Tuesday, April 02, 2019

Revision: for now and later

With the clocks going forward, beautiful blossom blooming on the trees and summer rapidly approaching, it's time to cast happy thoughts from your mind and think about the looming exams in June. Sorry.

There's still plenty of time to get revising (or just 'vising' if you haven't done some of the course content yet) but there are a few key things you can do now to make sure that what you are on the right lines for later on. We've already had a revision post from Olivia which focused on advice from her as a former student for students in the run-up to the exams, so this one takes a slightly different tack and thinks about the bigger picture and some suggested reading.

Big ideas
Think big, to begin with. Before you dive into the details of different topic areas and sections of exam papers, think about the big questions around English. How confident are you about them? Back in this blog post, I suggested that one of the ways to help understand the scope of areas such as language change and language diversity was to think about the big questions around how and why language changes and varies. To this, you can also add questions around children's language development. What are the main influences on children's spoken language development? How does children's writing development differ from their spoken development? Have some idea about the broad answers to these questions and then you can work out the ways in which the detail can be added as you work through the rest of your revision.

Op-eds
Read plenty of opinion pieces about language and get a good grasp of a) the language discourses used and replicated in them, and b) the style and structure of these pieces. Paper 2 Question 4 is where you need to write one of these yourself, so the more you have read and thought about, the better your chances of producing a good one of your own will be. You'll also be answering Question 3 on two texts that put forward views and opinions about language, so it'll help you with that.

Here are some suggestions for recent pieces that might help:
Regional Diversity
Meghan Markle's accent
The ugly rise of accent softening
Identity and International English


Get to grips with meanings
There's a worrying tendency in lots of English lessons these days, from Key Stage 2 to A level, to get completely obsessed with masses of literary and linguistic terms. You're doing an A level in which you need to show linguistic knowledge and expertise - and terminology has a role to play in that - but it's much more important to engage with what texts mean and then trace back how the language creates these meanings and representations.

In examiner-speak, this is an AO3-led approach. What is the text about? What is being said about this? How is the text producer using language to represent the issue, the events being described, the people or sources in the text, themselves, language? Once you can talk confidently about this, you can look at how the language - across all the levels of grammar, graphology, semantics and discourse - works and get more technical about it.

Using a deluge of technical terms is not a substitute for thinking deeply about a text's meanings, so revise by reading texts and immediately asking yourself quick-fire questions like "What is it about?", "What's being said about that?", "Who is saying these things?", "Why should I believe them?", "How are they trying to come across?". If you can't answer these confidently, read the text again. Practise with short texts and then build up to longer and more demanding ones as you get closer to the exams.


Work through your own ideas
As I said before (here), there's not an official list of theories and case studies that you can use as a tick-list, but there will be studies and theories you will have covered in class and through your own reading. Organise your notes on these and think through them. Be clear you know how you can use these ideas for different kinds of questions and pay particular attention to those studies that have multiple applications. Emma Moore's Eden Village Girls study in Bolton is a good one for this, because it opens up discussion about gender, region, class and friendship groups, and introduces ideas around 'communities of practice'. Likewise, Peter Trudgill's classic Norwich study takes the variable '-ing' and traces its pronunciation according to region (Norwich), class, gender and context (different kinds of speech formalities) while also considering how people tend to report on their own usage.

Understanding and exploring the intersection of different factors in people's language identities is a crucial part of doing well in the higher levels of AO2, so it makes sense to use studies that help address this, but equally, you can draw on any relevant research, so long as you use it intelligently (see the original blog).

Do some reading
There's still time to get some reading done. I know it's English Language and you don't have set texts, but there are some really good, accessible and fascinating language books out there. Even just dipping in and out of a few chapters from some of these will give you some added insight into the debates and the history but also lots of original examples and perhaps a few nice quotations. Here are my current favourites:


  • Deborah Cameron: The Myth of Mars and Venus (how we talk and think about gender and speech)
  • Lynne Murphy: The Prodigal Tongue (history and debates about American English)
  • John McWhorter: Words on the Move (all about language change and how it happens)
  • Lane Greene: Talk on the Wild Side (how we think about language change and try to 'tame' the language)
  • Henry Hitchings: The Language Wars (the best book for understanding language discourses)
  • The EMC Language Handbook: 14 chapters on different language topics and areas of research, all designed for A level students.

