The writing system was developed by Frederick Cassidy, a Jamaican-born linguist. The system is really quite easy. The symbols always represent the same sounds. In the Jamaican system, 36 symbols are used: 12 for vowels and double vowels; 24 for consonants.
The basic rule is that each sound corresponds unambiguously to a single symbol and vice versa. However, there is no ambiguity of pronunciation.
Vowels
The simple vowels are divided into short and long vowels. The long vowels are visually represented as such by using a double vowel symbol.
The simple vowels are also called monophthongs
The short vowels are: a, as in kyat-cat
e, as in get- get
i, as in win- wind
o, as in kom -come
u, as in gud - good
The long vowels are: aa, as in kaan-corn
ii, as in biit -beat
uu, as in skuul- school
Complex vowels involve a change in their pronunciation. These vowels can be broken into two short vowels. Their spelling identifies the two short vowels of which they are composed.
The complex vowels are also called dipthongs.
The complex vowles are: ai, as in laik- like
ie, as in rien - rain
uo, as in guot - goat
ou, as in out - out
Consonants
Most consonants symbols correspond quite straightforwardly to those used in English spelling. Two symbols that do not occur in Jamaican Creole spelling are q and c, as the sound which they represent are already represented by k and s
The simple consonants are b, as in bait-bite p, as in pik-pick
d, as in def-deaf t, as in tek-take
g, as in goli-gully k, as in kaal-call
v, as in van- van f, as in feda-feather
m, as in mada-mother s, as in staam-storm
n, as in neva-never l, as in lait-light
w, as in wiik-week r, as in rait-write
h, as in hous-house y, as in yelo-yellow
j, as in jos-just
The complex consonant symbols gy, ky, ny, ch are used for consonants which involve a combination of two consonants in their pronunciation. The spelling represents this fact.
In the spelling of ng and sh, we see some deviation from the one sound per symbol.
Another deviation is seen in the case of j, which is a single symbol, but a double consonant in pronunciation.
The complex consonant symbols are:
gy, as in gyaadn-garden
ky, as in kyaan- cannot
ny, as in nyam- eat
ng, as in ting-thing
sh, as in shuga- sugar
ch, as in chakachaka- untidy
One final remark concerns the spelling of the first sound in words like trai as in try, and drai as in dry. This sound is not really pronounced as t or d: it sounds like ch in trai, like j in drai.
Now that you have gotten a hang of it see how well you can read.
A lang taim nou wi fi tek fi wi uona langgwij siiryos. Wi kyaan dis a gwaan so, a dis wi kolcha. Fi riil. It don gaan to di worl, an wi a gwaan laik se it no gat no valyu.
Tuesday, November 17, 2009
Dialect Variation
Dialect variation refers to spoken and written differences in the use of language within a speech community; in our case English. Speech related variation within the Caribbean may all be located on the creole continuum. This is a spectrum of language variation linking the more standard end of the linguistic range to the creole end.
Sunday, October 25, 2009
Jamaican Creole and Standard English Contrasted
This page contains information about grammar, orthography and phonology
- Grammar -
1) The pronominal system
- The pronominal system of SE has a three-way distinction of person, singular/plural and gender. Compared to JC there are a lot of differences.
mi - Singular ....... wi- Plural
yu -Singular ...... unu- Plural
im(s/he)-Singular......dem- Plural
i(it)
- gender is lacked; except for a distinction between ‘common’ and ‘neuter’ in 3rd person
- SE pronouns are marked for case; there must be distinguished between I and me, him/her from he/she, they from them
- These distinctions do not exist in the JC system;
im can be translated he/him/she/her
wi can be translated us
dem can be translated they/them
- possessive pronouns like my, your, his, her, its, our, their are lacking in JC
- simple pronouns like shown above function as possessive pronouns
mi buk ......my book
yu buk ......your book
dem buk .....their book
2) Tense and aspect marking
- in SE past tense is either marked with the suffix -ed or -t, by a sound change like sing sang or are identical with the present form like put or hit
- aspect refers to it's (tense) completion or non-completion;i.e. I am walking (imperfective, non complete); I have walked (perfective, complete)
- aspect is expressed by using auxiliary verbs like be or have
- tense/aspect system of JC is fundamentally unlike that of English
- there are 2 preverbial particles: en and a
- they are no verbs; they are simply invariant particles which cannot stand alone like the English ‘to be’
- their functions differs also from the English
en is called a ‘tense indicator’
a is called the ‘aspect marker’
- there are no morphological marked past tense forms corresponding to English
Mi ron ........I run (habitually); I ran
Mi a ron ........I am running
Mi ena (en+a) ron ...........I was running
Mi en ron ..........I have run; I had run
3) Plural Marking
- plural in English is marked on most nouns, except of personal names and nouns refering to uncountable masses
- JC doesn't mark the plural of nouns, except of animate nouns; those are followed by the affix -dem
di wuman-dem .......the women
di tiicha-dem........ the teachers
4) Use of the copula
• the JC particle 'a' is required e.g.: Mi a rait ....... I am writing
• the JC equative verb is also 'a' e.g.: Mi a di tiicha .......I am a teacher
• JC has a separate locative verb 'de' e.g.: Wi de a London .....We are in London
• with true adjectives in JC no copula is needed; adjectives are a special class of verbs
e.g.: Mi taiad nou .......I am tired now
5) Negation
- JC negator ‘no’ used in present
Wi no de a London ......We are not in London.
Mi naa (no +a) ron ......I’m not running.
- ‘neba’ or ‘neva’ used only in past
Mi neba nuo dat .....I didn’t know that.
Nobadi neva sii im ......Nobody never saw him.
6) Prepositions
- JC uses the preposition a where English would often use in, at or to
Mi de a yaad .....I am in the yard.
Im de a skuul ........He is at school.
Im waant to go a skuul .......He wants to go to school.
- Grammar -
1) The pronominal system
- The pronominal system of SE has a three-way distinction of person, singular/plural and gender. Compared to JC there are a lot of differences.
mi - Singular ....... wi- Plural
yu -Singular ...... unu- Plural
im(s/he)-Singular......dem- Plural
i(it)
- gender is lacked; except for a distinction between ‘common’ and ‘neuter’ in 3rd person
- SE pronouns are marked for case; there must be distinguished between I and me, him/her from he/she, they from them
- These distinctions do not exist in the JC system;
im can be translated he/him/she/her
wi can be translated us
dem can be translated they/them
- possessive pronouns like my, your, his, her, its, our, their are lacking in JC
- simple pronouns like shown above function as possessive pronouns
mi buk ......my book
yu buk ......your book
dem buk .....their book
2) Tense and aspect marking
- in SE past tense is either marked with the suffix -ed or -t, by a sound change like sing sang or are identical with the present form like put or hit
- aspect refers to it's (tense) completion or non-completion;i.e. I am walking (imperfective, non complete); I have walked (perfective, complete)
- aspect is expressed by using auxiliary verbs like be or have
- tense/aspect system of JC is fundamentally unlike that of English
- there are 2 preverbial particles: en and a
- they are no verbs; they are simply invariant particles which cannot stand alone like the English ‘to be’
- their functions differs also from the English
en is called a ‘tense indicator’
a is called the ‘aspect marker’
- there are no morphological marked past tense forms corresponding to English
Mi ron ........I run (habitually); I ran
Mi a ron ........I am running
Mi ena (en+a) ron ...........I was running
Mi en ron ..........I have run; I had run
3) Plural Marking
- plural in English is marked on most nouns, except of personal names and nouns refering to uncountable masses
- JC doesn't mark the plural of nouns, except of animate nouns; those are followed by the affix -dem
di wuman-dem .......the women
di tiicha-dem........ the teachers
4) Use of the copula
• the JC particle 'a' is required e.g.: Mi a rait ....... I am writing
• the JC equative verb is also 'a' e.g.: Mi a di tiicha .......I am a teacher
• JC has a separate locative verb 'de' e.g.: Wi de a London .....We are in London
• with true adjectives in JC no copula is needed; adjectives are a special class of verbs
e.g.: Mi taiad nou .......I am tired now
5) Negation
- JC negator ‘no’ used in present
Wi no de a London ......We are not in London.
