English Language and Linguistics

School of Humanities University of Brighton

Author: Mandie Iveson

How to survive assessment month during a quarantine (with SpongeBob pics)

by Angelo Galluzzo, 2nd year BA English Language student 

Whether your plans for 2020 included a backpacking trip to Bali during Easter break or taking on pole dancing classes, you have now been faced with the reality of Miss Rona, sometimes called Covid-19 and you’re probably stuck at home trying any sport that can be done on a carpet.

Jokes aside, if you are a university student, this situation, together with the deadlines staring at you from not so much of a distance, might be a lot to take in (I mean, people are also starving, so chill out a bit). Since I am an expert in pulling myself together (*cough cough*), I thought I’d help you with 5 easy tips to get through these difficult times:

  1. You don’t have to be always productive

Every day, you might look at posts on Instagram of people confidently telling the world that they should be even more productive during this time at home. Let me tell you, that’s capitalist lies!

However privileged we might be, we are not on holiday and these are mentally stressful times! You shouldn’t feel like you owe anyone anything, and everything you do must be because you think it’s the right thing and not because of the pressure. If you don’t feel like doing much because you’re overwhelmed than relax and unfollow toxic influencers on social media.

  1. Create a sort of routine

I’m not talking 9 to 5 or anything like that, if you like having a sleep in, then take the chance but make sure you usually have something to look forward to and know that you are still busy.

Ideally, you would think of specific times and plan a schedule. However, if you’re more like me, and you think of time as something more of a guideline than a fixed entity, then you could also plan the activities and encourage yourself to do them before the end of the day (yes, this does include uni work).

  1. Just start writing

When it comes to writing assignments and studying in general, everyone’s style is different.

One thing that many have in common is the difficulty in concentrating at home where the snacks are way too near and also free! In such a situation, most of us would go to the library and ask the librarian to kindly lock us in a study room so that we can write something down.

Since that’s not an option now, what I find quite useful is bearing in mind that I can review my work and that what I write can be corrected or changed. So, just start writing! Remember that idea you had for the analysis? Put it down. And that theory you wanted to include? Summarise it now.

It doesn’t have to be perfect and it doesn’t have to make sense to anyone but for you at the moment, so just do it. (do check if it makes sense before submitting though).

  1. Set up goals for breaks

You know when you train a dog to do stuff and then you reward them with a treat? That’s the concept.

Home is an easy distraction, even when you’re entirely alone. When you start studying, think of taking a break but also think of goals to reach before the break. A good one would always be a word count that you want to reach or it could also be totally personalised.

It takes a lot of self-discipline in order to stick to something you imposed on yourself and it’s fine to feel frustrated or tired sometimes. Don’t be too hard on yourself! You wouldn’t exasperate the dog, why would you do it to yourself?

P.s: I prefer cats but the example wouldn’t have worked because they would just scratch your hand and throw something on the floor (and if you feel like doing that too, you should go for it!).

  1. You do you

Always bear in mind that whatever suggestion, whatever guidance you might be given (yes, this article included *sigh*), you know yourself the best. Take everything critically and don’t be afraid to change and adapt any method to your own so you can be productive in your terms.

Lecturer wins book award!

Mandie Iveson’s recent book, Language Attitudes, National Identity and Migration in Catalonia: What the Women Have to Say (Sussex Academic Press, 2019) has been awarded the 2020 Premi Crítica Serra d’Or prize (Catalan Studies section). These prestigious awards acknowledge outstanding work in Catalan culture.

Mandie’s research examines language, nation and identity in Catalonia through a gendered lens. It analyses the preservation of the Catalan language during the Franco dictatorship. By bringing together approaches from oral history and sociocultural linguistics, the study provides important linkages between the economic, political and social circumstances in Catalonia today and also in the wider discourses of nationalism, identity and migration in 21st century Europe.

Applications open for International Scholarships for Undergraduates and Postgraduates!

Applications are now open for international scholarships.

For the academic year 2020-21 we are launching international scholarships available to new full-time international students on undergraduate and postgraduate taught degree courses holding an offer to start their course in academic year 2020.

The scholarship is worth a £2,500 reduction in tuition fees for the first year of study only.

The deadline for applications is 15 May 2020 and students who are successful in their scholarship application will be contacted by email by 29 May 2020.

For undergraduates see here

For postgraduates see here

 

Robert Phillipson seminar Feb 2020 – of interest to Language Policy and Planning students!

