VARIETIES AND

REGISTERS OF SPOKEN
AND WRITTEN
LANGUAGE
LESSON 2

GROUP 3
 INTRODUCTION

The spoken mode is often associated with everyday registers while

the written mode is strongly associated with academic registers.
However, this is not always true. For instance, in everyday
communication, face-to-face conversations are usually
supplemented by text messaging. In academic contexts, significant
forms of oral communication are used along with written
communication. Significantly, both everyday and academic
communications are characterized by multi-modality or the use of
multiple modes of communication, including spoken, written
modes and images, music, videos, gestures, etc.
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 1. TYPES OF LANGUAGE REGISTER
(JOOS, 1961 AS CITED IN BIBER, 1994)
There are five language registers. Each level has an appropriate use that is determined by
differing situations.

A. Frozen
A. Frozen
This style of communication rarely or never changes. It is "frozen" in time and content.
This is official business and educational language which features complete sentences and
specific word choice, which often contains archaisms.

Example:
"We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a
just and humane society, and establish a Government that shall embody our ideals and
aspirations, promote the common good, conserve and develop our patrimony, and secure
to ourselves and our posterity, the blessings of independence and democracy under the
rule of law and a regime of truth, justice, freedom, love, equality, and peace, do ordain and
promulgate this Constitution" (Preamble, 1987 Constitution).
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B. Formal/Academic
b. Formal/Academic

This language is used in formal settings and is one-way. This use of language
usually follows a commonly accepted format. It is generally impersonal and
formal. It is often used to show respect. Word selection is more sophisticated,
and certain words are always or never used depending on the situation. In a
formal register, the story structure focuses on the plot: It has a beginning and
ending and it weaves sequence, cause and effect, characters, and consequences
into the plot.

Example:
"The strongest reason why we ask for woman a voice in the government under
which she lives; in the religion she is asked to believe; equality in social life,
where she..."
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 C. Consultative
It is a standard form of communications. Users engage in a mutually accepted structure of
interfaces. It is formal and societal expectations accompany the users of speech. This register
can be described as two-way participation, professional setting, background information is
provided (prior knowledge is not assumed), interruptions and feedback fillers allowed (“uh-
huh,” “I see”), more complex syntax, and longer phrases. Sentence structure need not be
complete, since non-verbal assists, hand movements and body language, are often used to
convey meaning.

Example:
Patient: Hello doctor! Can you spare me a few minutes? Doctor: Certainly! Come in and sit
down. Now, what is the matter with you? Patient: I seem to be generally out of sorts. I have no
appetite for my food, and yet I am always suffering from indigestion. Doctor: Are you troubled
with headaches? Patient: Yes, I am. And what is worse I cannot sleep at night. Doctor: I see.
What is your work? Patient: I am a clerk in an office, and have to work for long hours. Doctor: I
see, Well, you are evidently run down and need a rest and change. All your troubles are signs of
nervous exhaustion. I will give you a nerve tonic, but the main thing is rest. If you do as I say,
you will soon be alright. Patient: Thank you, doctor. I will follow your advice. Doctor: Let me
know how you get on.
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D. Casual/informal
. Casual/Informal

The language used in conversation with friends. A casual register is characterized

by 400- to 500-word vocabulary, broken sentences, and interruptions are
common. Very informal language, idioms, ellipsis, and slang are common. No
background information is provided, “group” language – must be a member to
use, interruptions are common, and context and non-verbal communication are
important. General word choice and conversation are dependent upon non-
verbal assists. The focus of the story is characterization. It is an indirect, random
approach with many omissions and does not have a sequence, cause, and effect,
or consequence.

Example: Marie: Hey, D! I’m stressing about weight gain on Xmas. Got any ideas
for me? Diane: It’s only one day, so don’t worry too much. Marie: I’m worried I’ll
eat a gazillion calories at my in-laws! Diane: Just make sure you don’t arrive too
hungry, have a healthy snack beforehand (nuts, granola bar, etc.)
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 E. Intimate
This communication is private. It is reserved for close family members or intimate
relations. It is non-public, the intonation is as crucial as wording and grammar, and
often a special vocabulary full of coded words is used.

Example:
Husband: Hi honey, how was your day?
Wife: Great. We got a lot done. And yours?
Husband: Fine, but stressful. Pass me that magazine, please.
Wife: Here you go, darling.
Register use can help you communicate effectively. Nevertheless, appropriate register
use depends on the situation and the tone of voice you use. It is vital to grasp the
fundamentals of correct register use to communicate well in English. If one register is
expected and another is presented, the result can either be that offense is taken (or
intended) or a comic response. Incorrect register use can cause problems at work,
cause people to ignore you, or, at best, send the wrong message.
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 2. CULTURALLY SENSITIVE
AND BIAS-FREE LANGUAGE
To write in a culturally sensitive way means to be aware that cultural
differences and similarities between people exist and that these should
not be assigned a positive or negative value via words and descriptions
selected in writing. Academic and professional writings are
characterized by bias-free language. Students, scholars, professionals,
and anyone wishing to maintain harmonious communicative relations
should be careful in using words and phrases that do not discriminate
against particular groups, whether in terms of race, ethnicity, gender,
social class, age, and disability. The essential point in a way that is
respectful of diversity. 7
 HERE ARE SOME GENERAL PRINCIPLES TO FOLLOW WHEN
REFERRING TO DIFFERENT GROUPS OR CATEGORIES:

1. Race and Ethnicity

Racism is a form of discrimination against a person or persons of a different race. In

general, it is best to avoid identifying people by race or ethnic group. Race is an
emotionally charged topic, so it is best to tread carefully with the language used and
to refer to race as Patricia Arinto (2009) asserts in English for the Professions, “only
if it is relevant to what you have to say.” Words that reinforce stereotypes and that
imply all people of a particular race or ethnic group are the same should be avoided.