Mi naa (no +a) ron ......I’m not running.
- ‘neba’ or ‘neva’ used only in past
Mi neba nuo dat .....I didn’t know that.
Nobadi neva sii im ......Nobody never saw him.
6) Prepositions
- JC uses the preposition a where English would often use in, at or to
Mi de a yaad .....I am in the yard.
Im de a skuul ........He is at school.
Im waant to go a skuul .......He wants to go to school.
Types of Caribbean English
There are a number of different varieties of English spoken in the Caribbean. These include:
1.Foreign English is spoken by tourists,outsiders and expatriates from countries where English is a major language.It is sometimes imitated by the West Indians.It may also be spoken by Caribbean nationals who try to imitate the accent of tourists with whom they associate.
2.Erudite English contains features which indicate that the speaker is conversant with words, phrases and idiomatic expressions especially older ones and foreign ones which are considered to be difficult.
3.Colloquial English is typically West Indian without being creole English.It is marked by differences in pronunciation, pitch and syntax.
4.Rasta English is the jargon used by Rastafarian group. This variety of english was made popular by the Rastafarian cult which consists of biblical and apocalyptic words; words related to Africa or things African; punning of playing on words and "I" words.
5.Radio and Television English relates to sound of human voice in the electronic media. It can be divided into four categories -newscasts, music programmes, advertisements and general public features.
6.Profane English is used in conjunction with impolite and shocking obscenities that are used when cursing. It involves swearing, and reference to God, religious things, sex, sexual organs and practices.
1.Foreign English is spoken by tourists,outsiders and expatriates from countries where English is a major language.It is sometimes imitated by the West Indians.It may also be spoken by Caribbean nationals who try to imitate the accent of tourists with whom they associate.
2.Erudite English contains features which indicate that the speaker is conversant with words, phrases and idiomatic expressions especially older ones and foreign ones which are considered to be difficult.
3.Colloquial English is typically West Indian without being creole English.It is marked by differences in pronunciation, pitch and syntax.
4.Rasta English is the jargon used by Rastafarian group. This variety of english was made popular by the Rastafarian cult which consists of biblical and apocalyptic words; words related to Africa or things African; punning of playing on words and "I" words.
5.Radio and Television English relates to sound of human voice in the electronic media. It can be divided into four categories -newscasts, music programmes, advertisements and general public features.
6.Profane English is used in conjunction with impolite and shocking obscenities that are used when cursing. It involves swearing, and reference to God, religious things, sex, sexual organs and practices.
Wednesday, October 21, 2009
Non-Verbal communication
The Six Types of Nonverbal Communication
There are six main types of nonverbal communication.
You're probably familiar with most, but may be surprised by the more obscure types.
Apply your self-observation skills to your nonverbal communication habits and see if you can't discover ways in which you might become a more effective communicator!
Facial Expressions
Of all the types of nonverbal communication, this may be one of the most noticeable. We all examine each others' faces as we talk, gleaning information to confirm that the meaning is received as it is delivered.
Smiling is one facial expression that is likely to put other people at ease and make them feel accepted and comfortable. You exude happiness and encouragement when you smile, so try to add it to more of your conversations.
Scowling, chewing your lip, and raising your eyebrows can all signal different meanings, so it is important to be aware of how your face looks during a conversation.
Eye Contact
This is a big one. We learned all about it in Speech class! The hard part is that it can feel uncomfortable. For some it may feel too intimate, for others it may feel challenging. No matter how it makes you feel, though, it is an essential tool in your nonverbal communication toolbox as it makes the other person feel heard, respected, and important.
Of course, I don't advocate staring as that can be rude! But making good, consistent eye contact can elevate your status as a great conversationalist.
Gestures
Gestures are another one of the types of nonverbal communication. They can add warmth and personality to a conversation. If you're not a big hand gesture person, remember at least to nod your head appropriately. This is an easy way to show that you are listening to, understanding, and connecting with the speaker.
Posture and Body Orientation
How you walk, talk, stand, and sit sends a lot of messages to others. Think of the times you've felt nervous at a party…your posture most certainly gave you away. Letting your body relax, having fluid smooth movements, and facing your conversation partner all indicate confidence and engaging conversation skills.
Proximity
The physical distance between you and others signals your level of intimacy and comfort. If someone you don't know stands too close or touches too often, you will probably begin to feel uncomfortable. Make sure you're aware of others' body language in response to your presence -- this can be especially important for those who want to impress!
Paralinguistics
This is really just describing how your voice sounds. It includes your:
Tone
Pitch
Rhythm
Loudness
Inflection
This type of nonverbal communication is most noticeable when someone uses their voice to indicate a different meaning than their stated words. You know, that passive-aggressive tactic that we all use at some time or another. Like when you're having an argument with your husband and you say, "I'm not angry!"
Ha!
Trying to keep your words and your paralinguistics in sync will help keep your messages clear, understandable, and less likely to be misinterpreted.
There are six main types of nonverbal communication.
You're probably familiar with most, but may be surprised by the more obscure types.
Apply your self-observation skills to your nonverbal communication habits and see if you can't discover ways in which you might become a more effective communicator!
Facial Expressions
Of all the types of nonverbal communication, this may be one of the most noticeable. We all examine each others' faces as we talk, gleaning information to confirm that the meaning is received as it is delivered.
Smiling is one facial expression that is likely to put other people at ease and make them feel accepted and comfortable. You exude happiness and encouragement when you smile, so try to add it to more of your conversations.
Scowling, chewing your lip, and raising your eyebrows can all signal different meanings, so it is important to be aware of how your face looks during a conversation.
Eye Contact
This is a big one. We learned all about it in Speech class! The hard part is that it can feel uncomfortable. For some it may feel too intimate, for others it may feel challenging. No matter how it makes you feel, though, it is an essential tool in your nonverbal communication toolbox as it makes the other person feel heard, respected, and important.
Of course, I don't advocate staring as that can be rude! But making good, consistent eye contact can elevate your status as a great conversationalist.
Gestures
Gestures are another one of the types of nonverbal communication. They can add warmth and personality to a conversation. If you're not a big hand gesture person, remember at least to nod your head appropriately. This is an easy way to show that you are listening to, understanding, and connecting with the speaker.
Posture and Body Orientation
How you walk, talk, stand, and sit sends a lot of messages to others. Think of the times you've felt nervous at a party…your posture most certainly gave you away. Letting your body relax, having fluid smooth movements, and facing your conversation partner all indicate confidence and engaging conversation skills.
Proximity
The physical distance between you and others signals your level of intimacy and comfort. If someone you don't know stands too close or touches too often, you will probably begin to feel uncomfortable. Make sure you're aware of others' body language in response to your presence -- this can be especially important for those who want to impress!
