# data[].attributes.body
You should submit your work in bullet-point form using a single text box.

# data[].attributes.body
You should submit your work in bullet-point form using a single text box.

# data[].attributes.body
You should include the following information in your abstract (where * indicates optional information):
1. Your name and student number

2. Your topic

3. What you find interesting about your chosen variety

4. What information you have on your chosen variety so far

5. How you plan on finding more information/recordings of you chosen variety*

6. Identifying any potential issues that could arise with your project*

Your submission should be no longer than 400 words and presented in a single text box.

# data[].attributes.body
You should post your chosen variety of English, along with any questions or queries you might have in relation to this topic choice.

# data[].attributes.body
I will be studying Newfoundland English as variety of English.
-OOS

ps: the Martian piece is brilliant!

# data[].attributes.body
Emma Alderton

# data[].attributes.body
Ciara furlong

# data[].attributes.headline
Hiberno-English             (Irish English)

# data[].attributes.subject
Hiberno-English             (Irish English)

# data[].attributes.body
Last year I moved to Ireland where I currently live, study and work.
I hardly speak English well (and sadly I still have no idea of Irish), but I need to know everything about the history and culture of this beautiful and charming country.
Consequently, I have no other choice and it is a challenge for me. The English variety that I am going to work on is:

Hiberno-English

PS: I really like the term Hiberno-English which is derived from the Latin term Hibernia "Ireland".

Juan

# data[].attributes.body
Sean Callis

# data[].attributes.body
Nicole Cosgrave

# data[].attributes.body
South African Vernacular English

# data[].attributes.body
I wanted to study Indian English as a Variety of the English language. However, I have read that Indian English can be divided into different varieties. Originally I wanted to analyze Indian English in general or is it better to pick a certain region.

- Mischa Gallemann

P.S: I really enjoyed Mars English!

# data[].attributes.body
I chose Singlish (Singaporean English) to study.

# data[].attributes.body
Nigerian Pidgin English

# data[].attributes.body
Black South African English-Rachel Crimes 18300553

# data[].attributes.body
Katie Boyd 17370356

I would love to focus on Maori English, However, I am worried it may overlap a lot with a variety of New Zealand English. Do you think this will be o.k? Thanks

# data[].attributes.body
Laura Clinch

# data[].attributes.body
Luisa Höfler 20208271

As an alternative I would also be interested in Canadian English. What would you recommend, Sarah? Thank You!

# data[].attributes.body
Alice Mislovicova

# data[].attributes.body
Dovile Stuknyte, 17204820
I am thinking to research how Japanese people use English language. The history of English language in Japan should be connected with its many-sided  relationship with United States, I presume? Not sure how I am going to deal with it's phonetics, syntax or semantics as all I can get about Japanese is their use of syllables and that it is not a stress timed accent.
Could you give me an advice if it is an ok choice or should I choose something else?

# data[].attributes.body
Sophia Machold 20208343

# data[].attributes.body
Gabriella Maropis 19753065

# data[].attributes.body
I'll probably go with Canadian English!

# data[].attributes.body
Molly Donovan 193009501

# data[].attributes.body
Would it be more apporpriate to focus on a particular dialect, i.e Kroil? Or should I include several dialects as they descend from the same variety?
Emily Carney 17406224

# data[].attributes.body
Mari-Anna Plouzennec

# data[].attributes.body
Emma Butler, 18405172

# data[].attributes.body
Since I'm currently studying Japanese

# data[].attributes.body
There's an account I've followed for a while on Tiktok in which a woman records her mother who's from Trinidad give out to their cat and in her speech there are a number of interesting and different linguistic features that immediately caught my attention. It is heavily influenced by Portuguese, Spanish, and Bhojpuri from indentured Indian servants so it's a really fascinating variety.

Seán O'Connor - 18315541

# data[].attributes.body
Antonina O'Dwyer Papp
19327391

# data[].attributes.body
Lia Foley
19460914

# data[].attributes.body
Stephanie Dunne 17323677

# data[].attributes.body
Alice Saly
19426054

# data[].attributes.body
Adesewa Awobadejo
17357026

# data[].attributes.body
Aoife Jordan
18336881

# data[].attributes.body
You can either:
1. copy/paste your abstract in your text box
2. upload a written document to your text box (see "Upload button below")
3. upload a link to a Google Document file to your text box

# data[].attributes.body
Emily Sydenham

# data[].attributes.body
Fionan Breathnach
19727531

# data[].attributes.body
Caribbean English dialects of the English language are spoken in the Caribbean and Liberia, most countries on the Caribbean coast of Central America, and Guyana and Suriname on the coast of South America. Caribbean English is influenced by but is different from the English-based Creole varieties spoken in the region.

