The document discusses language standardization, including how and why languages become standardized. It notes that standardization is a prescriptive process that develops a standard variety of a language. Languages typically become standardized through resources like dictionaries, grammars, pronunciation guides from linguistic institutions, constitutional status as an official language, use in public domains like courts and schools, literary works, and popularity/acceptance in the community. Establishing a standard variety aims to promote national cohesion. The standard variety often reflects the language of higher socioeconomic groups. Examples are given of standardization processes and debates in countries like Brazil, Angola, Mozambique, and Cape Verde. Related scientific papers and books on topics like the politics of standardization and its
Diglossia refers to a stable language situation where two varieties of the same language are used by a language community. The high variety (H) has prestige and is used for formal, written communication while the low variety (L) lacks prestige and is used for informal, spoken communication. Some key aspects of diglossia include the high variety having prestige, a literary heritage, acquisition through formal education, standardization, a simpler grammar in the low variety, differing lexicons between the varieties, and the high variety having a divergent sound system from the low variety.
This document discusses language variation and the different types of language varieties. It defines varieties as forms of language that differ in pronunciation, vocabulary, or grammar between regions, social classes, or functions. The key varieties discussed are standard language, dialects, registers, pidgins, creoles, classical languages, and lingua francas. Standard language is used widely for official purposes, while dialects vary regionally or among social groups. Registers differ based on social or occupational context. Pidgins emerge for communication between groups with no shared language, and creoles develop when pidgins are passed to children as a native language.
The document discusses the global use of English and the need to teach English as a world language rather than focusing only on British or American standards. It outlines three categories of English usage - inner circle countries where English is a primary language, outer circle countries that were former colonies, and expanding circle countries where English is used internationally. The document argues that English teachers should expose students to multiple varieties of English used globally to better prepare them for intercultural communication in an increasingly interconnected world.
The document discusses different views on language change, including seeing change as decay, progress, or a neutral process. It outlines the long tradition of lamenting language change, particularly among 18th century writers who admired Latin and saw English as declining as it lost inflections. Even in the 20th century, complaints continued about declining standards of speech and the growing unintelligibility of English. The document also contrasts prescriptive approaches focused on correctness and rules with descriptive approaches that study how language is actually used.
This document provides an overview of language planning. It defines language planning as efforts to influence and modify a language's structure and function. It discusses key aspects of language planning including its goals, processes, types (status and corpus planning), ideologies, and issues. The summary focuses on language planning's aim to alter a language's role and how it is implemented through selection, codification, elaboration, and acceptance of a standardized variety.
This document discusses the concept of diglossia, which refers to a situation where two varieties of the same language exist side by side within a speech community. It introduces diglossia and defines it as a stable language situation where a community uses a primary dialect as well as a divergent, codified superposed variety used for formal purposes like education, writing, and official spoken contexts. It then discusses different aspects of diglossia, including the functions of high vs low varieties, prestige and acquisition of the varieties, standardization efforts, differences in grammar, lexicon, and phonology between varieties. The document concludes that in diglossia, no one speaks the high variety as a mother tongue.
This document discusses several key linguistic concepts:
1) Internal variation refers to different ways of expressing the same meaning within a language like "lorry-truck" or "underground-subway".
2) A dialect is a variety of a language spoken by a group that has systematic differences in structure or vocabulary compared to other varieties.
3) An idiolect is the unique variety of language used by an individual based on their personal vocabulary, grammar, and pronunciations.
This document discusses the history and relationships between sociolinguistics and other related disciplines. It outlines that sociolinguistics emerged from the work of scholars like William Labov, Basil Bernstein, Dell Hymes, John Gumperz, Charles Ferguson, and Joshua Fishman in the 1960s-1970s. It also describes how sociolinguistics is linked to linguistics, sociology, pragmatics, and anthropology by examining the social influences on language use.
Diglossia refers to a stable language situation where two varieties of the same language are used by a language community. The high variety (H) has prestige and is used for formal, written communication while the low variety (L) lacks prestige and is used for informal, spoken communication. Some key aspects of diglossia include the high variety having prestige, a literary heritage, acquisition through formal education, standardization, a simpler grammar in the low variety, differing lexicons between the varieties, and the high variety having a divergent sound system from the low variety.
This document discusses language variation and the different types of language varieties. It defines varieties as forms of language that differ in pronunciation, vocabulary, or grammar between regions, social classes, or functions. The key varieties discussed are standard language, dialects, registers, pidgins, creoles, classical languages, and lingua francas. Standard language is used widely for official purposes, while dialects vary regionally or among social groups. Registers differ based on social or occupational context. Pidgins emerge for communication between groups with no shared language, and creoles develop when pidgins are passed to children as a native language.
The document discusses the global use of English and the need to teach English as a world language rather than focusing only on British or American standards. It outlines three categories of English usage - inner circle countries where English is a primary language, outer circle countries that were former colonies, and expanding circle countries where English is used internationally. The document argues that English teachers should expose students to multiple varieties of English used globally to better prepare them for intercultural communication in an increasingly interconnected world.
The document discusses different views on language change, including seeing change as decay, progress, or a neutral process. It outlines the long tradition of lamenting language change, particularly among 18th century writers who admired Latin and saw English as declining as it lost inflections. Even in the 20th century, complaints continued about declining standards of speech and the growing unintelligibility of English. The document also contrasts prescriptive approaches focused on correctness and rules with descriptive approaches that study how language is actually used.
This document provides an overview of language planning. It defines language planning as efforts to influence and modify a language's structure and function. It discusses key aspects of language planning including its goals, processes, types (status and corpus planning), ideologies, and issues. The summary focuses on language planning's aim to alter a language's role and how it is implemented through selection, codification, elaboration, and acceptance of a standardized variety.
This document discusses the concept of diglossia, which refers to a situation where two varieties of the same language exist side by side within a speech community. It introduces diglossia and defines it as a stable language situation where a community uses a primary dialect as well as a divergent, codified superposed variety used for formal purposes like education, writing, and official spoken contexts. It then discusses different aspects of diglossia, including the functions of high vs low varieties, prestige and acquisition of the varieties, standardization efforts, differences in grammar, lexicon, and phonology between varieties. The document concludes that in diglossia, no one speaks the high variety as a mother tongue.
