This presentation is primarily based from the book of Yule.

1. De La Salle University

4. /ˈsε.krɪ.tə.rɪ/,
/ˈsε.krɪ.tə.ri/,
/ˈsε.krɪ.trɪ/,

5. What is variation in language?
Who are the people who use one
pronunciation other than another?
What are the situations which they
choose one pronunciation rather
than another?

6. How does our way of speaking
(variation) reflect our social
identity?
How do people respond/react to
these variations in language?

7. Speech and Society
 The way you talk (pronunciation, word choice,
grammar) says something about your social identity.
 There are strong social beliefs and attitudes
associated with certain ways of speaking.
 These attitudes are social norms, not objective facts
about language itself.

8. Dialects: Varieties of language
characteristics of groups of speakers
Geographicallydefined groups: regional dialects
Groups defined by social factors: social dialects
(sociolects)
- socio-economic class
- ethnicity
- gender
- age
- sexual orientation

9. Idiolects: Varieties of Language within
a single speaker
Linguistic repertoire: varieties of language an individual has
command of
- languages
-dialects of the same language
- styles and registers

10. Style: language variety specific to a situation/
context
- Changes in a situational context lead to “style-
shifting” (pronunciation, grammar
-There are no single-type speakers.
Idiolects: Varieties of Language within
a single speaker

11. Things that vary by style:
People “style-shift” by adjusting their:
Pronunciation
full vs. contracted forms (He would have – He’d ‘a)
runnin‘ vs. running (using [-in] or [-iŋ]
Word-choice
Polite vs. rude; formal vs. informal
Grammar
Sentence length and complexity

12. MYTH OR FACT?

13. Myth or Fact?
Some speakers have accents while others do not.

14. Reality:
While others may have more subtle or
less noticeable accents, still, every language-
user speaks with an accent.

15. Myth or Fact?
Dialects, like all human language systems, are
systematic and regular.

16. Myth or Fact?
A dialect is what someone else speaks.

17. Reality:
Everyone who speaks a language speaks a
dialect of the language

18. Myth or Fact?
Dialects are spoken by socially disfavored
groups.

19. Reality:
There are socially favored as well as socially
disfavored dialects.

20. Myth or Fact?
Dialects reflect failure to speak correctly.

21. Reality:
Dialects are acquired by adopting the speech
features of other speakers, not by failing to
adopt standard language features.

22. Myth or Fact?
The social value of dialects is derived from the
social evaluation of its speakers.

23. Myth or Fact?
Dialects are deviations from the standard, which
represents the correct form of a language.

24. Reality:
The standard is also a dialect, but one that
happened to be chosen as the standard by
historical accident.

25. STANDARD LANGUAGE
This is actually an idealized variety, but exists
for most people as the version that is accepted
as the official language of their community or
country.

26. STANDARD LANGUAGE
What is meant by “Standard”
Language?

27. STANDARD LANGUAGE
It is the version we believe is found in printed
English in newspapers and books, is widely used in
the mass media and is taught in most schools.
It is the variety we normally try to teach to those
who want to learn English as a second or foreign
language.

28. STANDARD LANGUAGE
It is clearly associated with education and
broadcasting in public contexts and is more
easily described in terms of the written
language than the spoken language.

29. ACCENT AND DIALECT
It is a myth that some speakers have
accents while others do not. We might feel
that some speakers have very distinct or
easily recognized types of accent while
others may have more subtle or less
noticeable accents, but every language-
user speaks with an accent.

30. ACCENT AND DIALECT

31. ACCENT AND DIALECT
The term ‘accent’ is restricted
to the description of aspects
of pronunciation that
identify where an individual
speaker is from, regionally or
socially.
The term dialect is used to
describe features of
grammar and vocabulary as
well as aspects of
pronunciation.

32. Accent and Dialect
A: How long are youse here.
B:Till after Easter.
(Speaker A looks puzzled.)
puzzled.)
C: We came on Sunday.
A: Ah.Youse’re here a while
then.

33. Dialectology
It is the study of dialects to distinguish
between two different dialects of the same language
(whose speakers can usually understand each other)
and two different languages (whose speakers can’t
usually understand each other).

