Review of Robert McCrum’s “Globish” by Howard Shapiro (Philadelphia Inquirer)

The ascent of English as king of languages
Globish
How the English Language
Became the World’s Language
By Robert McCrum

Reviewed by Howard Shapiro Posted Aug. 29, 2010 to Philly.com 


 To anyone who travels beyond the United States, it’s not news that, for better or worse, English has become the world’s language.No longer will people abroad automatically let you try out your French or Spanish or Japanese at the start of an everyday transaction in a restaurant, or shop, where your American-tinged tongue is more likely to draw an immediate English response, no questions asked. Sure, there remain places where this rarely happens. They are not the world’s cities. And they are likely to be remote.

Well, good for us, you might say, we can be understood, a primary benefit of being human.

Well, bad for the world, you might say; it is becoming less diverse as English becomes the universal lingua franca.

 Language not only defines a national culture, it also gives its speakers the tools to turn thoughts into something concrete – and among the beauties of different languages is that they offer different ways of doing so.

Robert McCrum, associate editor of Britain’s Observer, is not out to wow us with old news about the ever-progressing global advance of English. Instead, his book is a thoroughly researched, cleverly told big-picture tale of how our language got to be that way – and just what that way means: ungovernable, he says, taken for granted, ever-changing.

McCrum is clearly prepared to tell this tale, which he does as if the spread of a language is good drama, with subplots and twists. He was a cowriter of the BBC/PBS television series The Story of English in the ’80s, and he has taken that story, laced it with examples from the ages right down to now, and come up with a book that not only repackages his earlier work but also grounds it in a whole new context.

Globish, he writes, is the “biography of a phenomenon.”

McCrum’s first image, in the prologue, comes from the People’s University in Beijing, where several hundred students are part of an “English corner,” he writes, “here to join the English-speaking world.” They will “submit to whatever extraordinary adjustment it takes. After all, Mandarin (more than 1,000 million speakers) outnumbers the global figure for English by more than two to one.”

Yet it is English that rules as the world tongue – and even the Chinese are now finding new ways to teach it; McCrum cites a way of learning called Crazy English, in which people learn to speak first, write later. “To shout loud, you learn” is the slogan, he tells us.

I was hooked from the very beginning of McCrum’s history of how English became Globish – a 1995 coinage he attributes to a French-speaking former IBM executive and amateur linguist named Jean-Paul Nerrière.

McCrum starts by examining the Roman historian Tacitus’ account of the sacrificial ritual of the Anglii, and takes us through invasion after invasion, and through cultural changes that brought English to commoners, for whom forbidding church Latin was steeped in mystery. Royalty picked up English, too, gaining even more power by speaking what the lowest-lives spoke on the street.

The Bible in English became a milestone for the language; so did the switch to English as the language of the courts in London in the mid-1300s. Romans, Normans, Saxons – they all had a hand in forming the language. And the language itself, a never-satisfied thief that stole anything it liked (and still does), continued to thrive through religious zealots and poets. Its power went hand-in-hand with British imperialism. As the empire expanded, so did English.

Early on in Globish, McCrum makes the case that trade, culture, and especially the sea helped to define the English people and spread their language. “The sea,” he writes, “linked Liverpool to Dublin and Charleston, Whitby to London and New South Wales, and Bristol to Jamaica, Philadelphia and Calcutta. In the making of an English consciousness, it is impossible to overestimate the importance of the sea.”

When the English colonize America, it’s immediately clear that the language will grow in ways no Brit might have imagined – and quickly. “For Adams, Jefferson, Franklin and the other leaders of the American Revolution, American English was the proud badge of independence, a language with a future,” McCrum tells us. By 1828, Webster had codified American English in his landmark dictionary. Thirty-five years later, President Abraham Lincoln would offer his Gettysburg Address, “the work of a man steeped in the rhythms of the Bible and well-versed in the mysteries of Shakespeare . . . one of the high-points in the making of the English-speaking world.”

And so it goes – a black English evolving from slavery, a mass exodus of Britons moving overseas to Canada, or Australia, or India, around the world a 19th century of British English universally heard. It becomes clear that the history of the West, and later some of the East, and the impact of English are bedfellows.