This document discusses several key linguistic concepts:
1) Internal variation refers to different ways of expressing the same meaning within a language like "lorry-truck" or "underground-subway".
2) A dialect is a variety of a language spoken by a group that has systematic differences in structure or vocabulary compared to other varieties.
3) An idiolect is the unique variety of language used by an individual based on their personal vocabulary, grammar, and pronunciations.
This document discusses the history and relationships between sociolinguistics and other related disciplines. It outlines that sociolinguistics emerged from the work of scholars like William Labov, Basil Bernstein, Dell Hymes, John Gumperz, Charles Ferguson, and Joshua Fishman in the 1960s-1970s. It also describes how sociolinguistics is linked to linguistics, sociology, pragmatics, and anthropology by examining the social influences on language use.
SOCIOLINGUISTICS:Language Maintenance, Shift and DeathJholy Quintan
This document discusses several topics related to language contact, borrowing, maintenance, shift, and death. It defines key terms like borrowing, language maintenance, and language shift. It also identifies several factors that can influence language shift, such as demographic, attitude/value, economic, social/political factors. Finally, it discusses different types of language death like gradual, sudden, radical, and bottom-to-top death and identifies several causes of rapid language loss and endangerment on a global scale, including natural/environmental causes, political/military causes, social causes, language policy causes, cultural/religious causes, and linguistic causes.
This document provides an overview of pidgins and creoles. It defines pidgins as contact languages that arise between distinct linguistic groups for communication, featuring reduced grammar and vocabulary. Creoles develop from pidgins when a new generation acquires the contact language as its native tongue, expanding its structure. The document outlines the processes of pidginization and creolization, and notes that creoles may decreolize over time to resemble the standard language. It provides examples of pidgins and creoles, and a model of their life cycle from jargon to creole and possible convergence with the standard form.
This document discusses pidgins and creoles. It defines pidgins as mixtures of languages formed for communication between communities, while creoles develop when a pidgin becomes the native language of a community. Pidgins have simple structures without native speakers, whereas creoles have more complex structures and are the first language of a group. Theories on the origins of pidgins and creoles include baby talk theory, polygenesis, relexification, and monogenesis. Creoles are influenced by but distinct from their lexifier languages in terms of vocabulary, grammar, and social functions.
This document discusses the linguistic concepts of dialect, register, and style. It defines register as varieties of language defined by their social use, such as the registers of scientific or religious language. Dialect refers to varieties according to the user. The document explores the relationships and overlaps between these concepts. It examines factors that influence register, such as formality, topic, and social roles. Models of analyzing registers along dimensions like field, mode, and tenor are discussed. The principles of stylistic variation and how style relates to formality are also summarized.
The Prague School was an influential group of linguists, philosophers and literary critics active from 1928-1939 in Prague, Czechoslovakia. Key figures included Roman Jakobson, Nikolai Trubetzkoy, and Vilem Mathernis. The School developed methods of structuralist literary analysis and the theory of standard language. They combined structuralism, which examines how components relate within a system, with functionalism, which looks at how components fulfill specific functions. The School made contributions to phonology, stylistics, and developed concepts like functional sentence perspective.
Code-switching is one of the phenomenon of language which occurs in societies to make the communication more effective and meaningful. But it has also some negative impacts.
Here, we have tried to present all things based on English and Bengali language.
This document discusses language maintenance and shift. It defines language maintenance as the continuing use of a minority language in the face of a dominant language, while language shift refers to one language displacing another in a community's linguistic repertoire. The document then examines factors that can contribute to language shift, including the prestige of the dominant language, economic pressures, and institutional domains like schools. It analyzes language shift patterns among migrant minorities, non-migrant minorities, and migrant majorities. Finally, it discusses factors that accelerate language shift and ways that minority languages can be maintained, such as through community ties, contact with homelands, institutional support, and positive language attitudes.
What is Sociolinguistics? Explain Its Scope and Origin. BS. English (4th Seme...AleeenaFarooq
Sociolinguistics is the study of how language and society interact and influence each other. It examines how factors like ethnicity, religion, gender, age, and education impact language variations between groups. Sociolinguistics originated in the late 1960s from fields like dialectology, historical linguistics, and language contact, incorporating influences from sociology and psychology. Key figures like Labov, Hymes, and Cameron contributed to establishing sociolinguistics as an independent subject concerned with both the social and structural aspects of language use. Sociolinguistics can be divided into micro- and macro-levels, with micro focusing on individual language variations and macro analyzing language patterns at the societal level.
This presentation answers some questions like: ''How are languages planned in multilingual countries?, What is the role of TDK in Turkish language reform?, What are the processes of Language Planning?'' Language planning in Switzerland, Canada, India and USA is mentioned in this presentation.
This document discusses borrowing in language and presents reasons for why languages borrow words from other languages. It defines borrowing as when a word is taken from one language and used in another. There are several reasons for borrowing, including need, when a language lacks a term for a new concept; cultural mastery, when an invading culture influences another's language; lack of equivalent translation; to show social status when elite classes use prestigious foreign words; and conversations between multilingual speakers which can introduce new borrowed words. Borrowing helps keep languages alive by integrating useful terms from other languages.
The London School of Linguistics studies language descriptively, distinguishing structural and systemic concepts. It focuses on semantics and contributed the situational theory of meaning and prosodic analysis in phonology. The school considers the distinctive function the primary phoneme function and rejects concepts like the speech collective. Its main representatives were Henry Sweet, Daniel Jones, and J.R. Firth. Firth established the London School tradition and questioned dividing speech into segments, focusing on larger phonetic elements. He developed a contextual theory of meaning influenced by Malinowski and emphasized use in context. Firth's ideas were developed by students like M.A.K. Halliday into systemic functional grammar.
Languages are dying at an alarming rate, with approximately half of the world's 6,500 languages endangered or extinct. A language dies when no one speaks it anymore. As a language's domains of use shrink and its speakers become less proficient, the language gradually dies, as seen in the case of Annie and her Aboriginal language Dyirbal. When the current generation of speakers passes away, the language will likely become extinct if not revitalized. Gradual language loss and death occurs as communities shift to majority languages in more social contexts over time.