There are plenty of blogs and sites produced by linguists and experts which can keep you up to date with language in the news and the latest research. Some of my suggestions are:



And then there's always emagazine from the English and Media Centre. Every issue has great articles for students on the course and you can access the digital archive with your school/college's user name and password.


Thursday, February 14, 2019

Top student revision tips

In this blog post, we've invited former A level English Language student, Olivia to give some advice to students about how she revised and what her top tips are for students doing the course. Thanks to Olivia for writing this and for all the great ideas here.

Hi, I’m Olivia! Two years ago I sat the A Level English Language exams. I’m now at university and make and share English Language revision resources for ambitious students as @astarlevels on TES and Twitter.


With that in mind, in this post I’m sharing my revision tips for aiming high in A Level English Language. I’ve split it into four sections: learning theory, preparing for writing essays/ articles, tackling data and general revision tips.

Learning theory
             
The first step in preparing for the exam is to get familiar with the AO2 you’ll need. Go through your notes from the past two years and fish out all the bits that look interesting or important.

Work smart before you work hard. You don’t need to learn everything. Select the best bits from each theory or case study, maybe two or three sentences that focus on the main findings or key ideas. Forget about learning the exact number of participants, endless details of the procedure or how the results were analysed. Stick to what they did and what they found. These are the parts that will help you answer the question.

Once you’ve lifted this information from your notes, you need to think about it. This is the crucial bit: make sure you have something useful about every piece of AO2 you plan to use. Ask yourself these sorts of questions that will encourage you to evaluate the essay title you have been set:
  • What does it show about the broader topic?
  • Why does it matter?
  • What could the real life implication be?


It can also be useful to see how different studies and ideas link up and agree or disagree with each other. This is good preparation for evaluating ideas in the exam. Look at this example on language and gender:

  • Zimmerman and West found men do the majority of interrupting in mixed conversation suggesting men want to dominate conversation.
  • But Geoffrey Beattie suggested one man could have a disproportionate effect. His own research found the ratio of interrupting to be more or less equal.
  • Deborah Cameron suggested that our need to find differences between language used by men and women causes us to exaggerate certain perceptions and ignore others. This creates a distorted picture. 


Then, just like that, you have the foundation of three paragraphs that can clearly evaluate an idea about language and gender. It’s worth remembering that you will have looked at lots of different studies and that while there are common studies and ideas in the various textbooks, it’s what you do with ideas, research and theory that really matters.

Writing essays/ articles

One big piece of advice is don’t let the day of the exam be the first time you write an essay or an article! You’ll feel a lot more confident if you know you’ve already tackled everything in the exam at least once.

Practise planning or writing essay answers to a question asking you to evaluate an idea about accent/ gender/ social group/ etc. This will help you link up the studies and theories, and you’ll also get an idea of the lines of argument and structure you might be able to apply to the real exam question.

A simple bit of prep for writing an article on paper 2, is to think up some kind of headline that you can use. “Language and gender: its every man for himself” could really be the headline for any article on language and gender. Having something like this in mind for all the topics, before the exam, stops you panicking on the day desperately searching for something vaguely funny to open with.

Analysing data

To tackle the paper 1 questions, you need to be confident in identifying and analysing language, including patterns of vocabulary and grammar. To practise, there are lots of activities online that show you how to spot clauses and sentence types, as well as nouns, verbs and adjectives. It’s also worth looking on mark schemes to see what specific bits of grammar are classed as high level by the exam board. Analysing these in your answer is a quick way to climb the marks.

It can be tricky to come up with interpretations of the grammar. A tactic I devised to overcome this is to use synonyms as your AO3. Take the phrase “protestors poured onto the street” for example, here’s what you’d do with it:
  • Label interesting feature ‘poured’ = dynamic verb
  • Synonym for poured = gush, cascade, huge amounts moving quickly
  • Pull it together = the dynamic verb “poured” suggests the President is unpopular because huge numbers of people were surging through the streets to show their protest against him.


General tips

And finally, here is some general advice for revising for any A level…


  • Try not to talk about how much revision you’re doing with your friends. There’s no need to compare and this usually results in more stress.
  • Keep checking back to the specification, mark schemes and examiners reports – these are written by the exam board and are a good way to understand what they’re looking for.
  • Set realistic and worthwhile goals. No one can (or needs to) write six essays and memorise a textbook in a day. Also, creating a colour coded revision timetable isn’t the most beneficial use of time.