McCrum’s march through history ends with myriad examples of the way English is the common carrier of new ideas and social discourse at many levels in a (largely English-oriented) computerized universe.

“In a Globish world,” he maintains, “everyone has access to an unlimited supply of data which floats, detached from all cultural anchors, in the infinite reservoir of cyberspace. . . . Globish will be used to argue for a ‘free commons’ of the mind.”

In McCrum’s account – which ends on the streets of Baghdad – English has been instrumental in making that argument, in some form or another, through history.

Read more: http://www.philly.com/philly/entertainment/20100829_The_ascent_of_English_as_king_of_languages.html#ixzz17IKCeOwZ
 

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“English as a Second Language (ESL)” by Faris Algeo

Contextulazation Clues

“Languages have a constellation of features through which speakers signal and listeners interpret what the activity is, how semantic content is to be understood, an d how each sentence relates to what precedes or follows. These features are referred to as contextualization cues. For the most part they are habitually used and perceived, but rarely consciously noted and almost never talked about directly.

– Aspects of intonation

– Paralinguistic signs of tempo, pausing and hesitation, conversational

Synchrony (latching, and overlapping turns of talk, tone of voice expressive cues, laughter)

– Choice of code

– Use of certain key words (Philly/Philadelphia, Penn/University of Pennsylvania)

– Particles or adverbs that convey information about the speaker’s

Attitudes and expectations (of course, sort of, actually), backchannel cues and feedback messages (hmmm, really? wow!)

– Peculiar syntactic constructions, like agent-less sentences (“I was told”/“She told me”,    “There have been speculations”/“People say”

-Formulaic expressions (dude, chill, qué pasa), which test or affirm membership in a particular group

 

Primary, Secondary, Tertiary

-primary language is the language used at home

– secondary language is the foreign language used in larger society

– tertiary language is the learning of the secondary language’s “hidden aspects”

“Bilingual education…is a program that seeks to allow non-English-speaking
children (many from lower class homes) to use their ‘family language’ as the
language of school…It is not possible for a child, any child, ever to use his
family’s language in school.”

“I regarded Spanish as a private language. It was a ghetto language that
deepened and strengthened my feeling of public separateness. What I needed to
learn in school was that I had the right, and the obligation, to speak the public
language.”

Further Reading

Bailey, Benjamin (2004) Misunderstanding. In A Companion to Linguistic

Anthropology. A. Duranti, ed. Pp. 395-413

Crystal, David and Derek Davey (1969). Investigating English Style.

Zentella, Ana C. (1997) “Bilingualism en Casa” In Growing Up Bilingual:
Puerto Rican Children in New York, by A. C. Zentella. Malden, MA:
Blackwell, pp. 56-79. (Reprinted in Blum, S. D., Ed. (2009).  Making
Sense of Language: Readings in Culture and Communication.  Oxford:
Oxford University Press.)

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“On ‘Aria’ by Richard Rodriguez” by EK Pope

“Aria”, an essay from the memoir Hunger of Memory: the Education of Richard Rodriguez, is a poignant account of author Richard Rodriguez’ childhood experience with learning English as a second language (ESL). He discusses themes of intimacy and language, drawing special attention to “private” (intimate) and “public” language.

Born to Mexican immigrant parents, Rodriguez felt a disconnect between Spanish, the language he used at home, and English, the language used in the public world. Rodriguez believed he was separate and awkward compared to his English-speaking classmates, as he struggled to master this “public” language. Eventually, with practice Rodriguez felt confident speaking English in public and gained a sense of identity among his peers. Even so, this triumph came at a price. Rodriguez had always considered Spanish an intimate language he used among his family. When he and his siblings began speaking English at home, he felt this sense of intimacy subside. However, he partially attributes this to his departure from childhood.

The point Rodriguez is making in his essay is that growing up as an ESL learner was difficult, but it enabled him to establish a public identity in his English-speaking community. He felt he had a “right and obligation” to learn English. Rodriguez does not agree with “Hispanic American activists” who support a bilingual education for ESL learners. He feels that instructing the children in Spanish rather than English might delay their own entrance into the public world of English-speaking society, and hurt them in the long run.