This document discusses the topic of sociolinguistics. It defines sociolinguistics as the study of language use in society and how language interacts with and helps shape social structures. The document outlines three subcategories of sociolinguistic study: micro-sociolinguistics, macro-sociolinguistics, and three areas of sociolinguistic research - language variation, language contact, and linguistic relativity. It provides examples of research within these areas and discusses implications for language teaching.
The Prague School was an influential linguistic circle established in 1926 in Prague that made several important contributions to structuralist linguistics. It emphasized language as a system of functionally related units and studied it synchronically. The Prague School developed the concept of distinctive features in phonology and the notion of markedness. It also distinguished between the theme and rheme in sentences, with the theme being given information and the rheme being new information. The general approach of the Prague School can be described as a combination of functionalism and structuralism.
Bilingualism, code switching, and code mixingMuslimah Alg
This document discusses various linguistic phenomena that occur in multilingual communities, including bilingualism, code-switching, code-mixing, and borrowings. It provides definitions and examples of each. Bilingualism involves speaking two languages, while code-switching is switching between languages in conversation. Code-mixing involves rapidly switching codes within a single sentence. Borrowings occur when a word is adopted from one language due to no equivalent in the other.
This document discusses language variation based on social factors. It covers the topics of sociolinguistics, social dialects, education and occupation, social markers, and speech style/style-shifting. Sociolinguistics examines the relationship between language and society, investigating how languages function in communication and the structure of language. Social dialects, or sociolects, are language varieties that differ based on a speaker's social status or group, such as social class, religion, or ethnicity. Features like pronunciation, vocabulary, and grammar are used to analyze social dialects. Education level and occupation also influence one's speech patterns and style.
The document discusses language revitalization and summarizes how Sanskrit, as an example of a "dead language", has undergone aspects of revitalization such as increased use through expansion into new domains like the internet. It provides background on Sanskrit's historical importance and influence on other languages as well as current state efforts and recognition to promote the language.
Language varieties refer to different forms of a language influenced by social factors such as situation, occupation, age, geography, education, gender, social status, and ethnicity. There are several types of language varieties including dialects, registers, pidgins, and creoles. A dialect is a variety of a language used in a specific region or social class. Registers are varieties used in different situations based on formality. A pidgin is a simplified mixed language with reduced vocabulary and grammar used for communication between speakers of different languages, while a creole develops when a pidgin becomes the primary language of a group and acquires more complex grammar.
The document discusses language standardization, including how and why languages become standardized. It notes that standardization is a prescriptive process that develops a standard variety of a language. Languages typically become standardized through resources like dictionaries, grammars, pronunciation guides from linguistic institutions, constitutional status as an official language, use in public domains like courts and schools, literary works, and popularity/acceptance in the community. Establishing a standard variety aims to promote national cohesion. The standard variety often reflects the language of higher socioeconomic groups. Examples are given of standardization processes and debates in countries like Brazil, Angola, Mozambique, and Cape Verde. Related scientific papers and books on topics like the politics of standardization and its
SOCIOLINGUISTICS:Language Maintenance, Shift and DeathJholy Quintan
This document discusses several topics related to language contact, borrowing, maintenance, shift, and death. It defines key terms like borrowing, language maintenance, and language shift. It also identifies several factors that can influence language shift, such as demographic, attitude/value, economic, social/political factors. Finally, it discusses different types of language death like gradual, sudden, radical, and bottom-to-top death and identifies several causes of rapid language loss and endangerment on a global scale, including natural/environmental causes, political/military causes, social causes, language policy causes, cultural/religious causes, and linguistic causes.
This document provides an overview of pidgins and creoles. It defines pidgins as contact languages that arise between distinct linguistic groups for communication, featuring reduced grammar and vocabulary. Creoles develop from pidgins when a new generation acquires the contact language as its native tongue, expanding its structure. The document outlines the processes of pidginization and creolization, and notes that creoles may decreolize over time to resemble the standard language. It provides examples of pidgins and creoles, and a model of their life cycle from jargon to creole and possible convergence with the standard form.
This document discusses pidgins and creoles. It defines pidgins as mixtures of languages formed for communication between communities, while creoles develop when a pidgin becomes the native language of a community. Pidgins have simple structures without native speakers, whereas creoles have more complex structures and are the first language of a group. Theories on the origins of pidgins and creoles include baby talk theory, polygenesis, relexification, and monogenesis. Creoles are influenced by but distinct from their lexifier languages in terms of vocabulary, grammar, and social functions.
This document discusses the linguistic concepts of dialect, register, and style. It defines register as varieties of language defined by their social use, such as the registers of scientific or religious language. Dialect refers to varieties according to the user. The document explores the relationships and overlaps between these concepts. It examines factors that influence register, such as formality, topic, and social roles. Models of analyzing registers along dimensions like field, mode, and tenor are discussed. The principles of stylistic variation and how style relates to formality are also summarized.
The Prague School was an influential group of linguists, philosophers and literary critics active from 1928-1939 in Prague, Czechoslovakia. Key figures included Roman Jakobson, Nikolai Trubetzkoy, and Vilem Mathernis. The School developed methods of structuralist literary analysis and the theory of standard language. They combined structuralism, which examines how components relate within a system, with functionalism, which looks at how components fulfill specific functions. The School made contributions to phonology, stylistics, and developed concepts like functional sentence perspective.
Code-switching is one of the phenomenon of language which occurs in societies to make the communication more effective and meaningful. But it has also some negative impacts.
Here, we have tried to present all things based on English and Bengali language.
This document discusses language maintenance and shift. It defines language maintenance as the continuing use of a minority language in the face of a dominant language, while language shift refers to one language displacing another in a community's linguistic repertoire. The document then examines factors that can contribute to language shift, including the prestige of the dominant language, economic pressures, and institutional domains like schools. It analyzes language shift patterns among migrant minorities, non-migrant minorities, and migrant majorities. Finally, it discusses factors that accelerate language shift and ways that minority languages can be maintained, such as through community ties, contact with homelands, institutional support, and positive language attitudes.
