Etiquetas

martes, 15 de enero de 2013

References


In order to make this blog and recollect information, we have used several sources, some books as well as some internet pages (important entries of Wikipedia). Here we leave you the references:

BOOKS


                 - Schneider, Edgar W. - English Around the World Vol. 2. University of Edimburg 2006.

               
                 - Schneider, Edgar W.; Burridge, Kate; Kortnon, Bernd; Mesturie, Rajend; and Upton,
                    Clive - A Handbook of Varieties of English Vol. 1. Mouton de Gruiter, 2004.

                 - Schneider, Edgar W.; Burridge, Kate; Kortnon, Bernd; Mesturie, Rajend; and Upton,
                   Clive - A Handbook of Varieties of English Vol. 2. Mouton de Gruiter, 2004.

WEB PAGES:

            -Wikipedia contributors. "Indian English." Wikipedia, The Free Encyclopedia. Wikipedia, The Free

                Encyclopedia, 13 Jan. 2013. Web. 15 Jan. 2013.
                <http://en.wikipedia.org/wiki/Indian_English>

              -Wikipedia contributors. "Regional accents of English." Wikipedia, The Free Encyclopedia.  

               Wikipedia, The Free Encyclopedia, 11 Jan. 2013. Web. 15 Jan. 2013.
              <http://en.wikipedia.org/wiki/Regional_accents_of_English>

             - Wikipedia contributors. "Regional differences and dialects in Indian English." Wikipedia, The Free 

               Encyclopedia. Wikipedia, The Free Encyclopedia, 13 Sep. 2012. Web. 15 Jan. 2013.
               <http://en.wikipedia.org/wiki/Regional_differences_and_dialects_in_Indian_English>

             - Wikipedia contributors. "South Asian numbering system." Wikipedia, The Free Encyclopedia

               Wikipedia, The Free Encyclopedia, 1 Jan. 2013. Web. 15 Jan. 2013. 
               <http://en.wikipedia.org/wiki/Indian_numbering_system>

            - Wikipedia contributors. "British Indian." Wikipedia, The Free Encyclopedia. Wikipedia, The 

              Free  Encyclopedia, 12 Jan. 2013. Web. 15 Jan. 2013.
              <http://en.wikipedia.org/wiki/British_Indian>

            - Wikipedia contributors. "Anglo-Indian." Wikipedia, The Free Encyclopedia. Wikipedia, The 

              Free  Encyclopedia, 13 Jan. 2013. Web. 15 Jan. 2013.              
              <http://en.wikipedia.org/wiki/Anglo-Indian>

           - Wikipedia contributors. "Indian American." Wikipedia, The Free Encyclopedia. Wikipedia, The 

             Free Encyclopedia, 11 Jan. 2013. Web. 15 Jan. 2013.
             <http://en.wikipedia.org/wiki/Indian_American>

           - Wikipedia contributors. "East India Company." Wikipedia, The Free Encyclopedia. Wikipedia, 

             The Free Encyclopedia, 14 Jan. 2013. Web. 15 Jan. 2013.
             <http://en.wikipedia.org/wiki/East_India_Company>

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viernes, 4 de enero de 2013

ENGLISH IN POST 1947 LANGUAGE POLICIES


The end of the British Raj in the subcontinent during the 1940s was supposed to initiate the slow but sure demise of the English language in South Asia. That actually did not happen. The functional domains in which English is used have actually expanded rather than shrunk.
The controversy is basically about three issues: What should be the function of the English language at various stages of education? What should be the role of regional language, national language and English? And in some selected circles there is even discussion of what model of English should form part of the curriculum.
English became a vehicle for national unity, and for initiating a pan-Indian cultural and political awakening.

Present Situation

The Three Language Formula was proposed as a solution to language-ineducation policy. The formula proposes studying at least three languages in school years: the regional language, Hindi and English.
However, during the last three decades holes in the formula have begun to appear. The main problem in implementation was that not all the states of the Union accepted the formula with enthusiasm.