I agree with Rodriguez that school should be a space for children to orient themselves to the world outside the comfort of their home. It is important for ESL students to practice their secondary language in school, and for teachers to instruct in Standard English. However, bilingual students are in many ways at an advantage. It is a shame that ESL speakers should feel that there is no place for their primary language in a public, specifically, academic setting. If children can master more than one language, they will have more opportunities as professional adults. The positive aspects of the position of ESL learners should be emphasized in school.

Many ESL speakers I know only have a spoken knowledge of their primary language, as the only use it with their “intimates”. They do not have the chance to study their language in an academic setting.  If ESL students were given the opportunity to practice both languages in school, perhaps it would convince them that there is a place for both languages in the public world, and help them feel more confident, and not “separate” from their English-speaking peers.  Maybe ESL (or any interested student) could spend a half hour after school being tutored in the literature and grammar of their primary language. Students should know that opportunities are available for them to use their “private” language in a professional or academic setting. Regarding funding for after school tutoring, perhaps college students who are fluent in the child’s primary language could volunteer their time.

What do you think? Do ESL learners have an advantage? Is there a place for their primary language in the English-speaking world? Should we support a bilingual education for ESL learners? Should we support a bilingual education for ALL students? REMEMBER: English is NOT the official language of the U.S. How should we deal with language differences in the classroom?

Link to “Aria” by Richard Rodriguez

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British accents!

A great clip portraying the wide range of british accents. Plus, Hot Fuzz is an awesome movie.

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Handwriting is dead- ‘write’ or wrong?

What is the connection between language and handwriting? In today’s society do you think it is still important to have good handwriting skills? What do you think?

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“Netspeak/SMS Language” by Lindsey Grande

The Rise of Global English:

– Netspeak developed around the origin of the internet in 1990.
– Most of the Web’s content is in English
– At the turn of the twenty-first century, 80% of Canadian teens and 74% of American teens had used an IM program
– “The rise of global English must be attributed not only to the fact that membership in the cyber community is based on competence in English, but also to ‘the complex relationship between the organization of knowledge, economic and political forces, and ideology.’”

Netspeak:

– CMC – Computer Mediated Communication
– IM language is riddled with abbreviations, short forms, and symbolic uses.
– IM language is characterized by a robust mix of features from both
– Informal spoken registers and more formal written registers—in essence it is a hybrid register.
– Different types of CMC can be differentiated on two parameters:
o (1) the number of recipients of a message and
o (2) the synchronicity of the communicative event.
– Some teachers and linguists suggest that it is leading to a “breakdown in the English language,” “the bastardization of language”, even “the linguistic ruin of the generation”.
– Other arguments suggest that it is not the result of students’ lax attitude toward spelling and grammar, but characteristic of a general “linguistic whatever-ism”. Indeed, some have suggested that discourse on the Internet is a “new species of communication,” complete with its own lexicon, graphology, grammar, and usage conditions.
– The fact that IM diverges from written language at all raises an alarm from teachers and parents. Indeed, the common perception is that IM, particularly among adolescents, is close to laughable, filled with grammatical errors, incomprehensible words, and secret codes. Although it is easy for teachers to pigeonhole CMC generally as the root of this problem alternative explanation: one possibility is that IM is simply mirroring the emerging tendency for written genres to be more like speech, a process referred to as “colloquialization”. At the same time, the graphic nature of some IM items (e.g., emoticons, elongated spellings, etc.) makes it entirely unlike speech. Both developments reveal novel tendencies, suggesting that IM may actually be a bellwether in the evolution of the English language in general.

SMS Language:

– SMS as used on modern handsets was originated from radio telegraphy in radio memo papers using standardized phone protocols and later defined as part of the Global System for Mobile Communications (GSM) series of standards in 1985 as a means of sending messages of up to 160 characters, to and from GSM mobile handsets.
– The SMS concept was developed in the Franco-German GSM cooperation in 1984 by Friedhelm Hillebrand and Bernard Ghillebaert.
– Nokia was the only handset manufacturer whose total GSM phone line in 1993 supported user-sending of SMS text messages.
– SMS – Short Message Service.
– UK – SMS, US – Text
– as reported by CTIA in December 2009, the 286 million US subscribers sent 152.7 billion text messages per month, for an average of 534 messages per subscriber per month.
– The Pew Research Center found in May 2010 that 72% of U.S. adult cellphone users send and receive text messages.
– “Textese,” a nascent dialect of English that subverts letters and numbers to produce ultra-concise words and sentiments.
– textese drops consonants, vowels and punctuation and makes no distinction between letters and numbers.