What is Sociolinguistics? Explain Its Scope and Origin. BS. English (4th Seme...AleeenaFarooq
Sociolinguistics is the study of how language and society interact and influence each other. It examines how factors like ethnicity, religion, gender, age, and education impact language variations between groups. Sociolinguistics originated in the late 1960s from fields like dialectology, historical linguistics, and language contact, incorporating influences from sociology and psychology. Key figures like Labov, Hymes, and Cameron contributed to establishing sociolinguistics as an independent subject concerned with both the social and structural aspects of language use. Sociolinguistics can be divided into micro- and macro-levels, with micro focusing on individual language variations and macro analyzing language patterns at the societal level.
This presentation answers some questions like: ''How are languages planned in multilingual countries?, What is the role of TDK in Turkish language reform?, What are the processes of Language Planning?'' Language planning in Switzerland, Canada, India and USA is mentioned in this presentation.
This document discusses borrowing in language and presents reasons for why languages borrow words from other languages. It defines borrowing as when a word is taken from one language and used in another. There are several reasons for borrowing, including need, when a language lacks a term for a new concept; cultural mastery, when an invading culture influences another's language; lack of equivalent translation; to show social status when elite classes use prestigious foreign words; and conversations between multilingual speakers which can introduce new borrowed words. Borrowing helps keep languages alive by integrating useful terms from other languages.
The London School of Linguistics studies language descriptively, distinguishing structural and systemic concepts. It focuses on semantics and contributed the situational theory of meaning and prosodic analysis in phonology. The school considers the distinctive function the primary phoneme function and rejects concepts like the speech collective. Its main representatives were Henry Sweet, Daniel Jones, and J.R. Firth. Firth established the London School tradition and questioned dividing speech into segments, focusing on larger phonetic elements. He developed a contextual theory of meaning influenced by Malinowski and emphasized use in context. Firth's ideas were developed by students like M.A.K. Halliday into systemic functional grammar.
Languages are dying at an alarming rate, with approximately half of the world's 6,500 languages endangered or extinct. A language dies when no one speaks it anymore. As a language's domains of use shrink and its speakers become less proficient, the language gradually dies, as seen in the case of Annie and her Aboriginal language Dyirbal. When the current generation of speakers passes away, the language will likely become extinct if not revitalized. Gradual language loss and death occurs as communities shift to majority languages in more social contexts over time.
This document discusses the topic of sociolinguistics. It defines sociolinguistics as the study of language use in society and how language interacts with and helps shape social structures. The document outlines three subcategories of sociolinguistic study: micro-sociolinguistics, macro-sociolinguistics, and three areas of sociolinguistic research - language variation, language contact, and linguistic relativity. It provides examples of research within these areas and discusses implications for language teaching.
The Prague School was an influential linguistic circle established in 1926 in Prague that made several important contributions to structuralist linguistics. It emphasized language as a system of functionally related units and studied it synchronically. The Prague School developed the concept of distinctive features in phonology and the notion of markedness. It also distinguished between the theme and rheme in sentences, with the theme being given information and the rheme being new information. The general approach of the Prague School can be described as a combination of functionalism and structuralism.
Bilingualism, code switching, and code mixingMuslimah Alg
This document discusses various linguistic phenomena that occur in multilingual communities, including bilingualism, code-switching, code-mixing, and borrowings. It provides definitions and examples of each. Bilingualism involves speaking two languages, while code-switching is switching between languages in conversation. Code-mixing involves rapidly switching codes within a single sentence. Borrowings occur when a word is adopted from one language due to no equivalent in the other.
This document discusses language variation based on social factors. It covers the topics of sociolinguistics, social dialects, education and occupation, social markers, and speech style/style-shifting. Sociolinguistics examines the relationship between language and society, investigating how languages function in communication and the structure of language. Social dialects, or sociolects, are language varieties that differ based on a speaker's social status or group, such as social class, religion, or ethnicity. Features like pronunciation, vocabulary, and grammar are used to analyze social dialects. Education level and occupation also influence one's speech patterns and style.
The document discusses language revitalization and summarizes how Sanskrit, as an example of a "dead language", has undergone aspects of revitalization such as increased use through expansion into new domains like the internet. It provides background on Sanskrit's historical importance and influence on other languages as well as current state efforts and recognition to promote the language.
Language varieties refer to different forms of a language influenced by social factors such as situation, occupation, age, geography, education, gender, social status, and ethnicity. There are several types of language varieties including dialects, registers, pidgins, and creoles. A dialect is a variety of a language used in a specific region or social class. Registers are varieties used in different situations based on formality. A pidgin is a simplified mixed language with reduced vocabulary and grammar used for communication between speakers of different languages, while a creole develops when a pidgin becomes the primary language of a group and acquires more complex grammar.
The document discusses language standardization, including how and why languages become standardized. It notes that standardization is a prescriptive process that develops a standard variety of a language. Languages typically become standardized through resources like dictionaries, grammars, pronunciation guides from linguistic institutions, constitutional status as an official language, use in public domains like courts and schools, literary works, and popularity/acceptance in the community. Establishing a standard variety aims to promote national cohesion. The standard variety often reflects the language of higher socioeconomic groups. Examples are given of standardization processes and debates in countries like Brazil, Angola, Mozambique, and Cape Verde. Related scientific papers and books on topics like the politics of standardization and its
The standardization of the English language occurred over centuries through a natural consensus due to various social factors. The document then outlines the history and evolution of the English language from Old English origins in 500AD, through the Middle English period beginning in 1066AD with the Norman conquest of England, the Early Modern English period starting in 1500 with the introduction of classical words, and finally the Late Modern English period from 1800 characterized by a large expansion of vocabulary due to the industrial revolution and British Empire.
New microsoft office power point presentationBushra Trisha
The document discusses the process of language standardization. It involves selecting a particular dialect or variety and further developing it to be used as the standard language. This variety then undergoes codification through the creation of dictionaries, grammars and other reference materials to define norms and rules. It is then elaborated to be used in various official domains and functions to help it spread and be accepted by the speech community. Successful standardization leads to a high degree of uniformity and inhibits linguistic change, while also serving unifying and prestige functions for the language and its community.