34. DIALECTOLOGY

35. Dialectology
Each different dialect, like each language, is
equally worthy of analysis. It is important to
recognize, from a linguistic point of view, that none
of the varieties of a language is inherently ‘better’
than any other.

36. It is the scientific study of linguistic dialect, a sub-
field of sociolinguistics. It studies variations in
language based primarily on geographic distribution
and their associated features. Dialectology treats
such topics as divergence of two local dialects from
a common ancestor and synchronic variation.
DIALECTOLOGY

37. How does dialectology
helps linguists in their
perspective of
language?

38. Each different dialect, like each
language, is equally worthy of analysis.
None of the varieties of a language is
inherently “better than any other. They
are simply different.

39. Regional Dialects
Going beyond stereotypes, those involved in
the serious investigation of regional dialects
have devoted a lot of survey research to the
identification of consistent features of speech
found in one geographical area compared to
another.

40. REGIONAL DIALECTS

41. Regional Dialects
The informants in the major dialect surveys of
the twentieth century tended to be NORMS or
“non-mobile, older, rural, male speakers.” Such
speakers were selected because it was believed
that they were less likely to have influences
from outside the region in their speech.

42. Who are NORMS?
Why are they selected in the field of
dialectology?
What are the challenges in adapting
this method of survey research?

43. Non-mobile, Older, Rural, Male
Speakers (NORMS)
Traditional dialectal surveys aimed to determine the core
features of a given dialect, which is the indigenous
language of a community, acquired in childhood and used
regularly by adults.
They are often selected as informants, since they tend to
provide the most reliable source of conservative speech
forms. It is a relatively straightforward task to examine the
dialect of a community if there is a stable population and
relatively little contact with the outside world.

44. The 20th century has witnessed unprecedented levels of
population movements, with a concomitant increase in
contact between disparate languages and cultures, along
with a dramatic increase in the power of communication
systems. As a result, many of the dialects associated with
isolated rural communities in the 19th century are now
dying out. Nowadays, therefore, dialectal surveys often
take on the nature of a taxonomic exercise, designed to
record language varieties which are in imminent danger of
extinction.

45. ISOGLOSSES
AND
DIALECTAL
BOUNDARIES

47. Isoglosses and Dialect Boundaries
This line is called an
isogloss and
represents a
boundary between
the areas with
regard to that one
particular linguistic
item.

48. Isoglosses and Dialect Boundaries
If a very similar distribution is found
for another two items, such as a
preference for pail to the north and
bucket to the south, then another
isogloss, probably overlapping the
first, can be drawn on the map. When
a number of isoglosses come
together in this way, a more solid
line, indicating a dialect boundary,
can be drawn.

49. Using this dialect boundary
information, we find that in
the Upper Midwest of the
USA there is a Northern
dialect area that includes
Minnesota, North Dakota,
most of South Dakota and
Northern Iowa.
Isoglosses and Dialect Boundaries

50. (“taught”) (“roof”) (“creek”) (“greasy”)
Northern: [ɔ][ʊ][ɪ][s]
Midland: [ɑ] [u] [i] [z]
Northern: paper bag pail kerosene slippery get
sick
Midland: paper sack bucket coal oil slick take
sick

51. Are isoglosses and dialect boundaries
fixed?

52. THE DIALECT CONTINUUM

53. How does this represent a continuum?

54. The Dialect Continuum
Speakers who move back and forth across
this border area, using different varieties with
some ease, may be described as bidialectal (i.e.
“speaking two dialects”).Most of us grow up with
some form of bidialectalism, speaking one
dialect “in the street” among family and friends,
and having to learn another dialect “in school.

55. Bilingualism and diglossia
In many countries, regional variation is not
simply a matter of two (or more) dialects of a single
language, but can involve two (or more) quite
distinct and different languages. Canada, for
example, is an officially bilingual country, with both
French and English as official languages.

57. BILINGUALISM
AND
DIGLOSSIA

58. Bilingualism and diglossia
In this form of bilingualism, a member of a
minority group grows up in one linguistic community,
mainly speaking one language (e.g.Welsh in Britain or
Spanish in the United States), but learns another
language (e.g. English) in order to take part in the
larger dominant linguistic community.

