
EN ROUTE TO NEW STANDARD ENGLISHES – B
Codifying Asian Englishes There are scholars in the Inner Circle that talk about second Language acquisition (SLA), say that these indigenised varieties of English (IVEs) are “interlanguages” so, are errors, not varieties. That’s because: the goal to gain a SLA is to sound like native people, they should be able to gain an acquisition that is 99 percent similar to a native speaker. Plus these scholars don’t really look at the different functions that English is used for in the Outer Circle, and the L1 (mothertongue level) only matters when interfering with L2 structures (non mothertongue). Above all, the idea between second Language acquisition is “INTEGRATION”, so for these scholars you only learn English because you want to be part of its culture. However, what happens in the Outer and Expanding Circle: these speakers don’t really want to talk with native speakers, they don’t want to learn English in order to go to Great Britain or United States, they USE IT in a multilingual setting, with people around them and the variety that they learn is an IVE, not a mothertongue anyway. Motivation to IVE is instrumental, NOT INTEGRATIVE. This whole idea of Interlanguage does not work, but these scholars and even communities are being characterised as “fossilized”. Fact is that many Asian communities are being recognised as fully fledged Language varieties and there are some forces that want English to satisfy local needs and there are some other forces that are pushing them OUTWARDS international acceptability, so they want that their variety of English is respected. The other idea that almost all Asian-English speakers are bi- or multilingual and make extensive use of code- switching/code-mixing Macquarie made his try to codify this type of English in grammar, by publishing a Regional Asian English Dictionary. POSSIBLE FUTURE SCENARIOS – B Convergence or divergence? This is all about combination and creation of new languages by mixing standard english and local varieties, this is something new, they can’t be recognized as English and neither as a local variety. For example, we can identify things like Singlish, Taglish, Chinglish. In a situation of children who are born to parents who have only used English as a foreign Language in common, for example a Spanish man and a German woman that only speak english for some reason, their child is the creation of a new linguistic phenomenon and so parents have to deal with that. Plus, non-native englishes are being learned as a mothertongue Language so other varieties will probably outcome. Another definition or a new form is proposed as: world standard spoken english (WSSE) because local varieties are becoming more and more divergent, and internationally used english, convergent. Trudgill in 1998 said that English will converge and pronunciation will surely diverge. In England and New Zealand thfronting phenomenon is spreading rapidly, so that the sound TH, is becoming F, like “think” is pronounced as “fink”. Also these two countries are becoming non rothic, so basically countries that didn’t pronounced R and starting to pronounce it and the other way around. POST COLONIAL AFRICA AND NORTH AMERICA – C English Only in the US In the US census of 1990, 62 milion of a total population of 251 were ethnolinguistic minority groups:
- African: 31 milion
- Latin American: 22 milion
- Asian: 7 milion
- Aboriginal: 2 milion But look at what happened 20 years later, in the 2010 census instead:
- African 39 milion, about the 12.6%
- Hispanic (Latin) 50,5 milion, about the 16.3%
- Asian 14.5 milion, the 4.8%
- American Indian and Alaskan: 3 milion, 0.6%
Teachers too, are native speakers of English with ENL norms. DOMANDA: is it really the case that the natives by definition make better teachers, or simple that they are often better knowers of English as a native language? Non Native teachers have been through the same exact process of learning the same language, with the same L “filter” and they know what it means to learn a foreign language and they know exactly how to prepare students and how to get best from them in their studies. But the demand for native speakers is so high in many places that being a native speaker sometimes is the only qualification that teachers require. DOMANDA: if you are or have been a learner of English as a second language, or a native or non-native teacher of English to second language learners, to what extent does your experience resonate with the comments made by Kirkpatrick and Nayar? Kirkpatrick checklist for teacher who wish to work in Outer and Expanding Circle Countries, how far do you agree? Teachers should: 1 – be multilingual and multicultural, ideally know the language of their students and understand their educational, social and cultural context. 2 – be able to provide and appropriate and attainable model for their students. 3 – understand how different varieties of English have developed and ways in which they differ. 4 – understand how English has developed in specific contexts and how it spread across the world. 5 – understand the roles of English in the community and how these interrelate with local languages. 6 – be able to evaluate ELT material critically to ensure that they don’t promote a variety of English or culture. 