Paralinguistics
This is really just describing how your voice sounds. It includes your:
Tone
Pitch
Rhythm
Loudness
Inflection
This type of nonverbal communication is most noticeable when someone uses their voice to indicate a different meaning than their stated words. You know, that passive-aggressive tactic that we all use at some time or another. Like when you're having an argument with your husband and you say, "I'm not angry!"
Ha!
Trying to keep your words and your paralinguistics in sync will help keep your messages clear, understandable, and less likely to be misinterpreted.
The Communication Process
Check out this SlideShare Presentation:
The Communication Process
View more presentations from anakarinapereira.
Thursday, October 15, 2009
Communication Studies Worksheet
Instruction: Read the questions then answer all the questions.
1.List five compound words that exist in the Creole English spoken in your territory which are derived from English words but with non-English meaning.
2.Identify the features of Creole English that is/are present in the following sentences:
(i) If you come back tomorrow you go see my sister.
(ii) Me done talk.
(iii) No worry me, you wi get it when the right time come.
(iv) I know hi modda for a long time.
(v) Mi vex wid de boy dem.
(vi) Mi big sister dark yu see but mi younger sister is de opposite; she have belly already.
(vii) When we gat to de fording de win and rain was so bad we had to back back.
(viii) Di house ketch fiya an de brigade had to out out it.
(ix) Fi wi team paly football like dem fool fool.
(x) Im get new hair style mi chile.
3. Translate the following Rastafarian Speech into Standard English.
/aidrin/ /di uondli chaaj
Dat ai an ai az a
Rasta aidrin av/
Is di erb/siin ai
Duo av no mo chaaj/
4. Read the following consultative conversation between a policeman and a motorist and discuss the different ways that the power relationship is evident.
Policeman:“So you said you witnessed the accident at two o’clock this
afternoon?”
Motorist: “Yes, and it was caused when the red Ford ran the stop light.”
Policeman:“Are you sure you were present during the entire incident?”
Motorist:“Yes, Officer. I saw everything and the red car was at fault.”
Policeman:“Two o’clock it was?”
Motorist:“That’s correct. Will this take much longer? I have to pick up my....”
Policeman:“Are you sure the light was red?”
Motorist:“I just SAID that officer. CAN I go now?”
Policeman:“I’m not quite through with my investigation yet.”
5.Identify at least two words (related to place names, cultural practices, foods or objects) used in your country that are derived from the following languages or dialects:
(i) Amerindian indigenous language
(ii) Dutch
(iii) French
(iv) Spanish
(v) East Indian
(vi) African ancestral languages
(vii) American English
6.Read the extract and answer the questions that follow:
“Put in another application when your English has improved, “Mr. Channer said, without looking up from the Sunday Times . “Customers simply won’t understand you, dear.” With that, he was finished. Just another dismissal that makes you know your place. At least he said it. Others simply gave you the silent treatment, the condescending stare or the look of pity as if you commit a crime not to talk like them. Where should she go now? The boarding house, the silent hall way and more of that disgusting shepherd’s pie. Longing for country made her sick; the labrish on verandahs until late when you bust a laugh as you please; the anansi stories under the moon light brought a wave of longing that made her dizzy.
In an essay of 500 words discuss:
(a) The attitudes towards dialectal variation evident from Mr. Channer’s speech at the start of the extract;
(b) the linguistic factors that contribute to the alienation that the young lady in the excerpt feels.
(c) the impact of this experience on her sense of identity.
(d) the ways in which a video depiction of this scenario would serve to highlight her alienation and sense of longing. (25 marks)
1.List five compound words that exist in the Creole English spoken in your territory which are derived from English words but with non-English meaning.
2.Identify the features of Creole English that is/are present in the following sentences:
(i) If you come back tomorrow you go see my sister.
(ii) Me done talk.
(iii) No worry me, you wi get it when the right time come.
(iv) I know hi modda for a long time.
(v) Mi vex wid de boy dem.
(vi) Mi big sister dark yu see but mi younger sister is de opposite; she have belly already.
(vii) When we gat to de fording de win and rain was so bad we had to back back.
(viii) Di house ketch fiya an de brigade had to out out it.
(ix) Fi wi team paly football like dem fool fool.
(x) Im get new hair style mi chile.
3. Translate the following Rastafarian Speech into Standard English.
/aidrin/ /di uondli chaaj
Dat ai an ai az a
Rasta aidrin av/
Is di erb/siin ai
Duo av no mo chaaj/
4. Read the following consultative conversation between a policeman and a motorist and discuss the different ways that the power relationship is evident.
Policeman:“So you said you witnessed the accident at two o’clock this
afternoon?”
Motorist: “Yes, and it was caused when the red Ford ran the stop light.”
Policeman:“Are you sure you were present during the entire incident?”
Motorist:“Yes, Officer. I saw everything and the red car was at fault.”
Policeman:“Two o’clock it was?”
Motorist:“That’s correct. Will this take much longer? I have to pick up my....”
Policeman:“Are you sure the light was red?”
Motorist:“I just SAID that officer. CAN I go now?”
Policeman:“I’m not quite through with my investigation yet.”
5.Identify at least two words (related to place names, cultural practices, foods or objects) used in your country that are derived from the following languages or dialects:
(i) Amerindian indigenous language
(ii) Dutch
(iii) French
(iv) Spanish
(v) East Indian
(vi) African ancestral languages
(vii) American English
6.Read the extract and answer the questions that follow:
“Put in another application when your English has improved, “Mr. Channer said, without looking up from the Sunday Times . “Customers simply won’t understand you, dear.” With that, he was finished. Just another dismissal that makes you know your place. At least he said it. Others simply gave you the silent treatment, the condescending stare or the look of pity as if you commit a crime not to talk like them. Where should she go now? The boarding house, the silent hall way and more of that disgusting shepherd’s pie. Longing for country made her sick; the labrish on verandahs until late when you bust a laugh as you please; the anansi stories under the moon light brought a wave of longing that made her dizzy.
In an essay of 500 words discuss:
(a) The attitudes towards dialectal variation evident from Mr. Channer’s speech at the start of the extract;
(b) the linguistic factors that contribute to the alienation that the young lady in the excerpt feels.
(c) the impact of this experience on her sense of identity.
(d) the ways in which a video depiction of this scenario would serve to highlight her alienation and sense of longing. (25 marks)
Factors Influencing Language
Historical Factors
Langauge situation in any country can be likned directly to historical factors. Colonisation is in fact the greatest factor responsible for the spread of certain languages to diverse geographical locations. The language is of slavery and plantation life. It looks at the dispersion of tribes on plantations and colonies. The need to communicate and peals with sovereignty (take on the language of the colony that took over).These factors are often related to colonization or migration. For example, French and English are spoken in Canada today because it was the scene of several conflicts between France and England in the 17th and 18th centuries.
Social Factors
Social dominance of agroup enusres that its dialect becomes the one that assumes the place of importance in society.Social factors affect interaction with peers. It affects how you communicate with others of different age group and by structure in society.
Cultural factors ensure that the social dominance of a group ensures that its dialect becomes the one that assumes the place of importance in the society and is considered to be standard language of that society. Much of the dynamism of a language is a result of constant social change and the emergence of new cultural phenomena. However, the elements of social and economic class always affect attitudes to and choice of language. For example, persons seeking to be recognized as part of a certain social group may deliberately cultivate the language or dialect of that group although they do not normally speak that dialect. Sometimes persons may switch from one variety of language to another throughout the day while they interact in different social settings. Social factors also determine which types of language are considered desirable and which ones are improper.
