West Midlands English:Birmingham and the Black Country

This volume focuses on the closely allied yet differing linguistic varieties of Birmingham and its immediate neighbour to the west, the industrial heartland of the Black Country. Both of these areas rose to economic prominence and success during the Industrial Revolution, and both have suffered economically and socially as a result of post-war industrial decline. The industrial heritage of both areas has meant that tight knit and socially homogeneous individual areas in each region have demonstrated in many respects little linguistic change over time, and have continued to exhibit linguistic features, especially morphological constructions, peculiar to these areas or now restricted to these areas. At the same time, immigration from other areas of the British Isles over time, from Commonwealth countries and later from EU member states, together with increased social mobility, have meant that newly developing structures and more widespread UK linguistic phenomena have spread into these varieties. This volume provides a clear description of the structure of the linguistic varieties spoken in the two areas. Following the structure of the Dialects of English volumes, it provides: •A comprehensive overview of the phonological, grammatical and lexical structure of both varieties, as well as similarities between the two varieties and distinguishing features •Thorough discussion of the historical and social factors behind the development of the varieties and the stigma attached to these varieties •Discussion of the unusual situation of the Black Country as an area undefined in geographical and administrative terms, existing only in the imagination •Examples of the variety from native speakers of differing ethnicities, ages and genders •An annotated bibliography for further consultation

West Midlands English:Birmingham and the Black Country

This chapter provides an overview, discussing firstly the boundaries of the West Midlands area today within which Birmingham and the Black Country are situated, taking account of how they have changed across time. It includes a section on the demographic make-up of the region across time, before moving on to consider issues relating to language, culture and identity in section 1.5 on the theoretical underpinnings of the research upon which much of this book is based, particularly in relation to Chapters 2, 3 and 4 is also included. Section 1.6 then considers issues relating to research design, and the different methodologies adopted in research design and data collection and analysis by three separate projects which inform the chapters of this book. The Geographical Limits of the west Midlands: Where does it begin and where does it end? The Local Government Boundary Commission for England (2010: http://www.lgbce.org.uk/) gives the geographical range of the west Midlands as the five counties of Herefordshire, Shropshire, Staffordshire, Warwickshire and Worcestershire. The boundaries of these five shire counties date back to at least the twelfth century, being ancient subdivisions established by the Normans for administration purposes after the 1066 conquest. The shire counties were, in most cases, based on earlier Anglo-Saxon divisions. In 1974, as a result of population density concentrated in parts of the shire counties, a sixth county, that of the West Midlands, was carved out from parts of the three shire counties of Staffordshire, Warwickshire and Worcestershire.

What is English for? Language structure and the curriculum for English

This article uses Bernstein’s theory of pedagogic discourse to account for both the processes by which curriculum change occurs and the failure of efforts to introduce meaningful attention to language structure into national curricula.

Teacher logs and interactive decision-making:a case study of contingencies in an EFL organizational culture and the implications for teacher development for part-time teachers

This is a case study of a program of native speaker part-time EFL (English as a Foreign Language) teachers in a junior college in Japan. It has grown out of a curiosity to ascertain how the teachers have formed and continue to maintain a coordinated program in what would seem to be a disadvantageous national context where as part-time foreign teachers they are expected to do little more than just teach a few classes of mainly oral English. This study investigates the organizational culture the teachers have formed for themselves within their staffroom, and looks at the implications of this for part-time teachers in such an environment. More specifically, the study highlights that central to the program is an interactive decision-making function engaged in by all the teachers which has not only created but also continually enables an identifiable staffroom culture. This organizational culture is contingent on college and staffroom conditions, program affordances such as shared class logs and curriculum sharing, and on the interactive decision-making itself. It is postulated that the contingencies formed in this created and continually creating shared world not only offer the teachers a proficient way to work in their severely time-constricted environment, but also provide them with fertile ground for the self-regulation of a thus created zone of covert staffroom ‘on-the-job’ teacher development.