7 – be able to evaluate the needs of their students. 8 – be prepared to contribute to the extra-curricular life in which they are working. DOMANDA: if u are a teacher or student of English, in what kinds of ways do you think you could be “socio-politically active” in your own part of the world? Testing English Today Among the 80% of the world’s English users who are non-native speakers and live in Outer and Expanding Circle using non-native norms for Standard English have been developing into “non native varieties”. So in order to assess proficiency accurately, examiners must be able to distinguish between deficiencies from varietal differences in the speaker’s usage. Lowenberg tried to explain this with examples of uses of English that are “standard” rather than deficient in their local contexts: 1 – Use of “would” rather than “will” in Malaysian and Indian English. 2 – In the area of Philippines, Nigeria and Malaysia use uncountable nouns as countable adding an -s for plural. 3 – In Singaporean English, prepositional collocations such as “I live in an apartment AT Belmont Road. In some countries, prepositions are used in a redundant way, in several Outer Circle varieties of English. So what Lowenberg is trying to say is, can we actually keep testing people from Outer and Expanding Circle only by using Inner Circle norms? STANDARD ACROSS CHANNELS – C Speech and Writing When people talk about “standard English”, they generally have the written channel in mind, but, the first thing we want to look at is, a scholar point of view, Baron, and how he approaches to speech/writing differencs: They have Opposite Characteristics, this is called Opposition View: Writing is: objective, a monologue, durable, scannable, planned, highly structured, formal, abstract. Speaking is: interpersonal, a dialogue, ephemeral, spontaneous, informal, narrative, concrete. The Continuum View= they are at various points on a continuum, depending on the context: We’ve been going from the traditional writing (word processors) to telephones, and then from telephones to videophoones, teleconferencing, a form of face-to-face speech. Cross-Over View= A sort of medium through which everyone experiences it, consider the audiobooks, that make it possible tolisten to a book on CD rather than reading the text. Other scholars, Leech, Deuchar and Hoogenraad used to divide the two categories in “typical speech” and “typical writing”.
DOMANDA: where would you place the following digital communication types: email, chat room conversation, text message, Skype convesation, twitter Exchange, post on Facebook, blog entry, podcast, wiki? Electronically mediated Communication Also called EMC, means all types of digital communication. Herring in the 2007 tried to divide potential EMC design features into “techological” and “social”: The first set includes: 1 – synchronicity (real time) 2 – length (number of characters) 3 – persistence (how long a message remains on the system after being received) The second set includes: 1 – partecipant characteristics (who is talking?) 2 – topic and purpose (what are they talking about and why they are sending a message) 3 – Language norms recognised by partecipants (use of abbreviations and non standard words) Abbiamo visto diverse email sul libro, con l’obiettivo di capire quali erano state scritte da giovani e quali da persone adulte, pag. 133. Email Baron says that even if the emails make use of conventions drawn from both speech and writing, there is an evidence for an increment of oral basis to writing. Emails are more similar to writing because of social dynamics, interlocutors are physically separated. Regarding the format, is a mix between the two because email is durable but they are not typically unedited, like speech. Lexicon and lexis are usually like speech not very formal, with a heavy use of first and second person pronouns and so the SYNATX, is a mix too, with a high huse of adverbial subordinate clauses and disjuctions. The style is predominantly like speech, with low level of formality and expression of emotion is not Always self- monitored. Text Messages David Crystal gave is reasons for why texting is actually good for English. He also says that not only kids use sms (we’re talking of 2009), that’s false, and plus he calculated that only the 10% of the words are abbreviated. Also if kids leave letters out, it means that they probably they won’t use it, and it’s an exercise for reading and writing. (abbiamo visto queste cose in un video messo da lei) Twitter At the beginning, Twitter was limited at a maximum of 140 characters, excluding the 20 reserved for the tweeter’s name. Speaking about that, Crystal observed that tweeters do not seem to make full use of thei character allowance, to make that, he collected 200 tweets from different people. Shortening techniques 1 – sentential fragments instead of full sentences, same topics but bullshit language. 2 – minor sentences such as “yeah”, “wow” and “hey”. 3 – there are major sentences such as: “i can’t help but be amazed how my classmate can communicate with sign language”. 