Newby (2000) suggests a variety of interaction task which “would help to develop
Socio cultural competence and learners understanding of foreign culture”.
Kachru (1982) highlights the legality of non-native varieties in his book –‘The Alchemy of
English’ where varieties are used. “Each regional variety of English has its distinct historical, acquisition and cultural context, the genesis of each variety must be seen with in that perspective”.
(Kachru 1985,1986; Kachru & Nelson 1996; Canagarajah,1999) are of the view “that the target language culture should not be taught with English language learning in countries where English is regarded as an institutionalized variety”.
(Alptekin 2005; Jenkins, 1996, 2000, 2002, 2005; Seidlhofer 2001)
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How does the speaker’ domains of language in use with their multilingual linguistic plan collection interact and coordinate across different generations and the genders and Indian English?
What are the speakers’ different attitudes towards the understanding of Indian English with the variety of English spoken around the world, and how does it correlate with the actual linguistic gamut? What social factors are responsible among the groups and the society speakers when discussing Indian English, and how they are related to Indian English in respect of the belief of the standard languages with that of the English native speakers?
Is it possible to achieve the new culture while living in their own target land and studying about the new culture of other English countries by giving adequate and necessary cultural exposure?
How does the other feature of Indian English reflect in actual oral conversation? Is there flexibility or what factors motivates this disparity and how can they be
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To this end, sociocultural information questionnaire and interviews, which would include questions about English speaking countries, historic places, famous social characters, customs and traditions, heroes and icons, history and geographical status, will be used for data collection with a group of participants with two goals: 1) collection of extended knowledge with written data and 2) elicitation of informants’ linguistic and cultural attitudes, ideologies, language related plans, awareness of culture between Indian and English people and descriptions of stereotypical features of Indian and English
What do you do when you are supposed to be entering the best experience of your life and broken limbs start to clutter your path? The easiest and most prominent answer I have found is “make yourself busy”! But doesn’t this further complicate things? It is hard to enjoy life when something is missing and the question, why? continues to loom. The obstacles faced in life present moments of growth through hope, love, disability, and heartache, and test our ability to overcome, grow and evolve as humans.
linguistics -- to trace the origins and development of Indian languages and the genealogy of Indian language families; anthropology -- to identify shared cultural elements and cultural distinctions between Indian peoples; and even "conventional" techniques of history -- e.g., close interpretation of such histo...
To date, there has been limited sociolinguistic research conducted on the influence of non-linguistics factors on various using kinship terms in Sorani ...
First and foremost, Culture can be seen in many points of view, each person sees everything in a different perspective such as the essay “Two Ways To Belong In America” by Bharati Mukherjee. There are people who embrace a new culture and
The way people speak English is primarily affected by where and from whom they learned to speak it. In many cases,
In the reading “Mother Tongue” by Amy Tan she noticed that there was a significant difference in how she communicates in English whether at home or with whom she is speaking to and or with. While talking amongst intellectuals and in professional settings like her speech seminar, she spoke in Standard English using what she learned and adapted from what was taught in school. She realized there was a slight difference in the way she communicated with people she is close to, a pattern in the way she speaks around them. For example her mother and her husband can’t tell the difference whether she is speaking “broken, fractured or limited” English. Even though her mom can’t speak “perfect” Standard English, don’t misjudge because she can actually understand a lot. She reads and comprehends a lot from
The diction that one uses can provoke a varied response, as seen in articles by Amy Tan and Firoozeh Dumas. Tan’s work, “Mother Tongue”, reminisces several anecdotes related to her mother’s “broken English” and the negative reactions by advanced English speakers. Tan recognizes her own tendency, when at home or with family, to slip back into the
It is profitable for teens/young adults to read Sherman Alexie’s compelling novel, The Absolutely True Diary of a Part-Time Indian, even if it deals with sophisticated topics that may be disappointing to some. Because it describes the challenges of some that have to use survival techniques to live in both worlds which is important for some to know how to help or are considering moving out of bad environments. In this novel Junior, the main character in which the story is told from, lives in a bad environment and decides to move schools to bring hope to his people but faces criticism, his own people turning his back on him, loss of people, not enough support, racism, and poverty. Through literacy strategies, Alexie persuades his audience of those who don’t understand the challenges of living in two worlds to care about people like
Another difficulty cultures deal with is language and the way people speak. In some cases, people struggle to belong by making changes in the way they speak the English language just to be assimilated. They attempt to use words and letters, as well as body language that fit in the norm; all in an attempt to denounce their original intonation and style of pronunciation. One ...
According to Tan, “ But they seem just as bad, as if everything is limited, including people’s perceptions of the limited English speaker”(Tan 2). People think that the English language is concrete, but there is not a truly correct form of English. The people take their opinions very seriously when they consider their views to be factual. Whenever someone challenges their language, they take it has a personal attack on their own views and intelligence. They then regard the person has inferior to them in order to make their views seem correct because if the others are correct, then their own views are illegitimate and they seem less powerful. People sometimes give correctness power, so many people try to portray their own views has correct to give themselves the illusion of power. Differences in accent or language are easy targets for people who want to seem more powerful, since the culture of many countries, specifically the United States, is condescending. According to Anzaldua, ‘we internalize how our language has been used against us by the dominant culture, we use our language differences against each other”(Anzaldua 34). The people believe that their own language is better than the other. It is because they were raised to believe that they were speaking the best language. Anyone who goes against their concrete views is concretely wrong, for there cannot be anything wrong with a concrete fact. People fail to view that perspectives and differences are not facts, they are not true or better. The people want to naturally seem correct because looking correct over someone else’s idea gains them power superior to that of the other
This research was prepared by Rashid Ahli for the English Language subject, taught by Mr.Abass Abdulsamad.
One of the most important factors in the British loss of control over India was the establishment of English as a unifying language. Prior to British colonisation, India was fragmented and multi-lingual, with 15 major languages and around 720 dialects. English served as a common ground for Indians, and allowed separate cultural and ethnic groups to identify with each other, something which had rarely if ever occurred before on a grand scale. Although it was mainly educated Indians of a privileged caste who spoke English, these were the most influential people in terms of acting as facilitators for nationalist ideas to be communicated throughout the populace. The publication of magazines and journals in English was also a great influence on the rise of Indian nationalism. Although most Indians received nationalist ideas orally, these journals allowed Indians who were literate in English to come into contact with the ideas of social and political reformers.
In a sociolinguist perspective “the idea of a spoken standardized language is a hypothetical construct” (Lippi-Green, 2012, pp. 57). They are the form of Britain English and American English that are used in textbooks and on broadcasting. Giles and Coupland observe that “A standard variety is the one that is most often associated with high socioeconomic status, power and media usage in a particular community” (1991, p. 38). Both native speakers and learners of English, where English is taught as a second or foreign language (hereafter ESL/EFL), speak dialect of English in everyday conversation (Kachru, 2006, pp. 10-11; Owens 2012, p.
India, the largest democracy in the world is one of the most diverse nations in the world. India has 1652 dialects and languages, its multiple religions, and thousands of castes and ethnic group. Since India is made up of different religious, linguistic and ethnic groups, it is rather impossible to define Indianness on any of these grounds because it will exclude millions of people who don’t actually fir into that group. With this enormous amount of diversity, it is always a challenge to what actually defines or constitutes Indianness and construct a coherent Indian identity. The differences that exist within India creates barriers between the people. This essay explores what it means to be an Indian and what actually means by the term ‘Indianness’.
Singh, G., & Kumari, D., 2011 History Revisited in Oral History by Nadine Gordimer, Language in India, February, Vol. 11 Issue 2, p 296-303, 8 p.