Standard and Non-standard Language

Introduction Language is a way of marking cultural identity. Language differs, on the other hand, from other phenomena in that it is used to refer to other phenomena and has usually to be used to refer beyond itself (Jandt, 200340). Language in use by particular speakers is constantly referring beyond itself irrespective at the intentions of the speaker: language cannot be used without carrying meaning and referring beyond itself, even in the most sterile environment of the foreign language class. The meanings of a particular language point to the culture of a particular social group, and the analysis of those meaningstheir comprehension by learners and other speakersinvolves the analysis and comprehension of that culture.

The definition Standard Language A standard language (also standard dialect or standardized dialect) is a language variety used by a group of people in their public discourse.[1] Alternatively, varieties become standard by undergoing a process of standardization, during which it is organized for description in grammars and dictionaries and encoded in such reference works.[1] Typically, varieties that become

standardized are the local dialects spoken in the centers of commerce and government, where a need arises for a variety that will serve more than local needs. Non-standard Language 1. Varying from or not adhering to the standard: nonstandard lengths of board. 2. Linguistics Associated with a language variety used by uneducated speakers or socially disfavored groups. Usage Note: The term nonstandard was introduced by linguists and lexicographers to describe usages and language varieties that had previously been labeled with terms such as vulgar and illiterate. Nonstandard is not simply a euphemism but reflects the empirical discovery that the varieties used by low-prestige groups have rich and systematic grammatical structures and that their stigmatization more often reflects a judgment about their speakers rather than any inherent deficiencies in logic or expressive power. Note, however, that the use of nonstandard forms is not necessarily restricted to the communities with which they are associated in the public mind. Many educated speakers freely use forms such as can't hardly or ain't I to set a popular or informal tone. Some dictionaries use the term substandard to describe forms, such as ain't, associated with uneducated speech, while reserving nonstandard for forms such as irregardless, which are common in writing but are still regarded by many as uneducated. But substandard is itself susceptible of disparaging interpretation, and most linguists and lexicographers now use only nonstandard, the practice followed in this Dictionary. nonstandard language or style does not follow the rules of standard language.

Nonstandard language is never appropriate in writing unless it is a deliberate direct quotation of a nonstandard speaker. It usually reflects poorly on the speaker when spoken.

Standard language communication The goal of the Communication standard is for students to communicate in languages other than English. Students initiate and sustain spoken, written or signed communication by providing and obtaining information, expressing feelings and emotions, and exchanging opinions in culturally appropriate ways in the target language. Students comprehend the main ideas and significant details in a variety of age-appropriate live, written or recorded messages in the target language. Students understand and interpret authentic texts ranging from children's literature to classical literary texts to articles in contemporary magazines, newspapers, and Internet sources. Students present information and ideas on familiar topics to general audiences or readers. Language standardization always begins with the possibility of choosing or selecting between a numbers of linguistic alternatives. Two main types of selection can be distinguished: monocentric selection and polycentric selection. 2 Monocentric selection refers to the selection of an existing (or also archaic) regional or

social dialect as the basis of the emerging standard language. Although some standard languages show a relatively clear regional or social provenance (cf., for example, the Copenhagenness of Standard Danish as discussed by Kristiansen, this volume; or the upper-class identity of nineteenth century Dano-Norwegian as described by Jahr, ibid.), polycentric selection seems to be rather more common in language history. Most standard languages are composite varieties which have developed over time, and which include features from several dialects. The histories of, for example, Standard German (Mattheier, this volume), Standard English (Nevalainen, ibid.) and Standard Dutch (Willemyns, ibid.) were shaped by on-going and multidirectional selection processes which occurred gradually over time. The result was a complex recombination of features from various dialects and a standard norm which is structurally dierent from its dialectal substrate. A special sub-category of polycentric selection refers to what Haugen calls the comparative approach, i.e., the deliberate reconstruction of a hypothetical mother tongue on the basis of current dialects, such as is the case for Nynorsk (as discussed by Jahr, this volume; cf. also Hoekstra, ibid., for a discussion of a similar attempt in the history of Frisian). This is the variety of language or dialect that is used for formal, official and education purposes. It is also used as an instrument for mass education and communication causing it to acquire greater prestige and uniformity.

Non-Standard language communication Non-standard language or neologisms tend to occur more often in cultures that are changing rapidly, and also in situations where there is easy and fast propagation of information. The new terms are often created by combining existing words (see compound noun and adjective), or by giving words new and unique suffixes or prefixes. Portmanteaux are combined words that begin to be used commonly. Neologisms also can be created through abbreviation or acronym, by intentionally rhyming with existing words, or simply through playing with sounds (onomatopoeia). Neologisms, or non-standard language forms, often become popular through memetics (i.e., words evolving in the same manner as genes, or DNA), by way of mass media, the Internet, and word of mouth, including academic discourse in many fields renowned for their use of distinctive jargon. Every word in a language was, at some time, a neologism, becoming part of standard language through time and acceptance. Neologisms, or new language varieties, often become accepted parts of the language. Other times, however, they disappear from common use just as readily as they appeared. Whether a neologism continues as part of the language depends on many factors, probably the most important of which is acceptance by the public. Acceptance by linguistic experts and incorporation into dictionaries also play a part, as does whether the phenomenon described by a neologism remains current, thus continuing to need a descriptor. It is unusual, however, for a word to enter

