Creativity and Innovations are related to Linguistics wile we're tackling with language analysis. Free Access: https://dollarupload.com/dl/4e545c1

1. TOPIC:
Creativity and innovations

2. Introduction:
Huckleberry Finn suggests that Mark Twain's was very aware of the
difference between his characters in terms
of their social relationships, educational levels, etc., and had a deep
desire to use them with their speakers.
Lafcadio Hearn (d. 1904) referred to in biographical citations as an
American-Japanese author who was born in Greece and used
English to translate Japanese
references and communication features of his time.

3. The debate over monolingual and monomodal
versus multilingual and proportional interpretations and values is a
matter of ongoing debate.
Which English models are more or less consciously followed and
developed by English users?
Apparently, many authors claim that they do not follow the Western,
inner circle model and have been 'successful' in their work.


4. Example:
For example, the following is a conversation between him and the
person who broadcasts it in a rickshaw (Hearn, 1925: 103):
O Kurumaya! the throat of Selfishness is dry; water desirable is.”
He, still running, answered:
“The Village of the Long Beach inside of not far a great gush-water
is. There pure august water will be given.”
I cried again:
“O Kurumaya!those little birds as-for, why this way always facing?”
He, running still more swiftly, responded:“All birds wind-to facing
sit.”

5. Hearn never studied Japanese (Ritchie, 1997: 15) 6),
although he lived in Japan from 1890 until his death in 1904
and married a Japanese man (pp. 269-70). As it turns
out, his efforts to show Japanese conversation and context in
English give his Japanese characters a clearly non-British, non-
American flavor.
The linguistic creativity of bilingual writers, as opposed to a
monolingual-centered idea of an ‘imperfect’ knowledge
of English, is manifested in the use of English internationally.

6. Background:
The discussion of bilinguals’ creativity and contact literatures begins
in B.Kachru (1986b)With an overview and critique of
the concepts of "centers" of a linguistic nature, which were
standards, sometimes explicit and sometimes implicit, for describing
linguistic types and the literature written on them.
The main theme associated with English language centers is the "ideal
speaker and listener" to describe the language of the "speech
community”.

7. The concept of "community" acquires a very homogeneous
connotation, since the notion of "ideal" is easily interpreted as the
representation of "a variety".
The problem is that, as many studies and interpretations have
shown, homosexuality and the collective social context are
not universally common or only apply to very limited contexts.

8. Kachroo states that any variety that we
can identify and tag, has implications and standards.
 The Inner Circle, the English-speaking world, has long recognized two
major "centers" that provide criteria for themselves and other regions:
the United States and England.
The debate over monolingual and monomodal versus multilingual and
proportional interpretations and values is a matter of ongoing debate.
Apparently, many authors claim that they do not follow the Western, inner
circle model and have been 'successful' in their work.

9. Contact literatures:
The "national identity and linguistic character" of "contact literature"
has been demonstrated in several ways (p. 162). The "connection" is
between asymmetric media in English and new
cultural characteristics, types of discourse, etc., that they are known to
represent.
At the lexical and morphological levels, functions and forms of
elements may change (see examples also in Chapter 14):
 Your behavior tantamount to insubordination.
 It doesn’t worth the price.

10. In these instances, the lexical categories of
tantamount and worth have been extended to include their functions
as verbs
Governed complement forms may be different from those in Inner-
Circle Englishes, as in:
They insisted to go in spite of my advice.
 And expressions and idioms may arise which are not familiar to
users of other Englishes:
Give me chance/way (‘let me pass’, ‘excuse me’)

11. Tripathi (1990) gives similar examples from Zambia: the
word boy is usedamong girls with the meaning ‘friend’. Sentence-
fronting and repetition areused for topicalization:A lie he told if that
he told.
According to Simo Bobda (1994), the situation in Cameroon
is further complicated by the addition of another Western language to
the linguistic context. The influence of French can
change the meaning and function of English words in Cameroon. B.
Call subpoenas, give public demonstrations,and support
attendance at ceremonies.