Arguments:

The National Commission on Writing in America’s Schools and Colleges (2003) and the Carnegie Corporation raise the specter of declining writing skills among young people. These reports claim that large numbers of adolescents are unable to write coherent, meaningful texts using standard conventions.

What we need to remember is that definitions of coherent and meaningful are determined by the con-text of the writing. What is good essay writing for a high school social studies class is not good writing for IM. Writing an effective memo for work is different from writing a letter of complaint, which is different from writing a real estate advertisement. In this article, the definition of “good writing” is based on The New Literacy Studies (NLS) definition of literacy as a social practice situated in the immediate context of use. Being liter-ate means using text for culturally meaningful purposes within culturally meaningful activities, and text is defined as being part of a meaning-making system within localized sociocultural, historical, and political contexts. Good writing, then, is writing that meets the purposes of the author and fulfills the requirements of the audience as defined by the social and cultural expectations of the community in which the writing is used.

David Crystal’s “Txtng: the Gr8 Db8” (Oxford) makes two general points: that the language of texting is hardly as deviant as people think, and that texting actually makes young people better communicators, not worse.
o Crystal spells out the first point by marshaling real linguistic evidence. He breaks down the distinctive elements of texting language—pictograms; initialisms, or acronyms; contractions, and others—and points out similar examples in linguistic practice from the ancient Egyptians to 20th-century broadcasting. Shakespeare freely used elisions, novel syntax and several thousand made-up words (his own name was signed in six different ways). Even some common conventions are relatively newfangled: rules for using the oft-abused apostrophe were set only in the middle of the 19th century.

Suggested Reading:

http://www.netlingo.com/dictionary/j.php – a comprehensive guide to all SMS abbreviations

http://www.newsweek.com/2008/08/01/the-death-of-english-lol.html# – Newsweek article The Death of English (LOL) by Lily Huang

http://news.bbc.co.uk/2/hi/uk_news/2814235.stm – BBC News article Is txt Mightier than the Word?

http://www.jstor.org/stable/30250083
We Learn What We Do: Developing a Repertoire of Writing Practices in an Instant Messaging World by Gloria E. Jacobs

Linguistic Ruin? LOL! Instant Messaging and Teen Language by Sali A. Tagliamonte
And Derek Denis

http://www.jstor.org/stable/3587737
Protean Communication: The Language of Computer-Mediated Communication by Denise E. Murray

Txtng: the Gr8 Db8 by David Crystal

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“Swear Words: Where the F*ck did they come from?” by Alex Reale

