As most of us (including me) are not RP speakers it is tempting to overstate the unpopularity and demise of our 'standard' accent of English. This news story, found in both the Telegraph and the Mirror is a useful balance. The TomTom research seems to support what Howard Giles found about attitudes to accents.
Sadly for West-Midlanders, it seems the Birmingham accent is still bottom of the popularity polls, though now joined by the Liverpool accent, also disliked by 20% of the 2,000 adults surveyed. A Yorkshire accent was considered the most reassuring while the Scottish brogue was seen as the sexiest - but the hardest to understand. The Geordie accent was voted the best overall, the most friendly and the most fun to listen to. A TomTom spokesman said that with people more mobile than ever because of work and education, as well as high levels of immigration, it is not uncommon to hear a variety of accents in any one area. This could mean some regional accents are no longer deemed as distinctive as they once were, while 'posh' accents are no longer just seen as upper class.
With varieties of accents increasingly a norm in many localities, will we find the old stereotypes no longer hold? And will RP - however adapted - make a significant comeback? Let's look out for the next generation equivalents of Lumley and Paxman.
Friday, December 3, 2010
Tuesday, November 23, 2010
Why use non-standard English?
This half term we have been studying
Use the textbook and your workbook to review and revise what we have covered. Then use your blog to explain your answers to the question ‘Why do people use non-standard English?’
Spend some time planning first so that you can write with confidence and build an argument. Introduce relevant researchers and explain what they have found. You can also find interesting examples that will connect with your readers. Aim to cover as many reasons (with evidence) as you can – and aim to make your points easy-to-read and clear for your non-specialist readers. You should find the articles from The London Evening Standard about Kerswill’s research and the links with social identity will help as well.
- the range of accent and dialect features found in British English
- recent changes in accents and dialects
- research about who uses non-standard (vernacular) forms
Use the textbook and your workbook to review and revise what we have covered. Then use your blog to explain your answers to the question ‘Why do people use non-standard English?’
Spend some time planning first so that you can write with confidence and build an argument. Introduce relevant researchers and explain what they have found. You can also find interesting examples that will connect with your readers. Aim to cover as many reasons (with evidence) as you can – and aim to make your points easy-to-read and clear for your non-specialist readers. You should find the articles from The London Evening Standard about Kerswill’s research and the links with social identity will help as well.
Friday, November 5, 2010
How was it for you?
Now that you have tried collecting some data for research, take a moment to reflect on your experience. Use your blog to 'tell the story' of your data collection and include advice for anyone attempting a similar task. Aim to make this conversational, witty and amusing - but also address the technical issues you have been learning about.
Monday, November 1, 2010
How do you say....
You may have heard about the British Library survey about the different ways people pronounce common words. If not, check out this BBC Magazine article and watch the piece that was shown on TV News.
The expectation is that the differences will be linked to age. What do you think? Do younger people pronounce words differently from older people?
This is a good example of a high-profile scientific survey. The researchers have a defined list of words they want to check and are asking people to read a passage from the children's book 'Mr Tickle'. How else could they have checked pronunciation? What information do you think they would want to record about the people who respond? Could you make a chart to complete to show responses of individuals?
The British Library survey is timed to publicise a new exhibition about the story of our English Language which starts later this month. The press and internet have found lots of angles on the story - well worth exploring! Try BBC News and the Guardian as a start. The Guardian has a video clip showing how much the Queen's pronunciation has changed since the beginning of her reign. The British Library webpage for the exhibition is disappointing as it's just a way in to booking.
Have a go at doing your own survey. Use the same words and investigate the different ways people pronounce them. Are they right about age being the significant variable, or are there other factors in play here?
The expectation is that the differences will be linked to age. What do you think? Do younger people pronounce words differently from older people?
This is a good example of a high-profile scientific survey. The researchers have a defined list of words they want to check and are asking people to read a passage from the children's book 'Mr Tickle'. How else could they have checked pronunciation? What information do you think they would want to record about the people who respond? Could you make a chart to complete to show responses of individuals?