4 – complicated sentences are all built around conjunction (and, but, cos) and conneccting adverb (so, well, also). So by analyzing the length of the messages, it could be said that Twitter is more complex than others. English is a de facto global language, we can’t argue with that, but that makes native speakers, only “Englishes” relative. SUB VARIETIES OF ENGLISH: THE EXAMPLE OF SINGLISH C We’re gonna look at some varieties that aren’t truly recognized as varieties, as for the Singlish aka Colloquial Singapore English, called CSE, that is different from the standard variety that is spoken in Singapore, called Standard Singapore English (SSE). A scholar named Gupta, defined Singlish as a contact variety, rather than a “semi-istitutionalised codemix variety”, sort of a colloquial english. The Sing- part of Singlish, is Singapore, so not a language. And this colloquial english, is the one which is learned at home. Some Singlish characteristics: 1 – past tense are not morphologically marked: “she eat here yesterday” 2 – copula dropped to describe states: “this coffee house very cheap”
ASIAN ENGLISHES: FOCUS ON INDIA, HONG KONG AND CHINA – C
Indian English English users in India, are 333 milion, even more that in the United States. The earliest English language policy for India was Macaulay’s Minute of 1835, passed after he arrived in Calcutta to take his seat of the Council of India. In the period of the Post-Independence era from 1947, the 1950 Constitution of India declared that Hindi is the official national language but allowed English to be used. In 1967, the Official Languages Act: English associate official language with 18 regional languages as having the right to function as the official languages of individual states. The Indianisation of English is the adaptation of existing features of British English where English is “deficient”. Discoursal level, code-switching and code-mixing. Hong Kong English Hong Kong has a population of seven milion, of which almost two and a half milion, speak English. Hong Kong ceased to be a British colony in 1997, becoming a Special Administrative Region. Up to 1842, English was the language used for government, laws, professions and education. Between the two world wars, China created a sort of Western educated Chinese elite and English became the language used for wider communication as L2. Hong Kong as always been very stricted for the rules that were applied by the British. Lots of English native speaker were imported to the country, and according to Schneider, the New Englishes evolved through a Dynamic model, with five stages:
- Foundation, exonormative stabilisation (import rules), nativisation (english started to have a different vocabulary, distincted), endonormative stabilisation (sort of new rules) and differentiation. So Hong Kong English, even if the British tried to import mothertongue speakers, it could not go away from the evolution. LANGUAGE KILLER OR LANGUAGE PROMOTER? C English as a killer language: According to David Crystal, recent estimates of the number of languages in the world vary between 3000 and 1000. But by definitions, languages are between 6000 and 7000. Over the enxt century, 2 languages are going to die each month. DOMANDA: To what extent do you believe that exploitation by Anglophone Countries has been responsible for causing speakers of other languages? Those who control particular linguistic resourcers are in position of power over others. Linguistic capital is unequally distributed in society. English is a global language and it should not be used to risk ostracization from the benefits of economy. GLOBALIZATION IS THE WAVE OF THE FUTURE. But this is both a constructive and a destructive phenomenon, because it could definitely unify or divide countries by culture. There is a theory called English-knowing bilingualism, that aware the value of maintaining their indigenous languages for local identity functions. So in a sort of pyramidal scheme, at the top of it, there is English for international use and then, “standard” english for local use (L2 and L1) and then “non standard” english. The association LINEE (languages in a Network of European Excellence) was set up by the EU and from 2006 to 2010, teams from nine partner institutions (austria, uk, germany, italy…) together investigated language diversity in Europe, English as the only language common became LINEE’s main language. The Future Of Englishes: One, many or none? Language possibilities and ideologiesand historical and social factors have influenced English, imagine a WW2 won by Germans. Nowadays, English is not the main language of the internet, techonology gave new horizons (think about the automatic translators), this could be a shift towards global english, also for economic reasons. There could be a shift towards UK and US with the Asia as a major player in the countries of the worlds ENGLISH IS INTERNATIONAL. A language that is not distributed or established by something. It is just spread as a virtual language. It has become the language of others, these others have the same rights as mother tongue speakers. Orthographically = English can’t always be predicted how a word is pronounced. Grammatically = Difficulties verb forms and functions. INTERNET English may eventually give way to another language as a lingua franca. ENGLISH AS A LINGUA FRANCA IS DIFFERENT FROM LINGUA FRANCA ENGLISH. The other way around, so LFE is a type of English that is a lingua franca.
