Monday 26th – Friday 30th August 2013

Report
Mon 26th – Fri 30th Aug 2013
Language and community
Demonstrate an awareness of how language
and meaning are shaped by culture and
context
Watch this clip
http://www.youtube.com/watch?v=D-0_sL5AAVQ
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What are the difficulties of understanding
different accents and languages?
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Can you think of any examples where
ideas/opinions/discussions have been lost in
translation?
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Use the internet/discuss to find curious examples of the
vernacular that you know about.
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What typical slang words do communities you know about
use? Think of slang words that common to a distinct
language group like Australia or Scotland? Consider how
vernacular language is promoted or overtaken by more global
forms of communication.
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Make a list of 15-20 different words
Be prepared to share your ideas with the group.
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Scotland
Bairn or wean – child
Eejit - Idiot
Steamin’ – very drunk
Wee – small
Australia
cya this arvo – See you this afternoon.
dunnie – toilet, bathroom
thong – flip flops
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Read the extract from Amy Tan’s Mother
Tongue
As you read, highlight and annotate the
extract to consider the following ideas:
What key issues arise from the extract?
What is the effect on language of being a
“second or third culture kid”?
Have you felt this?
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What are your thoughts on the clip?
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Be prepared to share your ideas with the
group.
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Read the lyrics to the song now.
Make notes on the following prompts:
How much of the vocabulary do you understand in
this song?
 Does this song belong to a particular community?
 For whom is this song written or performed? Who is it
marketed to?
 Does this song go against a dominant community, or
along with it?
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Be prepared to share your ideas with the group
Fri 30th Aug 2013
Language and community

Dialect is a term describing consistent
variations within a language. Dialects can be
social, occupational, cultural, technological
and geographical.
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Accent refers to spoken features of dialect,
and that is all it refers to.
To ‘accent’ a word or phrase gives it
emphasis.
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How did you recognise the dialect/accents?
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What stereotypes do you associate with that
style of speech?
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How did you judge the accuracy/authenticity?
Tom Leonard (born 1944) is a
Scottish poet, writer and critic. He is
best known for his poems written in
the Glaswegian dialect of Scots,
particularly his Six Glasgow
Poems and The Six O'Clock News. His
work frequently deals with the
relationship between language, class
and culture.
Source: wikipedia
http://www.youtube.com/watch?v=gMo5cxzL
dR4
http://www.youtube.com/watch?v=gMo5cxzL
dR4
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What is the challenge with understanding this
poem?
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What comment do you think Leonard is
making about accent and issues of class?
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Find examples in the poem to support your
ideas.
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Read the following transcript try to elicit the
linguistic features you notice:
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In the following transcript a girl, aged 17, is
talking to two friends about a minor mishap
steering a cabin cruiser close to a jetty. They
are all on family holidays on a canal.
() = pause (2) = 2 second pause
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so I er well you know () I sort of swung it round too hard and
and oh no before that I hadnt pulled back the throttle () well I
thought I had () so I was going too fast (2) look theres one just
like ours only without this awning thing () I think this is the
trouble you know you cant see out properly () anyway it
bumped and he went mad and he said get off the boat () there
wasnt any damage () I got it in neutral and it cut out I said I
was sorry and I picked up all the things (2) but hes just not er
well Im not his favourite person just at the moment
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The use of ‘so’ twice as both an attention getter and
device for ordering one’s thoughts
The use of ‘er’ twice as a filler
The use of ‘well’ twice as a useful adverb, such as
emphasising what’s happening next
The use of exclamation of ‘oh’
The use of pronouns – ‘I’ and ‘you’
The sudden change of agenda – ‘look there’s one just like
ours’
The use of the adverb ‘anyway’
The pronoun shift from ‘he’ to ‘I’ towards the end of the
speech
The use of ‘and’ as a connective
The use of contractions such as ‘I’m’, ‘can’t’ and ‘there’s’
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Use your mobile phones or other recording
equipment and discuss your weekend events
with a partner.
Just speak for 1-2 minutes each.
Listen back to the recording of your partner
and type the transcript
Try to identify the linguistic devices
We’re going to read Act 1 p.19-30 from ‘Pygmalion’
by George Bernard Shaw.
Produce brief responses to each of the
following questions:
 How would you describe the language and
diction of Eliza Doolittle?
 How is the diction and vocabulary of Henry
Higgins conveyed?
 How does this extract show a division is
social/cultural class?
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First 10 minutes of Pygmalion
Act 1 p.19-33
http://www.youtube.com/watch?v=ypHNkKoJpk4

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