Language attitudes are the feelings people have about their own language or the language(s) of others. Daily, we tend to form our opinions about others from the way they speak. Our attitudes to different varieties of a language colour the way we perceive the individuals that use those varieties.
In the Ghanaian society, there are basically two distinct varieties of English besides the standard Received Pronunciation (RP) and American English; these are the Standard Ghanaian English and GhaPE. The social distinction for the users of these varieties has for a long time been educational status. Whereas StGhaE was associated with the educated, the non- standard, GhaPE was associated with the uneducated class of the society, who were often seen as a class that struggled to express themselves in English against all odds.
Observing the Ghanaian society today, there seem to be a gradual attitudinal change especially among students in the second cycle and tertiary institutions towards the perceived non-standard of English, Pidgin. Pidgin English has been seen as a preserve of the uneducated and frowned upon by the schooled class. Recent development, however, shows the active use of a variety of Pidgin among students in Ghana. Huber terms it as an educated variety of Pidgin1 which he distinguishes from the uneducated variety, while Dako (2002) calls it Student Pidgin.
Table of Contents
1.1 Historical Context
1.2 Language attitudes
2. Analysis of the Questionnaires
2.1 Groups that constitute majority of speakers of Pidgin
2.2 Period of Active Acquisition and or Influence
2.3 Domains of Use
2.4 Reasons for use
2.5 Patrons in use
2.6 Language attitudes towards pidgin
3. Conclusion
Objectives and Research Focus
This paper investigates the shifting language attitudes toward Ghanaian Pidgin English (GhaPE) among students in secondary and tertiary institutions, aiming to reconcile the perspectives of both speakers and non-speakers regarding its social function, usage domains, and perceived effects on standard English proficiency.
- Sociolinguistic analysis of Pidgin as an identity-marking tool among Ghanaian youth.
- Evaluation of usage patterns across different regions and educational backgrounds.
- Exploration of the "fashionable" versus "communicative necessity" motivations for Pidgin acquisition.
- Assessment of the generational divide in attitudes toward Pidgin usage.
Excerpt from the Book
1.2 Language attitudes
Language attitudes are the feelings people have about their own language or the language(s) of others (Crystal 1992:215). Daily, we tend to form our opinions about others from the way they speak. Our attitudes to different varieties of a language colour the way we perceive the individuals that use those varieties (Meyerhoff 2011:58).
In the Ghanaian society, there are basically two distinct varieties of English besides the standard Received Pronunciation (RP) and American English; these are the Standard Ghanaian English (StGhaE) and GhaPE. The social distinction for the users of these varieties has for a long time been educational status. Whereas StGhaE was associated with the educated, the non- standard, GhaPE was associated with the uneducated class of the society, who were often seen as a class that struggled to express themselves in English against all odds (cf. Huber 1999:140).
Observing the Ghanaian society today, there seem to be a gradual attitudinal change especially among students in the second cycle and tertiary institutions towards the perceived non-standard of English, Pidgin. Pidgin English has been seen as a preserve of the uneducated and frowned upon by the schooled class. Recent development, however, shows the active use of a variety of Pidgin among students in Ghana. Huber (1999:140) terms it as an educated variety of Pidgin1 which he distinguishes from the uneducated variety, while Dako (2002) calls it Student Pidgin2 (SP).
Summary of Chapters
1.1 Historical Context: This section explores the origins of West African Pidgin English and the specific hybrid nature of Ghanaian Pidgin English resulting from contact between British traders and local populations.
1.2 Language attitudes: This chapter defines the theoretical framework of language attitudes and examines the social stigma traditionally associated with Pidgin versus its evolving status as an educated student variety.
2. Analysis of the Questionnaires: This section presents the primary empirical data collected via surveys, covering demographics, acquisition timelines, and usage patterns among the student population.
2.1 Groups that constitute majority of speakers of Pidgin: This analysis categorizes speakers by gender, language group, and regional background to determine the demographics of Pidgin users.
2.2 Period of Active Acquisition and or Influence: This chapter maps the timeline of Pidgin acquisition, highlighting the peak period of influence during Senior High School years.
2.3 Domains of Use: This section identifies the environments where Pidgin is utilized, noting its primary function as a peer-group solidarity marker over communicative necessity.
2.4 Reasons for use: This chapter investigates the motivations behind speaking Pidgin, emphasizing its role as a fashion-driven identity construct among youth.
2.5 Patrons in use: This analysis examines the social networks and interpersonal dynamics involved in Pidgin usage, such as interactions with peers versus authority figures.
2.6 Language attitudes towards pidgin: This section details the conflicting attitudes toward recommending Pidgin to others and the contrast between the judgmental tone of non-speakers and the defensive tone of speakers.
3. Conclusion: This final chapter synthesizes the research findings, confirming that while older generations continue to stigmatize Pidgin, it is increasingly becoming a standard element of youth identity in Ghana.
Keywords
Ghanaian Pidgin English, GhaPE, Language Attitudes, Sociolinguistics, Student Pidgin, Social Identity Theory, Educational Background, Urban Phenomenon, Peer Group Solidarity, Language Acquisition, Standard Ghanaian English, Linguistic Diversity, Youth Language, Identity Construction, Multilingualism.
Frequently Asked Questions
What is the central focus of this research?
The research examines the language attitudes toward Ghanaian Pidgin English among students, specifically investigating why it is spoken despite social stigma.
What are the primary themes discussed?
Key themes include the social function of Pidgin, its role as a marker of identity, generational differences in perception, and its usage patterns in educational settings.
What is the main research objective?
The objective is to reconcile the views of speakers and non-speakers of Pidgin to understand how the language is perceived and utilized in contemporary Ghanaian society.
Which methodology was employed?
The paper utilizes a mixed-methods approach involving an electronically administered questionnaire, personal interviews, and a review of existing sociolinguistic literature.
What does the main body of the work cover?
The main body focuses on analyzing survey data regarding the demographics of speakers, domains of use, reasons for acquisition, and the specific attitudes regarding the potential negative impact of Pidgin on standard English.
Which keywords characterize this paper?
Essential keywords include Ghanaian Pidgin English, Language Attitudes, Identity Construction, Peer Group Solidarity, and Sociolinguistics.
Why do students speak Pidgin even when it is discouraged by school authorities?
Students use Pidgin primarily as a badge of identity and a means of expressing solidarity with peers, rather than out of communicative necessity.
How does the "educated variety" of Pidgin differ from traditional views?
While historically associated with the uneducated, the current study highlights how students have adopted an "educated variety" of Pidgin that functions as a tool for neo-colonial resistance and social bonding.
What did the data reveal regarding the recommendation of Pidgin to others?
Interestingly, the majority of respondents—even many speakers themselves—stated they would not recommend Pidgin to others, often citing concerns about its potential to negatively influence English proficiency.
- Arbeit zitieren
- Ignatius suglo (Autor:in), 2012, Language Attitudes towards Ghanaian Pidgin English among Students in Ghana, München, GRIN Verlag, https://www.hausarbeiten.de/document/302327