Singapore dialect
In many african englishes the letters t e d have a double sound so taht ‘thin> t-thin and this> d-this. Over time even if they were considered mistakes in pronunciation they are not considered even more mistakes, they are just the way they pronounce it. In Chinese dialect there is no difference between r and l sound. (red>led) Sinenglish in a kind of slang that’s very strong. Sentences and words are shortened because it is more efficient and fast way to communicate your message (nevermind>nehmind or I don’t want it> dowanit). Usually the sentences are directly translated from mandarin (what is the time now?). They like to repeat the words (can I take it? Take take take just take). They tend not to complete the words (act> ac). Five sinenglish words that you need to learn: LAH>it means nothing it is exclamation; AIYOH> exclamation for something that’s not positive; SIAO> that means crazy , a fact you cannot even imagine, incredible; SIAN> bored, depressed or when someone ask about your exam you can say ‘all C lah, sian…; WAH LAU EH> disbelieve or shock something that’s not good (wah lau eh why so hot today?). Hokkien is Chinese dialect where all this words come from. Nbcb> your father’s vagina/smelly vagina/cavernous vagina Ka ni na> fuck your mother Kanasai> like shit (not that rude) They also use some Chinese words to shorten sentences (can you give a discount?> eh, discount lah; you are so beautiful> wah you damn chio) In the video the guy says that sinenglish is a lazy accent (because they don’t pronounce final consonants or the sound th as ‘father’ becomes fader). The tone of sinenglish is very low and very high. The food is very good> de foo is very goo yah Noise>naice Differences: ‘wait a while’ for Singaporean people means wait few seconds, for American people means wait a lot of time ‘last time’ singporean people mean an event of the past while americans mean the last time they did something Spoil>means broke (my card is spoil non ci sono più soldi) They add s to uncountable nouns like cloth luggage… Instead of turn the light singaporean people say on the light/close the light
Indian and west indian english
Consonant sounds The consonant t and d : thin is pronounced ‘tin’ and this is pronounced ‘dis’ English first arrived in India in 1600s. it coexisted alongside the many indian languages like hindi, urdu, Bengali ecc. English spred in India through Christianity accepted as a language of government, social elite and national press. Some speakers often used progressive tense (I believe you>I am believing you or do you want kiss me? > do you wanting kissing with me?). Indian English vocabulary is full of coinages (restaurant>hotel or breakfast>tiffin). Indian accent has retroflexed trilled ‘r’. The R is stronger than normal English. V>W merging (who is this?> vho is this?) Indians in an interview say that in school everything is written in English so English is more important than Hindi so that 50% of the population speaks fluent English. English people make fun of indian accent but most of the people think their indian English is the correct one. Indian parents make they children learn English since they are young so that when they go to school they won’t feel ashamed and they feel like when they are educated to English they will have more opportunities to find a job. Indians are afraid Hindi will disappear but they have a lot of organization that focus on preserving Hindi.
Malasian English
“Can I tapao this?” Can I have this take-away? It derives from Cantonese speakers, but all in Malaysian understand it. “Why like that one?” It’s a word expression used when you’re upset.
Cosa penseresti se un insegnante indiana (o si qualche altra varietà) ti insegnasse l’inglese: an Indian teacher can in my opinion teach English if studied and has had experience in the field that gives her a linguistic mastery suitable for teaching true English Se internet ha condizionato l’inglese : the internet has conditioned English a lot, both in terms of diffusion and we can find it in slangh on social networks, it is now part of our daily lives. Differenza tra EFL e ELF : With EFL we mean countries that have English as their mother tongue such as UK, US, Canada, Australia and New Zealand, with ESL we mean all those countries that have English as their secondary language, such as Bangladesh, Nigeria, Singapore Se secondo noi quelli dell’Outer circle e Expanding circle hanno gli stessi diritti sull’inglese: Pidgins and creole: pidgins language developed by a mix the other languages it has no native speakers , it’s only contact language, the creole : pifìdgin that has become the friste language of nex generation speakers Decreolisation: Standart language:is the tem used for a variety of a language that is considered to be the nomi and is spoken by people in a position of power Language standartf: the language has some rules whitch together constitute the standard these are selection is the way in which ora variety rather the any other is closen. It has a praticol or economi curreny
Esercizi
2 sentence transformation
- (were)
- (good)
- (so) 5 sentece traform
- (Run)
- (get)
- (find) 7 sentencce transform 1.(were) 2.(as) 3.(will) Vocabuly-word formation 1.(EXCEPT, PERFORM) 2.(AGREE) 3.(OBEY,CHARGE) 1.(MARVEL) 2.(COVER) 3.(ECONOMY) 1.(THREAT) 2.(MANAGE) 3.(INTERFERE) 1.(SENSE) 2.(WILLING) 3.(FORGET) 1.(WEAK) 2.(REALIEVE) 3.(CONFIDENCE)
