Monday, January 25, 2016

Accent and Dialect essays

We're coming close to the end of our work on Accent and Dialect for the new Paper 2 of AQA AS specification and thinking a bit more about the kinds of questions that might appear and how to approach them. One area that we've considered is the issue of why certain dialects (and/or accents) seem to be valued more highly than others, so for this we have been looking at news stories from a few years ago about so-called 'slang bans'. You can find a load of them gathered here as links.

In response to the question, "Discuss the idea that some dialects are viewed more favourably than others" (which we came up with ourselves), we've used short extracts of data from different schools (such as Sacred Heart in Teesside and Colley Lane in Halesowen) for the AO1 part of the question and as a springboard into the wider issues and discussion for AO2.

In terms of how to structure an answer, we've worked on the principle that it's best to address the essay question straight away in the opening paragraph with something along the lines of "The idea that some dialects are viewed less favourably than others is probably true and this is often the result of some privileged forms of English - accents such as RP or a dialect such as Standard English - being valued highly by influential and powerful parts of the population..." before going into the data in more detail.

The data is there, I think, to provide you with the chance to explore different features of language and to be able to see examples that might link back to the wider question, but it's also there to help you get a few AO1 marks early on, so get linguistic on its ass. Use your understanding of language frameworks such as vocabulary, grammar and phonology to describe and label the features of dialect that are apparent, and think too of the wider implications of what the school is doing by presenting this in the way that they do.

Once you've worked on the data, the next job is probably to make some links from what's there to the wider question - the idea under discussion in the title - and from there into the range of knowledge about the topic that you have built up by studying it and reading about it.

AO2 isn't all about naming theorists and quoting case studies, but they are important and they often give you a peg to hang a bigger idea on. So, in a question about dialects, it makes sense to think about studies that have looked at non-standard English (Trudgill and Cheshire), studies that have explored different pronunciations (Petyt and Trudgill), studies and surveys about attitudes to accents (Giles, Ryan, ITV Com/Res, YouGov) and any particular examples you have found in your own research or experience. If you've done a study on the dialect of Manchester, Newcastle, the West Country, Essex or Birmingham, you'll have examples you can use of the features of the dialect but also media representations of it. Use them: they will help make your answer more individual and interesting. Equally, if you have a personal take on it - you have been judged for your dialect (and let's face it, if you're from Essex you probably have) or told to "put T-s, T-s, T-s in your mouth" as I was when I moved from school in London to Wiltshire - mention it and offer your considered linguistic perspective on it.

Another part of AO2 is to show an understanding of the wider language issues, so think about the role of Standard English and why it has such importance. Where is it from? Why does it have an important role to play? Does having a standard make us assume that everything else is sub-standard? These are all possible avenues to explore.

Anyway, that's a start, I hope and I'd be interested to see what others are doing for this.


12 comments:

Anonymous said...

Hi Dan,

I don't know how you find the time to teach/examine and write such an exceptional blog for A level teachers. After a few years teaching GCSE, I'm new to lecturing A level and I'm currently delivering the new AQA AS English Lang Spec. Your blog has provided invaluable material and kept me sane when I didn't know where else to turn to for ideas and inspiration. I'm using your outline about how to approach Q1/2 of Paper 2 and would like to contact you for advice about an approach I've been drafting for how to tackle Paper 1.

Many thanks

A very grateful English Lecturer

Dan said...

Hi, thanks for the your nice comment! Really glad it's been a help. If you follow @EngLangBlog and contact me through there, that's probably the best way to do it.

Martin SRC Bede 6th Form said...

Hi, could I please ask for some help on setting questions for sociolect/idiolect on Paper 2? Been ok on accent/dialect, occupation and gender, but soc/id is proving tricky. I've drafted a few, I'd really appreciate some thoughts on whether I'm striking the right notes. And yes, this blog is brilliant!

Dan said...

Hi Martin, if you contact me via @EngLangBlog we can swap emails. Cheers 👍

Dan said...

Hi Martin, if you contact me via @EngLangBlog we can swap emails. Cheers 👍

Anonymous said...

Hi Dan, I'm a Twitter newbie (and old! ish!). I'm @Batmart77

P said...

I've just finished teaching accent/dialect also and have come up with 2 Paper 2 Section A style questions. I did the first as a mock this week (will see how successful it was when i mark):

Evaluate the idea that accent and/or dialect are the most important feature of someone's idiolect.

The follow up essay will be:

Evaluate the idea that British dialects are levelling out and becoming more standardized.

I'm also toying with this one: Evaluate the idea that the way someone speaks is directly linked to the place where they live

I worry sometimes they are too broad and the ones on the AQA sample papers have provided little guidance. I guess it is better for it to end up being easier in the exam than all the in class ones we've done!

I really like your essay question here and the guidance and will definitely be using it in the lead up to the end of year Y12 exam we are setting.

Dan said...

These sound like interesting questions. The first one, I think, has the scope for better students to hit levels 4 and 5 of AO2 and consider the other variables, so I might nab that one. The second one looks a bit harder - dialect levelling and standardisation haven't always been that easy for me to cover this year (my own fault) - but I might give my students that to mine too as we get closer to the exam. One thing though is that if it's AS Paper 2, the wording is "Discuss the idea...", while at A level it's "Evaluate the idea...", although I suspect that students evaluating will be hitting the higher levels at AS.

It's hard to know exactly what kind of things will appear, but I've tended to go for quite general ones with my classes and then they've got the freedom to offer different levels of detail and different angles if they want to. At the preparing to teach meetings, teachers came up with a few other possibilities which sounded good to me, but they were mostly variations on the general theme and then "the social groups that people belong to...", "the places that people are from..." and the like.

Cheers for the ideas - they'll be very handy.


Dan said...

Just to add, currently working on a quick post for the blog using a Viz strip "The Boy Scouse" as stimulus data. I know it's too rude for a real AQA paper, but it's good for looking at how representations of accents are often closely linked to social, regional and class stereotypes. Coming soon...

P said...

Glad those are helpful Dan. I"m using "Evaluate" questions are our students are not sitting AS, we are running a 2-year course - but am looking to set up a Y12 end of year exam with similar questions.

Dan said...

Ah, that makes sense. Are you on Twitter? Could swap a few other bits through that. I'm @EngLangBlog if you are.

P said...

Yes - on twitter and follow you - I'm @badgerenglish