Global movement of people has been a major influence on language. Migrants and refugees are eager to assimilate quickly to the new culture as they can, to facilitate their ability to fit in with their society. As generations are born into new culture much of their original language is lost.
Acculturation or assimilating of the new culture affects the language of immigrants; sometimes the language of the host country also undergoes change as a result of the new cultural influences. The coexistence of different languages from different languages from different cultures in a society results in linguistic changes in all the languages and the nature of the cultural changes determines which language is more widely influential and what types of change take place.
Interaction with peers
Media
Interaction with others [different age groups]
Structure of the society – cultural plurality [several cultures groups existing in the same environment]
ENVIRONMENTAL FACTORS
Environmental factors affects the present occasion. Meaning, it affects the function you attend. It affects the register that you use and it helps you to determine what kind of register should be used. This factor affects interaction within your home; the language used at church (ceremonial); the school language, where the language is one of interaction with peers and instruction.
EDUCATIONAL FACTORS
Level of educational background
Availability of educational materials which foster the development of language
The teacher
Interaction with students during class
Accessibility of and exposure to training
Level of literacy
GEOGRAPHIC LOCATION
Rurality vs. urbanization
These factors give rise to the issues which perpetuate the prevailing attitudes, both negative and positive, to language in Jamaica and some other territories in the Caribbean. Discuss among your friends the attitudes the Standard English and Jamaican Creole which you have observed; remember that you need to be able to analyse such in the Analytical section of the Internal Assessment.
EDUCATIONAL – This deals with the level of educational background. The availability of educational materials has helped to increase the development of language. Teachers help in the development of education with the interaction with the class.
ECONOMIC – The availability of material to improve education. Traveling helps in the development because by traveling, more exposure is gained.
POLITICAL – The official language of a country is normally indicated in the national constitution or other official sources. Recognition given to other languages is also a political or government decision. Most countries maintain the assigned status of their languages regardless of political change. In some countries language is significantly influenced by political events. Language policy determines which languages will be taught in schools, or used for particular official purposes. The policy may either promote or discourage the use of a particular language or languages. At other times it is designed to protect an ethnic language that may be in danger of disappearing.
Political influences on language can determine the extent to which minority languages or dialect are accepted, recognized or utilized in a society. Political decisions on language are sometimes taken to promote national identity.
Langauge situation in any country can be likned directly to historical factors. Colonisation is in fact the greatest factor responsible for the spread of certain languages to diverse geographical locations. The language is of slavery and plantation life. It looks at the dispersion of tribes on plantations and colonies. The need to communicate and peals with sovereignty (take on the language of the colony that took over).These factors are often related to colonization or migration. For example, French and English are spoken in Canada today because it was the scene of several conflicts between France and England in the 17th and 18th centuries.
Social Factors
Social dominance of agroup enusres that its dialect becomes the one that assumes the place of importance in society.Social factors affect interaction with peers. It affects how you communicate with others of different age group and by structure in society.
Cultural factors ensure that the social dominance of a group ensures that its dialect becomes the one that assumes the place of importance in the society and is considered to be standard language of that society. Much of the dynamism of a language is a result of constant social change and the emergence of new cultural phenomena. However, the elements of social and economic class always affect attitudes to and choice of language. For example, persons seeking to be recognized as part of a certain social group may deliberately cultivate the language or dialect of that group although they do not normally speak that dialect. Sometimes persons may switch from one variety of language to another throughout the day while they interact in different social settings. Social factors also determine which types of language are considered desirable and which ones are improper.
Global movement of people has been a major influence on language. Migrants and refugees are eager to assimilate quickly to the new culture as they can, to facilitate their ability to fit in with their society. As generations are born into new culture much of their original language is lost.
Acculturation or assimilating of the new culture affects the language of immigrants; sometimes the language of the host country also undergoes change as a result of the new cultural influences. The coexistence of different languages from different languages from different cultures in a society results in linguistic changes in all the languages and the nature of the cultural changes determines which language is more widely influential and what types of change take place.
Interaction with peers
Media
Interaction with others [different age groups]
Structure of the society – cultural plurality [several cultures groups existing in the same environment]
ENVIRONMENTAL FACTORS
Environmental factors affects the present occasion. Meaning, it affects the function you attend. It affects the register that you use and it helps you to determine what kind of register should be used. This factor affects interaction within your home; the language used at church (ceremonial); the school language, where the language is one of interaction with peers and instruction.
EDUCATIONAL FACTORS
Level of educational background
Availability of educational materials which foster the development of language
The teacher
Interaction with students during class
Accessibility of and exposure to training
Level of literacy
GEOGRAPHIC LOCATION
Rurality vs. urbanization
These factors give rise to the issues which perpetuate the prevailing attitudes, both negative and positive, to language in Jamaica and some other territories in the Caribbean. Discuss among your friends the attitudes the Standard English and Jamaican Creole which you have observed; remember that you need to be able to analyse such in the Analytical section of the Internal Assessment.
EDUCATIONAL – This deals with the level of educational background. The availability of educational materials has helped to increase the development of language. Teachers help in the development of education with the interaction with the class.
ECONOMIC – The availability of material to improve education. Traveling helps in the development because by traveling, more exposure is gained.
POLITICAL – The official language of a country is normally indicated in the national constitution or other official sources. Recognition given to other languages is also a political or government decision. Most countries maintain the assigned status of their languages regardless of political change. In some countries language is significantly influenced by political events. Language policy determines which languages will be taught in schools, or used for particular official purposes. The policy may either promote or discourage the use of a particular language or languages. At other times it is designed to protect an ethnic language that may be in danger of disappearing.
Political influences on language can determine the extent to which minority languages or dialect are accepted, recognized or utilized in a society. Political decisions on language are sometimes taken to promote national identity.
Saturday, October 3, 2009
The Caribbean Territories
The Caribbean Territories
They are Spanish, Dutch, English and French
1.Spanish Speaking Territories
The following countries Cuba, Dominican Republic, and Puerto Rico are all Spanish speaking countries. All these countries use Spanish as an official and universally spoken language. They also use a non-standard Spanish dialect.
2.French Speaking Territories
Haiti, Martinique, Guadeloupe and French Guiana all have French as the official or standard language. Other languages variously called Haitian Creole, Haitian, or French Creole, Creole or patois exist.
3.Dutch Speaking Territories
Suriname, the Netherlands Antilles (Aruba, Bonaire, Curacao, Saba, St. Eustatius, and St. Marteen) are all Dutch speaking territories. In Curacao for example, in 1983 preparations were made for making Papiamentu the official national language with Spanish and English as the official second languages, while preserving Dutch as the language of post primary education for at least ten years.
In Suriname the mass vernacular, Sranan, exist alongside minority languages and ethnic vernaculars such as Javanese, Hindi, Ndjuka, Saramaccan and Amerindian.
4.English Speaking Territories
The countries that fall under the English speaking territories are Jamaica, Trinidad and Tobago, Antigua, St. Kitts, Montserrat, St. Vincent, St. Lucia, Nevis and Antigua. They share English as the official language. This group is very diverse. There is monolingualism, bilingualism, multilingualism, diglossia, and post-Creole continuum.
Trinidad has several other languages other than English. There are French Creole, Spanish, Bhojpuri that serve as the media of everyday communication in most rural communities, and a post Creole English serves as the mass vernacular.