For example, although the assessment is positive in the sentence: “Naturally, the
Asian students won the math contest,” the word “naturally” reinforces the
stereotype or generalization that Asians have superior aptitude in math.

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Next, one must be attuned to the current terminology by which racial and ethnic groups
refer to themselves.
This may be done by reading national newspapers and watching television news, which
typically are good indicators of current and preferred usage. According to Kitty Locker and
Donna Kienzler (2013), one should “refer to a group by the term it prefers,” which means
some research is required to find about acceptable and preferred terms.

For example, for a long time, “Native American” has been considered the politically correct
term for the indigenous people of the Americas, over the label “red Indian.” But today,
most Native American people prefer to be referred to by their specific nation or tribe.
In the Philippine context, there have been shifts in the preferences for terms that Filipinos
of Chinese ancestry use to describe their identity: from Tsino, to Chinoy, to Filipino
Chinese.
It is also important to be sensitive to religion when referring to various ethnic groups.
Assumptions should not be made that stereotype a race, nationality, or ethnic group with a
specific religion. For example, not all Arabs are Muslims, not all Indian are Buddhists, and
not all Filipinos are Roman Catholics.

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2. Gender
2. Gender and amd
Sexual Sexual orientation
Orientation
Sexism refers to the prejudice and discrimination based on sex or gender. To be inclusive
of all people in general references, one should favor gender-neutral words and phrases
over gender-biased words.
For example, rather than “man-made,” one can say “manufactured,” “synthetic,” or
“artificial.” Instead of “layman’s terms,” one can use “ordinary terms.”
Neutral words should also be chosen over words with “man” and “woman” in job titles
or descriptions.

Other gender-related terms may have to do with gender orientation or sexual

orientation. It is important to be sensitive to new attitudes about homosexual,
transsexual, and transgender people. For example, most gay people prefer the term "gay"
to the more clinical "homosexual" as a label. "Lesbian" is currently the term preferred by
gay women. Transgender people prefer to be referred to as being the gender they identify
as, not their birth gender. Again, as a matter of principle, one should refer to societal
groups in the way that members of these groups prefer to be referred to. Note also that
terminology in this area is developing, and that not everyone agrees.

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3. Social Class
Class discrimination or classism is a form of prejudice against a person or people because of
their social class. An example of language with a bias against class is the American term
"white trash," which is not only a racial slur but a classist one that refers to white people,
usually from the rural Southern United States, coming from a lower social class inside the
white population. The term is negative not just because of the words that comprise it but
because of its connotation of danger; white trash people are seen as criminal,
unpredictable, and without respect for authority. In the United States and other cultures,
there may also be a kind of classism against those who are economically privileged. The
rich are sometimes referred to by the derogatory terms "preppie" and "yuppie," both of
which connote not just wealth but arrogance.

There are examples from Philippine culture as well, in the informal terms "conyo" and
"jologs," both derogatory terms referring to class. The first, used to describe young people
from the upper class who speak an idiosyncratic mix of English and Tagalog, connotes
vanity and consciousness about social status. The second now perhaps replaced by the
term "jejemon," as used in reference to an idiosyncratic spelling or writing style, is used to
describe persons who look poor and out of style.
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 4. Age
Ageism is a form of discrimination against other people because of their age,
or assuming that older people are less physically, intellectually, or
emotionally able than other age groups. The capabilities of younger people
should also not be underestimated on the basis of their age. Again, it is
important to refer to a person’s age only when that information is pertinent
to what is being discussed. When referring to a generic group, one should also
ask their subjects what wording they prefer: Do they like to be called "older
persons" or "senior citizens"? Do they refer to the label "youths," "teenagers," or
"young people"?
Lastly, according to the American Psychological Association, writers should
be specific when referring to males and females in terms of their age: female
18 years or older are women, not girls. "Girls" refers to those in high school or
younger (under 18). The same is true for "boys" and "man."

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 5. Disabilities
Discrimination against people with disabilities often stems from a lack of
understanding. It is crucial to differentiate between impairment (a
physiological condition), disability (a consequence of impairment), and
handicap (a social barrier imposed by society). For example, a limp is an
impairment, difficulty walking is a disability, and the lack of accessibility (e.g.,
no elevators) creates a handicap.
Language plays a key role in inclusivity. Writers should prioritize person-first
language (e.g., “people with vision impairments” instead of “the blind”) to
emphasize individuals rather than their conditions. Negative and limiting
terms like “confined to a wheelchair” or “AIDS victim” should be replaced
with more empowering phrases like “uses a wheelchair” and “person with
AIDS.” Similarly, “abnormal” can be replaced with “atypical.”
Ultimately, respectful language helps prevent stereotyping people with
disabilities as helpless or unfortunate, promoting dignity and inclusivity.
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THANK YOU AND WASALAM

GROUP 3

leader - Bai Sandra Amir

Rania Kasim
Julfekhar Ushaimen S. Awil
Banto Faisal
Alwa Tending
Jahira Maguid
Abdulaziz Salido