# data[].attributes.body
Victoria Hristova

# data[].attributes.body
Ashley Teca - 18516779

# data[].attributes.body
Jack EB (19394536)

# data[].attributes.body
Falaena Rothwell (19202068)

# data[].attributes.attachment_link.title
World Englishes (Individual essay checkpoint)

# data[].attributes.body
Kate Farrell (19424988)

# data[].attributes.body
Name: Dovile Stuknyte

Student Number: 17204820

LING20060

World Englishes

Week 5 Abstract

World Englishes: Japanese English (individual essay checkpoints)

I chose to research Japanese English (which belongs to East Asia Englishes) as an English variety for my essay as it would be interesting to see how Japanese use English language as an EFL and what place English language and culture has in Japanese society which seems to hold some unique social and linguistic features compared with Western societies.

I found some interesting data on how English language came to Japan with “Phaeton” battleship from Britain in 1988 during the Trade Wars’ period between Dutch and Britain (Japanese were learning Dutch as a foreign language for trade purposes at that time), but there is some data on William Adams or Adam who arrived in Japan in 1600’s.

The way Japanese use English in every day communications is also interesting. Often, English is a ‘mood’ language used in advertisements filling a purpose of decorative English and it could be difficult to understand the meaning behind many English written signs if not for the image of action or international symbol beside. The pronunciation of some sounds in words often differs from native or Standard English speakers’ pronunciation, for example “r” and “l” distinguishing or “s” used as Japanese hiragana character “shi”.

I must find more reliable sources in quantity and quality about “Japanglish” (Pr. Dougill’s definition for Japanese English) for my essay such as more in-depth history of Japan’s and English-speaking countries’ relationships and communications, and in-depth phonological, pragmatic and semantical data. It will be difficult to compare “Japanglish” with Standard English and to find out why exactly some differences in language use did occur.

# data[].attributes.attachment_link.title
World Englishes Indivdual Essay Checkpoint 

# data[].attributes.body
Lia Foley 
19460914

Hong Kong English

My interest in Hong Kong English stems from the long history with Hong Kong being a British colony (up until 1997). English and Chinese are both recognised as the official languages. 

The English colonisation of Hong Kong meant that the English language was integrated into their Education system and surroundings. Today, we can still see that it is heavily used by their government and even in everyday life. Although Cantonese is more common for casual settings, their signage and announcements toward the public are bilingual. However, it is often said that many people there would find holding a conversation in English quite difficult. This seems to depend on which parts of Hong Kong you grew up in, and perhaps your job status. 

I plan to research more on this topic by learning about Hong Kong's history with English from respectable sources, this will hopefully give a deeper insight into how the relationship with the language  developed. Then I believe I will get a good idea of their everyday use of English by looking at blogs and vlogs from residents in the different areas. Seeing videos from people living in Hong Kong was originally what peaked my interest.  

Some potential issues I may have with my project are that the attitude towards English and using it seems to vary greatly on each individual's background. With factors such as financial and job status,education,family background etc. seemingly playing a huge part in their fluency and in turn their use of the language. I hope to be able to convey an accurate reading of how English is used and whether it is appreciated and recognised as their official language. 

# data[].attributes.attachment_link.title
Abstract Research Project Indian English Gallemann

# data[].attributes.body
Aoife Jordan
18336881

# data[].attributes.body
Kervin Soobrayen- 1830691

# data[].attributes.body
a blend of both Hindi and English (as well as other south Asian languages).
Chloe Murtagh Flood
19458722

# data[].attributes.body
Katie Boyd 17370356
Māori English

The Māori culture has always fascinated me since I was a child, witnessing rugby players from New Zealand doing a war cry known as the Haka before a game was thrilling. Therefore when the opportunity to investigate Māori English arose I could not let it pass. So far, I have not been disappointed. The Māori culture has a rich oral tradition and before the arrival of Captian Cook in 1769, they had no written tradition. So in my essay, I would like to focus particularly on that oral tradition and how it is passed on from generation to generation. From my research I have learnt the Māori oral art only has fifteen letters, ten consanants and five vowel, each of which have a longer form, e.g Māori. There is a lot of history surrounding the loss of these consonants and centuries old rules which are applied in order to limit the expansion of consonants into the language. There are also rules surrounding syllables such as each syllable must not have more than one consonant and a syllable cannot end on a consonant. It will be interesting to study the syntactic and phonological rules further.