12. As for the idea of the monocultural foundations of inner
circle literature, a wide range of writers who do not belong to the
"Hellenic-Roman origin" lineage received audience and recognition.
 In the United States, for example, American authors such as Leslie
Marmon Silko and William Least Moon wrote in English, however,
because of their experience and cultural backgrounds, as well
as African American authors suchas Maya Angelou, James Baldwin,
Langston Hughes, and many others who used to do so due to
widespread ethnic / racial prejudices were considered outside the
canon


13. Multilinguals’ language use:
 multilingual people’s have many expressive resources with which
to present complex situational contexts.
One of the pre-existing resources available to such users is the skill
and relentlessness of mixing and switching, as well as the adoption
of stylistic and contrasting strategies from a full range of verbal and
cultural funds.

14. Texts are networked - given their regional, national and local roles -
through the appeal of this style and strategy in the specificcontext
of each 'situation' (Appeal. 164). This feature is both formal
and traditional,and depending on how linguistic experiences view it,
the text can be viewed as "limited" or "expanded."
In these senses, the text is ‘extended’, and, by the acceptance of
such creativity intothe world-wide circle of ‘English’, the concept of
world Englishes is further extended.

15. Any text must bring into account its context of setting — place, time
and participants. Cohesive devices are also nativizing characteristics
of texts, having to do with lexical choices and grammar.
There are various features of that mark it and its represented
situation as being from outside the monolingual Inner Circle of
English.
Rhetorical strategies are a salient feature of text-nativization,
including the use of contextually appropriate figures of speech.

16. The direct reflection of ‘rhetorical devices for contextualizing and
authenticating speech interaction’ (B. Kachru, 1986b: 167) help in
nativizationof a text.
Other devices include discourse markers, items that have no
independent meaning but that signal solidarity with interlocutors and
are therefore polite. One example is the eh particle in Australian and
New Zealand English.
Third, ‘trans creating proverbs and other idioms’ (more than
just ‘translating’ them) sets the text in its cultural framework

17. Fourth, ‘culturally dependent speech styles’ (p. 167) are utilized, to
set narrative and conversation in a particular cultural context and to
depict that context authentically and convincingly to the reader.
This notation of texts in the outer circle has a broader look at the
'inherently collaborative features of different English'.B. Kachru (1986b)
y. Kachru (1983) and Panharipande (1983) cite studies,respectively, of
Indian language texts that exhibit ‘spiral’ or ‘circular’ structures that have
a ‘tolerance limit’. … Transmissions added various links to the discourse
paragraph in the spiral structure of the graph (p. 168).

18. Three-tier Western, Aristotelian cialism, consists of a major five-
stage system (refer to Basham, 1954) as its Indo-cultural counterpart,
with a major premise, minor basis and conclusion: proposition,
reason, example, application and conclusion.
A classic example is quoted from Basham (1954: 501–12):
1.There is fire on the mountain [proposition = Western conclusion ]
2.because there is smoke above it, [reason = Western minor premise]

19. Reading contact literatures:
B. Kachru argues, there are two sets of criteria which broadly encompass
the adjustments one must make in order to read unfamiliar types of
text in rewarding ways.
The literatures that reflect regional and national identities are ‘specific
and context- bound in bringing identifying features to bear.
Because the nationally identifiable literatures have their
particular characters, they ‘are excellent resources for culture
learning through literature’, if readers take on theresponsibility of
acquiring the necessary ‘appropriate
interpretive methodology and framework

20. Conclusion
The sense of this subtitle expresses just the proper frame of mind for
addressing differences across varieties of any language. If language is
regarded as something to be learned and replicated from speaker to
speaker, then all deviations are mistakes; the only possible stance on
‘correctness’ is that there are no standards across individuals which
can be rationally defended, since it is patently obvious that no two
people speaking exactly the same ways.

21. If, on the other hand, each individual user’s mind creates language,
then the variation across speakers is accounted for in a reasonable
way, and the successful functioning of language in a society in spite
of the individual, regional and national differences is observable, and
therefore not very troubling.

22. Researchers from the English world argue that the diaspora's view of
the spread of theEnglish language and the recognition of its
subsequent dynamic self-sorting into three circles provide a
framework within which English across the world can be
analyzedand used in its own terms - comparable to other English
languages when it may be. itis useful to do so informatively, but
never judging on merit.

23.  As Pakistani author Bapsi Sidhwa put it, “Its useful language, which
is also rich in literature, is no longer a British monopoly. The
occupied conquered the tongue, hit it on the head and made it their
own! Let the English get angry and angry.