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Università Roma Tre - Corso di Studio in Lingue e Comunicazione Internazionale - a.a.2002-2003 - docente: Patrick Boylan |
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Università Roma Tre - Corso di Studio in Lingue e Comunicazione Internazionale - a.a.2002-2003 - docente: Patrick Boylan |
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Englishes
of the world |
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Per domande inerenti a questo modulo, usare unicamente il seguente indirizzo e-mail: LL @ boylan.it |
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14.10.02 – 26.11.02, Monday/Tuesday, 17.00-18.30, Room 2 |
I
programmi dei moduli offerti nel 2002-03 non sono più materia
d'esame dopo febbraio 2006
non verranno più conservati dopo
tale data i compiti svolti dagli studenti né i relativi voti
assegnati.
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Può
interessarvi...
Cliccare
qui> Cosa significa usare una lingua (nel nostro caso, l'inglese) per la "comunicazione interculturale"? Come bisogna prepararsi sul piano linguistico e comportamentale per un incontro con persone di diversa cultura? Come e dove si formano i trainers interculturali? Date un'occhiata al sito per vedere come gli studiosi che si riuniranno, tra cui il docente di questo corso, affronteranno questi argomenti... |
Something of interest... to future intercultural mediators
Click
here> What does it mean to use English (or any language) for "intercultural communication"? How do you prepare yourself linguistically and behaviorally for an encounter with people of another culture? Where can you learn to be an intercultural trainer? A glance at the site will show you how the Conference attendees (among whom the teacher of this course) intend to tackle this issues... |
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Do you feel frustrated over not having been able to speak during the discussions? Send me your point of view in an e-mail (use the address: LL @ boylan.it) and I will post it here:
To read a message, click on the icon before the date.
RISULTATI ESONERO 25.11.02 – premete il tasto "esonero" sotto la rubrica ASSESSMENT nel menu sopra in alto.
19.11.02 After a vote, it was decided to exend the deadline for turning in the ethnographic reports to: Monday, December 16th, Room 3.09 (3rd floor) 18.11.02 For information on the ESONERI and on the FINAL EXAM, click on Assessment above, then on "Exam contents".
7.11.02
You don't have a PC at home? Use the PCs in the computer lab
(across from the language lab) on the ground floor. See the hours
for Language Students here> .
25.10.02 Message for the group Reps When
class begins, please ask the members of your group to sit four by
four.*
This module will meet on: _October_____________November______________________ 14_15_21_22_28_29__04_05_11_12_18_19__25_or_26 Note: 25 or 26 November = partial exam; June 2003 = final exam
Students who attend regularly and do all assignments will be exonerated from a certain number of chapters of Graddol. Regular attendance means present 10 times (the exam on either the 25th or the 26th of November counts as a lesson). Thus, 3 absences are the maximum.
Groups 16.10.02 Here are the groups as constituted. An asterisk (*) indicates the spokesperson or representative ("rep"') Group "A": * L'Abbate – Pandolfi, Tateo, Ialongo Russo, Di Nepi, Marini, Miriati Group "B": *Sakharova – Fabbri, Parlapiano, Chudoba, Nardocci Group "C": *Tozzi – Scicchitano, Di Raimondo, Berlin, Bravi, Carsetti, Lecce, Panella Group "D": *Lafuente Ibañez -Papi, Cadullo, Lepore, Cocciarelli, DiMiceli, Galia, Nicoletta Group "E": *Baccari – Franzellitti, Cattani, Lubrano Di Giunno, Bannò, Catricalà, Antonelli, Donatello Group "F": *Ve. Bucci – Va. Bucci, F. Ruggieri, P. Ruggieri, Brandi, Valeri, Gasperini, Leonardi, Cherchi Group "G": * ??? - Rotelli, Kraja, Maggio, Opitz, Cabianca, Di ., Colaci, Kováciková, Senesiova Group "H": * ??? - Belova, Frasca, Mazzoini, Milani, Natale, Zamponi Group "I": Group "J": *Di L - Rindegy, Sanguigni, Kalaja, Cimini Group "K" *Leacche – Morelli, Frattalini, Marchesini, Gay, Ramondelli
The "rep" is temporary. Each group should choose a vice-rep who will substitute the current rep after two weeks. Patrick Boylan
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Downloadable copies of texts appearing on the
Reading List 1. David Graddol, The Future of English. This
is a .pdf file. To read it your PC must have a PDF Reader. If
your computer doesn't already have one, you can download a
Reader, free of charge, by clicking here>
2. Patrick Boylan, 'To be or not to be: success or failure in intercultural communication' You can choose from two versions: 'htm' (a version you can read on your computer) and 'rtf' (a version you can download and print). 3. Ron White, Going round in circles: English as an International Language and Cross-Cultural Capability'. Only the .htm version is available.
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14 Oct. |
Rethinking basic concepts What is "communication"? What is a "language"?
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15 Oct. |
Points of view: The Classroom (1), The Classroom (2), The world Does English exist? The notion of "variety" (see Graddol, pp.6-8).
