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Standard English
             1

         WHAT IT IS
DEBATES OVER ITS IMPORTANCE
Standard*
                                      2

 standardised language
    refers to a language which has one variety which has undergone
     standardisation.
 standardisation
    the processes of language determination, codification and
     stabilisation.
      Language determination “refers to decisions which have to be taken
       concerning the selection of particular languages or varieties of
       language for particular purposes in the society or nation in question”
       (p.71).
      Codification is the process whereby a language variety “acquires a
       publicly recognised and fixed form”. The results of codification “are
       usually enshrined in dictionaries and grammar books” (p.17)
      Stabilisation is a process whereby a formerly diffuse variety (in the
       sense of Le Page and Tabouret-Keller,1985) “undergoes focussing and
       takes on a more fixed and stable form” (p.70).
Standard English is not
                                        3

 a language
   it is only one variety of English among many
   it is the variety normally used in writing, especially printing
   it is the variety associated with the education system in all the English-
     speaking countries of the world
   it is the variety generally spoken by those who are often referred to as
     “educated people”
   it is the variety taught to non-native learners

 an accent
   RP is a standardised accent of English and not Standard English –
   RP is a purely social accent associated with speakers from upper-class
     and upper-middle-class backgrounds from all parts of the country
   Approx. 9%-12% of the population of Britain speak Standard English
     with some form of regional accent
   Standard English is an international variety; standardised RP is not
Standard English is not
                                     4

 a style
   Styles are varieties of language which can be ranged on a
    continuum from very formal to very informal
   individuals use a variety of styles according to context
   an individual‟s repertoire of styles depend on experience and
    education
 compare
     Father was exceedingly fatigued subsequent to his extensive
      peregrination.
     Dad was very tired after his lengthy journey.
     The old man was bloody knackered after his long trip.
     Father were very tired after his lengthy journey.
Standard English is not
                                      5

 a register
   a variety of language determined by topic, subject matter or
    activity, such as the register of mathematics, the register of
    medicine, or the register of pigeon fancying
     constituted by lexical choice
     syntactic choice (e.g. law)
     academic, technical, scientific registers are taught in school


       is there such a thing as „standard vocabulary‟?
Standard English is
                                      6

 a dialect/a sub-variety of English
 but an unusual dialect
   There is really no continuum linking Standard English to other
    dialects
   It is a purely social dialect – it has lost its geographical anchor
         Scottish Standard English, American Standard English, English
          Standard English
     It has native speakers – constituting about 12%-15% of the
      population concentrated at the top of the social scale
Standard English is
                                 7

 a social dialect which is distinguished from other
  dialects of the language by its grammatical forms
 but not a set of prescriptive rules
    I’ve bought a new car which I’m very pleased with.
    It’s me.
    He is taller than me.
Linguistic difference
                               8


         standard                           non-standard

 I did it                          I done it
 Come quickly!                     Come quick!
 … the books that I                … the book what I bought
    bought                             …
   … those books …
                                      … them books …
   I didn‟t break it.
                                      I never broke it.
   I didn‟t break anything
   We started first, didn‟t          I didn‟t break nothing.
    we?                               We started first, isn‟t it?
Linguistic change
                                   9

 Compare
   He is bigger than me/He is bigger than I

   He is bigger than what I am



     You haven’t got any money, do you?
     You don’t got any money, do you?

     There was this man, and he’d got this gun... etc.
     There was a man, and he’d got a gun... etc.
Education
                                  10

 English is unusual in that:
   it is the world‟s „lingua franca‟, used by perhaps 300 million L2
    speakers
   it is the only language whose L2 speakers and learners far
    outnumber its native speakers
   it‟s an industry
The National Curriculum
                                11

 the canon of literature that schools are expected to
  teach
 the teaching of grammar
    prescriptive grammar teaching
    no grammar teaching
    descriptive grammar teaching
The National Curriculum
                                12

 Age 5-7:
   "Pupils should be introduced to some of the main features of
    spoken standard English and be taught to use them.“
   When teaching standard English it is helpful to bear in mind
    the most common non-standard usages in England:
   subject-verb agreement (they was)

   formation of past tense (have fell [sic], I done)
The National Curriculum
                                13

 Age 7-11:
   "Pupils should be taught the grammatical constructions that
    are characteristic of spoken standard English and to apply
    this knowledge appropriately in a range of contexts.“
   "Pupils should be taught:

   how written standard English varies in degrees of formality
    [for example, differences between a letter to a friend about a
    school trip and a report for display],
   some of the differences between standard and non-standard
    English usage, including subject-verb agreement and use of
    prepositions."
The National Curriculum
                                 14

 Age 11-16:
   "To speak fluently and appropriately in different contexts,
    adapting their talk for a range of purposes and audiences,
    including the more formal, pupils should be taught to:
   .... use spoken standard English fluently in different contexts
    ...
   "Pupils should be taught to use the vocabulary, structures [sic]
    and grammar of spoken standard English fluently and
    accurately in informal and formal situations."

