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
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 ...
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
Amy Tan has provided her experience about growing up with different types of English language. She told a story about her encounter with the different types of English she uses with her husband and her mother and how these languages are apart of her life. I never would’ve thought that written language differed from spoken language, until Tan told her story. Her experiences were quite emotional, because she had to pretend to be her mother on the telephone. The communicators on the other end of the line did not understand Tan’s mother or take her very seriously, which I found to be uncivil. It’s important for people to learn to be patient with those who need time to speak and those who have trouble with a secondary language.
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.
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
To date, there has been limited sociolinguistic research conducted on the influence of non-linguistics factors on various using kinship terms in Sorani ...
The article about Indian culture is from IOR, an intercultural training organization. The article mentions Indian civilization's historic roots, and also speaks to the culture's dedication to tradition. Indians collectively define themselves through their roles within the family, follow hierarchical patterns, and take a polychronic approach to time. This extends into their communication styles, as people value
Language has been said to effect culture and a person’s way of thinking; in addition to culture effecting language. Throughout the last 100 years there have been apparent and subtle changes in the English language. The changes an English speaking person may see throughout their life time are different catchphrases, the way language is written, the type of formality used, and how deeply English is affected by cultures; as well as how it effects other cultures around the world.
The way people speak English is primarily affected by where and from whom they learned to speak it. In many cases,
This purpose behind Kachru writing this article was to show how the views towards so-called ‘Third World Englishes’ were overly critical at the time this was written. He gives concrete examples of how there is a conflict in linguistics between those who saw those Englishes as being deficient, and the users of the language whom had adapted it for their own use. Furthermore, and I feel most important in the article, he offers seven ‘attitudinal sins’ against one of these linguistic experts, Prator, that used his writing to malign English spoken in India. By doing so Kachru turned the tables on those who had been trying to maintain the status quo. The first sin, ethnocentrism, shows that English is not something that is stable or even the same in the ‘first world’ countries. This could be used to show that English in other countries should not be seen as ‘lower’, but as a legitimate form of English. Second, wrong perceptions of British and America English, shows that there is no evidence for how American’s and Englishman view each other’s use of English. Third, not recognizing ‘Third World’ Englishes as culturally-bound, shows how Prator completely ignored how English was used culturally in the third world. Fourth, ignoring the systems of ‘Third World’ Englishes shows how Prator once again ignores all of the different variet...
The purpose of this research is not to measure whether Mainstream English language development (ME...
Sociolinguistic ethnography is a relatively new approach in sociolinguistics (SL) (Wardaugh & Fuller, 2015), which Tusting and Maybin (2007) referred to as an emerging area of work with the title linguistic ethnography (LE). LE has emerged as a cover term for research that integrates the study of linguistic practices in a particular setting with ethnographically gained knowledge about wider societal norms and ideologies. Sociolinguistics, on the other hand is concerned with language in social and cultural context, especially how people with different social identities (e.g. gender, age, race, ethnicity, class) speak and how their speech changes
...al systems, together with morphology, syntax and vocabulary. It is recognized that multilingualists have got to learn in what ways grammatical, phonemic, and semantic policies can be generalized across two or more languages and, if this is not possible, they must go for awareness of any methodical structural dissimilarities. This is particularly pertinent when two languages do not contribute to the similar syntactical rules. On the other hand, it is necessary to keep in mind that the process of flattering literacy cannot be alienated from the social background. Language is eventually a means of expression and individuality. References David Crystal (1997) English as a Global Language, Cambridge University Press. Graddol, David. The future of English? A guide to forecasting the popularity of the English Language in the 21st Century. London British Council (1997)
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.
This competence however, can be a hindrance. Individuals will model the style based off of their native language, causing a miscommunication between people with different cultural backgrounds. According to this theory, the way to minimize the miscommunication is to conform to English standards. Unfortunately, this viewpoint disregards the validity of the native language and the culture of the speaker, compromising their