So, I think that’s everything for my student to student advice. I hope some of it will be useful in making your revision more efficient and effective.

Remember that you can find tried and tested resources to help you revise A Level English Language here.

Thank you so much to Dan for inviting me to write this and good luck to everyone sitting exams in June!







                                                                                                       

Monday, January 14, 2019

World Englishes


When Dan asked what he should post about next on this blog, one of the most common responses was this, the World Englishes topic.  Maybe this is because it’s relatively new on the AQA spec, especially if you previously did Spec B; but actually many of the issues and debates involved should be familiar from other topics in language diversity or language and power.   I love teaching World Englishes because it’s the most summative of all the topics, so students can use all their knowledge of language diversity and change.  We teach it at the end of year 2 for this reason.  

These are the questions that we cover:


1.    How did English become such a dominant language in the world?

2.    What are the different ways of grouping English-using countries around the world?

3.    What are some characteristics of different global varieties of English and of English as a lingua franca (ELF)?

4.    Who controls the English Language?

5.    What are the political implications of the dominance of English?  Are all groups in English-using countries happy with it?  Why?  Why not?

6.    What effect is English having on languages around the world?  Is it responsible for “killing” other languages?

7.    What is the future of English around the world? 



















For question 1, the simple answer (as with all dominant varieties of language) is power; in this case, the power of the British Empire and, later, the cultural, economic and political power of the USA.  David Crystal has a useful 3 minute discussion of this here, and there’s a great one minute animated film from the Open University here.  Depending on your students, you might need to do a bit of a history lesson on the British Empire at this point, but I usually find that at least some of my classes already know plenty about this. 

For question 2, there are several models which organise different global Englishes.  I use Strevens, which looks fairly hierarchical and is useful for showing how English spread around the world; Kachru’s norm providing, norm developing and norm dependent circles; and McArthur’s ‘different but equal’ wheel model.   Students should be able to discuss what these models imply about power and control of language, and all are very useful when discussing questions 3 to 7.

For question 3, there are great resources on ELF in the CUP book ‘Language Diversity and World Englishes’, but if you don’t have access to this or want something extra, there is a short intro from Jennifer Jenkins here  and a great article by Jenkins and Seidlhofer covering definitions, characteristics, issues and debates here.  Mario Saraceni also debates the issues around ELF, and I’ll return to his work when looking at question 7. 

When it comes to looking at varieties of global English, we research and discuss Englishes from India, China, the USA and Australia, then we do a detailed case study of Singapore.  This raises lots of relevant issues and debates about control and gatekeeping of English and about status versus identity; Singapore has a prescriptivist language policy which privileges British and US English as high prestige varieties, and rejects ‘Singlish’ as slang or ‘broken’ English which could adversely affect Singapore’s position as a centre of international trade.  Here’s a sick rap in Singlish so you can hear what it sounds like; an excellent Open University documentary covering the issues here; and a TEDx talk bigging up Singlish as the future of language in Singapore here.  At this point, we also come back to the models we looked at for question 2 to see how each could be applied to Singapore.  This case study also covers questions 4 and 5.  We also look at other language policies, including L’Academie Francais and the proposed language purity law in Germany; both of these are at least partly intended to stop English making inroads into other languages, and students might apply familiar concepts such as Aitchison’s infectious disease metaphors here.

Leading through question 5 and into question 6, we also cover the issue of linguistic imperialism and language death.  2 of the world’s 7000 or so languages die every month, and the power and dominance of super-languages such as English and Spanish shoulders much of the blame; your more ambitious students might want to read a transcript of David Crystal’s lecture on this.  The term linguistic imperialism was coined by Robert Philipson, and there’s an informative and interesting debate between him and Robert McCrum, who is far more upbeat about global Englishes, here.

Finally, for question 7, we look at possibilities for the future of World Englishes.  There’s a nice discussion by David Crystal in this video.

Mario Saraceni thinks that England should accept that we’ve lost control of the English language, and should now think in terms of Englishes, plural.   This means letting go of the idea of standard British English as the ideal ‘correct’ variety.   He uses a nice simile which students find easy to remember; we have as much control of English as Italians do of pizza – if someone wants to stick banana and bacon on it, we’re just going to have to let that go. 

