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E-grāmata: Making Sense of "e;Bad English"e;: An Introduction to Language Attitudes and Ideologies

3.97/5 (33 ratings by Goodreads)
(University of Helsinki, Finland)
  • Formāts: 190 pages
  • Izdošanas datums: 17-Oct-2019
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781000652314
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Making Sense of &quote;Bad English&quote;: An Introduction to Language Attitudes and IdeologiesPalielināt
  • Formāts: 190 pages
  • Izdošanas datums: 17-Oct-2019
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781000652314
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Why is it that some ways of using English are considered "good" and others are considered "bad"? Why are certain forms of language termed elegant, eloquent or refined, whereas others are deemed uneducated, coarse, or inappropriate? Making Sense of "Bad English" is an accessible introduction to attitudes and ideologies towards the use of English in different settings around the world. Outlining how perceptions about what constitutes "good" and "bad" English have been shaped, this book shows how these principles are based on social factors rather than linguistic issues and highlights some of the real-life consequences of these perceptions.

Features include:











an overview of attitudes towards English and how they came about, as well as real-life consequences and benefits of using "bad" English;





explicit links between different English language systems, including childs English, English as a lingua franca, African American English, Singlish, and New Delhi English;





examples taken from classic names in the field of sociolinguistics, including Labov, Trudgill, Baugh, and Lambert, as well as rising stars and more recent cutting-edge research;





links to relevant social parallels, including cultural outputs such as holiday myths, to help readers engage in a new way with the notion of Standard English;





supporting online material for students which features worksheets, links to audio and news files, further examples and discussion questions, and background on key issues from the book.

Making Sense of "Bad English" provides an engaging and thought-provoking overview of this topic and is essential reading for any student studying sociolinguistics within a global setting.

Recenzijas

"Enormously fascinating to anyone with an interest in varieties of English (dialects, accents, styles) as they are spoken, natively and non-natively, around the world; and endlessly helpful in the fightback against the benighted ones who attempt to shame their fellow human beings for the way they speak."

Peter Trudgill, University of Fribourg, Switzerland

"Perceptions of "good" and "bad" English are a major issue for language users, but vary in different nation states. Such ideologies and their social consequences have been examined by sociolinguists in monolingual and to a lesser extent well-established bilingual English-speaking communities. However, the perspectives of millions of speakers and writers world-wide for whom English is a lingua franca have been largely ignored. Elizabeth Petersons book is therefore timely, and particularly valuable in connecting English speakers from all types of language community with the ideologies which emerge from different histories and social contexts. It will be useful both as an undergraduate teaching tool and as a resource for researchers."

Lesley Milroy, University of Michigan, USA"As the author says, the purpose of her book is not one of proselytism or conversion; rather, she has tried to make the reader think more carefully about language before labelling it bad. In using a multi-layered approach, along with an easy-to-read style, Elizabeth Peterson has easily accomplished the goal of making bad English make sense. Ultimately, though, she leaves it to the reader to decide"

