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Ability to determine word meaning through the use of affixes, syntax, and context clues.
Ability to determine word meaning through the use of affixes, syntax, and context clues.
affix - A word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix –able in unbelievable
affix - A word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix –able in unbelievable
syntax - Order of words in a sentence
syntax - Order of words in a sentence
context clues - The clues you get from the words, sentences, or passages that precede or follow a specific word, sentence, or passage that help you understand the meaning of a word, sentence, or passage
context clues - The clues you get from the words, sentences, or passages that precede or follow a specific word, sentence, or passage that help you understand the meaning of a word, sentence, or passage
Practice Sites:
Practice Sites:
An understanding of the appropriate reference materials for supporting particular language usage tasks
An understanding of the appropriate reference materials for supporting particular language usage tasks
Reference materials are various sources that provide background information or quick facts on any given topic. While there are many different types of resources, here are a few: almanacs, atlases, bibliographies, biographical resources, dictionaries, encyclopedias (both general and by subject), handbooks, indexes, statistics, and citation guides.
Reference materials are various sources that provide background information or quick facts on any given topic. While there are many different types of resources, here are a few: almanacs, atlases, bibliographies, biographical resources, dictionaries, encyclopedias (both general and by subject), handbooks, indexes, statistics, and citation guides.
A familiarity with the English dialect and diction associated with particular regions, cultural groups, and time periods
A familiarity with the English dialect and diction associated with particular regions, cultural groups, and time periods
diction - Choice of words in speaking or writing for clear and effective expression
diction - Choice of words in speaking or writing for clear and effective expression
dialect - A regional variety of language distinguished by features of vocabulary, grammar, and pronunciation from other regional varieties and constituting together with them a single language
dialect - A regional variety of language distinguished by features of vocabulary, grammar, and pronunciation from other regional varieties and constituting together with them a single language
PRACTICE: https://youtu.be/jxR2188FvLE
PRACTICE: https://www.pbs.org/speak/education/curriculum/high/regional/
Examples of Dialect in Literature
Examples of Dialect in Literature
Example #1: Huckleberry Finn (By Mark Twain)
Example #1: Huckleberry Finn (By Mark Twain)
Jim: “We’s safe, Huck, we’s safe! Jump up and crack yo’ heels. Dat’s de good ole Cairo at las’, I jis knows it.”
Jim: “We’s safe, Huck, we’s safe! Jump up and crack yo’ heels. Dat’s de good ole Cairo at las’, I jis knows it.”
Huck: “I’ll take the canoe and go see, Jim. It mightn’t be, you know.”
Huck: “I’ll take the canoe and go see, Jim. It mightn’t be, you know.”
One of the best dialect examples in literature, in which it is used as a literary device, occurs in this piece by Mark Twain. Here, Twain uses exaggerated dialect to distinguish between the characters.
One of the best dialect examples in literature, in which it is used as a literary device, occurs in this piece by Mark Twain. Here, Twain uses exaggerated dialect to distinguish between the characters.
Example #2: To Kill a Mockingbird (By Harper Lee)
Example #2: To Kill a Mockingbird (By Harper Lee)
Characters that are less educated and less sophisticated are usually shown to be speaking with a much stronger dialect. At certain points you might even need translations. Such as:
Characters that are less educated and less sophisticated are usually shown to be speaking with a much stronger dialect. At certain points you might even need translations. Such as:
Walter: “Reckon I have. Almost died first year I come to school and et them pecans — folks say he pizened ’em and put ’em over on the school side of the fence.”
Walter: “Reckon I have. Almost died first year I come to school and et them pecans — folks say he pizened ’em and put ’em over on the school side of the fence.”
Translation: I suppose I have. The first year I came to school and ate those pecans, I almost died. Some people accuse him [Mr. Radley] of poisoning them, and keeping them over on the school side of the fence.
Translation: I suppose I have. The first year I came to school and ate those pecans, I almost died. Some people accuse him [Mr. Radley] of poisoning them, and keeping them over on the school side of the fence.
Why are There Dialects?
Why are There Dialects?