Robert McCrum talks about ‘Globish’ (a term coined and monetised by Jean Paul Nerriere).  This is really a version of English as a lingua franca, and it raises some interesting debates; for example, are native English speakers likely to be disadvantaged by the spread of Globish because our use of idiom and complex grammar will make us difficult to understand? 

Maybe English as a native language will die and various World Englishes will remain; after all, this is what happened to previous lingua franca Latin.  Or perhaps, given the decline of Britain and the USA as global powers, another language such as Spanish or Mandarin will take over as a lingua franca.  Post-Brexit, English is certainly likely to lose some of its importance in Europe, as Juncker pointed out in 2017.

Finally, it’s well worth discussing the idea that elements of World Englishes are finding their way into varieties of British English as a result of globalisation and patterns of migration; we go back to our study of MLE/MUBE at this point.



Tuesday, January 08, 2019

AQA A Level English Language Workbook

This is just a quick plug for the new AQA A Level English Language Workbook that was published by Oxford University Press before Christmas. We wrote it to give lots of texts and practice tasks to help with the A level and if you've been following this blog for a year or two, you might even recognise a few things that have been covered here in the past. Anyway, I hope it proves useful.



Book Depository link
Wordery link
Amazon link

Friday, January 04, 2019

‘Topics’, topic areas and overlap


Following on from the last blog about AO2 on Paper 2, another aspect that I think it is important to address, for hitting Levels 4 and 5 in particular, but more generally in terms of an understanding of language across the board is that of the overlapping nature of the ‘topics’ on Paper 2. I use ‘topics’ in slightly wanky quote-marks because I think there’s often an issue around the word that I hadn’t really twigged until the new spec appeared. For some, ‘topics’ are just blocks of content, often optional ones from a wider list, so if you used to teach the old AQA B spec, you could choose from 3 topics on ENGB1: language and technology, language and power and/or language and gender. A few centres taught all three, most seemed to do two of the three and I think some might have just done one and crossed their fingers and hoped that it was a nice question.

This is clearly very different with the new spec; the topic areas (if I can call them that without falling into the ‘topic’ trap) are all related in various ways. We have areas such as occupation, class, gender, ethnicity and world Englishes all floating around in various forms and there’s a lot of overlap between them. For example, where does social class and language fit in? Is that part of social groups or is it more related to region? And what about language & occupation? Is that part of social groups or a different area entirely? I think the simplest thing is to actually go back to the spec and see how it’s laid out there.

The specification outlines the following: sociolect (specifically mentioning social and occupational groups, gender and ethnicity), dialect (including regional, national and international variation) and change.

To me, it makes sense to use this as the starting point and to think about the overlapping nature of all these areas before really going into detail into all of them and considering the most relevant examples, studies and theories to explore. By that I mean – a bit like I mentioned in the last post – to think about the core concepts to begin with and then map the detailed knowledge back from there.

Before we even look at the areas that we might cover for language diversity, let’s step back and look at the bigger picture for Section A of Paper 2. If we look at the nature of language variation and change to begin with, we can see that the two big areas (which get divided into a choice of two questions in Section A of Paper 2) themselves overlap.

An example of this is UK dialects and the ways in which they have changed over time. If you look at work carried out by the Universities of Cambridge, Zurich and Bern in 2016, they have traced dialect change using an app and compared the findings of their survey to the Survey of English Dialects gathered between 1950 and 1961. While there are differences in their methodologies and some variables that might have altered, what’s really clear to see is that in some areas, dialect terms have almost completely disappeared. What’s also interesting is that accents have changed too but not always as obviously. So, with this dialect levelling we are actually seeing a change taking place over time in the way that English varies. There appears to be less variation now than there was in the mid-20th Century.

'Backend' and 'Autumn'


Pronunciation of 'arm' with rolled /r/

Another example is that of word meanings. Again, this is ostensibly a change issue – word meanings changing over time – and therefore a change ‘topic’. But how do word meanings change? They don’t just change overnight and in fact at any given point, lots of people will have a very different understanding in their own minds about what words might mean.

Take recent examples like ‘gay’ and ‘awesome’ (both looked at by Justyna Robinson in 2010). At any time, there will be multiple – often age-differentiated - meanings for the same word. 