I plan on finding more information through reading papers produced by researches such as Janet Holmes, Helen Ainsworth and Jeanette King who have studied various dialects in New Zealand such as Māori English. I also plan on watching more YouTube videos and Ted talks to do with the Maori culture and history to further my understanding.

One potential challenge I think I may face is the crossover between Pākehā English, or New Zealand English, and Māori English. Māori English is not restricted purely to those who are Māori speakers. Pākehā speakers often use Māori English if they grew up or identify with Māori peer groups. Both dialects share many features and the difference between them can be relative. I will also have to be aware of the Māori language, Te Reo, and not to forget that I am focusing on Māori English when conducting my research.

# data[].attributes.body
Antonina O Dwyer Papp  19327391

My chosen topic for final assignment is Nigerian Pidgin English as I was looking for a variety of English that I would be interested in researching. I was inspired to do this language variety because I recently read a book by Chimamanda Ngozi Adichie who is a Nigerian writer and I was intrigued to learn more about her particular way of speaking and writing and while delving in further to this I decided to research the Nigerian pidgin English. While Nigerian pidgin does not have an official status as a language in the country it tends to help communication between different groups in Nigeria and is spoken widely. There are roughly 500 spoken languages so it is somewhat surprising to learn that both Nigerian English and Nigerian Pidgin are spoken as a second language by 60 million people in Nigeria according to a study done in the early 2000’s. I am intrigued to learn about the sociolinguistic background of this variety and how it is viewed by the people of Nigeria. In regards to the linguistic features, I would like to study aspects such as phonology, lexical features, semantics, syntactic and pragmatic features. I would choose more specifically which ones to focus on when I have done more research to discover which might be the most interesting features to analyse.

A difficult part of this final assignment might be trying to include all of the historical and relevant information about the colonisation of Nigeria and how Nigerian pidgin English came to be and how it spread to become a useful tool in communication. I have found certain resources such as articles and books which will be very helpful as I explore the language and its varying features. I will also use specific recordings from online along with scholarly studies already done as Nigerian Pidgin is now the most widely used language in Nigeria with over half the population being able to converse with it.

# data[].attributes.body
Japanese English

# data[].attributes.body
Sean Callis
19443286

# data[].attributes.attachment_link.title
Abstract Canadian English - Luisa Höfler

# data[].attributes.body
Mark Barron 19373096

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
In 1770, Lieutenant James Cook, claimed possession of the east coast of Australia on behalf of the British crown. In the years that followed a penal colony was established in this newly claimed territory, originally occupied by natives of indigenous communities. The settlers that arrived to this land were initially convicts from overcrowded prisons in south-east London, Lancashire, Scotland and Ireland but later consisted of voluntary immigrants. Colonisation brought an extensive amount of English speakers into contact with indigenous people.

Pidgin languages developed between the indigenous communities and the English speaking settlers as an attempt of communication, not only between Aboriginal speakers and English speakers but also as a lingua franca between speakers of different Aboriginal languages. These later developed into creole languages with one of the major varieties being Kriol in North Queensland.

# data[].attributes.body
Lia Foley - 19460914

Britain seized Hong Kong in 1841 in the first opium war, with the treaty of Nanjing giving them control a year later. This ruler-ship was interrupted for four years in WWII by the Japanese. In the years after the war, Hong Kong’s economy grew exponentially. In 1984 an agreement was signed for the terms of the reversion of power to China. The agreement was that there would be a high degree of autonomy, especially economically. The term “one country,two systems” was coined by China to describe the agreement setup.

English is mostly spoken in business circles, but it does remain on signage throughout Hong Kong. 98% of the population is Chinese, with the vast majority of these people speaking Cantonese as their mother tongue. The policy that made English an official language in Hong Kong was quite controversial, as many

residents would not have considered it wide-spread enough to constitute this.

English was the sole language to be used in law courts up until 1995, where the first case in Chinese was heard. “the government’s conclusion appears to be that the English version will in fact, if not in law, remain ‘more authentic’ than the Chinese version.” (Johnson, 1994:185)

As Hong Kong was quickly developing into a big city for business and with a raging economy, English was mostly taught and used for its practical value. For the most part, knowing English meant better job prospects for the people of Hong Kong. The attitude towards the language is very much one of business and formality, rather than the population wanting to keep a connection to their British rule history.