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21 Oct. |
What is "English"? 3 concentric circles (Kachru); 3 overlapping circles (Graddol) Major dialects and varieties (Vaux, Harvard Linguistics Dept.) Britsh dialects and varieties:
The local variety of English in
New Guinea ( Tok Pisin,
example, history)
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28 Oct. |
What kind of English do you need to learn for today's globalized society? Different kinds of enterprises and comunicative activity COMPANY | CONTACT with foreigners | L2 SKILLS needed 1. National _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 2. International _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 3.Multinational _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 4.Transnational _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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29 Oct.
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The Sapir-Whorf Hypothesis: A CritiqueNeil Parr-Davies
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04 Nov |
What varieties of English you can look for in seeking a "native speaker" to interview? Below are indications of pages you can read in Graddol to find the answer. ____________________________ How many different Englishes are there? Graddol lists 94 different countries with native speakers of English. (Native speaker = a person who learns to use a language from infancy, in a social context where that language is used in everyday life, at school, and for official affairs.) • In
31 of these countries, English is the main or only language.
Examples: Ireland, USA, Jamaica. People here use English as their
L1.
(See
Graddol, page 10 >
• In
63 of these countries, English is complementary to another
national language. Examples: India (Hindi and U.K. English),
Philippines (Tagalog and U.S. English), Nigeria (tribal languages
and U.K. or U.S. English). People in these countries use English
as a native
L2.
(See
Graddol, page 11 >
The person you choose to interview must be from one of the 94 countries indicated above, that is, an L1 or native L2 speaker. • In all other countries of the world, including Italy, people do not learn English from infancy in their everyday life; they learn English at school. They therefore speak English as a learned L2 or EFL ("English as a Foreign Language"). Since English does not "form part of [their] identity repertoire", to use Graddol's words, and since in this course we have defined language as a mode of being, these people are not suitable for your interview, for their mode of being is not expressed natively in English.
Note
that among all these other countries of the world, there are 19
where English, while not an official language, is spoken daily by
a large part of the population. People in these 19 countries
learn English extremely well at school because they need it to
work for the export and multinational companies in their country
and to attend the science, engineering and economics courses in
English that their universities offer. Examples: Holland, United
Arab Emirates, Argentina. (See
Graddol, page 11 >
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Chat Room______ Netiquette:
Procedure:
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14
Oct
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2. For Monday, October 21st, please have read To be or not to be... and be prepared to discuss it by making a summary of each section. There are 8 sections; each is about 1 page long. Suggestion: read the text on your own, then discuss it in your group. Try to formulate the main idea for each section: 1. The thesis, 2. Counterviews, 3. Profile of Changing Language Needs..., 4. The declaredly culture-supremacist approach, 5. The supposedly culture-neutral approach, 6. “Hard-line” and “soft-line” culture-acceptance approaches, 7. Taking the existential plunge, 8. Conclusion. First, clarify your ideas in Italian then, in your group, say them in English. Ask the other members of your group to correct you, if necessary. If you want, you can write down what you said and, if called on in class, read your summary. Example: Abstract Intercultural communicative competence is acquired through "cultural assimilation": one learns to "be" a member of the other culture.
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22 Oct |
3. For Monday, Oct. 28th, each group will meet and make an audio cassette recording of a discussion on the article To be or not to be. The discussion will be different from the one in class. In class students gave a summary of the main idea in each section of the article. Instead, in making the audio recording, the group Rep will conduct a discussion. The Rep will ask questions to the group about the main ideas in the sections. Of course, in answering students can use the summany they already made for class. But that summary will not be enough. The group Rep will ask them questions so that they have to compare and contrast what is said in various parts of the article. During the discussion, the Rep will note the fluency and accuracy of the partipating students. The Rep will consign the audio cassette to the teacher, together with a sheet giving an evaluation of each student's performance. Example (part of the recorded discussion) Rep. "What is the author's major thesis in this article?" Student 1. (reading from her summary): "The author says that language is the 'musical accompaniment to a communicative event'. This means that the heart of a message is not in the words, but rather in the relationships created or modified in the communicative event." Rep. "I see. But does the paper demonstrate that a message is not in the words used by interlocutors?" Student 1. "No, not really." Rep. "So what does this article show?" Student 2. "Actually, the author says that there are different kinds of communication: in some words are everything; in others, it is the communicator's presence that counts. For example, representatives of transnational companies or governments must know how to communicate totally by becoming part of their interlocutor's world and acting differently, not just speaking differently. But representatives of international companies or of national companies can just worry about the words they use." Rep. "Do you agree, student 3?" etc. How long should the recording last? From 10 to 20 minutes. If each of the eight student speaks for 1 minute and the Rep speaks half that time (4 minutes), the total will be 12 minutes. Of course, to prepare a 10-20 minute recording, the group will probably meet for one or two hours (preparation, correction, redoing the recording...)