This document provides an overview of sociolinguistics and psycholinguistics. It defines language and discusses how it is used to communicate information and establish social relationships. It also examines how language reveals aspects of a speaker's identity. The document then discusses sociolinguistics as the study of language in relation to society. It explores the relationship between language and society, including how language reflects social and physical environments. The document also defines and compares standard languages, dialects, registers, pidgins and creoles. It examines how gender and age can influence language use.
On The Origin And Nature Of Standard Englishguest5737aa
The document discusses the origins and nature of Standard English. It traces the term "Standard English" back to 1138 when it referred to military standards or flags. By the 18th century, it was applied to language and literature. Standard English emerged from the East Midland dialect becoming dominant due to various political, communication, and industrial factors. Linguists disagree on the definition of Standard English and whether it refers to grammar, orthography, or a particular accent. The document concludes that while there is debate around Standard English, English language teachers should be aware of variations but focus on exposing students to authentic materials to familiarize them with English broadly.
My family migrated from Cuba to the United States in March 1966, arriving in Miami during the Freedom Flights program. They came to Miami during a difficult time when jobs were scarce for those who did not speak English. My paternal grandfather had worked in a sugar cane field in Cuba, but my father was unable to find similar work in Miami. Both of my maternal grandparents had passed away by the time I was born. My family continues Spanish traditions like celebrating holidays, and we have incorporated American traditions as well. My last names originate from Spain but I do not know the meanings. Cubans still flee Cuba today for similar reasons as in 1966, though it is now easier for them to adjust to the local culture in Miami.
This document provides an overview of theories surrounding language change. It discusses Jean Aitchison's view that there are three perspectives on language change: decay, progress, or neither. It also outlines Labov's studies showing both conscious and unconscious language changes. Types of language change and their causes are explored, such as ease of articulation and prestige. Theories for why and how language changes are examined, including functional theory, random fluctuation theory, and substratum theory. The processes of potential change, implementation, and diffusion are also summarized.
The document discusses the concept of speech communities. It defines a speech community as a group of people who share similar language ideas, uses and norms. It notes that members of a speech community use language according to a set of shared norms and characteristics. The document outlines key elements of speech communities including population, area, facilities, identification and interaction. It also discusses sociolinguistic variables that can cause one to belong to one speech community and not another, such as age, social class, education and others.
This document discusses the nature of language, dialect, and accent. It defines language and dialect, noting that dialects are varieties of a language that are mutually intelligible. Dialects differ based on region or social factors rather than linguistic ones. Accent refers to differences in pronunciation between varieties. Dialect continuum is used to show how dialects gradually change between geographic areas. Linguistic variables are linguistic items that have variant forms based on non-linguistic factors like age, status, or situation.
This document discusses language variation and the different varieties of language. It defines key terms like dialect, idiolect, and varieties. A dialect is a language variety spoken by a speech community that is distinguished by systematic features. An idiolect refers to the speech variety of an individual speaker. Varieties refer to forms of language associated with social factors like region, social class, situation, and individual. Dialects and varieties differ based on factors like geography, occupation, age, education, gender, and ethnicity. While some dialects have more prestige than others due to historical and social factors, all languages consist of dialects and everyone speaks at least one dialect.
This document discusses social dialects in England. It defines a dialect as a variety of a language characteristic of a particular group. Social dialects are divided based on social class, while regional dialects differ based on geographic region. Examples of social dialects in England include pronouncing words beginning with "h" as either [h] or dropping the "h", pronouncing "r" after vowels as either [r] or dropping the "r", and pronouncing the "-ing" suffix as either [in] or [iŋ]. The background sections provide historical context on the evolution of these pronunciations from Old English to modern times. Studying social dialects provides insight into time periods, environments, literature, and social backgrounds.
This document discusses the complex relationship between language and dialect. It begins by defining key terms like language, dialect, accent, and register. It then examines different ways languages and dialects have been categorized, such as by mutual intelligibility, prestige, size, and through the family tree model of tracing linguistic descent. However, the document notes there is no clear distinction between language and dialect, as variations exist on a continuum. Factors like politics, history and social perceptions further complicate defining and delimiting languages versus dialects.
The document discusses language change from both diachronic and synchronic approaches. It describes incremental, decremental, and replacement changes in language over time. Examples are given of external and internal changes from Old English to Modern English in terms of phonological changes. The document also discusses the reconstruction of proto-languages and the comparative method used by historical linguists to establish genetic relationships between languages.
Here are the key points about pidgins and creoles:
- Pidgins develop as a means of communication between groups that don't share a common language. They are simplified linguistic systems.
- Creoles develop when pidgins are passed down to children and become their native language. Creoles are more fully developed systems compared to pidgins.
- Pidgins borrow features from the languages in contact, like vocabulary and word order. They simplify phonology and morphology.
- Creolization occurs when a pidgin becomes the native language of a community and takes on richer linguistic properties through natural language acquisition by children.
Sociolinguistics is the study of language in society and how social factors such as culture, power, and identity influence language use. Researchers collect examples of natural language usage and study how different social groups use language, including differences in dialects, accents, and vocabulary. Sociolinguists also examine how standard languages are established and how attitudes toward language varieties can impact their form and influence.
Sociolinguistics is the study of how social factors such as ethnicity, gender, age, and socioeconomic class influence language. It examines how language differs between social groups and how these differences can categorize individuals. Sociolinguists study how grammar, vocabulary, and other language aspects vary depending on social context, in contrast to dialectology which focuses on language's effect on society. Key concepts in sociolinguistics include speech communities, prestige varieties, social networks, and differences in language according to class, age, gender, geography, and politeness.
The document provides an introduction to language planning, including definitions, examples, and key concepts. It discusses how language planning aims to influence the status and internal structure of languages. Status planning involves changing a language's social role while corpus planning develops aspects like standardization, modernization, and codification. Examples of language planning include France establishing French as the sole official language and Ethiopia's literacy campaigns.