common use if it does not resemble another word or words in an identifiable way. Non-standard uses are either non-conventional uses (uses that flout a linguistic standard or convention) or novel uses (uses that are non-standard in the sense of uncommon). There are also non-standardized uses. Malapropisms are examples of idiosyncratic nonconventional uses of expressions. There are also more widespread non-conventional uses, which may be better thought of as conventional uses relative to a nonstandard dialect. Metaphorical and other such nonliteral uses of expressions are one sort of novel use. Inasmuch as these are analysed in terms of Gricean particularized implicatures, such novel meanings are indirectly conveyed by means of the use of expressions that continue to have their conventional meanings. The alternative contextualist view of metaphor sees these novel meanings as directly expressed. Another sort of novel or nonce use involves the coining of new words to express meanings that cannot be simply conveyed by means of existing expressions. Non-standardized uses are pragmatically marked ways of saying things. A conventional use, one conforming to a linguistic convention, is an agreed upon use. The agreement neednt be an explicit one, but simply a matter of members of a linguistic community conforming their use to that of other members of the community, so long as others do the same. (See entry on Conventions in language). Malapropisms are one sort of example of non-conventional use. Malapropisms are cases where a speaker (unintentionally) substitutes a word for another

word, whose agreed upon meaning is different from what the speaker intends to convey. Usually the substitution is based on some sort of sound similarity between the correct and incorrect usage.

Nationalism and language standardisation

So far, processes of standardization seem to have benefited the powerful in society, but were not developed with a linguistic, ideological, or state target in mind. Communities were unified by language, also creating an awareness of others, but this was not ideologically manipulated. The advent of nationalism changed this. Nationalism has clear roots in the development of print-capitalism, but takes them one step further. Emerging in the 17th century and lasting through to the present day, the idea of nations and nationhood highlights difference, using it to create what Anderson calls imagined communities. Ethnic groups (nations) become the focus of legitimacy, controlling their own destiny by governing themselves in their own unique territory. Nations thus become the most effective unit of international politics, and can act at their most efficient if they have internal cohesion. Nairn proposes that nationalism is geographically a modern Janus (Nairn,1977: pp329-363). Nations look both inwards and outwards, emphasizing internal similarities and differences with what lies outside. Clearly many factors contribute to this sense of nation the development of a national character, a national culture, a history, and often a national language. Unlike in the previous era I have described, national languages

are often used consciously as tools, facilitators, and weapons in creating internal unity and external differentiation. Thus Joseph (1987:72-83) proposes several ways in which the SL provides inclusivity within a nation. It is primarily a national symbol, one that can be linked to a permanent past much more easily than often changing geographical boundaries, especially for newer nations. It can also be used as a symbol of formality and solemnity. It replaces the older administrative dialects to provide a more general lingua franca function, helping the internal cohesion of the state, and performs various nationforming functions such as in literature, broadcasting, education, etc. How have these processes operated in practice? National Standards in Foreign Language Education The 5 C's Communication, Culture, Connections, Comparisons, Communities Standards-based world languages education and the New Jersey standards reflect the themes in the Standards for Foreign Language Learning in the 21st Century (1999), known as "The Five Cs." These standards describe the "what" (content) of world languages learning and form the core of standardsbased instruction in the world languages classroom.

Communication The communication standard stresses the use of language for communication in "real life" situations.

It emphasizes "what students can do with language" rather than "what they know about language." Students are asked to communicate in oral and written form, interpret oral and written messages, show cultural understanding when they communicate, and present oral and written information to various audiences for a variety of purposes. Cultures Cultural understanding is an important part of world languages education. Experiencing other cultures develops a better understanding and appreciation of the relationship between languages and other cultures, as well as the student's native culture. Students become better able to understand other people's points of view, ways of life, and contributions to the world. Connections World languages instruction must be connected with other subject areas. Content from other subject areas is integrated with world language instruction through lessons that are developed around common themes. Comparisons Students are encouraged to compare and contrast languages and cultures. They discover patterns, make predictions, and analyze similarities and differences across languages and cultures. Students

often come to understand their native language and culture better through such comparisons. Communities Extending learning experiences from the world language classroom to the home and multilingual and multicultural community emphasizes living in a global society. Activities may include: field trips, use of e-mail and the World Wide Web, clubs, exchange programs and cultural activities, school-to-work opportunities, and opportunities to hear speakers of other languages in the school and classroom.

Conclusion
Language and language standardization is also a topic which opens up a whole array of political, social and cultural issues for learners to examine as a part of, and as a vehicle for, their language learning. A standard language (also standard dialect or standardized dialect) is a language variety used by a group of people in their public discourse. Alternatively, varieties become standard by undergoing a process of standardization, during which it is organized for description in grammars and dictionaries and encoded in such reference works. Typically, varieties that become standardized are the local dialects spoken in the centers of commerce and government, where a need arises for a variety that will serve more than local needs.

Reference

http://ims.ode.state.oh.us/ode/ims/rrt/research/Cont ent/Communication_FL_What_We_Know.asp http://capecommstudies.blogspot.in/2011/01/language-dialectalvariation.html http://answers.yahoo.com/question/index? qid=20090310222522AAy9Y2i http://www.globalteachinglearning.com/standards/5 cs.shtml http://www.facebook.com/pages/Standardlanguage/116059655073518

Contents

Page
Standard and Non-standard Language Introduction The definition Standard Language Non-standard Language Standard language communication Non-Standard language communication Nationalism and language standardisation National Standards in Foreign Language Education The 5 C's = Communication, Culture, Connections, Comparisons, Communities Communication Cultures Connections Comparisons Communities Conclusion Reference

UNIVERSITY OF MYSORE Assignment of Linguistics and Literacy

Standard and Non-standard Language

Submitting to:

AJI

Dr. K.S. AJI R

Submitted By

University of Mysore Department of Studies in Linguistics Kuvempu Institute of Kannada Studies, Manasgangotri, Mysore Second semester 2012