There are other contentious terms that have different meanings for different age groups. I remember having a heated debate with a bloke at football last year because he’d used the word ‘mong’ to describe a player on the home team. I objected and told him that it was a disgusting word to use, because it was an offensive term for people with Down's Syndrome. He couldn’t see the issue and claimed it meant nothing like that and I heard him grumbling later to someone he was with that “You can’t say anything now”. Who was right? Maybe we both were. I was brought up in a time when the word ‘mong’ was tossed around as a casual slur and it was linked to the word ‘mongoloid’ which had been used to describe the facial appearance of those with Down's. He was younger than me (and bigger, so I’m glad it didn’t come to blows) and denied point blank that it meant anything like that to him. I’ve had similar discussions (although usually less sweary and heated) with students who have used the term and been oblivious to its older meanings.

It doesn’t just have to be slurs and slang under discussion though. Even this week, there has been debate about the meaning of the word ‘sausage’ in relation to Greggs’ new vegan sausage roll. “How can a sausage roll be vegan when a sausage has to contain meat?!” shouted some angry gammons. “Sausage is all about the shape, fam. Allow it!” responded some millennial snowflakes. This is how change often takes place: meanings gradually shift, are contested, complained about and often take a while to bed in. (If you’re interested in this, John McWhorter’s ‘Words of the Move’ is a brilliant book about how and why change happens and a recommended read for everyone studying this course.)

So, there’s overlap between change and diversity, but what about within diversity? The key point for me here is to make sure that before diving into the study of areas like gender and occupation, all students are completely clear about the bigger picture. Most sociolinguists these days don’t subscribe to a ‘pigeonhole’ view of language – that the ‘categories’ you are born into, be they your class, region, sex, race, or whatever, dictates your language use. That’s far too deterministic and doesn’t really reflect the nature of language as we use it in the real world and the variation within groups.
The thinking now tends to be that while these factors might all contribute to your language identity in some way (and perhaps some more significantly or obviously than others), we can draw on different linguistic strands from this pool or repertoire to perform different identities with different people in different situations.

We can perform a friendly and competent co-worker identity with Person X at work, perform a more casual and relaxed identity with Person X and Person Y after work and then perform a parental role with young children at home. All of these will draw on different linguistic resources available to us through our individual backgrounds and the contexts we are using language in.

Rob Drummond and I have talked about this idea about performing identity quite a lot in the CUP Topics in English Language book, ‘Language Diversity’, that we collaborated on but you can also find more about it in sources such as Penny Eckert’s ‘Jocks and Burnouts’ Detroit study, Jenny Cheshire’s Reading study, Kevin Watson’s work on the Liverpool accent and performing a Scouse identity, Carmen Llamas’ work in Middlesbrough and Emma Moore’s Bolton study. There’s a lot of new work going on around it too and it’s a very productive and interesting area for students to explore.

That understanding of language as something that we can choose to use to construct a version of ourselves in different contexts is one that underlies a lot of the ‘interplay’ alluded to in the indicative content on the mark scheme for Level 4 of AO2 in the June 2017 paper and the “different views, approaches and interpretations” in the Level 4 performance characteristics each year.

So, how could you approach this in practical terms?

Case studies are a way to introduce this. By looking at some real (or made up) examples of people’s language backgrounds, you can explore the language they use in different contexts and where that comes from. We included one such case study of a former A level English Language student from south London, Shahnaz, in the OUP textbook and this might give you a flavour of the kind of approach you could take. You could also ask students to start building up a picture of their own influences, but a problem with doing this with A level students is that while there may be a degree of social, ethnic and perhaps even regional and international variation among them, they are all of a similar age and you might be teaching in a single sex school. While you can get somewhere with this and start to help students unpick the different influences on their own linguistic behaviour, it might be more useful to start with a few case studies that allow you to show different features and factors at work. Just off the top of my head, I might look at David Lammy, Maxine Peake, Stormzy, Danny Dyer and Scarlet Moffatt, but there are plenty of others who could be interesting case studies to examine.

The next step might be to gather language from these people used in different settings and to think about what it is specifically and linguistically that’s interesting to talk about. Does David Lammy use the same kind of language in parliament as he does on Twitter? Has Scarlet Moffatt’s language changed in different settings since she first appeared on Gogglebox and I’m A Celebrity? You’d need to be careful to avoid scripted performances, but there’s plenty to look at.

What’s also important with each case study is to really show what you mean by language variation – in other words, the characteristics of language that can vary on a lexical, semantic, grammatical, phonological and pragmatic level and how these can be illustrated.

