Language Acquisition, Language Contact and Nativized Varieties of English1

Williams, Jessica

doi:10.1177/003368828902000104

Cited by 9 publications

(5 citation statements)

References 28 publications

(29 reference statements)

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“…This term, found in the literature (see for example Wode, 1984: 182), is not useful in a perspective that considers BSAE as a variety of English in its own right. Equally inappropriate in reference to BSAE (but perhaps less infelicitous) are the terms 'nonnative Englishes' (Bhatt, 1995;Kachru, 1992b), 'non-native varieties' (Nelson, 1982), and 'non-native institutionalized varieties' (Williams, 1989) of English because they suggestively evoke the native/non-native dichotomy. The use in referring to BSAE of terms that underscore an acquisitional perspective is unwarranted.…”

Section: Bsae: Learner Language or New Variety Of English?mentioning

confidence: 99%

“…The labels 'indigenized' (Moag, 1982;Richards and Tay, 1981), 'localized' (Platt, Weber and Ho, 1984;Strevens, 1982), and 'nativized' (Kachru, 1982(Kachru, , 1992bPlatt et al, 1984;Williams, 1989) are co-terminous in a WE perspective as they sound sufficiently neutral to refer indiscriminately to any new variety of English in the Outer Circle and would well apply to BSAE: it incorporates a fair proportion of features of the local or regional language/s, such as rhythm, intonation, phonology, grammatical structures, lexemes. While all three underscore the shift of emphasis from the native versus non-native dichotomy, or to use Kachru's (1997: 212) phrase, the 'dichotomy between us and them' (the native and the non-native users), each may be used contextually to emphasize prominent aspects of the history of a variety.…”

Section: Bsae: Learner Language or New Variety Of English?mentioning

confidence: 99%

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Requests in a South African variety of English

Kasanga¹

2006

World Englishes

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The main assumption in this article is that the pragmatics of the variety of South African English commonly referred to as black South African English (BSAE) have been shaped, over time, by educated bilinguals, through a transfer of features from African languages. Transfer of syntactic forms, now firmly established in the variety, is evidenced by, among other things, the preferred use of forms dispreferred in requesting formulae in the native varieties of English. To test the hypothesis of transfer of forms into English for the same requesting functions as in Sesotho sa Leboa (Northern Sotho), an African language of South Africa, use was made of a contrastive study, using ethnographic notebook data of BSAE and DCT (discourse completion task)-elicited requests in both languages and acceptability judgements on 'politeness' in the African language. The results of a pragmatico-syntactic analysis, which found a mismatch between knowledge about and use of appropriate speech act formulae in the native form of English, (1) confirm the hypothesis of a transfer of strategies from L1 to L2 over time in the speech of educated bilinguals which shaped BSAE; (2) suggest the influence of 'cultural rules' (because contact of languages involves contact of cultures) in shaping the pragmatics of BSAE, on the basis of which the 'Cultural Difference Hypothesis' is proposed; and (3) concur with the emerging conclusion of the institutionalization of BSAE as an indigenized variety of English.

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Section: Bsae: Learner Language or New Variety Of English?mentioning

confidence: 99%

Section: Bsae: Learner Language or New Variety Of English?mentioning

confidence: 99%

Requests in a South African variety of English

Kasanga¹

2006

World Englishes

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“…Silva-Corvalán (1991) added further impetus to this argument, stating that processes such as simplification are characteristic of a number of language processes, including first and second language acquisition, foreigner talk, pidginization, creolization, and language loss (p. 325). Concurrently, Williams (1989) compared pidgins, creoles, second languages, nonnative institutionalized varieties of English, dying languages, and the L1 of immigrant communities along sociolinguistic, linguistic, and acquisitional dimensions showing many areas of crossover (see Hawkins, 1991, for a discussion of typology and SLA; see Mufwene, 1990, andOdlin, 1992, for a discussion of SLA and creoles with a special focus on transfer). The fact that many of the stages in the various processes above seem to mirror one another supports the usefulness of exploring this type of relationship.…”

Section: Background a Case For Cross-disciplinary Investigationmentioning

confidence: 99%

The Acquisition of Spanish Copula Choice and Its Relationship to Language Change

Geeslin

2002

Stud Second Lang Acquis

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This paper argues that crossing the boundaries between sociolinguistics and second language acquisition (SLA) is essential to both fields of study (Giacalone Ramat, 1995; Preston, 1993). Specifically, data collected in an investigation of the SLA of copula choice by 77 English-speaking learners of Spanish are examined in terms of similarities to data collected in studies of language change (Gutiérrez, 1992; Silva-Corvalán, 1994). The variables used to analyze these data, Frame of Reference and Susceptibility to Change, have been shown to be useful for examining the process of the extension of estar to new [copula + adjective] contexts from a sociolinguistic perspective. The application of these variables to SLA data allows an investigation of the mirror-image relationship predicted to exist between the process of language loss and the process of language acquisition.

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“…Textual competence and interpretation (Nelson, 1982(Nelson, , 1984Smith & Nelson, 1985) 5. Language acquisition (Sridhar & Sridhar, 1986;Williams, 1989) 6. Language attitudes (Finegan, 1980;Greenbaum (ed.…”

Section: (A) Why Teach World Englishes?mentioning

confidence: 99%