Personal Blogs

I am interested in issues of both language and football and was struck by this video (Tatsuhiro Sakamoto on learning English, Ellis Simms and demanding more from himself! | Lodge Diary (youtube.com)) of a Japanese footballer, Tatsuhiro Sakamoto playing for Coventry City.  

He first says that he thought that his team mates at Coventry spoke English very quickly.  This seems to be a common issue for language learners.  They often think others speak quickly but I wonder whether the issue is more that there are words they do not know or pronunciation they are not familiar with.  They do not have the time to work these words or sounds out so they seem quicker than they perhaps are.

He then says that his team mates at his previous club in Belgium spoke English slower.  For many of those players English was probably a second language and they were perhaps more sensitive to his needs (I spent a few days in northern Belgium this summer and most people seemed to speak excellent English and no more slowly than most British people do).  In other words, team mates in Belgium may have used accommodation strategies (Tagg 2022).

He refers to two players (Ben Wilson and Jamie Allen) as being particularly difficult to understand.  He says this is because they speak quickly.  He refers to another player, Ellis Simms, as being someone who speaks slowly and is generally kind and there is footage of Simms showing Sakamoto's shirt in tribute after the latter had suffered a serious injury.  I have heard all three players in interviews and none of them speak particularly quickly but perhaps Simms is more sensitive in understanding Sakamoto's language level and how to adjust his language to cater for him. 

He also refers to a player (Milan van Elwijk, who is Dutch) speaking to him using some Japanese words (the use of "words" suggests van Elwijk's Japanese is quite limited) which he appreciates.  This shows the importance of reciprocity in intercultural communication even when making use of limited language knowledge.

There is a shared interest in anime that encourages him and Milan van Elwijk and another player, Fabio Tavares to bond.  Sakamoto says that he likes anime because he is Japanese.  So, he seems to be taking an essentialist view that suggests the whole population share the same characteristic.  Of course, essentialism can be criticised as it can lead to stereotyping but perhaps this is less pernicious when said by a person who is part of the group.

Tagg C (2019) "Accommodating difference – intercultural communication and ELF" in Tagg, C., Paterson, L.L., Lillis, T., Seargeant, P. and Tuck, J. (eds) (2019) L101 Book 2: What is English? Milton Keynes: The Open University.

We recently went to the exhibition "China's Hidden Century" at the British Museum https://www.britishmuseum.org/exhibitions/chinas-hidden-century, which was fascinating and, as is usually the case, language issues were very important.

The exhibition made it very clear that China was very much a multilingual society and there were recordings of texts in Mandarin, Cantonese, Manchu, Mongolian and Tibetan.  This large variety of languages reflected the languages that were spoken in the Empire and Beijing, in particular, was a multilingual cosmopolitan city.

I bought Lovell's (2011) book on the opium wars to learn more about the background.  At several points, she discusses language issues.  She describes how the Emperors had a desire to learn languages.  For example, Qianlong knew six languages and used Mongolian and Tibetan in audiences with representatives of these groups.  He stated "I use their own languages and do not use an interpreter ......to conquer them with kindness"  (Lovell 2011: 90).  So, he saw knowledge of languages as giving power.

Not knowing languages was also seen as a way of preventing enemies or rivals from having power.  The Qing did their best to prevent foreigners from learning Chinese and Manchu.  This even went as far as making teaching foreigners Chinese in Canton in the early nineteenth century a capital offence (Lovell 2011).

Current politicians in the UK who do little to promote the learning and teaching of modern foreign languages could learn from the Qing Emperors.

Lovell J (2011) The Opium War London: Picador

There is an interesting report in today’s Guardian of moves against the “Englishing” of degrees in the Netherlands 

Last weekend we visited our son in Cardiff and went to the reframing Picton exhibition at the National Museum of Wales 

My son is studying in Germany and we went to visit him last week.  We met in Dusseldorf and went to a museum about the state he is living in and there was an interesting section on immigration into the state.  Language was often an important issue and this is one of the captions.

It is interesting that she believed that "language is a key to life in Germany".  They are described as learning German from dictionaries, which no teacher training course on language teaching would recommend.  However, this seems to show how important having investment in wanting to learn a language is (Norton 2010).  These people have a real investment in the imagined community they want to join.

Norton B (2010) "Identity, Literacy, and English-LanguageTeaching" TESL CANADA JOURNAL/REVUE TESL DU CANADA1VOL. 28, NO 1, WINTER 2010

I had read about the term pашизм (literally transliterated as "rashism") being used as a way to refer to the ideology that justifies the invasion of Ukraine and I had assumed that it was mixture of Russian (just represented by the "r") and fascism (represented by the rest of the word).

In this article  https://www.nytimes.com/2022/04/22/magazine/ruscism-ukraine-russia-war.html Snyder argues that it is more complex than this and that the "ra" links to the way that Russia is pronounced in Russian (it is written as Россия but pronounced more like /ræsiːjə/.  He also suggests that the pашизм links it more closely to the English pronunciation of Russia/Russian.  As a result, he thinks the transliteration should be "ruscism".  I am not sure that I am completely convinced by this but it is an interesting hypothesis.

There is also much interesting discussion of the role of bilingualism in the Ukraine and presumably this means that there is great potential for cross linguistic puns and creative language.

As someone who knows Russian quite well and has just started learning Ukrainian, I am struck by how much of the lexis is diffferent and Snyder gives examples of this but I am finding I get most sentences correct when doing Duolingo as the grammar seems so similar.