59. What is
LANGUAGE PLANNING?

60. Language planning is a deliberate effort to
influence the function, structure, or acquisition
or language variety within a speech community. It is often
associated with government planning, but is also used by
variety of non-governmental organizations, such as grass-
roots organizations and even individuals. Goals of such
planning vary; better communication through assimilation
of a single dominant language brings economic benefits
also facilitates political domination of minorities.

61. Language Planning
monolingual: having, or being able to use, only one
language, in contrast to bilingual
For many of those residents who are only capable
speaking one language (English), the United States
would indeed seem to be a monolingual country.

62. Language Planning
The process of “selection” (choosing an official
language) is followed by “codification,” in which
basic grammars, dictionaries and written models are
used to establish the standard variety.

63. Language Planning
The process of “elaboration” follows, with the
standard variety being developed for use in all
aspects of social life and the appearance of a body of
literary work written in the standard.

64. Language Planning
The process of “implementation” is largely a matter
of government attempts to encourage use of the
standard, and “acceptance” is the final stage when a
substantial majority of the population have come to
use the standard and to think of it as the national
language, playing a part in not only social, but also
national identity.

65. What do you know about “Language Wars” in
the Philippines?
Tagalog, Pilipino and Filipino

66. PIDGINS AND CREOLES

67. Pidgins and Creoles
A pidgin is a variety of a language that
developed for some practical purpose, such as
trading, among groups of people who had a lot
of contact, but who did not know each other’s
languages. As such, it would have no native
speakers.

68. Pidgins and Creoles
A pidgin is described as an “English pidgin” if
English is the lexifier language, that is, the main source
of words in the pidgin. It doesn’t mean that those words
will have the same pronunciation or meaning as in the
source. For example, the word gras has its origins in the
English word “grass,” but in Tok Pisin it also came to be
used for “hair.” It is part of mausgras (“moustache”) and
gras bilong fes (“beard”).

69. Pidgins and Creoles
When a pidgin develops beyond its role as a trade or
contact language and becomes the first language of a
social community, it is described as a creole.
A creole initially develops as the first language of
children growing up in a pidgin-using community and
becomes more complex as it serves more
communicative purposes.

70. Pidgins and Creoles
The separate vocabulary elements of a pidgin can
become grammatical elements in a creole. The
form baimbai yu go (“by and by you go”) in early
Tok Pisin gradually shortened to bai yu go, and
finally to yu bigo, with a grammatical structure not
unlike that of its English translation equivalent,
“you will go.”

72. The Post-Creole Continuum
In many contemporary situations where creoles evolved, there is usually
evidence of another process at work. Just as there was development from a
pidgin to a creole, known as creolization, there is now often a retreat from
the use of the creole by those who have greater contact with a standard
variety of the language.
Where education and greater social prestige are associated with a “higher”
variety (e.g. British English in Jamaica), a number of speakers will tend to
use fewer creole forms and structures.This process, known as
decreolization.

73. Conyospeak: Filipino Pidgin
Classic examples of conyo talks are the following:
"Let's make tusok-tusok the fish balls." (Let's pierce the fish
balls with bamboo sticks.)
"I'm so init na; make paypay me naman o." (I'm so hot;
please fan me now.)
"You make hintay here while I make sundo my kaibigan."
(You wait here while I fetch my friend.)

74. Ten Conyomandments*
by Gerry Avelino and Arik Abu
The LaSallian's “Menagerie” section (~ 2009)
Conyo here, conyo there, conyo everywhere! Here at La
Salle, Conyospeak has become an unofficial language as a
good chunk of the student body knows, or maybe even
mastered the socialite tongue. However, one must never
forget the basics of the Conyo and we thusly bring you:The
Ten Conyomandments.

75. 1. Thou shall make gamit “make+pandiwa.”
ex. “Let’s make pasok na to our class!”
“Wait lang! I’m making kain pa!”
“Come on na, we can’t make hintay anymore! It’s in Andrew pa, you
know?”
2. Thou shall make kalat “noh”, “diba” and “eh” in your
pangungusap.
ex. “I don’t like to make lakad in the baha nga, no? Eh diba it’s like,
so eew, diba?”
“What ba: stop nga being maarte noh?”
“Eh as if you want naman also, diba?”