Attitudes about English

There have continued to be three distinct attitudes toward the role of English in South Asia. One attitude is that English has played an important role in South Asia, and that its continuation and diffusion contribute to keeping South Asian countries abreast of the scientific, technological and humanistic developments of the world. There is another attitude concerning the role of English in South Asia. In this view, English has no role in the language policies of South Asian countries. The third view rejects the enthusiasm of these two positions and has adopted a somewhat neutral position, neutral in the sense that its proponents would like to see English as one of the languages in the linguistic repertoire, as one of the foreign languages, but not in competition with local languages.

Current Issues

1      In the Outer Circle, English is essentially learnt in order to communicate with the native speakers of English.
2     English is learnt to understand and teach British and American cultural values.
3      The goals for acquisition of English are to adopt the exonormative models of English; that the varieties of English used in the Outer Circle are interlanguages and the goal of acquisition is to acquire native-like competence.
4      Native speakers of English, as teachers trainers, curriculum developers and academic administrators, provide serious input in the operation of theaching English in the Outer Circle.
5      Diversity, innovation and variation are necessarily indicators of the “decay” of English
6      English is learnt with an integrative motivation rather than an instrumental motivation, and the integrative motivation is more conducive to successful language learning.

Contact and impact: Englishisation (Part II)


Lexicalization

The lexis of a language is open to the greatest intrusion from a language in contact.
                Loanwords: the registers of science, technology, fashion, television, cinema and advertising have a particularly high frequency of such items.
                Loan shifts: two types: extension of a lexical item from English, e.g. transport is translated into a Tamil pokkuvarattu “going and coming”, and lexis-bound translation in which the aim is to establish lexical equivalence, e.g. illegal license is translated as donga laysensū and common man is translated as sri samanya “Mr common”.
                Hybridisation: at least one component is from English, e.g. tikit ghar for “ticket office”.
                Parallel lexical sets: the use of parallel lexical sets which have roughly the same denotation meaning is an interesting example of the structure of the multilinguals’ verbal repertoire, e.g.:
                Sanskritisation                 Persianisation                  Englishisation                   Gloss
               
                Dayā karnā                         rahan karnā                       piti karnā                            “to pity”
                Ghrinā karnā                     naphrat karnā                   hate karnā                         “to hate”
                Pratikshā karnā                intizar karnā                      wait karnā                          “to wait”
                Pyār karnā                          muhabat karnā                love karnā                          “to love”

English provides an additional lexical item for which there already is a native lexical item. In many South Asian languages, the borrowed word from English is perceived as “neutral” in many interactional contexts, or its use implies a certain status, class or level of education. The native words have caste, class or regional connotations. This is not true of an English word, and, in that sense, then, English has “neutrality”. Using English words or phrases where correct translation equivalents are available in an Indian language is common in educated informal speech.

Grammar

At the grammatical level, Englishisation is mode-dependant and register-dependant. “Mode-dependant mean restricted in terms of spoken or written mode. The “register-dependent” features have high frequency in a specific register. The following are illustrative of the Englishisation at the grammatical level:

                Impersonal constructions, this construction is no longer register-specific, and is now used in the colloquial style in Hindi-Urdu, for example kahā gayā hai “it is said”
                Passive construction, some modifications in the passive are attributed to English, particularly the passive with the NP agent. In Hindu-Urdu a construction with overt manifestations of the agent has a high frequency in formal registers
                Word order, the SVO construction in Hindi-Hurdu is used for stylistic effect, as opposed to the traditional SOV. The following constructions are also attributed to the influence of English:
                               Indirect speech, in such constructions there is a vak-shifting of a pronoun as in:
                               Bil ne kahā ki vo khā rahā hai, “Bill said that he is eating” (here maī (I) shifts to
                               Vo (he))
                               Post-head modifier “jo” (who) as in:
                               Vo larka jo āyā thā čalā gayā, “That boy who came has left”
                               Parenthetical clause, attributed to contact with Persian and English. Has
                               Pragmatic implications which indicate reaction to a situation.