The British Library survey is timed to publicise a new exhibition about the story of our English Language which starts later this month. The press and internet have found lots of angles on the story - well worth exploring! Try BBC News and the Guardian as a start. The Guardian has a video clip showing how much the Queen's pronunciation has changed since the beginning of her reign. The British Library webpage for the exhibition is disappointing as it's just a way in to booking.
Have a go at doing your own survey. Use the same words and investigate the different ways people pronounce them. Are they right about age being the significant variable, or are there other factors in play here?
Monday, October 11, 2010
Gender and equality
What if all workplaces had to be a third female? BBC Website 11 Oct 2010
Following on from reading your articles about diferences (or not) in the way men and women use language, I found this comment article interesting. It gives a bit more context to what some of you were saying about changing roles of women in the workplace - as do the related articles linked to it. It's also another good example of a 'reader-friendly' article style, with an opening to 'hook' the reader and a strong ending as well. Have a read and send me a comment.
Following on from reading your articles about diferences (or not) in the way men and women use language, I found this comment article interesting. It gives a bit more context to what some of you were saying about changing roles of women in the workplace - as do the related articles linked to it. It's also another good example of a 'reader-friendly' article style, with an opening to 'hook' the reader and a strong ending as well. Have a read and send me a comment.
Thursday, October 7, 2010
Language and anti-language
After the classwork on language variation linked to occupation or interest, use the British Library website to explore a 1673 dictionary of underworld slang, Head's 'Canting Academy' at the link below.
Like the language we disussed in class, these words were used to hide meanings from people outside the group, and were an important aspect of personal and group identity. Read the introduction and then explore two or three pages. Find some words we still use today - have the meanings changed or not? Are there any words we don't use that you think might be useful today? Can the term 'anti-language' fit here? How is this slang like Leet? Write a couple of paragraphs on your blog to explain your responses.
www.bl.uk/learning/langlit/dic/head/canting1673.html
Like the language we disussed in class, these words were used to hide meanings from people outside the group, and were an important aspect of personal and group identity. Read the introduction and then explore two or three pages. Find some words we still use today - have the meanings changed or not? Are there any words we don't use that you think might be useful today? Can the term 'anti-language' fit here? How is this slang like Leet? Write a couple of paragraphs on your blog to explain your responses.
www.bl.uk/learning/langlit/dic/head/canting1673.html
Friday, September 24, 2010
Planning your coursework article
The first coursework piece this term is a feature article that could appear in a broadsheet newsaper (ie in the 'opinion' section of the paper). Your topic is the debate that you have been studying about the perceived differences between the way men and women use language.
You can choose the focus or 'angle' for your article and can decide which aspects of research and theory are most relevant to your audience and to your argument. You may find imaginative ways to bring the theory to life and ways to make the researchers more memorable for your readers. The piece is assessed on three counts -
Use your blog to tell me which aspects of the debate you find interesting and suggest an angle or 'way in' for your article - how can you relate what you have been learning to the real world of autumn 2010?
You can choose the focus or 'angle' for your article and can decide which aspects of research and theory are most relevant to your audience and to your argument. You may find imaginative ways to bring the theory to life and ways to make the researchers more memorable for your readers. The piece is assessed on three counts -
- general interest and entertainment value
- academic content (made appropriate for your readers)
- personal style including technical accuracy
Use your blog to tell me which aspects of the debate you find interesting and suggest an angle or 'way in' for your article - how can you relate what you have been learning to the real world of autumn 2010?
Monday, September 20, 2010
The Macmillan Dictionary blog
I enjoy dipping into this blogsite from time to time. It's full of current debates about English language , quirky stories and examples of odd uses (or misuses) of English. It's a treasure-trove of examples that will show your wider reading and a general interest in the subject. Let me know about an item you've found interesting! Use the Macmillan Dictionary link on this page and then, to keep things simple, just follow the 'Live English' link - these stories and examples will connect more closely with our current work on the way English useage varies with people, context and locality. 'Love English' can be explored later when we are looking for examples of recent language change and also historic background of words.
Monday, September 13, 2010
Inappropriate language
Welcome back to a new term!