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29 Oct |
Varieties
of English 1. Where to find people speaking one of these varieties in Rome? Make a trial visit. (See HANDOUTS above for information on what varieties of English you can look for.) 2. How to describe the speech (communicative behavior) of these people when you find them? Read the Documentation booklet available from the photocopy shop. (See HANDOUTS above) Make a test transcription to show the others. Example:
3. What does this behavior tell us about the culture (value system) of these people? Read the paper by Parr-Davies on the Sapir-Whorf Hypothesis. (See HANDOUTS above) Invent questions or provocations.
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05 Nov |
Beyond "words" and "general meaning" Are you sensitive to the prosody and paralinguistic effects used by speakers of English? They tell you want the speakers'words really mean and reveal his specific communicative intent. This week's exercise will give you the chance to test your capability. You can consider the exercise both as a "way to learn English" and as a preparation for your interview with a native speaker. (If you are a good interviewer, you will get your interviewee to speak naturally; thus, prodosdy and paralinguistic effects will be paramount!) LISTENING
COMPREHENSION 1.The group Rep (only the group Rep) brings a new C90 cassette to the language laboratory and receives,in return, a cassette with twenty minutes of the Streamline Course on it. The Rep can choose between a Level 1 (beginners) or 2 (intermediate) cassette. N.B. In place of Streamline, advanced students can use one of the films indicated in the section "HANDOUTS"; since the video cassette cannot be duplicated, these students must do the exercise in the lab, two by two. 2. The Rep also makes 8 photocopies of the exercise sheet available on the course website. When the group meets, the Rep plays the first conversation on the cassette. Everyone tries to complete part A and B in the first blank sapce on the exercise sheet. The Rep plays the cassette again and everyone tries to complete parts C and D. Then the Rep checks the sheets and takes the best one in his/her judgment. That student can go home. The Rep plays the next conversation as before: students fill in the second blank space on the exercise sheet. The Rep selects the best sheet and that person can go home. With this procedure, the students with the greatest listening problems remain the longest. But this is good practice for them. NOTE: If the "best sheet" is inexact or incomplete, IT DOES NOT COUNT and NO ONE GOES HOME for that turn. IMPORTANT: MANY OF THE CONVERSATIONS ON THE TAPE ARE NOT GOOD FOR THIS EXERCISE. THEY ARE BANAL, CONVENTIONAL ILLUSTRATIONS OF GRAMMATICAL RULES AND THEREFORE DO NOT CONVEY A PARTICULAR INTENT AND DO NOT REVEAL A PARTICULAR SOCIOCULTURAL BACKGROUND. DO NOT USE THESE CONVERSATIONS. HOW DO YOU KNOW WHAT CONVERSATIONS ARE GOOD? IT'S EASY. YOU CAN HEAR THEY ARE SUITABLE BECAUSE WORDS MEAN MORE THAN WHAT THE DICTIONARY SAYS. THE EXTRA MEANING IS THE SPECIAL INTENT THAT SPEAKERS CONVEY THROUGH RHYTHM AND INTONATION, PARALINGUISTIC EFFECTS, TIMING, CHOICE OF MOMENT TO INTERRUPT, TOPIC CHANGE, INCONGRUITY WITH PERCEIVED REALITY, AND SO ON. YOU CAN ALSO HEAR THAT CONVERSATIONS ARE GOOD BECAUSE THE PRONUNCATION IS NOT LIKE THE BCC PRONUNCATION YOU LEARNED AT SCHOOL. IF THERE IS A DIFFERENCE, THAT DIFFERENCE MUST CORRESPOND TO SOME SOCIAL CLASS, GEOGRAPHICAL ORIGIN, OR STYLISTIC INTENT. (HERE
IS SOME MORE ADVICE ON DOING THE EXERCISE: Click here>
On Monday the Rep brings the sheets with the grades (voto) on them: IF THERE ARE 7, 8 OR 9 MEMBERS IN THE GROUP: 1st and 2nd students = 9, 3rd and 4th students = 8, 5th and 6th students = 7; 7th, 8th and 9th students = 6. IF THERE ARE 4, 5 OR 6 MEMBERS IN THE GROUP: 1st student = 9, 2nd student = 8, 3rd student = 7; 4th, 5th, and 6th students = 6. The Rep can give a "10" to the student who finishes immediately with an exceptionally good account of the conversation, in perfect academic English. The Rep gets a mark based on the teacher's evaluation of her/his evaluation. Three
sample conversations from
the Level 1
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*
ENROLLMENT
Enrollment
form and instructions (in Italian)> 
(Button
no longer active: no more enrollments will be accepted.
Latecomers can of course still attend the lessons but, having
gone over the "3 absences" limit, will be counted as
"non
frequentanti"
whether they do all the remaining assignments or
not.)
Problems
with your PC? Ask a fellow student for help!> 
List
of students enrolled -- last update:
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ASSESSMENT
Exam
contents> 
Click
on the pen and paper to see my answer.
Exam
calendar> 
Exam
booking> 
Marks:
- assignments> 
Would
you like to hear people from the first two groups of countries
(L1
and native
L2 speakers)
who do not use Standard British English or General American?
Click here for a list of films in the language laboratory (a few
are quite beautiful) in which you can hear some of the "other
Englishes" >
