Regional Variety and Diversity: Dialect

Regional Variety and Diversity: Dialect

Task One: Bradford Asian English and South London Dialects

• Print and read Gary Ives'study of this dialect.
• Answer the following questions on the interviews from the school in Bradford:

1. What is code switching?
2. Who are 'freshies'? How did the boys interviewed diverge from the language of 'freshies'?
3. What words/ phrases unify young Asian speakers according to one teenage boy? (top of page 155)
4. What was different about the teenage girl interviewed? What does this suggest about the impact of the ethnic demographic of a school on a speaker's decision to code switch?
5. Based on interviews with all participants, which were the most commonly used Punjabi words?
6. What factors do the students feel influence their lexical choices?

• Answer the following questions on the interviews from the school from London:

1. What three categories could summarise the key features of the dialect spoken in this school?
2. Which words used in this dialect have Jamaican or Afro Caribbean roots?
3. What evidence is there from this set of interviews that language used is 'not about ethnicity' but about 'where you live now'?

• Write one paragraph to respond to this question:

How does Ives' research challenge the idea that dialect is fixed and based only on where you live?

- Include vocabulary such as: diverge/ converge/ ethnicity/ age/ variables/ evolving/ unifying mechanism/ code switching

Task Two: Dialect Levelling

• Read the extract about dialect levelling.
• Complete and print the summary table at the end of the extract.

Complete these two tasks for homework. You will be having an assessment on diversity and region in the very near future, so make sure that your folders are organised and your notes are up to date!

Regional Variation and Diversty: Accent

Accent Diversity

Task One: Attitudes towards Accent Diversity Wider Reading

1. Print, read and highlight these four articles:

Teacher told to sound less Northern
Brummie accents worse than staying silent
Britain should celebrate regional accents
How to de-posh your accent

2. Complete this table.


Task Two: Studies and Research on Accent Variation

1. Use the following resources to complete this table.

- AQA text book
- Class notes
- Cambridge A Level Language Student Book


If you want to have another look over anything we have discussed this week, the PowerPoint is here.

The Sign of the Four Context Research

The Sign of the Four Context Research

In your The Sign of the Four assessment, you will need to be able to explore how Conan Doyle comments on and explores the social, literacy and historical context of the Victorian period.

Task 1: Research

Research the following four contextual areas:

1.Crime and policing in Victorian times

2.The British Empire, colonialisation and Victorian attitudes to race

3.Attitudes towards women in Victorian times

4.Literary context – detective mystery genre/ other popular fiction of the time


There is a PowerPoint here with lots of useful information to get you started, including several links to websites on the penultimate slide.


Task Two: Collating the Research

In your books, write the date, c/w and heading: Contextual Research on The Sign of The Four.

Use one page in your books for each contextual area - make sure that you include subheadings to keep your research organised (see the list above). For each contextual area, write down five facts that you have found out. You should aim to include images as well as writing.

Task Three: Applying your Knowledge

On a new page, write the heading: Significant Contextual Issues in The Sign of the Four.

Identify five moments in the novel when you think Doyle is commenting on contextual issues of the Victorian period.

It will be your homework to complete these three tasks; use your lesson time wisely!

Narrative Writing Next Steps

Narrative Writing Next Steps

It's time to get improving those narrative writing skills Year 10!

1. Complete the Next Steps worksheet. Everything you need to do this is here.

- Download and save the worksheet.
- Read the instructions carefully and make sure you complete all tasks.
- Remember to print off two copies of your completed Next Steps sheet. One will go in your folder with your assessment and the other will be stuck into your yellow English books.

One of the best ways to become a better narrative writer is to read good narratives.

2. Pick a quick read from the fiction section.

3. Read it.

4. Open a Word document.

5. Write a review. This should include a brief summary (no plot spoilers!) and what you liked about the writing. Once you have completed this, send it to me at l.marvin@lutterworthcollege.com

An Inspector Calls: Structure

Structure in An Inspector Calls

1. Download and save the work sheet.
2. Complete all tasks on the worksheet.
3. Save and print you work.
4. Stick the worksheet into your book.

Any work not completed in the lesson will be set as homework.

Child Language Acquisition Revision

Child Language Acquisition Revision

It is time to do some serious revision, Year 13! Your mock examination is on Wednesday 14th December (am).

Here are some resources to help you to get ready.

Revision Packs/ Knowledge Organisers:

• A revision pack for spoken language acquisition
• A revision pack for literacy acquisition
• A knowledge organiser for literacy acquisition (reading)

Spoken Language Acquisition Do This Now Sheets from Lessons:

• Do This Now 1 (utterances, stages and viewpoints)
• Do This Now 2 (overgeneralisations and viewpoints)
• Do This Now 3 (Child Directed Speech and viewpoints)
• Do This Now 4 (Studies and theorists)
• Do This Now 5 (Child Directed Speech and Imaginative Play)

Literacy Acquisition Do This Now Sheets from Lessons:

• Do This Now 1

Quizlets:

Quizlet on literacy acquisition
Quizlet on spoken acquisition key terms
Quizlet on spoken acquisition theorists.

Obviously, you should all be using your AQA text books. Chapter 4 has all you need for literacy and spoken language acquisition.

Enjoy :)

Year 13 English Language NEA: Original Writing

Looking for a Style Model?

Year 13 Language NEA: Original Writing

Use the links below to explore potential style models:

Style models for opinion articles:

- The Guardian's Mind Your Language
- The Guardian's Comment is Free
- Oliver Kamm's The Pedant - you'll need to subscribe to The Times to access this column
- Daily Mail columnists Jan Moir, Piers Morgan, and Katie Hopkins

Style models for opinion blogs:

- Deborah Cameron's Language: A Feminist's Guide


Style models for persuasive speeches:

- Emma Watson's He for She United Nations Speech - also available to watch here

Style models for informative guides:

- BBC Magazine Online

Also useful...

• If your memory needs a nudge, the introductory PPT for the Original Writing part of the NEA is here.7

• The proposal form is here.

• The mark scheme for the Original Writing part of the NEA is here. You will need to go to page 27.

• You should aim to write about a specific language topic - ideally one which you are passionate about. The NEA is a brilliant opportunity to consolidate, and expand on, your existing knowledge of an aspect of your A Level Language course. This will be excellent preparation for your Paper One and Paper Two examinations.

• Remember, you can't use the same topic as your style model. So, for instance, if you chose a Deborah Cameron blog post about language and gender, you would need to select a different language topic. You could, however, pick a style model and then argue the opposite side of the argument to your style model.

• When looking for a style model, bear in mind the different audiences being targeted. For example, Oliver Kamm's The Pedant will be for a more specialist audience than a Jan Moir opinion piece for the Daily Mail and so there will be differences in register and style.

• You have been given lots and lots of articles and blog posts on Language and Gender and Language Change. Do look through these resources as they are style model gold mines!