Settlement and migration are two major factors that have shaped the linguistic landscape of the U.S. Different regions of America were settled by different groups from the British Isles (and elsewhere), who brought with them their unique ways of speaking. Some of these differences have been preserved and can be heard in the major regional dialects of the U.S. Early settlement occurred along the East coast, from North to South, with people from different dialect areas of Britain establishing themselves in different areas. As settlers moved further inland, they took their dialects with them. Thus, dialect differences are greater from North to South than from East to West. Once settlers passed the Mississippi River and moved into the Great Plains, travel was less restricted by geographical barriers, which led to increased mixing of dialects in the western part of the country. The discovery of gold in California also contributed to this mixing, as people from all over the country, with various speech patterns, congregated there.
Settlement and migration are two major factors that have shaped the linguistic landscape of the U.S. Different regions of America were settled by different groups from the British Isles (and elsewhere), who brought with them their unique ways of speaking. Some of these differences have been preserved and can be heard in the major regional dialects of the U.S. Early settlement occurred along the East coast, from North to South, with people from different dialect areas of Britain establishing themselves in different areas. As settlers moved further inland, they took their dialects with them. Thus, dialect differences are greater from North to South than from East to West. Once settlers passed the Mississippi River and moved into the Great Plains, travel was less restricted by geographical barriers, which led to increased mixing of dialects in the western part of the country. The discovery of gold in California also contributed to this mixing, as people from all over the country, with various speech patterns, congregated there.
Also important to the development and preservation of dialectal differences is isolation, whether geographical or social. Geographically isolated groups include those who have lived for generations on islands—like natives of Martha’s Vineyard, MA, or Ocracoke, NC—and those who are separated from the surrounding area by mountains—like Appalachian English speakers. All of these groups have developed distinctive speech varieties—subdialects of the major regional dialects.
Also important to the development and preservation of dialectal differences is isolation, whether geographical or social. Geographically isolated groups include those who have lived for generations on islands—like natives of Martha’s Vineyard, MA, or Ocracoke, NC—and those who are separated from the surrounding area by mountains—like Appalachian English speakers. All of these groups have developed distinctive speech varieties—subdialects of the major regional dialects.
Social isolation is exemplified by nineteenth-century immigrant groups, who often settled in their own urban neighborhoods and lived and worked apart from other groups; although they were not separated from the mainstream by mountains, they were effectively cut off from it socially. To this day, many large cities have Italian, Chinese, German, Irish, Jewish, or Polish neighborhoods. Dialect differences (some corresponding to socio-economic differences) resulted from dissimilarities in the English acquired by these different ethnic groups. Something similar happened with African American English (AAE): Even after emancipation, many African Americans were socially isolated, and thus African American English has developed as a distinct dialect. A comparable process has given rise to Chicano English, a dialect of English spoken by some people of Hispanic descent. Native Americans, too, were forcibly isolated from other Americans, and some of them have developed a distinct dialect of English (sometimes in addition to preserving their native languages). Social dialects such as AAE and Chicano English cross-cut the major regional dialects of America.
Social isolation is exemplified by nineteenth-century immigrant groups, who often settled in their own urban neighborhoods and lived and worked apart from other groups; although they were not separated from the mainstream by mountains, they were effectively cut off from it socially. To this day, many large cities have Italian, Chinese, German, Irish, Jewish, or Polish neighborhoods. Dialect differences (some corresponding to socio-economic differences) resulted from dissimilarities in the English acquired by these different ethnic groups. Something similar happened with African American English (AAE): Even after emancipation, many African Americans were socially isolated, and thus African American English has developed as a distinct dialect. A comparable process has given rise to Chicano English, a dialect of English spoken by some people of Hispanic descent. Native Americans, too, were forcibly isolated from other Americans, and some of them have developed a distinct dialect of English (sometimes in addition to preserving their native languages). Social dialects such as AAE and Chicano English cross-cut the major regional dialects of America.
Contact between English and other languages has contributed its share to the growth of American dialects. In Louisiana, the contact between English and French produced unique dialects of both of those languages. In Hawaii, English encountered the Hawaiian language (a Polynesian language), and the contact gave rise to a Hawaiian variety of English. In Alaska, English came into contact with more than twenty different native languages, and linguists are now studying the properties of the variety of English spoken by Alaskan Natives.