Hiram L. Smith, Journal of Multilingual and Multicultural Development, USA

List of illustrations
xii
Acknowledgments xiii
Rationale for this book xv
Terminology used in this book xix
Introduction to Part 1: Making sense of "Bad English" 1(2)
1 English speakers in outer-circle and expanding-circle settings
3(14)
1.1 The English language sandwich
3(4)
1.2 Comparing attitudes about English
7(4)
1.3 "Bad English" in the outer circle
11(2)
1.4 "Bad English" in the expanding circle
13(1)
1.5 Conclusion to
Chapter 1
14(3)
Acknowledgments
15(1)
Discussion questions for
Chapter 1
15(1)
Notes
15(1)
Cited in this chapter
16(1)
2 Where does "Good English" come from, and what does it have to do with Santa Claus?
17(11)
2.1 Standardizing English
18(1)
2.2 Where does the notion of Standard English come from?
19(4)
2.3 Here comes Santa Claus
23(2)
2.4 Folklore, fact and tradition: "Good English"
25(1)
2.5 Conclusion to
Chapter 2
25(1)
Acknowledgments
26(2)
Discussion questions for
Chapter 2
26(1)
Suggested reading
27(1)
Cited in this chapter
27(1)
3 "Bad English" in inner-circle settings
28(16)
3.1 Youth, young women, foreign influence
28(2)
3.1.1 The role of young women
29(1)
3.1.2 Foreign influence
30(1)
3.1.3 Social class
30(1)
3.2 Talk like us, think like us
30(3)
3.3 The top-down approach to language
33(1)
3.4 What's "bad" is relative: US vs UK
34(5)
3.5 When "bad" really means "foreign"
39(1)
3.6 What does "Bad English" mean?
39(1)
3.7 Conclusion to
Chapter 3
40(4)
Discussion questions for
Chapter 3
40(1)
Acknowledgments
41(1)
Note
41(1)
Suggested reading
41(1)
Cited in this chapter
42(2)
4 How "Bad English" works against us: Linguistic discrimination in the USA
44(18)
4.1 Introduction
44(2)
4.1.1 What can you take for granted?
45(1)
4.2 What's with the attitude?
46(4)
4.2.1 Is it race, or is it language? Or is it race and language?
47(3)
4.3 Access to education
50(3)
4.3.1 Ann Arbor Decision
51(2)
4.4 The (in)justice system
53(4)
4.4.1 The hallowed halls of justice
53(4)
4.4.2 Wrap-up of the justice system
57(1)
4.5 The workplace
57(2)
4.6 Conclusion to
Chapter 4
59(3)
Acknowledgments
59(1)
Discussion questions for
Chapter 4
59(1)
Note
60(1)
Suggested reading
60(1)
Further references on Chicano English
60(1)
Cited in this chapter
61(1)
5 Why does "Bad English" still exist?
62(19)
5.1 Introduction
62(2)
5.2 Access and isolation
64(7)
5.2.1 Historical ties
65(1)
5.2.2 Social segregation
66(3)
5.2.3 Geographical segregation
69(1)
5.2.4 Reason 1: Why do people speak "bad" varieties? Access to standard language culture
70(1)
5.3 Covert prestige
71(3)
5.3.1 Reason 2: Why do people speak "Bad English"? Covert prestige
73(1)
5.4 Identity and language
74(3)
5.4.1 Reason 3: Why do people speak "Bad English"? Identity
76(1)
5.5 Conclusion to
Chapter 5
77(1)
Acknowledgments
77(1)
Discussion questions for
Chapter 5
77(1)
Recommended reading
78(1)
Cited in this chapter
79(2)
Introduction to Part 2
81(74)
6 Acquisition of English as a mother tongue
85(14)
6.1 The study of first language acquisition
86(3)
6.1.1 How do children learn their first language?
87(1)
6.1.2 The Critical Age Hypothesis
88(1)
6.2 Stages of acquisition
89(3)
6.2.1 Stage one: Babbling
89(1)
6.2.2 Stage two: One-word stage
90(1)
6.2.3 Stage three: Two-word stage
91(1)
6.2.4 Stage four: More than two words
91(1)
6.3 Acquisition of linguistic features
92(4)
6.3.1 Acquisition of phonetics/phonology
92(1)
6.3.2 Acquisition of morphology
93(1)
6.3.3 Acquisition of syntax
94(1)
6.3.4 Acquisition of vocabulary
95(1)
6.3.5 Acquisition of pragmatics
95(1)
6.4 Conclusion to
Chapter 6
96(3)
Discussion questions for
Chapter 6
97(1)
Cited in this chapter
97(2)
7 African American English
99(18)
7.1 The historical context of African American English
100(3)
7.2 Distinct discourse styles of African American English
103(2)
7.2.1 Discourse and communication
103(2)
7.3 Distinct grammatical features of African American English
105(8)
7.3.1 Verb forms in African American English
106(2)
7.3.2 Morphosyntactic features of African American English
108(3)
7.3.3 Phonological features of AAE
111(2)
7.4 Conclusion to
Chapter 7
113(4)
Acknowledgments
114(1)
Discussion questions for
Chapter 7
114(1)
Recommended reading
115(1)
Cited in this chapter
115(2)
8 Competing explanations for linguistic features in the outer circle
117(13)
8.1 Introduction
117(1)
8.2 Singapore English
118(2)
8.3 Indian English
120(7)
8.3.1 Delhi English
123(4)
8.4 Conclusion to
Chapter 8
127(3)
Acknowledgments
128(1)
Discussion questions for
Chapter 8
128(1)
Cited in this chapter
129(1)
9 English as a lingua franca
130(21)
9.1 Introduction
130(1)
9.2 The groundwork: Deficit versus empowerment
131(3)
9.3 The "empirical and contrived core"
134(5)
9.3.1 The consonant inventory
134(1)
9.3.2 Additional phonetic requirements
135(1)
9.3.3 Vowel sounds
136(3)
9.4 Subsequent observations of ELF: Grammar and morphology
139(2)
9.4.1 Lexicogrammar
139(2)
9.5 Conclusion to
Chapter 9
141(10)
Acknowledgments
141(1)
Discussion questions for
Chapter 9
141(2)
Further reading and information
143(1)
General reading on English as a lingua franca
143(1)
Cited in this chapter
143(2)
Summary of Part 2
145(6)
10 Conclusions
151(4)
10.1 Aims and goals, revisited
151(1)
10.2 What is the take-home message?
152(1)
10.3 Has the take-home message been taken home?
153(2)
Cited in this chapter
154(1)
Bibliography 155(6)
Index 161
Elizabeth Peterson is an Associate Professor at the University of Helsinki, Finland.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
Permanent link: https://www.kriso.lv/db/97810006523146e.html
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