Snyder T (2022) "The War in Ukraine has unleashed a new word" The New York Times Magazine April 22nd 2022 Available at https://www.nytimes.com/2022/04/22/magazine/ruscism-ukraine-russia-war.html (Accessed 27/04/2022)

I greatly admired Ilya Kaminsky's long poem "Deaf Republic" and so I was interested in his views of language and writing about the situation in Ukraine at https://lithub.com/ilya-kaminsky-on-ukrainian-russian-and-the-language-of-war/

He refers to Russian speakers now choosing to use Ukrainian as a reaction to Putin's threats and of course what later turned out to be actions.  There is a sad account from a poet of how:

"I have never felt discriminated against because I spoke the Russian language. Those are myths. In all the cities of Western Ukraine I have visited, I spoke with everyone in Russian—in stores, in trains, in cafes. I have found new friends."

So, the language itself is not the problem and it was often a way of bringing people together.  This also undermines Putin's argument that he is protecting Russian speakers from discrimination (but, of course, this is just one account).

An even more interesting and tragic point is made about a Ukrainian poet:

"Just as Russian-language poet Khersonsky refuses to speak his language when Russia occupies Ukraine, Yakimchuk, a Ukrainian-language poet, refuses to speak an unfragmented language as the country is fragmented in front of her eyes. As she changes the words, breaking them down and counterpointing the sounds from within the words, the sounds testify to a knowledge they do not possess. No longer lexical yet still legible to us, the wrecked word confronts the reader mutely, both within and beyond language."

It seems that the way to express the broken world is to use language that is as broken as the world it represents.

Kaminsky then reflects on the issue of himself writing in English and presumably this reflects another angle and other ways of representing a perspective on the events.

I was listening to this podcast while walking to play football today.  

It is an interesting and informative discussion about accents and how they relate to perceptions of people.  It mainly focuses on English but some references are made to other languages.

There are some key points that are relevant for students of L101, in particular.

1 Accents are not neutral.

2 There is nothing intrinsically good or bad about any sound or any accent.  However, they do have social implications.

3 RP is a rare accent.

4 There are accents for most (perhaps all?) languages.  They are not unique to English.

.... to duolingo.

I started practising Russian and Chinese last year on duolingo last year.  These are both languages I have studied before (in the 1980s) and I lived in China from 1986 to 1988 and Russia from 1989.  Duoloingo provides a good chance to practise for free and I think I do benefit to some extent although the practise is very decontextualised.

For any readers unfamiliar with Duolingo (https://www.duolingo.com/), the basic version is free.  A large number of languages are available but there are several gaps (eg Bulgarian).  There are a large (but finite) number of short "lessons" in each language taught - they are more like tests than lessons, though, in most cases.  The user starts with five "hearts" that are needed to access the lessons.  Each time they make a mistake, they lose a heart and when all are lost, they either have to do a practice lesson or wait for a period of up to four hours.  There are also "gems" that are needed to access some content and they are added as rewards for some achievements.

Users are put into groups who are encouraged to compete.  Users get messages that they might be relegated or that someone has overtaken them.  It is interesting how seriously I take not being relegated although it does not affect my learning at all (I get no change in what is available for me).  My wife and brother who also use the app are also anxious not to get relegated.

There are also frustrations.  Sometimes I write a translation that seems reasonable but the app rejects it.  It is possible to report this with a menu item "My answer should have been accepted" and sometimes I get emails saying my suggestion has been accepted but I still lose "hearts" which means that I cannot continue for a period of time. 

Another problem is sometimes the app crashes and I lose hearts and/or gems through no fault of my own.

I have more or less finished the Chinese course.  I have done the basic lessons and only have some lessons to get "legendary status" (legendary for who? 😀) left to do.  I have done some of these but I have to preserve my gems to access these.  It is interesting that there is some fairly key vocabulary not taught.  Despite several lessons on food, the words "soy sauce", "vinegar" "leek" and garlic" (fundamental ingredients) have not been mentioned.  There is a very difficult lesson on "net slang" that features "otaka" (the app seems to think this is an English word - it seems to mean a person who plays computer games all day).

I am well through the Russian course and I recently started Norweigan as a new language - I decided on this because I am interested in the writer Knausgaard but I imagine it will be a long time before I can read him in the original.

Does any of this give me insights for my own work as a teacher?  I think the ability to do short periods of learning is useful for students and is something I should emphasise to students of language.  My choices of language show that outside factors such as interest in cultures are important.  I do feel frustrated by the lack of context.  Sometimes the sentences taught raise questions it would be interesting to discuss (eg one question taught was "Which presents should not be given to Chinese people".  I know partial answers (eg I have been told clocks are unsuitable for retirement) but it would be interesting to have more.

The example of Duolingo is discussed in L161 so it is useful to have experience of it as a "consumer".

I have just finished marking first assignments for LB170 and L161.  As I have two groups for both courses at the moment (I am covering for one L161 course), it has been a busy time.  As usual, there is a great variety but it seems some students have underestimated the amount of work they needed to do and wrote answers that they could have written without studying the courses.  I hope that my feedback will encourage them to make use of what they are studying in their future assignments (and presumably this is a major reason why they have assignments so early in the course.

Alice Roberts posted an interesting problem posed to a translator of one of her books.

https://twitter.com/thealiceroberts/status/1425444246321041414?s=21

https://twitter.com/thealiceroberts/status/1425444247776514052?s=21

I suspect a translator would need to be of a certain age as well as having a good knowledge of British culture to recognise the Smash advertisement.

This is quite an interesting video on the history of Spanish.  I suppose it has something in common with Horrible Histories in style.

https://www.youtube.com/watch?v=BAGak27LddQ

My wife sent me the following sentence from an email she received:

"My dad was on Open University BBC late night TV when I was a kid as the classic bearded wool jumper wearing maths type lecturer!"