This document provides an overview of sociolinguistics, defining it as the study of language in relation to society. It discusses key concepts like speech communities, prestige varieties, and language contact. The main representatives discussed are William Labov and Basil Bernstein. Methodologies introduced by Labov are also summarized, including the use of minimal pairs, word lists, and interviews to study language variation. The document emphasizes the importance of sociolinguistics for understanding language variations and its relevance for teaching foreign languages.
The document discusses the power and politics of the English language in the Philippines. It summarizes Braj Kachru's model of concentric circles of English and applies it to analyze the role and impact of English in Philippine society and education. Key points include: (1) English provides social mobility but access is unequal and benefits the elite, (2) Schools promote neoliberal ideals and support economic development policies, (3) English proficiency determines educational and career opportunities, perpetuating class divides. While Kachru's model is useful, it fails to capture how postcolonial countries now share interests in global capitalism and cosmopolitan lifestyles. Overall, the document examines the interplay between English, politics,
Sustaining Linguistic Diversity within the Global Cultural Eco.docxmattinsonjanel
Sustaining Linguistic Diversity within the Global Cultural Economy: Issues of Language
Rights and Linguistic Possibilities
Author(s): Naz Rassool
Source: Comparative Education, Vol. 40, No. 2, Special Issue (28): Postcolonialism and
Comparative Education (May, 2004), pp. 199-214
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/4134649 .
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200 N. Rassool
fluid, multidimensional, multifaceted and self-defining, and contrasts sharply with
the essentialist discourses of race/gender/nation/culture that traditionally have un-
derpinned common conceptions of ethnic minority identity within the metropolitan
nation-state.
Such rigid notions of cultural identity have historical roots in the universalistic
discourse of colonialism grounded in the Eurocentric norms of the 'Mother Coun-
try'. Within this paradigm peoples subordinated to the colonizing power were
invariably reduced to one-dimensional cultural/ethnic/national stereotypes, their
identities seen as mutable only in terms of their desire to approximate the 'superior'
standards of metropolitan culture-its preferred ways of being, its ways of seeing, its
ways of knowing. Historically the imposition of the colonial language has played a
major part in shaping this hegemony. Writing about the colonial Afro-Caribbean
experience, Cliff (1985) states that
one of the effects of assimilation, indoctrination, passing into the anglocentrism of the ...
The document discusses the concept of World Englishes and its development over time. It covers several key topics:
- Kachru's model of concentric circles that categorizes varieties of English into Inner Circle, Outer Circle, and Expanding Circle.
- The stratification of English and how its functions have been studied in various interactional contexts across circles.
- Issues around bilingual creativity in English literatures from places in contact with English. This has resulted in multicanons and a shift in the traditional English canon.
- Sociolinguistic factors like nativization and Englishization that have shaped the development of English varieties worldwide.
- Pedagogical reasons for teaching
Linguistic Imperialism in the Globalized World: Examining English Dominance ...Faiz Ullah
In an increasingly globalized world, the dominance of the English language has profound sociolinguistic
consequences that spread through various aspects of society, culture, and identity. The current study explores
Robert Phillipson’s concept of linguistic imperialism (1992), as the central theoretical framework for analyzing the
topic of linguistic imperialism and English dominance; tracing the historical roots of English as a global lingua
franca, besides exploring its persistent spread through globalization mechanisms. For that purpose, a qualitative
textual analysis is used to describe linguistic imperialism and its dominance in the globalized world, in order to
examine the historical, educational, and economical factors that have led to the spread of English around the world.
Furthermore, it explores the historical roots and development of linguistic imperialism, particularly in the context of
colonialism and post-colonialism. The study also sheds light on efforts to preserve linguistic diversity in the face of
English dominance and the importance of language preservation for cultural heritage. By examining instances of
linguistic resistance and the promotion of bilingualism and multilingualism as alternatives, this paper offers insights
into strategies for justifying the adverse effects of linguistic imperialism. Finally, the study speculates on the future
path of English as a global language, considering the potential impact of rising languages such as Mandarin. This
research enriches the academic discourse on linguistic imperialism and its sociolinguistic consequences, offering a
comprehensive examination of historical, contemporary, and future aspects of this complex phenomenon.
This document discusses various approaches to the spread and use of English as an international language in the context of globalization. It begins by defining globalization and discussing perspectives on the spread of English from authors like Pennycook and Fairclough. It then examines major models for describing varieties of English like Kachru's three circles model and Pakir's model of English varieties in Singapore. The document also discusses research on English as a lingua franca and proposes English as an international lingua franca as a framework. It emphasizes understanding the local social and linguistic contexts in which English is used.
The document outlines the schedule and content for Week 2 of a course on transgressive theories and performativity around language. Part I includes a blog discussion and introduces theories of language and ideology from Gee and issues of English and globalization from Pennycook. Part II focuses on transgressive theories of language as performance from Pennycook and includes a sign-up for student presentations. Reflection questions are provided asking students to discuss their evolving theories of language and literacy.
This document introduces a special issue focusing on how English, French, Portuguese, and Spanish have evolved from languages associated with nation-building and imperial expansion to transnational languages in the current global context. It discusses how these languages became tools for emerging nation-states and spread through imperialism and colonization. The document examines ongoing language policies and discourses that aim to control the symbolic status of these languages and legitimize transnational communities like the Commonwealth of Nations. It explores whether patterns of linguistic nationalism and imperialism still apply or if new paradigms have emerged with globalization.
This document discusses the colonial roots of language teaching methods and the need to move from nativization to decolonization. It makes three key points:
1. Traditional language teaching methods were developed during colonial times to serve colonial interests and marginalize local knowledge. They portrayed Western knowledge as superior and non-Western knowledge as inferior.
2. While world Englishes have successfully adapted the language, decolonization requires shifting control over language planning, teaching, and policies from Western to local professionals.
3. A "postmethod" approach is proposed as a way to decolonize English language teaching by decentering Western authority and restoring agency to local communities. However, fully realizing this approach faces challenges.
This document discusses the global spread of English and issues around standardization. It addresses the historical factors that led English to become a global language like colonialism. It also discusses theories around the center and periphery of English and the concept of World Englishes. Criticism is presented about how the spread of English creates inequalities and linguistic imperialism. Suggestions are made for how the ELT field can address linguicism.