The “mixers” and “mixing”

The “mixers” are South Asian bilinguals who “mix” a South Asian language and English. Mixing with English is found in both spoken and written modes of South Asian languages. The motivations for the use of code-mixing with English include the following:
               
                Register-identification: particularly the registers of science and technology. This is particularly true since the registers of local languages are as yet not quite stable and institutionalized.
                Style-identification: Englishisation of style is a marker of education, modernity and westernization.
                Elucidation and interpretation: in using specialized vocabulary or technical concepts after using the term in the local language. It is like providing a “translation equivalent”.

Social value represents the interlocutor’s attitude towards a person who has linguistic flexibility in English, since the use of English is considered an indicator of status, modernization, mobility and “outward-looking” attitude. Englishisation has contributed to the development of several stylistic and discoursal strategies. We have nativised English discourse, and we have Englishised discourse in South Asian languages. In nativised English the speech acts, strategies of persuasion, request, apology and command, are South Asian, while the lexicalization is English; it is in this sense that English has a local cultural identity. South Asian languages have adopted certain strategies, of thanking, introducing, etc., which show the influence of English speck patterns.

The written mode of South Asian languages has also been Englishised; the whole system of punctuation marks has been adopted. In most South Asian languages, e.g. Hindi, the punctuation marks were traditionally restricted to two vertical lines “II” termed virām, for marking the end of a paragraph, and one vertical line “I” termed ardha virām, for a full stop. This has been replaced by a full set of English punctuation marks. The practice of breaking a text into paragraphs has also been introduced.

Contact and impact: Englishisation (Par I)


Englishisation is the impact of the English language and English literature on South Asian languages and literatures. The prolonged contact of English with South Asian languages has resulted in a deep and subtle influence on the languages of the region, both major and minor. The contact with English is the latest and is in some sense multidimensional. Englishisation was responsible for changes in the outlook of English-educated people. It opened a new way of looking at social order, and the concepts of liberalism, secularization and the fundamentals of humanistic culture.

The impact of Englishisation has several facets. The first facet is related to the extent of the impact this language has had on all the major and minor languages of the subcontinent. English contributed to conceptualization of literature and literary theory within new sociological, literary and linguistic paradigms. It made models available for the development of literary genres traditionally not associated with South Asian literatures.

English made a contribution towards the extension of the thematic range of literature and a new way of treating themes. This happened in many ways: by the expansion of genres and by the introduction of social realism, secularism and concepts of a social order different from the ones known to the subcontinent. In India, European modernism, introduced through English, provided dynamic paradigms of literary creativity.

English functions as a resource for formal innovation within a genre, such as blank verse, the sonnet and short expositionary essays. Additionally, English became a resource for the transmission of literary controversies, innovations and trends. A good example is the paradigm of “progressive” writing introduced by the Progressive Writers’ Movement in the 1930s. The impact has been immense in changing the direction of South Asian literatures in terms of both their thematic focus and stylistic innovation. The call of the progressive movement was to break away from the well-enthroned Great Tradition (South Asian languages with a well-established and rich literary tradition when they came in contact with English) and accepted norms of literary creativity. In Hindi, the literary movement termed rahasyavãd (“mysticism”) was the result of the Romantic Movement.
English has functioned as the main agent for releasing the South Asian languages from the constraints of the classical literary traditions. Some of the major languages, particularly those used in the metropolitan cities like Calcutta (Bengali), became the vehicles for channeling the impact of English into other languages. What is called “the Bengal Renaissance” did not influence only the neighboring languages, but the gains of the renaissance were transmitted to Hindi. In turn, these literatures transmitted the literary and linguistic impact of Englishisation. It is in this way that Englishisation became a pan-South Asian phenomenon. Englishisation increased as the diffusion of English expanded in its societal depth and functional range. Englishisation became a symbol of modernization for people and for their language.

Bilinguals’ creativity in South Asian English


Bilinguals’ creativity refers to creative uses of English in South Asia by bilingual and multilingual people. South Asia has a long tradition of creative uses of English in journalism, broadcasting, literary genres and advertising.