What is Profanity?
•Something profane is “characterized by irreverence or contempt for God or sacred principles or things; irreligious.”
•Religious context behind swearing
•Words like “Damn” “Hell” “Fuck” “Bastard” all have religious implications
Vague Origins
•First “real” documented swear word was Fuck.
•1475 A.D. in poem entitled “Flyn Flyys” which was a satire of English monks in Cambridgeshire.
•Line reads, “Non sunt in celi, quia fuccant uuiuys of heli.”
•Which translates to Modern English to mean, “They [the monks] are not in heaven because they fucked the wives of Ely.” Thus, fuccant means Fuck in Middle English
•The poem was written in a code to disguise this evil word. Therefore, the poem was actually recorded as:
Non sunt in celi, quia gxddbov pg ifmk.
•1278 AD – John Le Fucker, a man-whore, is also believed to be of the origin.
•In 1503 AD, Fuck appeared in a more modern form in the Oxford English Dictionary as fukkit.
Shakespeare is also credited with writing dialogue in his plays that alluded to “Fuck”
In Henry VIII  a Character says that they are going to “firk” a soldier. In Shakespearean context,
that means “to strike.” In our context, that means “to do the nasty.”
Quick Shit (facts)
•“Shit” – association with fecal matter
•“Ass” – meaning rear-end
•“Bitch” – referring to someone as a dog
• “Gadzooks” was once considered a swear because it is a variation of “God’s Hooks,” which alludes to Jesus’s crucifixion.
• In 1969, Buzz Aldrin became the first man to swear on the moon when he said to Neil Armstrong, “I’ve just taken a shit in my spacesuit.”
Nowadays
•Swearing isn’t so much used as a way to offend God or demean religion.
•Used to express anger, excitement, and many other emotions…
Why are people against it?
•People see profanity as a “backwards step” for our society.
•Others think that it depends on context in which you use a swear
•Who the F*** cares?
What do you think?
– Is swearing part of proper English language?
– Is there a place for swearing in school and the workplace?
Works Cited
•Finn, Pat. “Evolution of Profanity ñ How Swear Words Came to Be |   Socyberty.” Socyberty | Society on the Web. 5th Mar. 2007. Web. 30   Nov. 2010. <http://socyberty.com/education/evolution-of-profanity-  how-swear-words-came-to-be/>.
•H, Garrett. “History of Bad Language: Profanity Part 1, Page 5 of 5.”   Associated Content from Yahoo! – Associatedcontent.com. 27 Oct.   2007. Web. 30 Nov. 2010.   <http://www.associatedcontent.com/article

/423566/history_of_bad_language_profanity_part_pg5.html?cat=4>.

•H, Garrett. “History of Bad Language: Profanity Part II, Page 5 of 5.”   Associated Content from Yahoo! – Associatedcontent.com. 2 Jan.   2008. Web. 30 Nov. 2010.   <http://www.associatedcontent.com/article

/499891/history_of_bad_language_profanity_part_pg5.html?cat=37>.

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“the boys i mean are not refined” by EK Pope

the boys i mean are not refined
ee cummings

The boys i mean are not refined
They go with girls who buck and bite
They do not give a fuck for luck
They hump them thirteen times a night
 
One hangs a hat upon her tit
One carves a cross on her behind
They do not give a shit for wit
The boys i mean are not refined

They come with girls who bite and buck
Who cannot read and cannot write
Who laugh like they would fall apart
And masturbate with dynamite

The boys i mean are not refined
They cannot chat of that and this
They do not give a fart for art
They kill like you would take a piss

They speak whatever’s on their mind
They do whatever’s in their pants
The boys i mean are not refined
They shake the mountains when they dance

A few things I’d like to discuss about this poem. Was Cummings ahead of his time with his use of non capitalized words? In her article “Text Speak: What tongue is this?” Katherine Canavan of the Philadelphia Inquirer argues that a growing number of people, especially young adults, are using what has been called “text speak”. People are texting so often that the colloquial jargon used for miniscule keypads has seeped into everyday writing; email correspondences, academic papers, etc. Students often send emails using text speak to their professors “i have a ?”- is this acceptable?

In the article it is argued that text speak “mimics sounds of speech better than written English does.” If this is true should we embrace it as a developing form of language, or refuse to support it?

Another aspect of Cummings’ poem I would like to discuss is his use of profanity. Is Cummings mocking those who use swear words in everyday speech? Or is he relying on the guttural force of profanity to relay a different meaning?

Along with “text speak” the use of profanity is prevalent in today’s society (as it has been for quite some time).  In her essay “Four Letter Words Can Hurt You” Barbara Lawrence argues that the etymological roots of many swear words are charged with sexual violence, which is often directed toward women. Lawrence uses the example of the word “screw”.  Metal being twisted into a piece of wood, what a horrific image when applied to the human (female) body, as in “screw you!” When you or I swear do we fully understand what we are saying? Or have the origins and imagery associated with these words been lost? Are swear words simply stock phrases void of meaning, used to express a general feeling of frustration or anger? Are swear words still powerful, if so, which ones and in what context?

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Dr. Gust’s History of English You Tube Channel

Dr. Gust’s H.E.L You Tube Channel is full of great videos..he knows his stuff!  Check out the one on Bonobos..really interesting.

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Noam Chomsky on the History of Language

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