Language in Use 163-164
This unit is concerned with the ways in which language contributes to the individual's
notions about the various communities which make up the country of which he
is a member. It focuses upon the ways in which writers use dialect and
on the reader's problem in relating this to what he already knows about communities
within the country.
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[1] Either by using a previously prepared set of examples or by drawing on examples supplied by the class from its reading, ask the class to look at a number of texts from novels and plays which use dialect. For each one, they should collect a list of features of the language used which are meant to suggest dialect, read it as they think the writer intended it to sound and discuss the results. Consider in discussion what associations the different dialects call to mind for different members of the class. The texts used for this work should be recent, although Hardy and Lawrence could be drawn upon. At least one text ought to represent educated standard English such as Angus Wilson or C. P. Snow represent in their dialogue.
[2] The aim of this session is to explore precisely what leads a reader
to decide in what locality a dialect is spoken and what social class is involved.
A new text is needed, unfamiliar to the class. Divide them into groups, give
two or three lines of text to each group, and ask them to decide where the writer
wants you to place the speakers and what social class he intends for them. Ask
each group to give their answers and a list of the points which led to them. Explore
in discussion what clues in the text were picked tip, how many any one group
used, and which ones were most immediate in leading to a decision about the
dialect. Consider also cases where:
(a) the same clues have led to different interpretations
(b) different clues have led to the same interpretation.
[3] The aim of this session is to explore how the class felt able to reach decisions about dialect in [2] and what part in those decisions was played by stereotyped notions of dialect. Ask the class to consider where they have heard dialects spoken, and where they have come across dialect in writing. Consider also the influence of radio and television.