LongMore & Historical grammar

1. LongMore & Historical grammar Grammars of English, EN 378 Techniques for Reading Research and our Landmark Language Landscape. Dr. Thomas Eaton, Southeast Missouri State University, 2010

2. Introducing Longmore’s Work • Paul Longmore’s study in American English Brings up some vital points. As a Summary: • -- A standard language stems from a need to be different in Colonial America. (separate) • -- Language/Grammar as a way of appeasing other nations who didn’t believe in America (manuipulation) • A basic language would eliminate a language “free-for-all” (the multicultural question).

3. Freedom, Appeasement, and Consistency Other Characteristics Other rationales • “Proper” language was once held as something only for the elite to possess. -- Literature, -- Religion -- Class -- Immigration -- Judicial/Government power -- Education • Proper speaking would naturally give rise to economic gain through printing. (markets) • Smooth the way for dialectical mixing (koining) (multiculturalism tolerance?)

4. Five Kinds of “Educated Evidence” • Evaluations of Colonial (or current Speech – what does this mean to you? • Descriptions/impressions of other speech usage – (your gut response to their level of “intellect?”) • Efforts to Educate oneself – • Matching Metropolitan language Norms conveyed through language or not conveyed through language?” • Noting accuracy and elegance as guidelines for language. (See Purity)

5. Then and Now? Historical Reasons for Standardized Language Contemporary reasons for standardized language: • A late – Middle ages launch of a standardized English • --administrative Efficiency • Cultural capital • National literary culture • Transcending local and regional dialects. • Constant element/ NCLB, MoSTEP, other accreditation. • Maintain consistency (technology has removed this) • Grammar as the “academicians” to resist change and teach standards (hence, the college)

6. Understanding Universal Grammar: (p.286) • UNIVERSAL GRAMMAR – suggests that in all speakers, of whatever language, a general grammar is available even in the earliest years and does so through actually being “hardwired” into the human brain. Meaning, a child will, inevitably, pick up the language patterns (Nouns Verbs, etc…) even without formal training. The concept of U.G. suggests that all of us will put words in some order even without formalized training in doing so.

7. Longmore Continues… • Historical Review of Language and Class • Key argument for nurture (environment) over nature • Progressive language borrowing – English as an amalgamation of other languages • Implications for current views , known as Edited American English. • WEAKNESS: Does not engage the multicultural question about language.

8. The Multicultural Question:Does E.A.E. destroy the fabric of individual cultures in insisting on homogenizing language. If so, How can we protect cultural/language specialties?

9. Using Longmore’s Approach Learning about general Research Learning about EAE and our national History. • 1) make a statement about each paragraph (annotate) • List all terms and look up if you don’t get them • Summarize each writer in a paragraph. • Draw out quotes to make your case but justify them through intro and conclusion. • Edited American English has been around a long time. • Language measures education, economic success, perceptions, religiousity, and social standing. • Language has changed with technology that history could have not predicted.