Contact between English and other languages has contributed its share to the growth of American dialects. In Louisiana, the contact between English and French produced unique dialects of both of those languages. In Hawaii, English encountered the Hawaiian language (a Polynesian language), and the contact gave rise to a Hawaiian variety of English. In Alaska, English came into contact with more than twenty different native languages, and linguists are now studying the properties of the variety of English spoken by Alaskan Natives.
Factors contributing to dialect preservation can be hard to pin down. Speaking a certain dialect can be a means of identifying with a region or a way of life; the speech patterns of groups or individuals are an important part of their identity. For instance, in Appalachia, improved roads have recently had a tremendous impact on previously isolated communities. However, the distinctive speech forms of the region have not been eradicated altogether, for pride in the traditional Appalachian way of life has encouraged some people to protect their way of speaking. On an individual level, choosing to retain or to modify a dialect acquired in childhood is part of the way one presents oneself.
Factors contributing to dialect preservation can be hard to pin down. Speaking a certain dialect can be a means of identifying with a region or a way of life; the speech patterns of groups or individuals are an important part of their identity. For instance, in Appalachia, improved roads have recently had a tremendous impact on previously isolated communities. However, the distinctive speech forms of the region have not been eradicated altogether, for pride in the traditional Appalachian way of life has encouraged some people to protect their way of speaking. On an individual level, choosing to retain or to modify a dialect acquired in childhood is part of the way one presents oneself.
What Differentiates Regional Dialects?
What Differentiates Regional Dialects?
One difference among regional dialects is vocabulary: pop vs. soda, pail vs. bucket, lightning bug vs. firefly. Even the second person plural pronoun can vary: you, y’all, you guys, youse guys, you’uns, or yinz. Linguistics maps such as those in the Dictionary of American Regional English (DARE) identify many regional vocabulary differences. DARE was compiled by analyzing interviews conducted in the late 1960s with people all over the country. (Since most of them were elderly at the time, the information in DARE reflects the speech of people who learned English in the late 19th century.)
One difference among regional dialects is vocabulary: pop vs. soda, pail vs. bucket, lightning bug vs. firefly. Even the second person plural pronoun can vary: you, y’all, you guys, youse guys, you’uns, or yinz. Linguistics maps such as those in the Dictionary of American Regional English (DARE) identify many regional vocabulary differences. DARE was compiled by analyzing interviews conducted in the late 1960s with people all over the country. (Since most of them were elderly at the time, the information in DARE reflects the speech of people who learned English in the late 19th century.)
Pronunciation, too, differs from region to region. DARE contains information about pronunciation differences, as does the Telsur Project. For instance, in the Midland and Western dialect regions—but not elsewhere—words like caught and cot are pronounced the same. In the Southern dialect region—but not elsewhere—words like pin and pen are pronounced the same. As described above, a pronunciation shift is now in progress in the Northern dialect region—the Northern Cities Shift. Students can hear people from other areas speak, by listening to radio broadcasts from every state using the Do You Speak American? Radio America feature.
Pronunciation, too, differs from region to region. DARE contains information about pronunciation differences, as does the Telsur Project. For instance, in the Midland and Western dialect regions—but not elsewhere—words like caught and cot are pronounced the same. In the Southern dialect region—but not elsewhere—words like pin and pen are pronounced the same. As described above, a pronunciation shift is now in progress in the Northern dialect region—the Northern Cities Shift. Students can hear people from other areas speak, by listening to radio broadcasts from every state using the Do You Speak American? Radio America feature.
Finally, there are grammatical differences in the speech of regional dialects. For example, some Southerners use two modal verbs—for example, I might could mow the lawn tomorrow, which means something like, “It’s possible that I’ll mow the lawn but I’m not committing to it.” In parts of Pennsylvania, people typically say the car needs washed instead of the car needs washing or the car needs to be washed.
Finally, there are grammatical differences in the speech of regional dialects. For example, some Southerners use two modal verbs—for example, I might could mow the lawn tomorrow, which means something like, “It’s possible that I’ll mow the lawn but I’m not committing to it.” In parts of Pennsylvania, people typically say the car needs washed instead of the car needs washing or the car needs to be washed.
Sources:
https://ontrack-media.net/english_8th/english8_glossary.html#affix
https://literarydevices.net/dialect/
https://www.babbel.com/en/magazine/accents-and-dialects
https://www.pbs.org/speak/education/curriculum/high/regional/
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