1) Applied linguistics has historically studied language and culture separately but since the 1970s has incorporated a discourse approach that views culture as constructed through language use.
2) This shift was driven by developments in fields like conversation analysis, cross-cultural pragmatics, and intercultural communication.
3) While the discourse approach challenges essentialist views of culture, debates continue between structuralist and post-structuralist perspectives in research and practice.
This document discusses a study on modeling intercultural awareness in intercultural communication through English as a lingua franca. It explores the complex relationship between language and culture in this context. The study proposes the concept of intercultural awareness as a model for the knowledge, skills, and attitudes needed for successful intercultural communication when English is used as a shared language between speakers of different first languages and cultural backgrounds. Data from the study in Thailand illustrate how elements of intercultural awareness can help understand intercultural interactions through English.
This document discusses the impact of globalization on languages in Central and Eastern European countries. It focuses on how globalization has led to the increasing influence of English and the spread of similar political, social, and cultural transformations across these countries. Globalization is driving linguistic shifts, with English now being used widely in various domains from business to research to education. While globalization promotes unification, it also threatens regional languages as borders become less relevant. The document aims to overview how globalization has driven socioeconomic, cultural and linguistic changes in Central and Eastern European countries, specifically regarding foreign language research and education.
1) No dialect of English is considered a disorder, but standard English is the dominant dialect used in government, media, and education.
2) It can be difficult for speech-language pathologists to distinguish between dialect features and communication disorders.
3) The role of speech-language pathologists is to treat only features that represent true errors, not aspects attributable to dialect variation. Elective services may also be provided to speakers of nonstandard dialects seeking standard English skills.
The document discusses English as an international language. It defines an international language as one used between people of different nations to communicate. English has become the global language due to the economic and military power of Britain and the United States. As a global language, English is important in fields like business, education and politics. This has implications for teaching English in Indonesia, where skills like listening, reading, speaking and writing must be developed so people can participate in global affairs using English as the shared language.
The document discusses several topics related to language and culture, including:
1. It provides examples of how language is tied to cultural identity and can be a source of isolation when suppressed, as described by an elder from the Dena'ina Indians.
2. It examines reasons why place names (toponyms) may change, such as after decolonization or political revolution, or to memorialize people or events.
3. It poses questions about deducing the original name of a place in North America based on its naming history by indigenous groups and later Spanish and English speakers, without using the internet.
Standards, codification and world englishesLaiba Yaseen
This document discusses standards, codification, and varieties of World Englishes. It notes that while English varies regionally and within groups, standards of English are defined in grammars and dictionaries. Standard British English developed over the 12th century and was associated with privileged southern English private schools. Similarly, American English emerged as its own variety. The document also discusses the positions of Quirk and Kachru on models of English spread, and debates standards, teacher education, and notions of foreignness in teaching English as a foreign language.
2. STANDARDIZING?
Is the process of development of a
standard for written and/or oral language
It occurs in a specific manner that
depends on the community and the
social, historical and geographic aspects
involved.
At a certain point usually there is a
prescriptive effort to develop a standard.
3. How do varieties become standard?
By a series of resources such as:
A recognized dictionary (standardized spelling and vocabulary)
A recognized grammar
A standard pronunciation (educated speech)
A linguistic institution defining usage norms, e.g. Académie française, or Real
Academia Española
Constitutional (legal) status (frequently as an official language)
Effective public use (court, legislature, schools)
A literary canon
Convenience speaking
Popularity and acceptance in the community
Population
Source: Wikipedia
4. Why establishing a standard?
Desire for national (cultural, political, and
social) cohesion
5. Sociopolitical issues
Nonstandard varieties may be associated to
low-prestige and/or unsophisticated and/or
poor people
(language vs. dialect)
In this process, the variety of those who hold
the socioeconomic/political power usually
prevails as standard.
6. Example of spoken standard
In Brazil, actors and journalists usually
adopt an unofficial, but de facto, spoken
standard Portuguese, originally derived
from the middle-class dialect of Rio de
Janeiro, but that now comprehends
educated urban pronunciations from the
different speech communities in the
southeast
7. Brazil (Articles)
(11/2006)
Portuguese Language Teaching Standardization and Legalization (in
Portuguese)
(12/2008)
The consequences of the standardization of Portuguese Language (in
Portuguese)
(viewed in 11/2012)
The issue of the National language (in Portuguese)
(03/2010)
The standardization of Portuguese language in Globo TV’s Jornal Nacional
(05/2009)
The Unification of Portuguese Language
8. Other countries (news and articles)
03/2011 - Angola
Angola advances towards the standardization of national languages (in Portuguese)
03/2011 - Angola
Seeking the standardization of languages (in Portuguese)
9/2009 - Moçambique
It is early for language standardization in Moçambique, says professor
06/2011 - Moçambique
The implementation of standard spelling in Moçambican languages is urgent
04/2012 – Cape Verde
Officialization and standardization of Cape Verdian language explained at Universidade de
Santiago (in Portuguese)
08/2004 - USA
Hispanic TV wants to standardize language (in Portuguese)
9. Reference Material
Wikipedia: Standard Language
Wikipedia: List of Language Regulators
Cape Verde (viewed in 11/2012)
Cape Verdian Language (standardization) (in Portuguese)
Canadá (08/1993)
The Mohawk Language Standardization
Project Conference report
10. Books
Language Standardization and Language Change
The dynamics of Cape Dutch
By Ana Deumert
Monash Universit
Language Standardization and Language Change describes the
formation of an early standard norm at the Cape around 1900. The
processes of variant reduction and sociolinguistic focusing which
accompanied the early standardization history of Afrikaans (or ‘Cape
Dutch’ as it was then called) are analysed within the broad
methodological framework of corpus linguistics and variation analysis.