Before we delve into details of social variations in English, there’s time to consider a topic which crosses all sorts of social groups. Ideas about what is appropriate and not appropriate language for context are regularly being debated. Last June, Ofcom published a report of its survey into public attitudes to swearing on television. Press responses ranged from ‘public relaxed about swearing’ (The Guardian) to outrage at the misrepresentative research methods (Daily Mail). As we start a new school year, it's worth remembering that the issue of acceptable language inside schools requires definite decisions from head teachers and managers. Some schools opt for ‘zero tolerance’, not just policing language in the classroom but also in the corridors and playground.
The question, of course, raises many linguistic issues. Dominant groups and social norms are important here. Public and private uses of language also matter. And of course, the idea that language is an aspect of identity, whether of an individual or a group. Is swearing in school an expression of personal freedom, or is it a rejection of social conventions and a deliberate choice to offend others? In school contexts, is it a part of ‘not knowing better’ that a good education can remedy?
Use the suggested reading to help you think through what matters and what you think about a ‘zero tolerance’ approach. Then explain your findings and argue your opinions in a clear and interesting way. Make sure you include some academic material (see the David Crystal extract ) as well as researched opinions and your own ideas.
Before we delve into details of social variations in English, there’s time to consider a topic which crosses all sorts of social groups. Ideas about what is appropriate and not appropriate language for context are regularly being debated. Last June, Ofcom published a report of its survey into public attitudes to swearing on television. Press responses ranged from ‘public relaxed about swearing’ (The Guardian) to outrage at the misrepresentative research methods (Daily Mail). As we start a new school year, it's worth remembering that the issue of acceptable language inside schools requires definite decisions from head teachers and managers. Some schools opt for ‘zero tolerance’, not just policing language in the classroom but also in the corridors and playground.
The question, of course, raises many linguistic issues. Dominant groups and social norms are important here. Public and private uses of language also matter. And of course, the idea that language is an aspect of identity, whether of an individual or a group. Is swearing in school an expression of personal freedom, or is it a rejection of social conventions and a deliberate choice to offend others? In school contexts, is it a part of ‘not knowing better’ that a good education can remedy?
Use the suggested reading to help you think through what matters and what you think about a ‘zero tolerance’ approach. Then explain your findings and argue your opinions in a clear and interesting way. Make sure you include some academic material (see the David Crystal extract ) as well as researched opinions and your own ideas.
Thursday, July 8, 2010
An Academy for English?
A story in the media on 7 June said how the Queen's English Society wanted an Academy to 'protect English'. Use the Times article http://www.timesonline.co.uk/tol/news/uk/education/article7145147.ece as a starting point to investigate why people are concerned, then write your comment to add to this debate.
You can look at the story of the Academy in France and also explore previous discussions about change in language - for example you can see Dr Johnson's opinions at http://www.bl.uk/learning/images/texts/dict/transcript1387.html
You could discuss examples of words and phrases that annoy people - do they actually damage our language? See what David Crystal says about texting. Does this make him a Descriptivist or Prescriptivist?
Use what you have learned about article style to write about the debate and your opinions.
You can look at the story of the Academy in France and also explore previous discussions about change in language - for example you can see Dr Johnson's opinions at http://www.bl.uk/learning/images/texts/dict/transcript1387.html
You could discuss examples of words and phrases that annoy people - do they actually damage our language? See what David Crystal says about texting. Does this make him a Descriptivist or Prescriptivist?
Use what you have learned about article style to write about the debate and your opinions.
Wednesday, July 7, 2010
Debates about our language
Welcome to English Language A2!
Through the year, you'll discover lots of people have strong opinions about English, how it's used in different contexts and how it changes.
You will be able to add your comments and ideas to the debates in your blogs, and also give links to relevant articles and websites. I will share sites I'm finding useful for our topics, including any items that may come up in the news.
Through the year, you'll discover lots of people have strong opinions about English, how it's used in different contexts and how it changes.
You will be able to add your comments and ideas to the debates in your blogs, and also give links to relevant articles and websites. I will share sites I'm finding useful for our topics, including any items that may come up in the news.
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