In St. Lucia and Dominica the English speaking rural and urban populations’ daily interaction is by way of a French-based Creole.
In Grenada the English is strongly influenced by a French Creole.
The U.S. and British Virgin Islands have a Post Creole English and all the other territories, an English Creole.
Jamaica falls in the latter group, having English as its official and standard language and English Creole as its mass vernacular.
The Linguistic Diversity gives rise to language situations ranging from monolingual, bi-dialectal, bilingual, diglossic to monolingual and continuum.
The U.S. and British Virgin Islands reflect a bi-dialectal situation in which the official language is English and the mass vernacular is post-Creole English.
Multilingual situations are evident in Belize, Trinidad and Suriname.
A diglossic situation exists in Haiti and the French West Indies. However a bilingual situation exists in St. Lucia and the Netherlands Antilles while a continuum exits in other English speaking territories where the official language is English and the mass vernacular is English Creole.
They are Spanish, Dutch, English and French
1.Spanish Speaking Territories
The following countries Cuba, Dominican Republic, and Puerto Rico are all Spanish speaking countries. All these countries use Spanish as an official and universally spoken language. They also use a non-standard Spanish dialect.
2.French Speaking Territories
Haiti, Martinique, Guadeloupe and French Guiana all have French as the official or standard language. Other languages variously called Haitian Creole, Haitian, or French Creole, Creole or patois exist.
3.Dutch Speaking Territories
Suriname, the Netherlands Antilles (Aruba, Bonaire, Curacao, Saba, St. Eustatius, and St. Marteen) are all Dutch speaking territories. In Curacao for example, in 1983 preparations were made for making Papiamentu the official national language with Spanish and English as the official second languages, while preserving Dutch as the language of post primary education for at least ten years.
In Suriname the mass vernacular, Sranan, exist alongside minority languages and ethnic vernaculars such as Javanese, Hindi, Ndjuka, Saramaccan and Amerindian.
4.English Speaking Territories
The countries that fall under the English speaking territories are Jamaica, Trinidad and Tobago, Antigua, St. Kitts, Montserrat, St. Vincent, St. Lucia, Nevis and Antigua. They share English as the official language. This group is very diverse. There is monolingualism, bilingualism, multilingualism, diglossia, and post-Creole continuum.
Trinidad has several other languages other than English. There are French Creole, Spanish, Bhojpuri that serve as the media of everyday communication in most rural communities, and a post Creole English serves as the mass vernacular.
In St. Lucia and Dominica the English speaking rural and urban populations’ daily interaction is by way of a French-based Creole.
In Grenada the English is strongly influenced by a French Creole.
The U.S. and British Virgin Islands have a Post Creole English and all the other territories, an English Creole.
Jamaica falls in the latter group, having English as its official and standard language and English Creole as its mass vernacular.
The Linguistic Diversity gives rise to language situations ranging from monolingual, bi-dialectal, bilingual, diglossic to monolingual and continuum.
The U.S. and British Virgin Islands reflect a bi-dialectal situation in which the official language is English and the mass vernacular is post-Creole English.
Multilingual situations are evident in Belize, Trinidad and Suriname.
A diglossic situation exists in Haiti and the French West Indies. However a bilingual situation exists in St. Lucia and the Netherlands Antilles while a continuum exits in other English speaking territories where the official language is English and the mass vernacular is English Creole.
Monday, September 28, 2009
Foreign Words borrowed into English
From the list below, see if you can match these foreign words borrowed into English with their language of origin. Some languages are represented more than once.
Borrowed words/ Phrases- A capella, Alma mater, Bambino, Batik, Cul-de-sac, Eureka, Grand Prix, Guru, Haiku, Ikebana, Jihad, Karaoke, Kindergarten, Terminus, Verbatim, Volkswagen
Options- Japanese, Latin, Greek, Javanese, French, Hindi, German, Italian, Arabic
Answers- A Capella-Italian, Alma mater-Latin, Bambino-Italian, Batik-Javanese, Cul-de-sac-French, Eureka-Greek, Grand Prix- French, Guru-Hindi, Haiku-Japanese, Ikebana-Japanese, Jihad-Arabic, Karaoke-Japanese, Kindergarten-German, Terminus-Latin, Verbatim-Latin, Volkswagen-German
Borrowed words/ Phrases- A capella, Alma mater, Bambino, Batik, Cul-de-sac, Eureka, Grand Prix, Guru, Haiku, Ikebana, Jihad, Karaoke, Kindergarten, Terminus, Verbatim, Volkswagen
Options- Japanese, Latin, Greek, Javanese, French, Hindi, German, Italian, Arabic
Answers- A Capella-Italian, Alma mater-Latin, Bambino-Italian, Batik-Javanese, Cul-de-sac-French, Eureka-Greek, Grand Prix- French, Guru-Hindi, Haiku-Japanese, Ikebana-Japanese, Jihad-Arabic, Karaoke-Japanese, Kindergarten-German, Terminus-Latin, Verbatim-Latin, Volkswagen-German
Thursday, September 24, 2009
Communicative Behaviour
Human beings communicate a great deal by use of their bodies. Our inner responses to situations are normally communicated through our bodies. Body language can also be misread.Non-verbal communication refers to a wide array of behaviours bu which we communicate messages without the use of our voices.Such behaviours are referred to as communicative behaviours.The most obvious non-verbal behaviour are seen in our gestures, posture, movements and in our use of objects, space and time.
POSTURE, GESTURES AND MOVEMENT
These are most obvious means of communicating our feelings and attitudes.These meanings are culturally determined and may vary from place to place.Posture in any context is a crucial indicator of attitude and helps to determine how others willl react towards you. Gestures enhance a verbal presentation, while movements may also suggest timidity, doubt and fear but one has to be careful not to misread the meaning of a person's movements.
Use of space-PROXEMICS
Proxemics is an overlooked form of communication. People who are skilled in communication know how to use space to their advantage and they influence the behaviour of others.
Interpersonal space can be divided into several categories:
Intimate distance used for embracing, touching and whispering
Personal distance used for interactions among good friends
Social distance used for interactions among acquaintances
Public distance used for public speaking.
Distances decribed are culturally based. Knowing about these differences and what is socially acceptable distance allows for better cross-cultural communication.
When someone leans close to you in a social gathering you may feel several different emotions depending on how you perceive this change in social distance.
KINESICS
This is the interpretation of body language such as facial expression and gestures, or more formally, non-verbal behaviour related to movement of the body or any part of the body. It is also culture bound. The movement of the body, or separate parts, conveys many specific meanings and they carry a risk of being misinterpreted.
Use of the time-CHRONEMICS
This refers to the use of time, waiting or pausing.These are generally used to get your attention.
DRESS
Our dress communicate our social standing, especially in those cultures where specific clothes are worn only by specific individuals. Colour is also used symbolically. Women in positions of power often wear red. Black is associated with mourning. Costumes also depict some aspect of nature or some historical or social event.
PARALANGUAGE
This is used to modify meaning and convey emotions. Paralanguage includes pitch, volume and intonation of speech. It is also revealed in text communication via the internet.Shouting or speaking softly each changes the way that a message might be interpreted. Our laughs, cries and moans all have meaning and communicate some feeling or emotion. Vocal segregates such as ooh, eh and mmmh may appear incomprehensible but each has some special meaning whether it is acceptance, agreement or uncertainty.
