English as a Global Language
English as a Global Language E 323L
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This 3 page Bundle was uploaded by Courteney Feld on Sunday February 7, 2016. The Bundle belongs to E 323L at University of Texas at Austin taught by Dr. Blockley in Spring 2016. Since its upload, it has received 14 views. For similar materials see English as a Global Language in Foreign Language at University of Texas at Austin.
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Date Created: 02/07/16
Weeks 2 and 3 Reading, writing, speaking, listening all forms of learning a language Listening can be passive; multiple vowels have differences Writing is the hardest to master Reading is the easiest possibly? Speaking depends on tone of voice, inflection, body language Transported language- 15 through 17 centuries people migrating to America, Africa, and Asia from Europe Voice of America- government organization, modern, education in English 4 steps to creating a standard language: selection, codification, functional elaboration, acceptance Strand B Notes: Colonialism threat to indigenous languages “good English” = UK and North America English can lead to destruction of ethnic identity Heritage languages- indigenous languages identity crisis 175 indigenous languages in the US; only about 20 passed on to children Human cultures are not interchangeable Efforts such as California Master Apprentice Language Learning Program to preserve indigenous languages; also in Hawaii Leads to increase in literature and books in different languages Englishes of inner circle considered legitimate Outer circle Englishes considered interlanguages (learner language that hasn’t yet reached the target) Fossilized language- language used when learning ceased short of native-like competence Quirk’s position: non-native Englishes as deficit Native and non-native speakers have different intuitions about language (ex: judgements of grammatical correctness; also the two groups have different internalizations English increases freedom and career prospects No institutionalized non-native varieties of English Teaching of English in expanding circle countries shouldn’t involve conflict over standards; fails to recognize function as lingua franca Kachru’s Position: non-native English as difference It’s impossible for teachers to constantly be in touch with native language because of the number of teachers, lack of resources, etc. Quirk’s assuming monolingual societies Six Fallacies about the users of English: 1. In outer and expanding circles, English is learned to interact with native speakers; however, in reality used to interact with other non-native speakers 2. English le 3. used as tool to teach American or British cultural values (Judeo-Christian); English actually important tool to impart local traditions/values 4. International non-native varieties = “interlanguages” striving for “native-like” characteristics; however, they are varieties in their own right, not stages 5. Assuming native speakers are involved in global teaching of English; actually, diversification marker for various types of sociolinguistic “messages” Non-standard English uses either error or innovation Puricentric approach- several global centres, native and non-native, with own variety of English North American English- US and Canada English English = British Standard US English: Same word, different meaning Same word, additional meaning in 1 variety Same word, different in style, connotation, frequency of use Same concept/item, different word Shortening words = clipping Non standard English = dialects “legitimate offspring” of English = descendants of European speakers; “illegitimate offspring” = creoles and pidgins Mistaken belief- mother language daughter languages without any other language contact Half language- lacking register suitable for academic writers Innovation- creativity Deviation- comparison with variety Mistake- error/deficiency Reduplication- ex: tok is talk, toktok is chatter; look is look, looklook is stare Pidgins have fewer sounds, American English has 17 vowel sounds and British English has 20 Pidgin simplification of consonant clusters (ex: friend fren) Large number of homophones (2 words pronounced the same) Pidgins and creoles have few inflections (ex: nouns not marked for number or gender and verbs have no tense marker) Pidgins lead to creoles: assimilation (changing sounds) and reduction (removing sounds) Vocab expand Tense system develops Increase in sentence complexity ELF intercultural communication Only speak English = monolingual English speaker (MES) BES- bilingual English Speaker SLA- 2 ndlanguage acquisition IVE- indigenized varieties of English Macquarie Regional Asian English Dictionary- Southeast and South Asia WSSE- World Standard Spoken English Class Notes: JUE LLULIB- Where you live (Spanish speaker spelling out what they hear phonetically in English) English is Germanic language in origin English and Spanish both come from Latin European languages often bump into each other Di glossia- two tongues; idea that there’s high variety of GA with RP (received pronunciation)
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