LIN1502 Assignment 2 2024 - DUE 02 April 2024

LIN1502 Assignment 2 2024 - DUE 02 April 2024 ... 100 % TRUSTED workings, explanations and solutions. For assistance call or W.h.a.t.s.a.p.p us on +/ 2/ 5/ 4 /7 /7 /9 /5 /4 /0 /1 /3 /2 . Question 1 Read the following dialogue and answer the questions that follow. Nthabiseng: More juice. Mother: You want juice? Do you want more juice? (Mother speaks slowly and clearly) Nthabiseng: Want juice. Mother: In your cup with the piggies on? Can I use your piggie cup? Nthabiseng: Piggie cup Mother: Look, Mommy’s getting your juice. 1a. Which word stage is Nthabiseng in now and what age group does she fall into? Motivate your answer. (4) 1b. Is the mother using caretaker speech or not? Motivate your answer with examples from the dialogue. (6) [10] Question 2 Read through the following extract from the article Lekker editing in South African English and answer the questions that follow. A favourite pastime of South Africans seems to be seeing how many dialects we can squeeze into a sentence. South Africa has 11 official languages, and at least ten distinct dialects of English, so when I was invited to write about ‘South African English’ I thought it might be a bit hectic. In the end, I had a jol, and I hope you will too on this lexical adventure. Hopefully, I can save our colleagues from elsewhere a little time and trouble by giving you some basics. I hope this can be a kiff resource for future chinas who are helping to bring South African writing to wider audiences. How is the vocabulary different from other Englishes? This is perhaps the most fun part of SAE. With the influence of so many languages and cultures, we have a wide repertoire of slang. Slang is regional, cultural, classdivided and used interchangeably by many people of all groups. We have words from Afrikaans like lekker, some Zulu words like babelas (from ibabalazi) and, like the Aussies, we even have Cockney rhyming slang like china (plate = mate). We have words borrowed from Yiddish, Lebanese and Portuguese. Some words have been co-opted into corporate-speak like indaba (a meeting or conference, from Zulu). Some words are thrown in for flavour just-for-just, like ag, eish and eina! And there are some temporal markers we use for deliberate obfuscation, and to get out of doing things we don’t want to do, like now–now (‘I’ll proofread the footnotes now-now’). K. Kirk. 2020. Lekker editing in South African English. module code/101 7 2a. Give a definition of the following words: idiolect, dialect, sociolect and standard language. (4) 2b. Discuss three ways in which South Africa English differs from American English. (3) 3c. Give your opinion on the following statement and motivate it with evidence from your Study Guide: “A dialect is a sub-standard form of a language. In a university environment, therefore, lecturers should only use the standard form of a language”. (4) [10] Question 3 Consider the following scenario: Amba is eight years old and has moved to South Africa with her parents from Gujarat, India. Amba speaks Gujarati at home, but she attends a school where the language of learning and teaching is English. Now answer the questions below. 3a. Is Amba being educated in her mother-tongue? (1) 3b. Is there a match between Amba’s home language and her school language? (1) 3c. Determine whether Amba experiencing additive bilingualism or subtractive bilingualism at school. Identify and describe the programme associated with the type of bilingualism you have identified and discuss it briefly with regards to the language of education and the amount of recognition and support the learner receives for their L1. (5) 3d. Name three factors that a successful language planning policy needs to take into account. (3) [10] TOTAL [30]