POSTURE, GESTURES AND MOVEMENT
These are most obvious means of communicating our feelings and attitudes.These meanings are culturally determined and may vary from place to place.Posture in any context is a crucial indicator of attitude and helps to determine how others willl react towards you. Gestures enhance a verbal presentation, while movements may also suggest timidity, doubt and fear but one has to be careful not to misread the meaning of a person's movements.
Use of space-PROXEMICS
Proxemics is an overlooked form of communication. People who are skilled in communication know how to use space to their advantage and they influence the behaviour of others.
Interpersonal space can be divided into several categories:
Intimate distance used for embracing, touching and whispering
Personal distance used for interactions among good friends
Social distance used for interactions among acquaintances
Public distance used for public speaking.
Distances decribed are culturally based. Knowing about these differences and what is socially acceptable distance allows for better cross-cultural communication.
When someone leans close to you in a social gathering you may feel several different emotions depending on how you perceive this change in social distance.
KINESICS
This is the interpretation of body language such as facial expression and gestures, or more formally, non-verbal behaviour related to movement of the body or any part of the body. It is also culture bound. The movement of the body, or separate parts, conveys many specific meanings and they carry a risk of being misinterpreted.
Use of the time-CHRONEMICS
This refers to the use of time, waiting or pausing.These are generally used to get your attention.
DRESS
Our dress communicate our social standing, especially in those cultures where specific clothes are worn only by specific individuals. Colour is also used symbolically. Women in positions of power often wear red. Black is associated with mourning. Costumes also depict some aspect of nature or some historical or social event.
PARALANGUAGE
This is used to modify meaning and convey emotions. Paralanguage includes pitch, volume and intonation of speech. It is also revealed in text communication via the internet.Shouting or speaking softly each changes the way that a message might be interpreted. Our laughs, cries and moans all have meaning and communicate some feeling or emotion. Vocal segregates such as ooh, eh and mmmh may appear incomprehensible but each has some special meaning whether it is acceptance, agreement or uncertainty.
Wednesday, September 23, 2009
Attitude to Language
Langauge plays a major role in all aspects of society. The most obvious is its social role of allowing persons to communicate and relate to each other, share information, emotions and ways of life.
Your speech conveys specific impressions to an audience. People form impressions of your personality, emotional state, geographic origin, age, or socioeconomic status from the language you use and the way you use it. Some impressions are formed largely because of societal and personal attitudes to certain types of language.
People often adopt certain linguistic behaviours that they believe would create more favourable impressions of themselves, or enable them to fit in with the crowd.
In the Caribbean there are varying attitudes to language. This is due mainly to our history, people of the region tend to place a high value on standard langaugesas it is the langauge of power and economic might. Most persons believe that upward mobility is largely dependent on one's ability to fit in with the predominant socioeconomic class, and language is the main signifier of fitting in.
Most Caribbean persons tend to use a 'twang' or take on a new accent in order to fit in and be seen in a higher social class. Persons view proficiency in spoken English would gain them respect from others as well as allow them to get a job, advance their career, makes them feel mature and proud. Proficiency in Standard English is necessary if person want to travel or widen their horizons.
Attitudes to language vary from one sector of the society to another and some people demonstrate self-conscious behaviour when speaking the standard language.
Some persons view the use of Creole as the langugae to be used among friends and families.
Your speech conveys specific impressions to an audience. People form impressions of your personality, emotional state, geographic origin, age, or socioeconomic status from the language you use and the way you use it. Some impressions are formed largely because of societal and personal attitudes to certain types of language.
People often adopt certain linguistic behaviours that they believe would create more favourable impressions of themselves, or enable them to fit in with the crowd.
In the Caribbean there are varying attitudes to language. This is due mainly to our history, people of the region tend to place a high value on standard langaugesas it is the langauge of power and economic might. Most persons believe that upward mobility is largely dependent on one's ability to fit in with the predominant socioeconomic class, and language is the main signifier of fitting in.
Most Caribbean persons tend to use a 'twang' or take on a new accent in order to fit in and be seen in a higher social class. Persons view proficiency in spoken English would gain them respect from others as well as allow them to get a job, advance their career, makes them feel mature and proud. Proficiency in Standard English is necessary if person want to travel or widen their horizons.
Attitudes to language vary from one sector of the society to another and some people demonstrate self-conscious behaviour when speaking the standard language.
Some persons view the use of Creole as the langugae to be used among friends and families.
Language Variation
Language variation means that a given language is not one uniform or homogenous system, but that it contains many varieties which differ with respect to their grammar, pronunciation and vocabulary. The varities are normally referred to as dialects.
Langauge variation influences language change. Language use varies because of a number of social factors which include social identities of the people engaged in the speech acts, their socially defined purposes for interacting, as well as the social setting within which the interaction takes place.
Different languages are spoken in different geographical locations. For example, people in Spain, Cuba, Venezuela, and Mexico speak Sapnish , but the Spanish spoken in each country is somewhat different from that spoken in the other countries.
No language is spoken in exactly the same way when used. As a language evolve, one particular dialect becomes dominant. This is due to the fact that it is the dialect spoken by the people with the economic power or greatest social influence in that society. This dialect now becomes the standard variety and becomes the one used for writing and other formal purposes and is often given prestige over other varities.
Depending on whon you are speaking or writing to, you instinctively vary the way in which you express yourself. This type of language variation is known as code switching.
Of importance is the fact that choice of register also generally reflects teh speaker's or writer's relationship with his or her audience.
Langauge variation influences language change. Language use varies because of a number of social factors which include social identities of the people engaged in the speech acts, their socially defined purposes for interacting, as well as the social setting within which the interaction takes place.
Different languages are spoken in different geographical locations. For example, people in Spain, Cuba, Venezuela, and Mexico speak Sapnish , but the Spanish spoken in each country is somewhat different from that spoken in the other countries.
No language is spoken in exactly the same way when used. As a language evolve, one particular dialect becomes dominant. This is due to the fact that it is the dialect spoken by the people with the economic power or greatest social influence in that society. This dialect now becomes the standard variety and becomes the one used for writing and other formal purposes and is often given prestige over other varities.
Depending on whon you are speaking or writing to, you instinctively vary the way in which you express yourself. This type of language variation is known as code switching.
Of importance is the fact that choice of register also generally reflects teh speaker's or writer's relationship with his or her audience.
Language Register
In deciding which register is suitable for a given situation you must consider factors such as the audience for which the communication is intended, the nature of the subject matter being spoken or written about, the medium which may or may not include non-verbal elements of communication, the writer's attitude towards the content he or she writes about.
Social ranks, politeness and protocol are all factors that we consider when selecting a register to be used.
There are two factors governing the levels of formality in any speech or writing act. The two factors are Social setting and communicative code.
Attention must be paid to the rules and conventions in both speech and writing, gesture, dress and relationship between those engaged in discourse.
In speech care is taken with intonation-pitch, loudness, rate of speech, and turn-taking.
In writing attention is paid to use of complete sentence structures and diction. Deviation from accepted norms of spelling, pronunciation and meaning is avoided.
Social setting influence formality in discourse. Formal situation requires a display of seriousness, politeness and respect.
Language register may be identified as :
Formal, casual, Intimate, Private, Frozen and consultative
Formal register -normally used with strangers or persons in socially formal situations. There is the use of standard language and complete sentences by persons at this level.
Casual register - used mainly with acquaintances and people not personally known. Use of standard and non-standard structures, slands as well as ellipsis are normally applied in the casual register.
