Sociolingiiistica de la Lengua Inglesa. Grado en Estudios Ingleses NO ESTA PERMITIDO EL USO DE NINGUN MATERIAL. Choose two of the following issues, explain them in your own words and provide examples. Write around 100 words for each of the two questions. a) Analyse “Gender’ as a variable in sociolinguistics, b) Explain the sociolinguistic situation in Cameroon c) Explain the distinction between pidginisation and creolisation Define the following six terms taken from the glossary. Provide brief definitions of no more than 60 words each including some examples a) Borrowing b) Black English Vernacular ©) Trilingualism d) Native Speaker e) Endangered language ) Corpus planning Comment, from a sociolinguistic point of view, on the following excerpt. You are expected to relate this extract to the contents of the subject in no more than 300 words. English is a language which has more non-native speakers than native speakers. [...] the non-native speakers can be divided into two types. First, there are speakers of English as a Foreign Language (EFL) who leam English as a vehicle of international communication. People in Germany or Japan or Brazil or Morocco who have leamt English will normally expect to use it in interaction with people from countries other than their own. Second, there are speakers of English as a Second Language (ESL). These are to be found in those nations where English is used as an official language, and/or as a language of education and/or as a means of wider communication within the country by people who are not native speakers. There are many such countries in the world. In the Americas, English is an important second language in Puerto Rico and also has, some second-language presence in Panama. In Europe, in addition to the United Kingdom and the Republic of Ireland where English is spoken natively, English has official status in Gibraltar and Malta and is also widely spoken as a second language in Cyprus. In Africa, there are large communities of native speakers of English in Liberia, South Africa, Zimbabwe and Kenya, but there are even larger communities in these countries of second-language speakers. Elsewhere in Africa, English has official status, and is therefore widely used as a second-language lingua franca in Gambia, Sierra Leone, Ghana, Nigeria, Cameroon, Namibia, Botswana, Lesotho, Swaziland, Zambia, Malawi and Uganda. It is also extremely widely used in education and for governmental purposes in Tanzania and Kenya. In the Indian Ocean, Asian and Pacific Ocean areas, English is an official language in Mauritius, the Seychelles, Pakistan, India, Singapore, Brunei, Hong Kong, the Philippines, Papua New Guinea, the Solomon Islands, Vanuatu, Fiji, Tonga, WesternSamoa, American Samoa, the Cook Islands, Tuvalu, Kiribati, Guam and elsewhere in American-administered Micronesia. It is also very widely used as a second language in Malaysia, Bangladesh, Sri Lanka, the Maldives, Nepal and Nauru. (In India and Sri Lanka, there are also Eurasian native speakers of English.) In many of these areas, English has become or is becoming indigenized. This means that these second-language varieties of English, as a result of widespread and frequent use, have acquired or are acquiring relatively consistent, fixed local norms of usage which are adhered to by all speakers. These varieties of English may differ, often considerably, from the English of native speakers elsewhere in the world, mainly as a result of influence from local languages. Thus native speakers of English may sometimes have some difficulty in understanding these non-native varieties. This is something of a problem, but it is not clear what should be done about it. [...] A particular problem arises in the case of speakers of non-native varieties of English who attempt to get English-language degrees at continental European universities. For example, 2 West African student's English may be more fluent than that of a German student, but is the WAfEng variety valid or appropriate in the German situation, and, more importantly, should such a student be allowed to teach English in a German school? There are no easy solutions to such problems. We believe, however, that as long as the differences from EngEng in, for example, an African's or Indian's English do not impair intelligibility greatly, then there is no reason at all to object to that variety being used in native English-speaking areas. Trudgill, Peter, and Jean Hannah, International English, Available from: VitalSource Booksheff (6th Edition), Taylor & Francis, 2017