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The Standardisation of English: Implications for Effective Teaching

This essay reviews research literature on a problematic aspect of teaching and learning and discusses its potential implications for effective teaching. It reflects on effective subject pedagogy and suggests how these implications can inform teaching practices in the classroom or department setting.

jamesrussell
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The Standardisation of English: Implications for Effective Teaching

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  1. Tuesday January 22nd 2019 John Keenan John.keenan@newman.ac.uk

  2. Essay A review of research literature on a problematic aspect of teaching and learning that has been agreed with the module leader. A discussion of the potential implications of the reviewed literature for the effective teaching of one or more aspects of the curriculum and a reflection on what makes effective subject pedagogy. Suggestions for how these implications might inform teaching of the chosen part of the curriculum and how they are managed within the classroom or department setting.

  3. The Blog https://newmanpgceenglish2019.wordpress.com

  4. Thursday

  5. Today • Standard English • Classical Canon • Mahara and Tutorial Time 2-4pm

  6. The Standardisation of English

  7. What is English?

  8. From birth the infant is an active stimulus seeker’ Owens p151 Infans - ‘not speaking’

  9. ‘the neurons of the newborn are relatively unorganised and unspecified. Over time, the child begins to construct auditory maps from the phonemes heard in the environment. Sounds must be heard thousands of times before neurons are assigned. Eventually, different clusters of neurons will respond to each phoneme, firing when that phoneme is heard.’ Owens, 2001: 134

  10. Jean Piaget Owens, 137 cognitive-schemata

  11. The Examiner: 1-6 months The Experimenter: 6-12 months 1-2 years 3-5 years 6-7 years 8-11 years Age 12

  12. The Examiner: 1-6 months responds to human voice distinguishes sounds coos vowel sounds turns head to voice responds vocally to voice babbles smiles at speaker responds to name varies prosody plays peepo discriminate phonemes owens 152 sucking rooting -finger into cheek blinking at flashing light crying coughing sneezing

  13. The Experimenter: 6-12 months recognises some words inc name imitates sounds learns ‘no’ Follows simple cues such as bye bye

  14. 1-2 years goes from 4-300 word vocabulary makes short incomplete sentences prepositions (in, on etc) pronouns verb endings (s, ed, ing) determiner noun - e.g. my teddy, noun-verb - e.g. teddy goes verb indirect noun - e.g. look there adjective noun - e.g. red car

  15. 3-5 years 300 to 1200 words recounts stories understands questions about the environment 90% grammar acquisition asks many, many questions

  16. Age 6 24,000 word reception 2,600 vocabulary

  17. Age 8 talks a lot brags a lot compares

  18. Age 12 50,000 word receptive vocabulary adult-like

  19. Brain size % of adult Birth - 25 6 months - 50 12 months - 70 24 months - 80 5 years - 90 12 years - 100

  20. This week Charlie bought a bit of speech recognition software…but gave up after he spent more time correcting its mistakes: “It got every sixth word wrong, which meant you’d swear in exasperation, and it would think you had finished each sentence by saying ‘offer fox ache’, and type that in too Charlie Brooker, The Guardian, 21.01.08 How does Eliza work? Extension activity - How does Alexa work?

  21. Eliza Men are all alike IN WHAT WAY they’re always bugging us about something CAN YOU THINK OF A SPECIFIC EXAMPLE well, my boyfriend made me come here YOUR BOYFRIEND MADE YOU COME HERE He says I’m depressed too much of the time I AM SORRY TO HEAR THAT YOU ARE DEPRESSED It’s true that I am unhappy DO YOU THINK COMING HERE WILL HELP YOU NOT TO BE UNHAPPY I need help, that much is certain WHAT WOULD IT MEAN IF YOU GOT SOME HELP Perhaps I could learn to get along with my mother TELL ME MORE ABOUT YOUR FAMILY

  22. Eliza Men are all alike (word alike triggers clarification) IN WHAT WAY they’re always bugging us about something (word something triggers need for specific) CAN YOU THINK OF A SPECIFIC EXAMPLE well, my boyfriend made me come here (unsure so repeated back with different word order) YOUR BOYFRIEND MADE YOU COME HERE He says I’m depressed too much of the time (negative word triggers sympathy) I AM SORRY TO HEAR THAT YOU ARE DEPRESSED It’s true that I am unhappy (second negative word triggers solution repsonse) DO YOU THINK COMING HERE WILL HELP YOU NOT TO BE UNHAPPY I need help, that much is certain (vague terms triggers clarification) WHAT WOULD IT MEAN IF YOU GOT SOME HELP Perhaps I could learn to get along with my mother(predetermined response to word mother) TELL ME MORE ABOUT YOUR FAMILY

  23. ‘Language … is not simply a means of communicating messages. It is also very important as a symbol of identity’ Trudgill, 1983: 74 It is part of, ‘the performance of identity’ Thornborrow, 200: 166 Thomas (1988) mining community in Wales used different sounds Congregationalist, Baptist or Methodist (Thornborrow, 2003: 167)

  24. James Gee ‘Gee argued that when we try to understand a person’s language-in-use, or discourse, we not only pay attention to the accent intonation and speech style of that person among other things, but also we pay attention to that person’s style of clothing, gesture and bodily movements. He calls language-in-use discourse’ Pahl and Rowsell, 2005: 16

  25. English is: Regional Organic Communicates identity

  26. Dialect, Accent, Idiolect Texts Fawlty Towers - https://youtu.be/7u9tfNPwplY Education Rita - https://youtu.be/py8AgB5kyc4 Granny in De Marketplace Great Expectations Of Mice and Men

  27. forster

  28. Who Standardised English? • Caxton • James I • Johnson • Earl of Bridgewater • Stephenson • Forster • Reith

  29. Literacy Event Brian Street, 1984 ‘Street...argued that literacy has been viewed, in particular by government agencies as a separate thing-like object which people should acquire, as a set of decontextualised skills. This view of literacy sees literacy as a technical skill’ Pahl and Rowsell, 2005: 14

  30. Linda ThomasNorman FaircloughDale SpenderSue Dymoke

  31. Crash – who is the surgeon? Letter – From Dear…. Write a formal letter to someone you do not know Envelope – address a letter to a married couple

  32. I waz whitemailedBy a white witch,Wid white magicAn white lies,Branded a white sheepI slaved as a whitesmithNear a white spotWhere I suffered whitewater fever.Whitelisted as a whitelegI waz in de white bookAs a master of white art,It waz like white death. People called me white jackSome hailed me as a white wog,So I joined de white watchTrained as a white guardLived off the white economy.Caught and beaten by de whiteshirtsI waz condemned to a white mass,Don’t worry,I shall be writing to de Black House. — Benjamin Zephaniah (1958 - )

  33. A soul as black as coal

  34. Demystifying Awareness Americas Afghanistan Mainland Europe Italy Yorkshire

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