Intimate register- used mainly among very close acquaintances and relatives. Persons normally use incomplete sentences and ellipsis, slangs, coded language, specialized vocabularyas well as a greater reliance on non-verbal elements.
Private register- takes place within ones self and is normally intra-personal. There is the use of standard and non-standard structures, ellipsis and slang.
Frozen register- can be appropriate for formal and informal situations. Many persons possess standard and non-standard features of language.
Consultative register- is appropriate for formal and informal discourse in which the listener is expected to give continuous feedback to the speaker. Persons possess standard or non-standard features depending on the context. There may also be the use of non-verbal elements.
Social ranks, politeness and protocol are all factors that we consider when selecting a register to be used.
There are two factors governing the levels of formality in any speech or writing act. The two factors are Social setting and communicative code.
Attention must be paid to the rules and conventions in both speech and writing, gesture, dress and relationship between those engaged in discourse.
In speech care is taken with intonation-pitch, loudness, rate of speech, and turn-taking.
In writing attention is paid to use of complete sentence structures and diction. Deviation from accepted norms of spelling, pronunciation and meaning is avoided.
Social setting influence formality in discourse. Formal situation requires a display of seriousness, politeness and respect.
Language register may be identified as :
Formal, casual, Intimate, Private, Frozen and consultative
Formal register -normally used with strangers or persons in socially formal situations. There is the use of standard language and complete sentences by persons at this level.
Casual register - used mainly with acquaintances and people not personally known. Use of standard and non-standard structures, slands as well as ellipsis are normally applied in the casual register.
Intimate register- used mainly among very close acquaintances and relatives. Persons normally use incomplete sentences and ellipsis, slangs, coded language, specialized vocabularyas well as a greater reliance on non-verbal elements.
Private register- takes place within ones self and is normally intra-personal. There is the use of standard and non-standard structures, ellipsis and slang.
Frozen register- can be appropriate for formal and informal situations. Many persons possess standard and non-standard features of language.
Consultative register- is appropriate for formal and informal discourse in which the listener is expected to give continuous feedback to the speaker. Persons possess standard or non-standard features depending on the context. There may also be the use of non-verbal elements.
Saturday, September 19, 2009
Similarities and distinctiveness in vocabulary used to describe foods endemic to the region
Linguistic similarities and distinctiveness are seen in vocabulary for foods endemic to the region. In different countries different names and labels are used to denote the same referent. Some names are directly infuenced by the mixed linguistic heritage of the territories involved. For example, territories with a French linguistic influence, but Caribbean English borrows from myriad sources starting with the Amerindians, Spanish, Dutch, French, Portuguese, African ancestral languages, East Indians, Chinese, Americans, and of course the British English.
Names of some fruits and vegetables that are used across the Region.
1. Barbados- cashew, bolanger, spur pepper, red beans, ground nut, white eddo
2. Belize- maranon, berenjena, chilli duke, red kidney, cacahaute, cocoyam
3. British Virgin Islands-cherry, melongae, jumbie pepper, red bean, peanut, dasheen
4. Dominica- cashew, balangenes, Pimon toiseau, red peas, pistache, dasheen
5. Guyana- cashew, baigan, bird pepper, bisoloma, ground nut, slip & dip
6. Jamaica- cashew nut, garden egg, bird pepper, red peas, peanut, coco
7. Trinidad& Tobago- cashew, melongene, hot pepper, red beans, peanut, chinese eddo
Notice the difference in the names of the different fruits and vegetables that exist in the region.
Do you think you can add more fruits and vegetables to the list? If so see how many other fruits and vegetables you can find to add to the list.
Names of some fruits and vegetables that are used across the Region.
1. Barbados- cashew, bolanger, spur pepper, red beans, ground nut, white eddo
2. Belize- maranon, berenjena, chilli duke, red kidney, cacahaute, cocoyam
3. British Virgin Islands-cherry, melongae, jumbie pepper, red bean, peanut, dasheen
4. Dominica- cashew, balangenes, Pimon toiseau, red peas, pistache, dasheen
5. Guyana- cashew, baigan, bird pepper, bisoloma, ground nut, slip & dip
6. Jamaica- cashew nut, garden egg, bird pepper, red peas, peanut, coco
7. Trinidad& Tobago- cashew, melongene, hot pepper, red beans, peanut, chinese eddo
Notice the difference in the names of the different fruits and vegetables that exist in the region.
Do you think you can add more fruits and vegetables to the list? If so see how many other fruits and vegetables you can find to add to the list.
Caribbean Creole Vocabulary
The Vocabulary or lexicon of Caribbean Creole English is derived mainly from Standard English. A number of words used in Creole speech are related to cultural influences from other European, African, East Indian, Chinese and Amerindian languages.
Examples of some of these words are listed below.
1. African- Senseh, bakra, dutty, nyam, foo-foo, makak, shango
2. Chinese- Wok, chop suey, chow mein, wonton, soy, chow chow
3. East Indian- Paisa, bhariat, maticore, sari, dhal, saro-bhai, orni, baratan
4. Amerindian- Maraca, barbecue, cassave, iguana, arepa, manatee, babrikot
How many of these words from the list did you know?
Can you find others to add to the list?
Examples of some of these words are listed below.
1. African- Senseh, bakra, dutty, nyam, foo-foo, makak, shango
2. Chinese- Wok, chop suey, chow mein, wonton, soy, chow chow
3. East Indian- Paisa, bhariat, maticore, sari, dhal, saro-bhai, orni, baratan
4. Amerindian- Maraca, barbecue, cassave, iguana, arepa, manatee, babrikot
How many of these words from the list did you know?
Can you find others to add to the list?
Saturday, September 12, 2009
Functions of Language
Humans use language in a varied way and as a result all language functions facilitate communication and expression. All functions of language are socially related, as they have to do with who the user is, his position or role that he has to perform and his relationship with others in his society.
Functions of Language
1. The Communicative Function
2. The Expressive Function
3. The Reflective Function
4. The Ritualistic Function
5. The Identification Function is used to:
- create bond and distance
-used to make statements about ourseleves
-establish relationships rather than to communicate ideas.
Functions of Language
1. The Communicative Function
2. The Expressive Function
3. The Reflective Function
4. The Ritualistic Function
5. The Identification Function is used to:
- create bond and distance
-used to make statements about ourseleves
-establish relationships rather than to communicate ideas.
Purpose of Language
Language serves many purposes which are vital to man's survival.
Some of the purposes of language are for:
1. persuading
2. questioning
3. directing
4. providing aesthetic pleasure
5. informing
6. reflecting
7. expressing feelings of emotions and aspirations
8. transmitting and receiving information
9. social bonding
10. phatic communication (small talk used to establish relationships)
Some of the purposes of language are for:
1. persuading
2. questioning
3. directing
4. providing aesthetic pleasure
5. informing
6. reflecting
7. expressing feelings of emotions and aspirations
8. transmitting and receiving information
9. social bonding
10. phatic communication (small talk used to establish relationships)
Features of Language
1. It is uniquely a human activity
2. It is non-instinctive
3. It is systematic
4. It is symbolic
5. It is dynamic
6. It is maturational
7.It is verbal
8. It is arbitrary
2. It is non-instinctive
3. It is systematic
4. It is symbolic
5. It is dynamic
6. It is maturational
7.It is verbal
8. It is arbitrary
Friday, August 28, 2009
LANGUAGE
Language can be recognized as having two possible interpretations: language and a language.