Before 1997, the pressure from schools to try to teach in English had quite a bad effect on some of the population who would not have had an adequate exposure to the language outside of education. It meant that it was very common for students to not understand their class material, and to struggle with school work because of this. “in 1992 Education Department statistics showed 90% of schools were English-medium and only 6% were Chinese-medium (with 4% English-medium/Chinese-medium combined).” - Boyle (1995:299)

# data[].attributes.body
Abstract for World Englishes 


Name: Alex James
Student Number: 19489374
LING20060
World English: African American Vernacular English

The history of African American Vernacular English is one that was a cause of colonisation of West Africa. Additionally when the enslaved Africans had come to America they were forced to assimilate and speak English which caused a very unique style of English; AAVE. Today African American Vernacular English is used as a way for African Americans to speak in a way that ignores the ‘norms’ of English and go against the prescriptivist mindset. It forms a strong linguistic and cultural identity for identity for African Americans. 
My main Interest in studying AAVE is that it is an example of English as a second diaspora. I would like to research the shift from Ebonics → AAVE and how attitudes towards this variety have changed in recognizing that it is not a grammatically incorrect way of speaking English. Additionally within the dialect / variety of AAVE I think the phonetics and phonology are the most interesting part to research. 

I need to do more research into this variant of English, however I am aware there is an abundance of content for me to work with. I plan on using audio recordings of African American Vernacular English speakers in conversation in order to hear and understand what phonetics are used, the tone and intonation, etc. 
I am well aware that in the United States of America there is a constant racial issue with the majority of victims being African American. Additionally to political issues with this, the variety of AAVE has been heavily stigmatised throughout the years and many claims have been made that it is an inappropriate way to talk and sounds uneducated.

# data[].attributes.body
Hajar Elkatrani (19469912)

# data[].attributes.body
Molly Donovan (19309501)

Jamican Creole

The most interesting aspect of this variety was first and foremost the history and origin of this specific creole and the way in which it evolved from its origin in africa through the caribbean and then into areas of london and the US. For the sociolinguistic aspect of this essay however, I will focus my attention on its use and status in Jamaica alone. The creole holds many distinctive social and linguistic features which will highlight many interesting grammatical and lexical contrasts when compared to standard English and other Contact English varieties.

So far I have learned that Jamaican Creole was born as a result of contact situations during times of colonization. However, given that the nature of the language is seen to be both consequential and transitional, there has always been an argument that it came about as a result of natural language acquisition in children rather than contact situations - of course it is likely that both aspects played a part in its formation. I will look further into the linguistic and social changes of the language and see how the language is viewed on a global and local scale. Additionally I will look at the social status that the language holds. For instance, with regards to education, there have been recent  arguments against its use when teaching scientific subjects as much of scientific vocabulary does not hold a direct creole equivalent.

The two distinctive features I will focus on are, firstly, vowel fluctuation in Jamiacan creole (JC)  - which highlights the importance of west african influence on the language. And secondly, I will look at the development of the JC lexicon and its use of compounding.

I have found many interesting articles so far, but have yet to review them all in greater detail, additionally I found some interesting podcasts and youtube videos, which I might not use in the essay but have so far helped to solidify my understanding with regards to JC. I have also found an article which relates to the politics that surround the modern use of the creole with specific reference to its role in the education system and I’m sure it will be useful for the analysis of the sociolinguistic status.

There is so much information about JC and its origins that I think staying on point and not losing sight of my aims for the essay will perhaps be the most difficult part of the essay. Additionally, there are many subjective resources which will prove helpful for my own personal understanding of the topic but I will have to ensure that I only use accurate, truthful resources.

# data[].attributes.body
Sean Callis- 19443286
Historical Points of Interest

·       Jamaican Patois is associated with slavery in Africa. Patois developed in the 17th century due to European colonisation. Slaves from west and central Africa were forced to speak English by the slaveholders.

·       The word ‘Patois’ has French origins and means “rough speech” so there was clearly a negative opinion of ‘Patois’. If it weren’t “real English” it could only be described as “rough speech”. Pidgin was spoken by the slaves in Jamaica as a way of communicating. But they were often split into groups that didn’t have a language in common in order to prevent revolt. That didn’t stop them from speaking pidgin which then went on to become creole.

Sociolinguistic Points of Interest

·       Jamaican Standard English is the language associated with the government, education, religion, and the higher classes. Jamaican Patois is often looked down upon, it has been described as ungrammatical, and is the first language that many Jamaicans learn. Jamaican Standard English is considered a second language. Stories are told in Patois and songs and literature are often written in Patois too.

·       Children in rural Jamaica learn Patois from their parents but when they reach age six, they are taught exclusively in English. Speaking in Jamaican English is a sign of achievement, social class and potential. Those who continue with their education will continue to speak Jamaican English, but those who do not will normally continue to speak Patois. Jamaican English is used in education and business settings, whereas Patois is spoken at home and during more informal interactions.