Once you have looked at these case studies, you’ll be able to think a bit more about the different topic areas and how to approach them, because you’ll no longer be looking at them in isolation, but as part of a much bigger picture of language variation and diversity.

I hope that gives a few ideas about how to deal with the overlapping nature of parts of Paper 2. In the next blog, I’ll have a look at how to encourage students to use case studies, research and examples and to write linguistically about the issues at the heart of Paper 2. It might take a little while, but there will be other blogs along soon from other writers. Huzzah.

Lists, concepts & different ideas: thinking about AO2 on Paper 2

I’ve been at quite a few meetings recently where teachers have asked if the exam board can publish a list of the key theories and studies needed for each topic and that question has got me thinking about what students need to know to do well on the English Language A level, especially on AO2, which at 26% of the weighting of marks across the whole course, is equal highest with AO1 in terms of importance. And while most people are familiar with what AO1 involves – a grasp of linguistic terminology, methods of language analysis and coherent written expression (balanced out differently on different kinds of questions), AO2 isn’t always as clearly understood.

The request for a list to cover is perfectly understandable: there is a lot to cover on the course (including some areas that are new to experienced English Language teachers), many teachers (still) come from a Literature background and the exam boards haven’t always been very clear on exactly what might come up, either in the specifications or in the sample material issued with them. Then again, you might argue that this is just the nature of the beast – English Language is a vast subject, it changes constantly like the language itself and there is always something new to add to the pile to study. That’s what makes it so interesting… but kind of frustrating if you’re also teaching KS3 and 4 and maybe even two or three other A level courses. And I can appreciate that if you’re coming to the course as a new teacher of English Language with little grounding in linguistics, it’s pretty daunting.

But I think that it’s the scope of the subject that can actually help us understand a bit more about AO2, what students need to know and how it’s assessed. My own take on it – and this is very much my own view as a teacher of the subject (alright…sort of teacher of it these days) rather than something that AQA are saying - is that you could actually teach pretty much any studies and theories you like and still see your students do really well. Just so long as they understand the core ideas behind language change and diversity and can relate that understanding to the studies and theories you choose to cover. I’ve thought this through more and think that this is most relevant for Paper 2, but I can also see how it might work for Children’s Language Development on Paper 1 (but more on that another time).

So, how does this work in practice? If we look at the mark scheme for AO2 on Paper 2 (Questions 1, 2 and 4), we can see that the different levels relate to different kinds of knowledge.


  • Level 0 is no knowledge at all and I can only see that being applied to a student who has not even attempted to answer the question. 
  • Level 1 relates to students who talk very generally and without any specialist linguistic knowledge. In essence, this is the kind of knowledge a total stranger would bring to the question, had they come in off the street, evaded the invigilators and (for some inexplicable reason) sat themselves down at a desk and taken the exam. 
  • Level 2 responses would show the beginnings of understanding and might reference a few named researchers, perhaps start to talk quite generally about how language changes or notice that language varies from person to person. The higher you go in this band, the more solid that knowledge would be. It might also be used to allocate marks to those students who have the beginnings of the bigger picture but little sense of detail and probably no examples. 
  • From Level 3 upwards, we are normally looking at students who know some stuff and will be able to discuss examples, refer to studies, ideas and concepts to support their arguments and choose material that’s relevant for the idea they’re evaluating. 
  • Level 4 work will start to see that language is complex and that there can be different ways of looking at the question, different positions and arguments that might be offered. 
  • Level 5 work will be genuinely evaluative, offering “an individual overview of issues” (which to me at least suggests that ‘evaluation’ has to offer a supported personal judgement from the student on the idea they’ve been asked to look at). 


So, obviously students need to know ‘stuff’ and that’s maybe where the desire for a list of ‘stuff’ comes from. But I think we might be better off looking at Level 4 first and thinking about what that means before discussing the ‘stuff’ that can be deployed in Levels 2-5.

The ‘performance characteristics’ for AO2 Level 4 (i.e. the description of the kind of work going on in that level that doesn’t change year to year and paper to paper) states that students will “identify different views, approaches and interpretations of linguistic issues” and I think that’s the key here. What are these views, approaches and issues?

In a way, it’s quite simple. The key things students need to know are:

How and why does language change? 

and

How and why does language vary? 