Upcoming events 
UCL IoE Centre for Applied Linguistics Research Seminar Series: Wed 12 Feb 2020, 5:30-6:30, UCL, London

Robert Phillipson, Professor Emeritus, Copenhagen Business School, Denmark – Linguistic Justice in Policy and Practice

‘Universal’ human rights declarations aim at counteracting the injudicious effects of market forces, but language policy and language rights are weakly represented in them. There are measures to ensure linguistic justice in some EU functions and in policies in some member states. Whether the increasing dominance of English represents a threat to other languages or not needs empirical investigation in specific contexts. The learning and use of English is being promoted so energetically worldwide that it is essential to assess whether it serves as a panacea (strengthening multilingualism) or as a pandemic (marginalising other languages). The five Nordic countries (Scandinavia and Finland) have policies aiming to ensure a healthy balance between English and national languages, and recommend policies to achieve ‘parallel competence’ in higher education. This goal needs to be integrated into policies for ensuring linguistic justice for speakers of all languages.
ALL WELCOME!
For more detail see www.cbs.dk/en/staff/mscrp

Spotlight on: Language Policy & Planning module

A module with the word ‘policy’ in its title could provoke a grimace or a drawn-out yawn. But in fact, whilst at first glance Language Policy and Planning (LPP) may seem to be quite a dry topic, it is actually a very human one with real-world social, political and cultural implications. LPP decisions impact what languages we learn at school, what languages we are taught in and can nurture or inhibit linguistic diversity.

The socio-political aspect of LPP highlights how dominant groups use power to control and marginalise minority language users. But, LPP is not just a top-down process led by governments and institutions. At a micro-level, we are all actively engaged in language planning and essentially contribute to creating language policies in our everyday language practices.

Originally developed as a branch of sociolinguistics, LPP is very much an interdisciplinary field. Among other things, in this module we explore LPP and its relationship with education, post-colonialism, nationalism and language rights. We will look at the complexity of LPP decisions with case studies from regional, national and international contexts.

Language is intimately linked to identity and how we define ourselves, and others and understanding the issues in LPP is very relevant in today’s global, mobile, transnational world. This module also complements the second-year Multilingualism module as LPP decisions are intrinsically linked to language loss and language revitalisation.

Language Policy and Planning is available as a final year option on our single honours degrees in English Language or Linguistics and all our joint honours English Language courses. It is also available on our Language in Context MA.

 

Student Ambassador applications OPEN!

Students – if you would like to share you experience of student life at Brighton and support other young people who are thinking about applying to the university, applications for Student Ambassadors are now open.

Applications for the Autumn 2019 round close on Wednesday 16th October.

You can apply here: http://blogs.brighton.ac.uk/sroambassadors/apply/

Benefits of becoming a Student Ambassador include:

  • build skills in presenting, communication and mentoring while you earn
  • opportunities in schools and colleges, on campus and online
  • flexible, regular and casual opportunities available term time and holidays
  • fit work around your learning and your life
  • no minimum time commitment
  • earn £10 an hour.

Further information about the ambassador scheme can be found on the Student Ambassador blog: http://brighton.ac.uk/ambassador

 

 

A Folk Linguistic Investigation into the Attitudes Young Adults have towards Received Pronunciation

by Kizzy Dennett, BA graduate in English Language and Linguistics

For my undergraduate dissertation, I investigated attitudes towards Received Pronunciation (a sub-field of sociolinguistics called folk linguistics). The results of my project contribute to sociolinguistic research in dialectology and language, but they also reveal interesting insights into attitudes towards gender. I believe that some of my results are thought-provoking and this post will share some of them with you!

To give you a brief overview of what my project was about and how I gathered these attitudes, I should begin by telling you how I created and distributed the survey online. The respondents were asked to rate the RP accent on attributes on a Likert Scale (a rating system created by Rensis Likert in 1932). They were asked a few open-ended questions too. With a little help from my supervisor getting the survey out there on social media, within a couple of weeks I was surprised to see that I had twenty-five survey responses! After collecting the surveys, I began investigating them, conducting both quantitative and qualitative analyses on the responses. In terms of the scaled numerical responses on the Likert Scale, I calculated the average result from the responses from the male and female respondents and put them into tables and then put the averages into a total averages table, so I could discuss the overall ratings of the speakers’ friendliness, trustworthiness, pleasantness, intelligence and educational background. As far as the responses to the open-ended questions go, I did a qualitative analysis on the responses to the question “what is your first impression of this person?” by grouping the responses into three fields: ‘Social Attractiveness’ (examples of responses for this are serious, friendly and kind), secondly, ‘Competence’ (educated and well-spoken) and finally, ‘Wealth and Status’ (posh and well-off). I also conducted a qualitative analysis to the responses to “what job do you assume this person has?” by simply listing the responses in two columns labelled as responses to the male RP speakers and responses to the female RP speakers. I believe that this particular question led the most interesting responses.

So what did I find?