# data[].attributes.body
Concerning the historical points, I will probably talk about the five major immigration waves

I. American immigration

II. British and Irish immigration

III. Continental European immigration and British immigration

IV. Highly diverse immigration populations (Europe, Asia, Latin America, USA)

V. Diverse immigration (Chinese immigration peak)

Concerning the sociolinguistics forms, I would like to focus on how different Canadian English is from American English, as it is often claimed that Canadian English is an Americanised variety of English; I will probably focus on semantics.

# data[].attributes.headline
 = 10 Bullet Point 10 =                     The Historical and Sociolinguistic of Hiberno-English (Irish English Variety) 

# data[].attributes.subject
 = 10 Bullet Point 10 =                     The Historical and Sociolinguistic of Hiberno-English (Irish English Variety) 

# data[].attributes.body
All studies of the history of the English language in Ireland lead two distinct periods: The first period starts in the late 12th century and finishes around 1600 when the second period begins.

The battle for linguistic dominance in Ireland starts in the late 12th century when the Normans invaded the country and made the first introduction of the English language into Ireland.

Out of the three rival languages (Irish, Norman French and Norman English), it was Norman French the one that would disappear first. And, by the end of the 15th century, Norman English had been completely absorbed by the Irish.

After the mid-17th century, new forms of English came across the water to the North Ireland, and his movements marked the map of the different divisions of dialect areas in Ireland (e.g.: Mid-Ulster, South-West/West and East Coast).

The situation at the end of the 18th century was not significantly different from that of the year 1700. It is estimated that there would be around one and a half million English speakers, around two million Irish speakers and the rest, around one and a half million, would be bilingual.

In the mid-nineteenth century there had been a massive change in the linguistic situation, largely due to the devastating effect of the Great Famine of the 1840's. About one million people died, and another million were forced to emigrate. Those areas where Irish language was predominant were hit the most by the Famine.

Social and psychological reasons led the Irish language to be withdraw from the top of the social scale and the decline in the use of the Irish language led to a rapid adoption of English by a large part of the population in the late 19 th century.

A linguistic consequence of this socio-historical component is that Hiberno-English is in a large part derived from the English of the mid-seventeenth century, when  it would have counted as a “language-shift variety”, with L1 and L2 speakers of the dialect closely interacting with each other.

Currently, with the vast majority of population being monolingual, the Irish English is probably best considered as a “social dialect” in most areas of Ireland today, typically considered as areas with only L1 speakers.

Today, the Irish and English are official languages in Ireland. Irish is a compulsory subject in primary and secondary education and considered to be of added cultural value. Irish is spoken in daily life in several parts of Ireland called Gaeltachts and the language is currently enjoying a huge revival among the next generation, so it remains to be seen how or if Irish language might influence use of the English, which is the main spoken and written language in Ireland.

# data[].attributes.body
Laura Clinch - 19331941
Historical and Sociological Points of Interest

Uglish is the name given to the variety of English that is, spoken in Ugandan.  The dialect is, linked to the colonial history of Britain.  The Ugandan English developed from the English brought by settlers.  The grammar and vocab used in Ugandan English formed by natives reconstructing the English learnt to represent their cultural identity.  This term given to Ugandan English was, first documented in 2012.

English is the official language of Ugandan and is spoken by many natives.  Uglish symbolizes more than communication in Ugandan.  Ugandan English attributes success and learning.  To be taught Uglish in schools grants children the opportunities to achieve their goals in life.  When speaking in the home, children are expected to use their mother-tongue.  Negativity towards Ugandan English is often, harboured amongst older generations.  They consider Uglish ' Whiteman's language as the dialect is frequently associated with the nations political past.  They believe the language represents the oppression caused by colonization.

Ugandan English is used by government officials when conducting business, primary schools, and secondary schools.  Uglish derives from standard English that has been changed and altered to suit the local languages in Uganda.

Uglish is an extremely unique variant of English.  The development of this dialect is encompassed with the local and native language.  Rather than acquire standard English, Ugandan English has historically suited indigenous languages to English dialect.  There is a high level of Illiteracy with many Ugandan people unable to use Standard English.  This furthers the development of Uglish as the invention of new words from locals mother-tongue adds to the variety of Ugandan English.

# data[].attributes.body
Emma Alderton - 18324481

- There is evidence that around the time of 1250-1300 AD New Zealand was occupied by Polynesian people from Eastern Polynesia – Maori. With even earlier reference to previous indigenous people, the Moriri people. With the Maori people came new traditions, cultures, languages, mythologies and traditions.

- In 1642 the Dutch sailor Abel Tasman and his crew attempted to land in New Zealand. He was the first European to encounter New Zealand and named it “Nieuw Zeeland” after a Dutch province.

