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Exam questions Flashcards

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1
Q

What happened around AD 410

A

The Roman Empire fell.

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2
Q

What happened around AD 450

A

Germanic settlers came into the country and drove the indigenous people into different corners such as Wales and Cornwall.

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3
Q

What happened AD 597

A

Christianity was introduced

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4
Q

What happened at the end of the 8th century

A

The people who spoke English came into contact with Vikings from Denmark and Norway by going to the British Isles

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5
Q

What happened in 1066

A

The Norman conquest and brought the French which was introduced and used by upper class.

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6
Q

What happened in 1362

A

English was enforced as a formal language, due to the King’s speech which was delivered in English

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7
Q

What happened in 1469

A

Names and parts of the vocabulary were under Scandinavian influence since they ruled

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8
Q

What happened during the Renaissance (1500-1650)

A

Latin and Greek was once again introduced and affected scientific and scholarly writing.

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9
Q

What happened in 1755

A

Dr Samuel Johnson published his dictionary

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10
Q

In what way did French ‘endanger’ English after the Norman Conquest? Where might English be ‘endangering’ other languages at present

A

French became the dominant language and the more powerful spoken by upperclass and they said no to English .
English is a powerful language and a lot of different languages have taken loanwords from English. A lot of younger people start speaking more and more English, as well as it replaces other languages in media, education and communication.

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11
Q

How do languages typically spread?

A

Languages are typically spread by migration, military actions, trade, cultural influence and media.

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12
Q

How did Arabic become widely known over a large area and adopted as a first language in a large territory?

A

the conquests of the Islamic armies happened and Arabic took over where Greek had a similar role.

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13
Q

Describe when, how and why English spread to the US

A

When:During the early seventeenth century
How: British settlers settled in massachusets
Why: To find gold, to ecape religious and and colonize North America by replacing the indigenous people where they wanted to share their beliefs.

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14
Q

Describe when, how and why English spread to Canada

A

In 1763, the amount of french spoken in canada decreased. However, English really took over at the end of Americas war of Independence becuase people wanted to move from the war.

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15
Q

Describe when, how and why English spread to Australia

A

At the end of the 18th century, immigrants came to Australia from the Great Britain because their jails were overcrowded

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16
Q

Describe when, how and why English spread to New Zealand

A

During the 1840’s, the British people wanted to catch whales there. the British goverenment signed an agreement with a people called the Maori. Afterwards, a colony was established between the two.

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17
Q

Describe when, how and why English spread to India

A

India was exposed to English in the 1600’s when the British East India Company was formed. India wanted to take part in the trading process and get more spices than salt and pepper. In the 1800’s India was colonised by the Great Britain

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18
Q

Describe when, how and why English spread to Africa

A

in the early 17th, West Africa came in contact with English by trading posts, such as colonies and slaves.

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19
Q

ESL

A

English as a Second Language

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20
Q

EFL

A

English as a Foreign Language

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21
Q

ELF

A

English as a Lingua Franca

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22
Q

SLA

A

Second Language Acquisition

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23
Q

Language

A

A system which is used for spoken and written communication. This could be used by a particular country, people and community, typically consisting of words used within a grammatical and syntactic structure.

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24
Q

Dialect

A

Way of speaking, specific to a group of people and is defined by a whole group of language features