Multivariate statistical techniques (cluster analysis, multidimensional
scaling and PCA) are used to model the emergence of linguistic
uniformity in the Cape Dutch speech community. The book also
examines language contact and creolization in the early settlement,
the role of Afrikaner nationalism in shaping language attitudes and
linguistic practices, and the influence of English. As a case study in
historical sociolinguistics the book calls into question the traditional
view of the emergence of an Afrikaans standard norm, and advocates
a strongly sociolinguistic, speaker-orientated approach to language
history in general, and standardization studies in particular.
http://benjamins.com/#catalog/books/impact.19/main
11. Books
Authority in Language
Investigating Standard English
James Milroy, Lesley Milroy
Authority in Language explores the perennially topical and
controversial notion of correct and incorrect language.James and
Lesley Milroy cover the long-running debate over the teaching of
Standard English in Britain and compare the language ideologies in
Britain and the USA, involving a discussion of the English-Only
movement and the Ebonics controversy. They consider the historical
process of standardisation and its social consequences, in particular
discrimination against low-status and ethnic minority groups on the
basis of their language traits.This Routledge Linguistics Classic is
here reissued with a new foreword and a new afterword in which the
authors broaden their earlier concept of language ideology.Authority in
Language is indispensable reading for educationalists, teachers and
linguists and a long-standing text for courses in sociolinguistics,
modern English grammar, history of English and language ideology.
http://www.routledge.com/books/details/9780203124666/
12. Standard English and the Politics of Language
By Professor Tony Crowley
The 'Standard English' question has featured in linguistic, educational
and cultural debates for decades. At critical points in British history the
language became a symbol and focus, with particular varieties of the
language acquiring ideological importance. In this careful and
balanced account, Tony Crowley draws on theoretical insights from
Bakhtin, Foucault and Volosinov in a study of representations of the
English language from the eighteenth century onwards, on the
development of different concepts of the 'Standard Language' and the
value attached within the wider society to varieties of spoken and
written English. Placing the 'Standard English' question within its
historical perspective he explores the educational consequences of
these debates, bringing the reader up to date in this second edition
with an analysis of the effect on English language teaching of
Conservative educational policies of the 1980s and 90s and the
implications of the National Curriculum. Students and researchers of
English language, cultural theory, and language education will find this
treatment comprehensive, carefully researched and lively reading.
The first edition of this book appeared outside North America with the
title The Discourse of Politics.
http://www.ebooks.com/257978/standard-english-and-the-politics-of-
language/crowley-professor-tony/
13. Books
Nation, State, and Economy
Contributions to the Politics and History of Our Time
By: Ludwig Von Mises, Bettina Bien Greaves (Editor), Leland B. Yeager
(Translated by)
Introduction; NATION AND STATE -- Nation and Nationality; The
Nation as a Speech Community; Dialect and Standard Language;
National Changes; The Nationality Principle in Politics; Liberal or
Pacifistic Nationalism; Militant or Imperialistic Nationalism; The
Nationality Question in Territories with Mixed Populations; The
Migration Problem and Nationalism; The Roots of Imperialism;
Pacifism; On the History of German Democracy. WAR AND THE
ECONOMY -- The Economic Position of the Central; Powers in the
War; War Socialism; Autarky and Stockpiling; The Economy's War
Costs and the Inflation; Covering the State's War Costs; War
Socialism and True Socialism. SOCIALISM AND IMPERIALISM --
Socialism and Its Opponents; Socialism and Utopia; Centralist and
Syndicalist Socialism; Socialist Imperialism. Concluding
Observations; Index.
http://www.booktopia.com.au/nation-state-and-economy-ludwig-von-
mises/prod9780865976412.html
http://library.mises.org/books/Ludwig%20von%20Mises/Nation,%20State,%20and
%20Economy.pdf
14. Scientific Papers
A conceptual framework for the study of language
standardization
Paul L. Garvin
Standard Languages Taxonomies and histories
Ana Deumert and Wim Vandenbussche
Monash University, Australia
Vrije Universiteit Brussel/ FWO-Vlaanderen, Belgium
15. Scientific paper
(1980)
Linguistic and cultural standardization caused by mass communication
means (especially TV) (in Portuguese)
By Maria Tereza Camargo Biderman
ABSTRACT: In contemporary Brazil, the mass communication media, in particular
television, are performing a very important role in the process of cultural
integration and homogenization of language. As this is a country with enormous
territorial dimensions and a considerable number of illiterate people (25% of the
total population), the television performs a fundamental integrating function,
especially as a result of the large technological advances of this vehicle and the
wide audience is has throughout the country, even among indigenous people.
Television such as the other vehicles are democratizing knowledge, information
and entertainment. Among printed media, comics have the largest public. They
spread the cult colloquial register, with slight permissions to "mistakes" that are
typical to oral code. The mass media, particularly the printed one, may collaborate
towards a health uniformization of Portuguese language in Brazil.
16. Scientific paper
(2001)
Language ideologies and the consequences of standardization
By James Milroy
ABSTRACT: This paper explores the effects of the standard language ideology on
attitudes to language of nonlinguists and of language specialists, and considers
how far linguists themselves have been affected by - and have contributed to -
this ideology. The primary definition of standardization is taken to be the
imposition of uniformity upon a class of objects. Attitudes to language within
standard language cultures are then reviewed and contrasted with
unstandardized situations, in which the boundaries of languages are
indeterminate. It is therefore suggested that determinate languages, such as
English, may be defined more by ideologies than by their internal structures.
Some effects of standardization on the work of linguists are then reviewed. This is
followed by a discussion of the importance of the process of legitimization in
contributing to the standard language culture, and of the contribution of language
specialists themselves to this process. Finally, certain matters arising are
reviewed.
17. Scientific paper
(2010)
Standardization and contextualization: A study of language and
leadership across 17 countries
By Lena Zander, Audra Mockaitis, Anne-Wil Harzing, & Country collaborators
Abstract. With multinational corporations increasingly adopting English
as a corporate language, the issue of language management and the
pros and cons of language standardization have been widely debated in
the literature. Our 17-country study considers whether the use of English
as a common corporate language may cause difficulties, by empirically
examining whether managerial reactions to specific leadership scenario-
based situations change as a consequence of the language they use.
Our results show that the choice of language (native or English) does not
matter much for the studied leadership scenarios. Instead, leadership
decisions and reactions depend more on cultural and situational context.
18. Video
FIM
Words of the World – Standard Language (University of Nottingham)
Linguist Nicola McLelland discusses standard languages,
with particular interest in German and English.