- James Cook, a British navigator, first sailed around the islands in 1769-70. This was the first time that the English people arrived in NZ.

- The Treaty of Waitangi (1840) marked the beginning of a new nation. The Maori ceded sovereignty to Britain but retained much of their land. This ultimately created the foundation for British colonial rule in NZ and English was passed as the first language spoken. This left NZ, in the first half of the 20th century, tied to Britain by trade, family connections and loyalty to the British throne.

- Maori is rarely spoken in general spoken communication, but loanwords can be seen frequently through NZ English

# data[].attributes.body
Oisín O'Sullivan - 19358136

Two bullet-points about historical/sociolinguistic points of interest

The transfer from seasonal fisheries to permanent habitation

In the beginning there were only seasonal fishermen travelling to Newfoundland for a summer or two, but coming home after that. This changed to staying there year round

These fishermen came from South-West England and South-East Ireland and once they settled and sent word home that there was ample fish and good land, the Irish and English emigrated in droves.

The joining with Canada after being a relatively isolated British colony for about 400 years

This is a historical point of interest which I am looking forward to researching more, as it has doubtless changed the sociolinguistic status of Newfinese

# data[].attributes.body
Emma Butler-18405172
-  Australian Vernacular English refers to the dialect of English commonly spoken in Australia. The diversity within Australian society requires it to be noted than AusE is not the only dialect of English spoken in Australia. The term is restrictive and can lead to society disregarding various dialects such as Aboriginal English and Ethnocultural English.
- Australian vernacular English is noted to have developed from the arrival of the first English speaking settlers and has further been linked to the arrival of Captain Cook in 1700, followed by the formation of the 1st British colony in Sydney in 1788.

-Demographic and social history played an important role in the development of AusE. Planned colonies in South and Western Australia, the convict system in which convicts were sent to particular regions of Australia and encouraged female migration to develop a more homogenous society, all contribute to the development of AusE. The above are noted to have spread many linguistic features of various dialects of English which have contributed to the AusE that is spoken and studied today.

# data[].attributes.body
Patrick Kelly 19205290

# data[].attributes.body
Historical and Sociolinguistic points of interest.

·       Hinglish has been present in Indian society for ten centuries yet has only been identified as recent as 1967 as the modern term of Hinglish, a blend of Hindu and English and some influence from other south Asian languages.

·       The modern Hinglish language was derived from the various political struggles, conflicts and different agendas that emerged between Indian, British (British Raj) and Pakistan states during the mid-twentieth century.

·       Hinglish is argued to be a degenerative language as Hindu itself had experienced extensive changes during the political unrest but is further unrecognizable through its adaption in Hinglish. The new generations that use Hinglish are referenced as being less educated as the bilingual nature of the language has dispersed and there is now a sum of people who speak Hinglish without being able to produce correct Hindu or English properly and therefore cannot identify themselves as bilingual.

There is a societal trend in recent decades to write Hinglish in the script of Roman letter like that of English and to make use of hybrid word combinations not found in native Hindu or English. This provides the notion that Hinglish could potentially branch into an official or vernacular language despite its origins.
Chloe Murtagh Flood
19458722.

# data[].attributes.body
Julia Grzelak

18349573

LING20060-World Englishes-2020/21

Caribbean English

The Cayman Islands

The official and most common spoken language on the The Cayman Islands is British English with a distinctive Caymanian dialect. However, younger Caymanian generations have also adopted certain Jamaican terms and expressions, as Jamaican patios is also spoken there. The Cayman Islands are British territory in the western Caribbean Sea. The language they speak is known as Cayman Creole. Their dialect is shaped and formed through Scottish, Welsh and British dialects mixed with a hint of a Jamaican accent. A recording from the Cayman Islands National museum of elderly individuals from the islands of different race will be used giving this paper a base for phonetic and syntactic investigation along with a sociolinguistic aspect. This will answer the question whether or not Caymanians are proud users of their dialect. This is a very rare dialect used by more or less 66,000 people so the information is scarce, however, I plan on researching it in depth through the available sources.

# data[].attributes.body
Julia Grzelak

18349573

History and Multiculturality:

·      The Islands are believed to have been discovered by Cristopher Columbus.

·      No evidence of indigenous presence was found on the islands.

·      First settlers were pirates, shipwrecked sailors and deserters from Oliver Cromwell’s army in Jamaica.

·      England took formal control of the Cayman Islands, along with Jamaica, as a result of the Treaty of Madrid of 1670.

·      A permanent English-speaking population in the islands dates from the 1730s.