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25
Idiolect
A individuals way of speaking
26
Community
a group of people who have something in common and differentiate from others
27
Folk beliefs
Assumptions about language and its use For example, catagorising English as either "good" or "bad"
28
Language ideologies
The shared belief and attitude people have towards a language and its speakers
29
Standard English
A variety of English which is considered to be the norm and will often be used in education, governemnt and printed media
30
Written Standard English (WSE)
the form of English that follows established rules of grammar, spelling, punctuation, and syntax. It is used in formal writing contexts, such as academic papers, professional correspondence, official documents, and published works
31
Spoken Standard English (SSE)
refers to the form of English that is considered acceptable and proper in formal and public speaking contexts
32
Are Serbian,Croation and Bosnian different languages?
Yes they are different languages, but they are all from the same “group” of language and share similar rules when it comes to grammar and vocabulary. However, the distinct difference is their history. In the end, it depends on what point of view you are looking at.
33
Linguistic commuity
When a community shares language to achieve social cohesion
34
Linguistic norm
When you write or speak in a certain way that most people would agree with
35
How are linguistic norms established
By exposure to language in different contexts and ways of speaking
36
Community of practice
A group of people who come together to share or learn around a common area of interest
37
Language planning
The effort to influence a language and how it is being used. ex. could add a new word in a dictionary
38
Status planning
Changes the status of a language
39
Corpus planning
Changes particular aspects of a linguistic form
40
Acquisition planning
Has education in focus and involves the decisions about which languages should be taught
41
prestige planning
Attitudes towards languages
42
Linguistically arbitrary
There is no natural connection between the forms and the sounds
43
Socially motivated
When a language is based on the social aspects
44
politically motivated
Using languages as a way of showing authority and power.
45
Why was the London dialect selected for codification
It was spoken by the social elite and politically powerful people
46
Selection
The process of choosing a language from the ones available that is going to serve as the standard language
47
Codification
An important part of the standardisation process where they try to eliminate variation
48
Elaboration
Expanding the function of the chosen language
49
Acceptence
When a language is accepted and recognised by the community
50
Formal properties
The structural aspects of languages to understand how they work socially
51
Regional variation
Dialect or language variation between regions
52
Regional variety
A language or dialect which varie based on historical and cultural aspects
53
Social variation
A language or dialect which is specific for social groups
54
Social variety
A language or dialect specific for different social contexts.
55
The linguistic variable
A feature of a language that involves differences in pronunciation, vocabulary and grammar.
56
Identity
A person's idetification which is identified by social groups
57
In accent at least, we cannot talk of a national standard
We cannot talk of a national standard when it comes to accents because it varies between where someone lives and other factors such as social, history and cultural differences. This makes it difficult to make someone's dialect a national standard since geographical area is not the only thing that matters.
58
Ideology
Different ways people percieves the world and how to divide and conquer
59
Assimiliation ideology
Assimilation ideology argues that the state gets to intervene within some areas of private values such as language or more specifically immigrants that are supposed to abandon their heritage language. They should adopt the culture, values, language and social norms of the dominant society.
60
Pluralist ideology
the belief that a diverse society should allow multiple cultures to coexist together while maintaining their own identities. values diversity and encourages it
61
What are the contexts that identity issues are being brought up throughout the book?
Language, dialects and native speakers
62
Language minoritised students
Students can feel less valued and ashamed, when they should feel encouraged. This could lead to losing their sense of belonging and identity, due to language loss and pressure.
63
Language diverse students
This is a more positive tone, to encourage students to speak their language. Multilingualism is seen as a strength.
64
How does the variety of different “Englishes” influence identity formation?
Different Englishes has different cultures. AAE, inding English and Singlish have different cultures. Their identity as speakers are shaped by BrE and AmE.
65
How can you soften the boundaries between languages
Adapt translanguage practices, encourage code switching and create a linguistically creative classroom
66
What dimensions help determine who is multilingual
ability, age, developement, context, choice, culture, balance, use
67
Monolingual bias
The assumption that being monolingual is the norm and being multilingual is either an exception or disadvantage
68
Multicompitence
The knowledge of two or more languages in one mind and how they interact
69
Who is a multilingual learner
A person who is in the process of acquiring one or more languages
70
What are qualitative and quantitative differences between bilingualism and multilingualism?
Quantitive differences refers to number of languages spoken while qualitative differences refers to how these different languages interact.
71
How can teachers develop a multilingual identity? What factors need to be taken into account?
Embracing multilingualism, learning additional languages, using translanguaging strategies and valuing linguistic diversities.
72
What are the three theoretical principles of pedagogical translanguaging?
Prior knowledge Scaffolding Connected growers
73
Name two specific actions that you can take as a teacher of multilingual students to make your future “dream” classroom a multilingual space. Explain the rationale behind your actions with relevant theoretical concepts.
74
Language ability
Refers to a persons comeptence and knowledge about a language like vocabulary and sentence structure
75
Language use
Is more of a perfomance like using it in real life situations such as speaking, writing and reading
76
Why is the distinction between monolinguals and bilinguals simplistic?
Some people believe that bilinguals are actually two monolinguals in one rather than a bilingual. They argue that it shouldn't be so divided, monolingual vs. bilingual and to take away the strict categories.
77
Complimentary principle
when bilinguals use their different languages in different situations, with different people, with different purposes. Rather than being fluent in all languages they complement each other.
78
Translanguaging
When bilinguals can use both their languages in a flexible and strategic way.
79
Accent
Way of speaking specific for pronounciation
80
Variety
Umbrella term for dialext, accent, styles, etc...?

Socio/multilingualism (1 decks)

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