READ ALL ABOUT IT!

1. In groups you will be given a headline and a question. Do you agree or disagree? Discuss. Be prepared to feedback. READ ALL ABOUT IT!

2. Text-speak: language evolution or just laziness?- Daily Telegraph (April 2013)-How true do you feel this is?

3. ‘Illiterate’ blast at text message kids- The Sun -Do you agree that text messaging will turn (or has turned) young people into ‘illiterates’?

4. Twtr? It’s majorly bad! Leading teacher condemns ‘text speak’ for eroding school children’s language skills.- Daily Mail (2014) –Examples offered in the article include “Macbeth was pure mental”, “Romeo was a numpty” to suggest that using teen sociolect in written work is a problem.Is this a fair opinion or a generalised stereotype?Do you think teenagers cannot differentiate between when and when not to use an informal register?

5. Text speak translates to gr8 language learning. Texting can boost children’s spelling and grammar.- BBC (June 2014) -Do you agree? Is this a valid argument?

6. OMG! Txts make u gd at writing? Srsly? How ‘text speak’ can help pupils write essays.- Daily Mail (December 2012) -Do you side with this argument more than the opinion that text message is damaging? This headline claims that text-speak can help writing – how do you think this possible?

7. The Teens Who Can Barely Talk… • Read the article and consider the following questions: • What does the article suggest contributes to the drop from knowing 40,000 words to using 800? • Do you agree with this argument? • Do you agree that teenagers having their own language is their way of saying “we are different.” It is inventive, ever changing and brilliant? • What is your opinion on the comment that ‘some disadvantaged children don’t know that there is a different way of speaking in a job interview?

8. How are teens represented by language, and the language they use?

9. Do teenagers/young people use language differently?Why might this happen?

10. Key Terms • Sociolect In sociolinguistics, a sociolect is a variety of language (a register) associated with a social group such as a socioeconomic class, an ethnic group (precisely termed ethnolect), an age group, etc • Idiolect the distinctive and individual speech habits of a particular person • Slang a type of language consisting of words and phrases that are regarded as very informal, are more common in speech than writing, and are typically restricted to a particular context or group of people.

11. Eckert and slang (2003) Slang is used “to establish [a] connection to youth culture [and] to set themselves off from the older generation … to signal coolness, toughness, or attitude. Linguistic change is far more common in teenagers, for example the coining of new lexical items.” Identity

12. VIVIAN DE KLERK (2005) • Young people have the freedom to challenge linguistic norms • Patterns of speech previously modelled on the speech of adults are ‘slowly eroded by the patterns of speech” within peer groups • It is a need to be seen as “modern, cool, fashionable and up to date” • The need to establish self as different • Need to belong to a group whose “habits are different from their parents, other adults and young people” – using language to create a distinctive social group.

13. What the…..? Nang Wizzard Long Peak Chap Brass Pagan Gassed Rants n bants http://examples.yourdictionary.com/20-examples-of-slang-language.html

14. Too simplistic? • Is it only teens that use slang? • Where else and why might slang be used?

15. So Wot does Txt Spk Lk like? So Wot does Txt Spk Lk like? Is this spontaneous speech or written? What makes it so? What features does it have? (New terms?) What could we infer about the age of the group? Why? What could you say about this data and how it represents social groups? How could it link to the two theories and news articles we have looked at?

16. Features Nonstandard grammarSome of the most frequent nonstandard forms are the past tense forms of DO (I done it) and COME (I come here yesterday), but there are many more. SLANG LETTER/NUMBER Homophones I H8 U Emoticons/typographic symbols  Deixis

17. Features Shortenings Shortenings are words with missing end letters – Sun/Sunday Contractions Hwk/homework, txt/text Clippings (G-Clippings) Goin/Going, hav/have Acronyms and Initialisms BF, LOL, BBC, Non-conventional Spellings sum/some, thanx/thanks,"k" in "skool"

18. Identify key features…Annotate your data!

19. Discuss the idea that language can affect people’s views of social groups. Here you are analysing the data, identifying and exploring the features of the text. This really asking you to discuss two things. How language represents social groups – How language is constructed and read by particular groups. Explore how this representation affects people’s views. Here you are engaging with the big ideas. Using theory and examples to back these up! ADAPT and MOULD that theory!