·      There is racial diversity on the islands as a result of slavery.

Sociolinguistic and linguistic aspects:

·      The Caymans have historically been a tax-exempt destination, and the government has always relied on indirect and not direct taxes. The territory is known for having more businesses than people and is called a popular tax haven. Therefore, it nearly attracts more businessmen than tourists and causes further diversity.

·              The official language of the Cayman Islands is English (90%), however, Caymanians of Jamaican origin speak in their own vernacular (see Jamaican Creole and Jamaican English).

·      It is quite commonplace to hear some residents converse in Spanish as many citizens have relocated from Latin America to work and live on Grand Cayman. Spanish speakers comprise approximately between 10 and 12% of the population and is predominantly of the Caribbean dialect.

· Tagalog is spoken by about 5% of inhabitants most of whom are Filipino residents with work permits.

# data[].attributes.body
Julia Grzelak
18349573
This paper will examine the following linguistic features:

·       Borrowing due to population movements and commercial links

·       Phonetic Deletion similar to Scottish, Welsh, British and Jamaican dialects.

# data[].attributes.body
The study was born with the specific objective of looking for the historical origins of Hiberno-English (its Irish influences, Old English vs Modern English) through the analysis of some of the most recognisable characteristics of Irish English today. Phonology and Syntax are the areas of linguistics where it is most obvious and of these, two classic characteristics have been chosen:

Phenomenon of ‘dentalisation’ and ‘alveolarisation’.
The study looks for the reason for the occlusive dental and alveolar pronunciation of the dental fricative consonants of English. Beyond its analysis, a diachronic study of it is carried out, which reveals the clear influence of both historical periods analysed.

‘Perfect Marking’ phenomena.
Analysing the perfect marking of Hiberno-English, its possible sources are searched through two interacting languages, Irish and English 'coming cross the sea'.

# data[].attributes.body
Julia Grzelak
18349573

This paper will examine the following linguistic features:

·       Borrowing due to population movements and commercial links

·       Phonetic Deletion similar to Scottish, Welsh, British and Jamaican dialects.

# data[].attributes.body
Lia Foley
19460914
The paper will look at the following linguistics features:

-Fewer vowel contrasts in pronunciation. (Less distinction between “long” and “short” vowel sounds)

-Clustered consonants being simplified. (Due to difficulties with the accent when two or more consonants come together) Eg. “Test” in Standard English would sound more similar to “Tes” in Hong Kong English.

# data[].attributes.body
1600 After the Mughal Empire, which halted at the borders of today’s Myanmar and comprised most of the Indian subcontinent, had conceded power to the British company conglomerate (also alongside Portugal’s equivalent in Goa)- which had initially arrived in 1600, Upper and Lower Burma were seen as primary objectives for expansion. (Thant Myint; 2006)

Company rule was won over several centuries of strife, particularly in Southern and Western India, whereby the British Company gradually assumed complete control- the bulk of these annexes were achieved over a fifty-year period, where they had inflicted the 1770 Bengal Famine and had invaded Java and Mauritius (1803).

1824 Starting over a six-decade range, three decisive wars sculpted the boundaries of modern-day Myanmar, yet under an umbrella that was to become British Raj. The Empire of concern that had allegiance in many Burmese territories was the Konbaung dynasty, whose territories were unified but volatile due to their fluctuating gain and concession of land.

Moreover, its capital moved for tactical and spiritual reasons often, giving the enculturation of the region difficulty and keeping its diverse demographics intact. This inconsistency was seen as an advantage to the British Company, which won the first two-year war, annexing notable Assam and Manipur. This proved to be detrimental to Burma’s resources in the following years, and the region focused on fortification and implementing the Burmese language. (Bryant, 1996: 168)

1852 The Second Burmese War swiftly ended in nine months- with another invaluable region- Pegu province- being invaded and renamed Lower Burma.

The failed intentions of Britain to use this newly-claimed territory to pressurise and gain power over Siam had an oddly pivotal influence on the inception of Yangon as its global capital- and it is here where English was first allotted space to exude influence in Burma, which is still lasting as its commercial hub in Myanmar.

1858 The Government of India Act is passed, recognising Lower Burma in its overall landmass (ratified four years later). At this point, the ethnic majority of Konbaung, the Bamar people, whose dominant language Burmese had spread and assimilated with smaller ethnic regions, had created a bilateral trading relationship with the British rule despite their land shrinkage. (Yi, 1965: 59) This was to precede a final, third war, whereby the Bamar people attributed elements of English-language influence due to a generational bond being made- a key component of British victory within Upper Burma.