When we think of language, we think of it in a general way and we define it as the verbal form of human expression. It is confined to a human context and not extended to any other species. Therefore, we can conclude that language refers to a natural ability which all normal human beings have.
However, when we speak of a language, we think of it in a specific way and we define it to mean any distinct system of verbal expression, distinguished from other such systems by its peculiarities of structure and vocabulary. Thus concluding that a language is a specific version used by some people who normally live in the same community.
When we think of language, we think of it in a general way and we define it as the verbal form of human expression. It is confined to a human context and not extended to any other species. Therefore, we can conclude that language refers to a natural ability which all normal human beings have.
However, when we speak of a language, we think of it in a specific way and we define it to mean any distinct system of verbal expression, distinguished from other such systems by its peculiarities of structure and vocabulary. Thus concluding that a language is a specific version used by some people who normally live in the same community.
The Syllabus
The syllabus consists of three modules.
Module One: Gathering and Processing Information
Module Two: Language and Community
Module Three: Speaking and Writing
Module One: Gathering and Processing Information
Module Two: Language and Community
Module Three: Speaking and Writing
Monday, August 24, 2009
THE ANALYTICAL SECTION
The analytical section requires that students complete an analysis of one of the pieces presented under the reflective section of portfolio or they may select an appropriate piece from another source.
The piece selected should allow for analysis of all the following areas:
-The Registers used;
-Dialectal Variations, which may come in the form of Standard English, Creole, Rastafarian, Foreign, Erudite or Profane English;
-Attitudes to Langauage: this may come in the form of shame, pride, confidence, ridicule or scorn.
-Communicative Behaviours are largely seen in the non-verbal elements. For example, vocalics, proxemics, artifacts, movements, chronemics and the use of the senses.
The analytical piece that is selected must relate to their theme that was selected for the reflective pieces. Tha analysis of the piece should not exceed 350 words.
The piece selected should allow for analysis of all the following areas:
-The Registers used;
-Dialectal Variations, which may come in the form of Standard English, Creole, Rastafarian, Foreign, Erudite or Profane English;
-Attitudes to Langauage: this may come in the form of shame, pride, confidence, ridicule or scorn.
-Communicative Behaviours are largely seen in the non-verbal elements. For example, vocalics, proxemics, artifacts, movements, chronemics and the use of the senses.
The analytical piece that is selected must relate to their theme that was selected for the reflective pieces. Tha analysis of the piece should not exceed 350 words.
REFLECTIVE SECTION
The reflective section of the portfolio requires that students produce TWO samples of original work which should not exceed 1200 words. Samples produced should cover TWO literary genres and may include one piece of oral work which should be an audio or video tape. Audio or video tape if used should run for 3-5 minutes. Students must ensure that the two pieces created must relate to the theme selected.
Each literary genre includes a number of sub-forms that you may use. The most common ones are :
Poetry: lyric, sonnet, ballad, dramatic monologue, epic, elegy, limerick, haiku, ode etc.
Prose: short stories, expository or argumentative essays, parable, allegory, fable, biography, autobiography, diary and journal entries, etc.
Drama: Radio plays, screen plays, skits, comic strips, cartoons etc.
Students should provide a rationale for this section of the portfolio. The rationale should seek to give details of the students inspiration, intended audience, the situation and the purpose for the pieces.
Your inspiration includes what or who influenced or motivated you to select the theme you have chosen.
Your intended audience is geared at a particular group, gender or sector and this will influence your tone and language choice.
The situation is sometimes referred to as the context for which the portfolio pieces are intended. The specific situation or context for which the portfolio entry is intended and reasons given as to what features of the message are appropriate for the situation or context. For example, if your entry is a public service warning you will need to say just what the conditions are in the community that make such a warning necessary. Another example could be a diary entry which may be aimed at hiding ones feeling. It is recommended that students specifically identify the context of the presentation such as a rally, international forum, conferences, prize giving functions, publications for local audiences etc. You must decide what forum you would like to see your pieces published in. Your pieces could be published in the newspaper, school magazine, or the Teen Herald.
The purpose of the piece must be clearly stated. The purpose is what you hope to achieve by writing these pieces. Some purposes are to express sympathy, give a compliment, make a request, condemn or to encourage others.
Each literary genre includes a number of sub-forms that you may use. The most common ones are :
Poetry: lyric, sonnet, ballad, dramatic monologue, epic, elegy, limerick, haiku, ode etc.
Prose: short stories, expository or argumentative essays, parable, allegory, fable, biography, autobiography, diary and journal entries, etc.
Drama: Radio plays, screen plays, skits, comic strips, cartoons etc.
Students should provide a rationale for this section of the portfolio. The rationale should seek to give details of the students inspiration, intended audience, the situation and the purpose for the pieces.
Your inspiration includes what or who influenced or motivated you to select the theme you have chosen.
Your intended audience is geared at a particular group, gender or sector and this will influence your tone and language choice.
The situation is sometimes referred to as the context for which the portfolio pieces are intended. The specific situation or context for which the portfolio entry is intended and reasons given as to what features of the message are appropriate for the situation or context. For example, if your entry is a public service warning you will need to say just what the conditions are in the community that make such a warning necessary. Another example could be a diary entry which may be aimed at hiding ones feeling. It is recommended that students specifically identify the context of the presentation such as a rally, international forum, conferences, prize giving functions, publications for local audiences etc. You must decide what forum you would like to see your pieces published in. Your pieces could be published in the newspaper, school magazine, or the Teen Herald.
The purpose of the piece must be clearly stated. The purpose is what you hope to achieve by writing these pieces. Some purposes are to express sympathy, give a compliment, make a request, condemn or to encourage others.
THE EXPOSITORY
The expository section of the portfolio is orally presented and examined. The duration should be no more than 10 minutes per students.
Students' presentation should include:
-An explanation of the topic and their personal interest in it;
- A discussion of the issues raised and the challenges experienced by the students in exploring the selected topic;
-An evaluation of the source, context and the medium or channel and the reliability and validity of information gathered;
-A conclusion.
Students may also bring to the examination room a cue card with headings related to their presentation.
Students' presentation should include:
-An explanation of the topic and their personal interest in it;
- A discussion of the issues raised and the challenges experienced by the students in exploring the selected topic;
-An evaluation of the source, context and the medium or channel and the reliability and validity of information gathered;
-A conclusion.
Students may also bring to the examination room a cue card with headings related to their presentation.
INTERNAL ASSESSMENT
Students are reminded that they MUST complete their Internal Assessment. The internal assessment is done in the form of a portfolio on a theme that is selected by the students and approved by the teacher. The portfolio should have an introduction that identifies the theme selected and shows how it relates to the student's academic, work-related and personal interest.
The portfolio should be organized under three major headings. The headings are Expository, Reflective,and Analytical Section.
The portfolio should be organized under three major headings. The headings are Expository, Reflective,and Analytical Section.
Message to Teachers and Students
As we approach the start of the new school year I wish for you all that is good. I hope that we will have a productive year as we work together. Let's hope that you will find the information very educational and useful in your preparation for your examination. As educators let us remember that the best teacher is one suggests rather than dogmatizes, and inspires his listeners with the wish to teach himself. Let this be our driving force behind all that we may set out to achieve for this school year. It is my hope that all our students will be successful in their exams and that they will become role models as the enter the job market or one of our tertiary institution. May God bless you all. Mrs. Ricketts
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