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Standard english debate

  • 1. Standard English 1 WHAT IT IS DEBATES OVER ITS IMPORTANCE
  • 2. Standard* 2  standardised language  refers to a language which has one variety which has undergone standardisation.  standardisation  the processes of language determination, codification and stabilisation.  Language determination “refers to decisions which have to be taken concerning the selection of particular languages or varieties of language for particular purposes in the society or nation in question” (p.71).  Codification is the process whereby a language variety “acquires a publicly recognised and fixed form”. The results of codification “are usually enshrined in dictionaries and grammar books” (p.17)  Stabilisation is a process whereby a formerly diffuse variety (in the sense of Le Page and Tabouret-Keller,1985) “undergoes focussing and takes on a more fixed and stable form” (p.70).
  • 3. Standard English is not 3  a language  it is only one variety of English among many  it is the variety normally used in writing, especially printing  it is the variety associated with the education system in all the English- speaking countries of the world  it is the variety generally spoken by those who are often referred to as “educated people”  it is the variety taught to non-native learners  an accent  RP is a standardised accent of English and not Standard English –  RP is a purely social accent associated with speakers from upper-class and upper-middle-class backgrounds from all parts of the country  Approx. 9%-12% of the population of Britain speak Standard English with some form of regional accent  Standard English is an international variety; standardised RP is not
  • 4. Standard English is not 4  a style  Styles are varieties of language which can be ranged on a continuum from very formal to very informal  individuals use a variety of styles according to context  an individual‟s repertoire of styles depend on experience and education  compare  Father was exceedingly fatigued subsequent to his extensive peregrination.  Dad was very tired after his lengthy journey.  The old man was bloody knackered after his long trip.  Father were very tired after his lengthy journey.
  • 5. Standard English is not 5  a register  a variety of language determined by topic, subject matter or activity, such as the register of mathematics, the register of medicine, or the register of pigeon fancying  constituted by lexical choice  syntactic choice (e.g. law)  academic, technical, scientific registers are taught in school  is there such a thing as „standard vocabulary‟?
  • 6. Standard English is 6  a dialect/a sub-variety of English  but an unusual dialect  There is really no continuum linking Standard English to other dialects  It is a purely social dialect – it has lost its geographical anchor  Scottish Standard English, American Standard English, English Standard English  It has native speakers – constituting about 12%-15% of the population concentrated at the top of the social scale
  • 7. Standard English is 7  a social dialect which is distinguished from other dialects of the language by its grammatical forms  but not a set of prescriptive rules  I’ve bought a new car which I’m very pleased with.  It’s me.  He is taller than me.
  • 8. Linguistic difference 8 standard non-standard  I did it  I done it  Come quickly!  Come quick!  … the books that I  … the book what I bought bought …  … those books …  … them books …  I didn‟t break it.  I never broke it.  I didn‟t break anything  We started first, didn‟t  I didn‟t break nothing. we?  We started first, isn‟t it?
  • 9. Linguistic change 9  Compare  He is bigger than me/He is bigger than I  He is bigger than what I am  You haven’t got any money, do you?  You don’t got any money, do you?  There was this man, and he’d got this gun... etc.  There was a man, and he’d got a gun... etc.
  • 10. Education 10  English is unusual in that:  it is the world‟s „lingua franca‟, used by perhaps 300 million L2 speakers  it is the only language whose L2 speakers and learners far outnumber its native speakers  it‟s an industry
  • 11. The National Curriculum 11  the canon of literature that schools are expected to teach  the teaching of grammar  prescriptive grammar teaching  no grammar teaching  descriptive grammar teaching
  • 12. The National Curriculum 12  Age 5-7:  "Pupils should be introduced to some of the main features of spoken standard English and be taught to use them.“  When teaching standard English it is helpful to bear in mind the most common non-standard usages in England:  subject-verb agreement (they was)  formation of past tense (have fell [sic], I done)
  • 13. The National Curriculum 13  Age 7-11:  "Pupils should be taught the grammatical constructions that are characteristic of spoken standard English and to apply this knowledge appropriately in a range of contexts.“  "Pupils should be taught:  how written standard English varies in degrees of formality [for example, differences between a letter to a friend about a school trip and a report for display],  some of the differences between standard and non-standard English usage, including subject-verb agreement and use of prepositions."
  • 14. The National Curriculum 14  Age 11-16:  "To speak fluently and appropriately in different contexts, adapting their talk for a range of purposes and audiences, including the more formal, pupils should be taught to:  .... use spoken standard English fluently in different contexts ...  "Pupils should be taught to use the vocabulary, structures [sic] and grammar of spoken standard English fluently and accurately in informal and formal situations."