At the turn of the century, English began to pick up as systemic changes were made from core concepts such as education and religion, both being paramount elements in day to day communication. The prestigious Sangha monks’ assertion in education was dismantled, replaced with a system encouraging the English language as complementary to Burmese- and discouraging any traditional and religious practices.

Comprehensively, the introduction of Christianity through missionary teachers also fused both languages, though not entirely effective, and the early half of the 20th century was dominated by attempting to gentrify an image of an older dynasty, representative of over one hundred ethnic groups. (Chew, 1979: 376)

The English-language influence was nearly profusely spreading. So much so, that rival campaigns, such as the Buddhist counterpart of the YMCA, which evolved into General Burmese Councils that attempted to sustain culture across the land. Notably, amongst the culmination of Burmese rebellious ideas, was a converted Irish-native Buddhist named U Dhammaloka, who used the English language despite being critical of its nature, to eventually gain support and overturn Western influence. This use of the language against the demographic concerned was nearly inevitable and still seen to this day as a mechanism to communicate effectively the rites of Burmese culture.

Quite extraordinarily, critical messages proved to be, ironically, a massive help in strengthening the helm English had grasped amongst the working class and rebellious leaders alike in Burma.

Among several protests between 1920 and 1936, Burmese students protested the elitist attitude that was dividing the tertiary education system into several tiers; putting English speakers and natives above a pecking order of preferred Burmese ethnic groups. (Coclanis, 2019: 46) Many Burmese people, also using the English language in a form of protest, were led by monks whose power and influence had been dismantled by the Westernisation process that British rule brought and distraught, tackling further human rights issues and concerns with tax.

The Japanese Empire’s short-lived occupation of Burma did not result in the change in which Burmese people sought- rather, it brought an affirmed Britain to reinstate its power briefly by the end of the Second World War, largely due to the semi-autonomous Prime Minister U Saw scheming with the Japanese military to ensure his position under their control would be safe. Though even Britain’s rule was in its twilight years. (Yoon, 1978: 50)

The last British governor of Burma, Hubert Rance, met with Aung San and others from the Thakin movement to discuss possibilities of becoming a fully independent state or dominion under the Commonwealth.

This, in turn, suppressed the Communist and Conservative sectors of Burmese politics, as the Aung San-Attlee Agreement in January 1947 gave Burma a year to transition itself into a state fully free of British control.

Within this agreement, the use of the English language as a secondary requirement (as Burmese was the lingua franca) was agreed upon.  (Aung-Thwin & Myint-U, 1992)

However, the coup d’etat led by the Burmese totalitarian faux-socialist military in 1962, which subsequently shut the nation off from the world, removed English from elementary and university education- where it was the language of instruction. (Pye, 2015: 244)

Within the same year of the independence agreement, U Saw successfully executed the assassination of eight rebel leaders including Aung San. Martyr’s Day is celebrated on this day to commemorate those who brought their full independence. U Saw was given the death penalty for this, but lived to momentarily see Burma free of British rule when the constitution went into effect in 1948.

Simultaneously, a bond recognised to assert Burmese as the official common language, representatives of the majority of Burma’s ethnic groups agreed to and ratified this across the country.

This inspired India and Pakistan (including “East Pakistan”) to follow suit, though obtain dominion status in the process.

To this day, due to reformations in the 1980s in order to reintroduce the state to the world included a general, elementary understanding of the English language, encouraged by present-day liberal-conservative leader Aung San Suu Kyi (daughter of Aung San) in the midst of her renowned peaceful protests.

Suu Kyi, a Westernly-educated Nobel Peace Prize winner, had previously been under house arrest for fifteen years under the previous junta as her newly-formed party The National League for Democracy, won the unrecognised general election, for whom she was acting Minister of Foreign Affairs.

She is now currently dispositioned again by the military in the recent coup d’etat of February 2021. This pattern has been consistent within Myanmar (who changed their name in 1989 to impose sovereignty) whereby democracy has been removed via military junta; the previous instance of this started in 1962 and ended in 2011.

In a current sense, Myanma English is currently spoken within business circles, alike to Hindi, Chinese and Burmese. Due to this, industrialised regions have a standard observation of English, though it is discouraged outside of these regions and already frowned upon. (Wong Soon Fen, 2005)

# data[].attributes.body
Nicole Cosgrave
18405266

This paper will focus on the following linguistic features:
-The variability of fricatives between varieties of Kriol (some not used at all)
-Number expression: distinction between animate & inanimate objects & redupliaction

# data[].attributes.body
This paper will focus on the following linguistic features:
- Vowel harmony in Patois.
- The pronominal system that is used.