If they can go some way to answering these questions, using a range of different examples and studies to illustrate what they are saying, they are starting to produce the kind of work that is seen in really good answers. Of course, students will need to answer the questions that have actually been set and address those specific ideas, but at the heart of all questions about language change and diversity, these to me are the key concepts. It can get a bit more complicated when you factor in questions such as “What do people make of these changes and variations?” but that’s still part of the same broader question, I think (again, something I hope to come back to another time).

Once students have a grasp of these questions and some ideas about the answers – and really importantly for Levels 4 and 5, a grasp of the different and often competing ideas that thinkers, commentators and linguists have offered – they are on their way to being able to select from a range of different material at their disposal.

And that’s why I don’t think a list of content for each topic is really that useful. It might make sense to argue that all students should look at the Milroys’ work in Belfast, Trudgill’s Norwich study and Petyt’s Bradford study for UK language variation – and they’re nice studies to teach because they are clear and widely available in plenty of resource and reference books, but there’s nothing wrong with using a completely different study to illustrate a similar point. Emma Moore’s Eden Village Girls 2010 study in Bolton, or Rob Drummond’s 2012 study of Polish speakers of English in Manchester (in this) could be just as helpful. So long as the study is explained and detailed and the significance of it is clear to the question set and the overall argument being offered, I think that’s fine.

The other issue and one that I think is really important for more able students to understand is that language is complex. If they can start to show their understanding of these complexities, they will again offer an insight into the bigger picture and potentially hit Levels 4 and 5. They’ll need to support and exemplify their arguments and ideas, but again that can come from a huge range of different sources. So, for example, one complexity about language is that while our backgrounds and individual characteristics (occupation, social group, ethnicity, sex, gender, region and class) can have an impact on our language, we also have choices to make depending on who we are talking to, the mode of communication we are using, the relationship we have with others involved in the conversation and the uses to which we want to put language. That’s the kind of complexity that can be illustrated by drawing on some of the wider concepts of code-switching and style-shifting, accommodation and linguistic repertoire.

And again, while it can be useful to have a name or theory to hang these on, I think it’s probably more important to understand the principles behind these and be able to illustrate them. How and why did Ed Miliband sound more and more like Russell Brand as his pre-2015 election interview went on? How and why (in the name of all that is sacred) did George Osborne think it would help his cause to sound like Jonathon Ross while speaking to Morrisons warehouse workers? And why did privately-educated Adam Boulton of Sky News try to throw shade on working class Eastender and Labour candidate for Chingford, Faiza Shaheen by claiming that she was “hiding her poshness” by dropping her Ts? These case studies – if well-explained and linguistically explored – can be really useful ways to look at the issues of identity and language use (and indeed language change) that are behind so many of the discussions we have around language on this paper.

So, that’s quite a long blog on AO2 and what I think it involves on Paper 2. I’d be interested to hear what people think and whether or not this chimes with your own experience and thinking.

Monday, September 10, 2018

Getting involved in some research

Welcome back to all of you picking up your A level English Language studies from last year and hello to all new students of the best A level course*. There will be a few new posts this term about different areas of the course and lots of stuff on the @EngLangBlog Twitter account, but this post is about a project that linguists at Lancaster University need your help with.

Researchers there are currently putting together a 100-million word corpus of written language. A corpus is basically a well-organised database of language that then provides a body of material to be explored and analysed in different ways later on. Because the ways we write and the devices we use to write on and with have changed over time, linguists need examples of electronic language from actual, real-life users of it to build up a better picture of what's happening. Which is where you come in.

Extracts of emails, online conversations, WhatsApp messages and the like are all needed, so if you can help feed data into this project, have a look at the instructions here and take part. If you are a teacher, you might also want to build some of this in to your work on language change and technology.

Once the data has been collected and analysed, the linguists at Lancaster will be writing an article for the English and Media Centre's emagazine, which will take a look at how the corpus is tracking changing language and what the data tells us about the directions the English language is taking.

(*true)

Tuesday, July 10, 2018

Investigating Language - ideas for projects

As I'm currently holed up in my marking bunker with only a red pen, a bag of Monster Munch and a 2L bottle of Diet Coke, I've not got time for a full blog post on the NEA Language Investigation, but here's a thread on Twitter where teachers talk about some of their favourite and most interesting NEA projects of recent years. See what you think.