LANGUAGE AND SOCIAL CONTEXT G (11383)
Assessment item: Take-home test
Student ID: u3278524
Word count: 1182 (284 + 299 + 299 + 300)
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Ex.1. Explanation for code-switching in classrooms
In the context of code-switching, the phenomenon observed in the primary school classroom
where students predominantly use words and phrases from their local language despite being
taught in English can be attributed to several factors. Firstly, code-switching can be done out
of habit and convenience (Sert, 2005). In this case, the students may find it easier and quicker
to communicate using their native language, especially when discussing topics related to their
culture. This is further reinforced by the rich L2 environment at home where children can
only communicate with their parents in their mother tongue. Since communication at home
primarily occurs in the local language, the students naturally carry over elements of their
native language into the classroom environment.
Secondly, the students' code-switching behaviour may reflect their language proficiency
levels (Sert, 2005). Despite receiving primary education in English at school, if the students
have no other source of exposure to English they may rely on their native language for
communication, particularly when interacting informally with others. Especially in cases
where abstract ideas or emotions have to be conveyed, code-switching can be more effective
for low-level students. Therefore, due to limited English ability, the students may code-
switch between English and their native language to facilitate communication and express
themselves more comprehensively.
In addressing this phenomenon, it's essential to recognize the value of the student's cultural
and linguistic backgrounds while also providing opportunities for them to improve their
English language skills. Incorporating elements of the student's culture into the curriculum
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and encouraging bilingualism can foster a positive learning environment where students feel
validated and motivated to engage actively in English language learning. Teachers can also
set specific guidelines in class on when students can code-switch to avoid students overusing
it. (Nguyen et al., 2016)
Ex.2. Reasons and solutions for the monolingual shift
Encouraging children of bilingual parents to maintain their language in a predominantly
monolingual society like Australia is challenging primarily due to the pervasive influence of
the majority language, which in this case is English. This dominance often leads children to
prioritize the language spoken by their peers and teachers over their heritage language (Pham,
2018). Additionally, the lack of formal support for bilingualism in educational institutions
exacerbates the issue. Schools in Australia typically conduct in English and offer limited
resources or opportunities for bilingual education(Pham, 2018). As a result, the heritage
language is marginalized in formal educational settings, diminishing its perceived importance
in children's lives and pushing them further away from their cultural and linguistic roots.
Furthermore, limited exposure to the heritage language outside the home environment
contributes to the challenge. When children predominantly use English in school, social
activities, and media consumption, while only using their heritage language at home, they
may perceive the heritage language as less necessary for communication. This lack of
language use undermines efforts to maintain proficiency in the heritage language among
bilingual children in Australia.
Despite these challenges, bilingual parents and teachers can adopt various strategies to
promote language maintenance. One of which is creating a rich language environment at
home by consistently speaking the heritage language, reading books, watching movies, and
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engaging in cultural activities. By doing so, children can immerse themselves in the language
and foster their proficiency. Moreover, parents can educate their children about their heritage
since young. Encouraging positive attitudes towards bilingualism and celebrating cultural
diversity can also instil pride in children for their heritage language and motivate them to
maintain it.
By actively engaging children in meaningful language experiences and providing continuous
support and encouragement, bilingual parents and teachers can overcome the challenges of
language maintenance in a predominantly monolingual society.
Ex.3. Perspective on World Englishes of a Vietnamese student
When perceiving my unique blend of English, my attitude towards it is quite neutral.
Growing up, my only source of English exposure is through American TV shows, the
internet, and grammar-focused lessons at school with little to no speaking practice or
correction. This rather asymmetrical practice of English has led to me using American
English grammar and spelling yet speaking in a rather imperfect American accent.
I used to be quite self-conscious about my English variety for I once perceived British
English as the mark of nativeness and mastery of English. I worried that my variety of
English may not be perceived as prestigious compared to standard British English and
American English, all of which can affect how people perceive me and my competence.
However, since I have been confirmed by native teachers and my students that my variety of
English is ‘not standard but easy to comprehend’, I now feel much more comfortable and
confident in using it.
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In contrast, when considering another variety of English such as RP British English, I may
perceive it as having higher prestige due to its association with British culture, history, and
education. RP is often regarded as the standard accent in the UK and is commonly used in
prestigious institutions such as Oxford and Cambridge. As a result, I may view RP English
speakers as having a certain level of sophistication and education.
However, I may also feel a sense of distance from British English varieties due to its
formality and unfamiliarity. Specifically, I perceive RP to be too formal and posh, for I only
encounter it in standardized tests, UK news broadcasts, and Standard English literature.
While I can appreciate its prestige, I may not feel as connected to RP English as I do to my
own variety of English.
Ex.4. Opinion on English as a global language
It is believed by some that the global spread of English has been largely positive because of
its role as a common working language in international trade and diplomacy, as well as its
facilitation of access to Western knowledge and technological advancements. While there are
benefits to the widespread use of English, it is essential to consider the potential drawbacks
that come along with its dominance.
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One significant concern is linguistic imperialism, where the dominance of English
marginalizes other languages and cultures, leading to unequal power dynamics. As David
Crystal highlights, linguistic imperialism occurs when one language exerts influence over
others, potentially diminishing linguistic diversity and cultural identities. This phenomenon
can disadvantage non-English speakers in international negotiations and interactions, as they
may struggle to convey their interests effectively (Crystal, 1997).
Furthermore, while proficiency in English can grant access to Western knowledge and
technological advancements, it also risks overshadowing indigenous knowledge and
languages (Crystal, 1997). Crystal's discussions emphasize the importance of preserving
linguistic heritage while aiming for English proficiency, suggesting that the prioritization of
English in education and employment may lead to the neglect of local languages and
traditions and also contribute to the extinction of cultural identities.
Additionally, the pressure to learn English to access opportunities in education and
employment can worsen socioeconomic inequalities between countries. Crystal's insights into
the Americanization of English emphasize the influence of power dynamics in shaping
language dominance, where individuals from privileged backgrounds or regions with greater
exposure to English have a distinct advantage compared to non-English speakers (Gonçalves
et al., 2018).
In conclusion, while English undoubtedly plays a crucial role in facilitating communication
and knowledge exchange on a global scale, its spread has not been without drawbacks,
including linguistic imperialism, cultural erosion, and socioeconomic inequalities. This must
be acknowledged and addressed in discussions about the impact of the global spread of
English.
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