India is the third largest English book-producing country, and in book publishing it ranks eighth in the world. Among the languages in which book are published in India, the largest number of titles are in English.

In many important intra- and inter-regional domains of use, English continues to have currency. Even in an average-sized city, there is a newspaper in English and the local radio and/or television station allocates some time to English. This is particularly true in India.

In India, the English press has immense influence, disproportionate to its circulation. This influence continues to increase particularly noticeable since 1947.

In 1984, there were 21,784 newspapers in India, out of which 16·9 per cent (3,691) were English and 29·2 per cent (6,370) were in Hindi. The government of India publishes the highest number of periodicals in English, followed by Hindi. Out of thirty-one states and Union Territories in India, English newspapers appear in twenty-eight.

It is in South Asian English literature that the stylistic innovations and experimentation have been most creative. India has the largest, most vibrant, productive and articulate group of writers in English. There seems to be an acceptance of Indian English literature as “one of the voices in which India speaks” (Iyengar 1962: 3).

Attempts at creativity in English go back to the 1830s; Kashiprasad Ghosh’s Shair and other poems (1830) is considered the earliest South Asian attempt at writing poetry in English. Sochee Chunder Dutt was the first writer of fiction. He also consciously initiated the process of Indianisation of English by translating Indian expression to English.

In the beginning, it was the deeply nationalistic political writing in English which dominated. English was used as a linguistic tool in the freedom struggle; it was the language of an elite culture which cut across linguistic, cultural and religious boundaries. South Asian novelists not only nativised the language by extensive stylistic experimentation, but also acculturated English in terms of the South Asian context. Indian English literature is one of the twenty-two national literatures recognized by the National Academy of Letters.

The distinctiveness of South Asian English literatures in three points:
First, in linguistic terms, grammatically, lexically or collocationally, the text may not be very South Asianised. The nativisation may be rather in the historical and cultural presuppositions in the text.
Second, the organization of textual structure may not necessarily be the preferred structure associated with English and may involve a lexical shift: direct lexical transfer, hybridization, code-switching, etc.
Third, the rhetorical strategies are not consistent with those used in the native varieties of English. Similes and metaphors from local languages may result “unusual” collocations, combinations of lexical items, from the native speakers.

Models of English in South Asia


There is a difference between linguistic behavior and an idealized linguistic norm. Southern British English has been the norm presented to the South Asians through the BBC, a small percentage of the English administrators and some teachers. Educated South Asian English was the variety actually used in South Asia in the past and it continues to be used now.

A speaker of South Asian English approximating RP has always been marked as socially and educationally separate, and such speakers form a very small minority. During the past three decades a different picture has emerge. The attitudes towards exocentric models (e. g. British and American), and endocentric models (e. g. Indian) are changing.

The recent situation is that there is a realistic attitude towards the issue of a model; there is recognition of the endocentric educated varieties, and there is also a significant impact of American English. RP and the British Standard have increasingly gone out of use while remaining an academic reference. The discussion of the question of model, whether it should be exocentric or endocentric, still continues.

miércoles, 2 de enero de 2013

Indian American (Famous Speakers)

Indian Americans are citizens of the United States of Indian ancestry and comprise about 3.18 million people, or ~1.0% of the U.S. population

Kal Penn: is an American actor, producer, and civil servant.As an actor, he is known for his roles portraying the character Dr. Lawrence Kutner on the television program House and the characterKumar Patel in the Harold and Kumar comedy films.
                                                     


Dalip Singh Rana (born 27 August 1972), better known by his ring name The Great Khali, is an Indian American professional wrestleractor, and powerlifter. He is currently working for WWE.


Norah Jones is an American singer-songwriter, pianist, and actress. She is the daughter of Indian sitar player Ravi Shankar and Sue Jones.



Apu Nahasapeemapetilon:  is a fictional character in the animated television series The Simpsons. He is voiced by Hank Azaria.