First of all, the overall findings of my project were that the respondents of my survey believe that RP speakers can be regarded as highly competent, this having association with wealth and upper social class status. However, attitudes towards this accent showed negative reactions and it was perceived lowly in terms of social attractiveness among the twenty-five respondents. Although an interesting finding (as the accent was not particularly rated well despite its once prestigious status), what intrigued me the most was the gender stereotyping that can be found in the responses and the extent to which gender appeared to be a relevant aspect in the study. To list a few instances of this, a few respondents labelled the male speakers as dentists and doctors but the female speakers were labelled (dental) nurses. So, the men were regarded as holding a higher position in the same industry. As well as this, the women were regularly labelled “housewives and “kept women”. What intrigued me the most about the survey responses is how much gender presented itself as a relevant facet in this project and I can say that confidently, because since all of the speakers had the same RP accent, it insinuates that the gender of the speaker was a variable that influenced the results of the survey. Overall, I was surprised to see the extent to which the gender of the speaker played a significant role in influencing the results of the survey and I believe this is a phenomenon that should be investigated further. I will be doing more research into accents, identity and perceptions of accents in the near future, as I have just been accepted to do a Master’s degree in Applied Linguistics!

Joining “extraordinary singletons” on their quest for love or exploiting dating disasters?

by Lucy Warren, graduate in BA English Language 

A critical discourse analysis of the narration of The Undateables and accompanying tweets.

Channel4 TV Corp

After watching the popular television programme, The Undateables (Channel 4, 2012), questions arose regarding how ethical the show truly is, specifically how empowering the show is to the participants and how much “awareness” the show actually creates. Following individuals with disabilities on “their quest for love”, the show has come under scrutiny for misrepresentation of the “undateable” participants from members of the public, journalists and sociolinguists. The show claims to show an “unprecedented insight into the dating lives of extraordinary singletons” however, as found in my study, this was not always entirely obvious.

By applying Sunderland’s discourse analysis technique (2004), the investigation examined various discourses such as infantilization, mockery and romanticism in the narration in two series of the show and accompanying tweets from the public. The investigation into the discourses presented in the narration and tweets, critically argued whether The Undateables exploits the disabled participants or is creating awareness, as the show claims.

After transcribing the narration of six episodes and investigating them manually, there were three clear discourses (i.e. set of ideas). First, The Undateable participants were often infantilized, whereby the emphasis of the pain and efforts come from the parents rather than the participants themselves. The narration treats them as if they are children despite all of them being over the age of eighteen, for example “His mum, Liz, hopes this could be a turning point in both their lives”. This was further evident in the tweets as the “undateables” were often described as “cute” or “sweet”, despite them often being older than the Twitter users themselves. The adjectives used by the public could be used to describe a new-born baby or a puppy, however the tweets equate this to the participants on the show despite many being over the age of thirty, living alone and in full-time employment much like any non-disabled adults.

Second, the study of the narration also found that the disabled individuals are overlooked as people, almost acting as if the disabled person was not worth addressing. Noticeably, the users often mention the parents rather than the “undateables” themselves. Thus, shifting the responsibility, pain and efforts from the disabled individual onto the parents. This creates sympathy for the parents rather than the “undateables”. This was particularly evident in the narration and further evident in the tweets, as both often referred to the Undateable’s parents, rather than the disabled participant. When romanticizing the “undateables”, both the narration and tweets capitalize upon the negative connotations of being single. The narration revolves around the idea that the ideal life trajectory is getting married and finding “Mr/Mrs Right” and creates a societal pressure to find “the one”. Failing to do so puts even more pressure on the disabled individuals and makes them look desperate and needy to avoid loneliness. Despite disability and relationships being two separate entities, the narration assumes that the “undateables” are aiming to cure themselves through love in order to be truly happy. To have a “fairy-tale romance” ensures happiness and thus the individual will be cured, with the responsibility being put on the “undateables” to find love and to ‘cure’ themselves.

The last discourse I identified was that of the “I’m glad it’s not me”. Whilst the show aims to promote awareness of the various disabilities and struggles, the show arguably crosses a line of laughing “with them” and this confuses the audience laugh laughing “at them”. It is questionable as to whether the humour is directed at the situation or at the “undateable” individual out of pity and mockery. The show says it aims to promote awareness of disabilities and learning difficulties, however this seemed to get misconstrued throughout the tweets with people just feeling pity for the helpless victims. Whilst the show claims to empower and raise awareness, the tweets and narration facilitate the never-ending cycle of dis/empowerment aimed at those who are disabled. Due to the cycle of dis/empowerment and the exploitation that comes from this, the societal view that disabled individuals are less able to find love will probably continue.

Disability in the media is still massively underrepresented, the social issue lies inherently within this as it is unlikely to ever be equal. After critically analysing The Undateables, it has shown me my own previous negative judgements and highlighted how discreet the disempowerment is in the narration and how this is portrayed in the public’s opinions. As the study went on, I became more and more disappointed in my own thoughts as I would find myself agreeing with the narration. Thus proving how embedded negative societal views are in relation to disability. Arguably, the show itself is a leap in disability empowerment; a show that follows disabled individuals dating lives is a new phenomenon. This does show a shift in society, regardless of any criticisms.

Sunderland, J. (2004), Gendered discourses, Palgrave Macmillan, Basingstoke.