20. INTRO TOPIC SENTENCE Exploration and analysis of data Looking at how social groups use language Language construction and usage is a huge factor in the presentation and reception of social groups. It may be argued that some groups, in particular young people, use language to create a collective identity; to show they belong to a particular group. Unfortunately the reception of the adaptation of standard English is not always positive. The mode of this data is clearly electronic and this is supported by the use of non-standard grammar, a feature common to this schema. Some would argue this usage represents a stereotypical view of teenagers as lazy. This text has multiple producers and we can intelligently speculate, or assume, that this text is written by young people for young people. The first writer uses a non- standard personal pro-noun in “me name”. This pattern is continued by ‘laila000’ who states “how u get that”; there is a distinct absence of the auxiliary verb ‘did’. This coupled, with the the letter homophone “u” is a distinct feature of electronic texts which is arguably dominated by the social group of young people. We associate this language use with “teens”. A purist perspective would suggest that this is negative degradation and has a powerful impact on language itself - reducing vocabulary and prestige. Many newspapers have reported on the link between “teens” language and the demise of literacy skills. Vivien De Clerk (2005) would see this “improper” usage as a desire for young people to establish themselves as different. It stems from a need to be seen as different from adults who control and represent a specific linguistic standard. She also suggests it allows young people to be part of a group and be seen as “cool” and “fashionable”. Arguably language is as much to do with the creation of identity and the desire to be included as it is a rebellion against standards. Within this data we see the use of slang in…….. Theory View of social groups

21. Topic sentence – Answer the question Linked to a wider idea/ theory. What does the data show? The data states…. The range of numbes suggests...... The pattern of numbers is significant......it shows.... This number confirms/opposes the idea that... Reference the data. Use it like a quote. This shows/demonstrates/presents (INSERT LINGUISTIC TERM)….. An example of this is… A speaker/writer may…… Explore the data with reference to linguistic terms, offer examples- other reading! This conforms to/subverts X’s proposal that… In considering X’s theory of…. This finding would confirm X’s idea that….. Back up and explore with some relevant/interesting theory How does this support your ideas? Offer an alternative point of view/theory. Evaluate the theory Recent research suggests… Clearly from contemporary research…. More recent studies illuminate the idea that…. One observation shows…. This conforms to/subverts X’s proposal that… In considering X’s theory of…. This finding would confirm X’s idea that…..

22. Thinking Outside of the Box Use the objects to create something that represents any ideas, theories, concepts, examples of language use and young people. Missing Essays: Eve? Molly? Riley? Dylan? Kayja?

23. Who else is guilty of this? BE HONEST! https://www.thesun.co.uk/tvandshowbiz/4060212/love-island-2017-girls-say-like/ https://www.youtube.com/watch?v=TUbphZCjR3w

24. ‘Like’ as a discourse marker…. • Common linguistic feature used as an example when people criticise young people’s use of language (D’Arcy 2007) • It is ‘neither random nor mindless. Instead, it functions with great reliability as a marker of new information and focus’ (Underhill 1988)

25. SaliTagliamonte (2005) • Studied how young Canadians use the discourse marker ‘like’. • Have a look at the example and the graph • What might account for the difference in usage among these age groups? • What might Eckert (2003) and De Klerk (2005) suggest?

26. Findings…. • Tagliamonte suggests, like Eckert, that the pattern of higher usage of ‘like’ among 15-16 years reflects an innovative use of language. • This is followed by a reduction in the 17-18 year olds, reflecting “linguistic change towards standard (mainstream) norms as adolescents enter young adulthood” (Tagliamonte 2005) • This patter can be referred to as age grading, a change in the use of language that correlates with life stages.