76. 3. When making describe a whatever, always say “It’s SO
pang-uri!”
ex. “It’s so malaki, you know, and so mainit!”
“I know right? So sarap nga, eh!”
“You’re making me inggit naman.. I’ll make bili nga my own
burger.”
4. When you are lalaki, make parang punctuation “dude”,
‘tsong” or “pare”
ex. “Dude, ENGANAL is so hirap, pare.”
“I know, tsong, I got bagsak nga in quiz one, eh.”

77. 5. Thou shall know you know? I know right!
ex. “My bag is so bigat today, you know.”
“I know, right! We have to make dala pa kasi the jumbo
Physics book eh!”
6. Make gawa the plural of pangngalans like in English or
Spanish.
ex. “I have so many tigyawats, oh!”

78. 7. Like, when you can make kaya, always use like. Like, I
know right?
ex. “Like, it’s so init naman!”
“Yah! The aircon, it’s, like sira!”
8. Make yourself feel so galing by translating the last word of
your sentence, you know, your pangungusap?
ex. “Kakainis naman in the LRT! How plenty tao, you know,
people?”
“It’s so tight nga there, eh, you know, masikip?”

79. 9. Make gamit of plenty abbreviations, you know, daglat?”
ex. “Like, OMG! It’s like traffic sa LRT”
“I know right? It’s so kaka!”
“Kaka?”
“Kakaasar!”
10. Make gamit the pinakamaarte voice and pronunciation
you have para full effect!
ex. “I’m, like, making aral at the Arrhneo!”
“Me naman, I’m from Lazzahl!

80. "What If Conyo Lahat the People Here in 'Pinas?"
by Israel Lumanglang
Magnanakaw: Holdap, make bigay all your thingies!
Don’t make galaw or I will make tusok you!
Magnanakaw 2: Make suko, we made you napaligiran!
Impeachment trial: You are so asar! I’m galit na to you.
Raliyista: Let’s make baka, don’t be takot! Don’t be
sossy, join the rally!
Newscaster: Oh my gosh, I have hot balita to everyone!

81. Pasahero: Sir, payment!
Pasahero 2: Manong, faster please! I’m nagmama-hurry!
Customer: Pa-buy ng water, yung naka-sachet! (ice tubig)
Karpintero: Can I hammer na the pukpok?
Pornstar: Ay grabe so cold naman here! Standing ovation na
my boobs!
Pari: You’re so bad, see ka ni God!
"What If Conyo Lahat the People Here in 'Pinas?"

82. Tsismosa 1: I was like this, he was like all that, and I was
like, what’s your problem?
Tsismosa 2: OMG that is, like, sooo sad!
Magtataho: Taho! Make bili na while it’s init, I’ll make it
with extra sago!
Bumibili ng taho: Is it sarap? Pwede pa-have?
Pulubi: Knock knock, pa-beg!
Janitor: Eeeek! Kill the ipis, please don’t step on it ha. I
don’t like to feel the sound!
"What If Conyo Lahat the People Here in 'Pinas?"

83. Chavacano: The Case of Philippine Creole
Chavacano (also Chabacano) is a Spanish-based creole language and the name of
six dialects of Spanish evolved words turned into a creole language spoken in the
Philippines. The name of the language stems from the Spanish word Chabacano
means "tasteless", "common", or "vulgar".[1]
Dialects of Chavacano are spoken in Cavite City and Ternate (both in Luzon);
Zamboanga, Cotabato and Davao (in Mindanao), Isabela City and other part of
Province of Basilan and other places. According to a 2007 census, there are
speakers excluding outside the Philippines. It is the major language of Zamboanga
City. Chavacano is also spoken in Cavite City and in parts of Ternate, Cavite and
Malaysia nearest to the Philippines, and even in Brunei and Latin America,
recent migrations.

84. The Post-Creole Continuum
This range of varieties, evolving after (= “post”) the creole has come
into existence, is called the post-creole continuum.
So, in Jamaica, one speaker may say a fi mi buk dat, using the basic
creole variety, another may put it as iz mi buk, using a variety with
fewer creole features, and yet another may choose it’s my book,
using a variety with only some pronunciation features of the creole,
or a “creole accent.”
We would predict that these differences would be tied very much to
social values and social identity.

86. “To speak a language is to take
on a world, a culture.”
― Frantz Fanon