27. Christopher Odato (2013) ‘the frequency with which adults use ‘like’ also coincides with the history of the form. Children probably wait to hear enough evidence that ‘like’ can be used in a syntactic position before they start using it themselves, and obviously this will take longer for the less frequent positions’ Carried out research on the use of 'like' in children's speech. While you may consider this to be part of teen sociolect, Odato found that children as young as 4 were using 'like'. Odatoidentified 3 stages in the use of 'like' as a discourse marker. Stage 1: children use 'like' infrequently and 'in only a few syntactic positions' - mainly at the beginning of a clause: 'Like you won easily'. Stage 2: children use 'like' more often and in 'a greater number of positions'. Girls tended to move to this stage aged 5, boys when they were 7. Stage 3: children now use it more frequently in other positions, such as before a prepositional phrases. Again, girls moved to this stage at an earlier age than boys.

28. Agrees, but says too simplistic….. • Eckert (2003) suggests typical features include:- use of 'like' and 'okay'- rising intonation- multiple negation. • However, she also claims that: 'adolescents do not all talk alike; on the contrary, differences among adolescents are probably far greater than speech differences among the members of any other speech group'. • Jenny Cheshire (1987) argues ‘it is becoming recognised […] that adult language, as well as a child language, develops in response to important life events that affect the social relations and social attitudes of individuals’.

29. Gary Ives (2014) School Studies • Read and Answer These Bad Boys! • You may need to look up some of the terms used  Answer the following questions on the interviews from the school in Bradford: • What is code switching? • Who are 'freshies'? How did the boys interviewed diverge from the language of 'freshies'? • What words/ phrases unify young Asian speakers according to one teenage boy? (top of page 155) • What was different about the teenage girl interviewed? What does this suggest about the impact of the ethnic demographic of a school on a speaker's decision to code switch? • Based on interviews with all participants, which were the most commonly used Punjabi words? • What factors do the students feel influence their lexical choices? Answer the following questions on the interviews from the school from London: • What three categories could summarise the key features of the dialect spoken in this school? • Which words used in this dialect have Jamaican or Afro Caribbean roots? • What evidence is there from this set of interviews that language used is 'not just abut age’ or ‘being a teenager’ • Write one paragraph to respond to this question:

30. Research Task: 1. Name 2. What they studied 3. Key Findings • You will be given a name and study. • You will need to go away and research this! • Be prepared to present your findings next lesson. • Create a short handout to be shared in class Penelope Eckert (2000) ‘Jocks’ and ‘Burnouts’ Jenny Cheshire (1982) Non-Standard Forms Ignacio Palacios Martinez (2011) Use of negatives UnniBerland (1997) ‘Innit’ Anita Strensom, Gisle Andersen and Ingrid Kristine Hasund (2002) Non-standard grammatical features Anna-Brita Stenstrom - 'Teenage Talk: From General Characteristics to the Use of Pragmatic Markers in a Contrastive Perspective'

31. But there are still those that take a critical tone… “Many parents and teachers have become irritated to the point of distraction at the way the weed-style growth of “like” has spread through the idiom of the young. And it’s true that in some cases the term has become simultaneously a crutch and a tic, driving out the rest of the vocabulary as candy expels vegetables” – Hitchens (2010)

32. Let’s go back to the question and the text… • Could you create a new section to go with this essay?

33. How to approach in the exam • Think about an introduction that shows you understand the question • Pick 2-3 social groups that are represented within the data. You will use these to comment on in more detail. • What is your line of argument? How does language affect people’s views? • Decide on the theories you can use - Remember adapt and mould!!

34. Top Tips for exam • Synthetic personlisation….. • Who is writing the text? • Who is the text aimed at? • Does the text achieve its purpose?

35. Your turn • USE OF SLANG • NON STANDARD GRAMMAR • HOMOPHONES • SHORTENINGS/CONTRACTIONS/ • ABSENCE OF PUNCTUATION – PARTICULARLY APOSTROPHES

36. Paper 2 Style Question and what they need to show….

37. Small section • Make a point • Give a specific example (data!?!) • Use theory to back up!

38. Add in example how to write about data and theory

39. Further studies on how teens use language • Get them to do?

40. How language represents teens….