REGISTER in language usage with implications for teaching.

Closer Connections ConferenceOctober 1 and 2, 2009

Missy Slaathaug

We tell our thoughts, like our children, to put on their hats and coats before they go out.

H.W. Fowler, A Dictionary of Modern English Usage

Register defined

Sociolinguistics =

the intersection of language and society

How does language reflect society? How does language shape society?

“Questions of language are basically questions of power.”

Noam Chomsky, quoted by S. Romaine

A simple observation:

In different situations, people use different forms of language.

Depending on the situation, we use different words and phrases

For example, to refer to death:died, passed away, passed, passed on, moved on, expired, croaked, bought the farm, passed from life temporal to life spiritual, went to meet her Maker, be taken, meet one’s end, perish

different grammatical patterns Gimme a dime. Could I trouble you for the time? Do call me.

How do we start to analyze register? Depending on the situation –

So - look first at the components of the situation.

What is actually taking place? Where?

Who is taking part? What is their relationship?

What part is language playing?

Consider:

Social settingSituationAddressorAddresseeTopic

who, what, when, where

A fancy academic definition

The concept of register is typically concerned with variations in language conditioned by uses rather than users and involves consideration of the situation or context of use, the purpose, subject-matter and content of the message, and the relationship between the participants.

Suzanne Romaine,

1994

Register refers to: the variations in language which reflect

the particular situation

the goals of the communication

the relationship between the speakers power education intimacy

Joos’ Five ClocksThe concept of register has been around a

long time. introduced in the 50’s. Martin Joos’ outlined it clearly in his 1961

book The Five Clocks. quoted, referred to, kicked around by

many others: Cheryl Carter, Suzanne Romaine, and also Ruby Payne in her book A Framework for Understanding Poverty.

Frozen printed, unchanging language, formal,

almost scripted phrases that do not vary

Examples: The BibleThe Lord’s PrayerThe Pledge of AllegianceLawsPreamble to the US Constitution

Formal One way communication, no interruptions Used in impersonal, formal settings Follows a commonly accepted format - complete

sentences, more complex syntax and specific word usages

Often used to show respect Examples:

Introductions between strangers Rhetorical statements and questions Speeches, pronouncements made by judges, announcements standard for work, school, public offices and business

settings

Consultative Two way participation, professional setting Background information is provided (prior

knowledge is not assumed). Interruptions and feedback fillers allowed

(“uh-huh”, “I see”). More complex syntax, longer phrases

Examples Doctor:patient, lawyer:client, lawyer:judge, Teacher:student, Superior:subordinate Colleagues, peers

Casual Very informal language, ellipsis and slang are

common No background information provided “group” language – must be a member to use Interruptions common Context and non-verbal communication important

Examples: friends and acquaintances family teammates chats and blogs

Intimate Non-public Intonation as important as wording and

grammar Often a private vocabulary

Examples: husband, wife boyfriend/girlfriend twins (siblings) pets, I would also add

Interesting to note here, this is the language of sexual harassment as well.

Some rules of register use:

Moving from one register to another is OK – as long as you only go to the adjacent level.

More than that and you are in trouble – your language use is seen as inappropriate or even offensive.

Greetings in different registers Frozen: I want to welcome you to the

Closer Connections Conference, sponsored in part by Dakota TESL and SDALL.

Formal: Good morning. I’ll let Dr. Jones know you are here.

Consultative: Hello Mr. Smith. How are you doing this morning?

Casual: Hey, Jack. What’s up? Intimate: How’s my little puppy today?

Requests in different registers Frozen: Please submit the information at

your earliest convenience. Formal: Could you possibly type this up

for me by tomorrow? Consultative: Can you finish this after

lunch? Casual: Watch the door for me, OK? Intimate: Hey, darlin’, pour me a cuppa

joe.

Encouragement in different registers Frozen: As you commence this endeavor,

I offer you all my prayers and support. Formal: Thank you for applying for this

position. We will let you know in a week if you have been chosen for an interview.

Consultative: Thanks for following up on the Jones account. Great job!

Casual: Whoa, way to go! Nice catch! Intimate: You are so sweet. I’m crazy

about you, honey!

Partings in different registersFrozen:

Farewell, and godspeed.Formal:

Goodbye. We look forward to seeing you again.

Consultative: Goodbye. Have a good weekend.

Casual: Bye now – take care.

Intimate: later, darlin’.

How do we know what register to use? How does this work?

Language is behavior Part of our cultural code, unwritten rules Taught explicitly to children (and teens!) Absorbed as we mature Labored over consciously as we get older

in academic settings, or writing speeches other?

Mostly – we both learn registers and slip between them without conscious thought. It is part of being fluent in a language.

Vertical and Horizontal Register

This 5 part scale is usually visualized vertically – from most informal to most formal.

I would argue that is it rather more like a pyramid, and that the less formal categories have many sub-categories, according to criteria like ethnic/racial group socio-economic class age region, etc.

So the Casual Register for a group of white suburban teenagers is quite different from the casual register of a group of African Americans, or a group of Native Americans.

These would be differences in vocabulary (slang), grammar, intonation and usage and the differences might be quite fluid, changing often.

BUT!There is little room for variation at the

top of the pyramid.

The Frozen Register is just that – frozen. No creative melting or thawing allowed.

The Formal Register is close to that, and, I would argue, is based on white middle class formal English – again, the class in power.

Language is all about power, remember?

Language is all about powerTo re-visit this idea – We mark and judge people immediately uponspeaking with them. We make judgements about

their education their background their income their intelligence

We adjust ourselves in our relationship to them, according to each piece of linguistic information we receive.

EXPECTATIONS keeping in mind language =

power

We expect people in authority to speak a certain way, using the formal register. Businessmen Politicians Supervisors, administrators Professors, teachers Professionals (doctors, lawyers) TV Newscasters

We would be disappointed and disconcerted and distrustful if they did not.

A simple truthYou must master the upper registers if you want to get to certain upper positions in US society.

(barring rap stars, athletes and some other groups. They seem to have a ticket to ignore language register requirements.)

What does this mean for teaching?First some background.

Every language has different registers. Many mark them more overtly than English does.

Romance languages – tu/vous in French, tu/usted in Spanish, tu/lei in Italian

Germanic languages – du/Sie in German, du/ni in Swedish

Register in Japanese: a very complex system of honorifics

expressed by prefixes, suffixes, verb forms, vocabulary choices, etc.

organized into three main categories: respectful language humble language polite language

The first two are referent honorifics, used for someone being talked about, and the third is an addressee honorific, used for someone being talked to.

In addition, the Japanese system factors in:

Gender differences Age of each person communicating In-group/out-group Business dynamics between

superiors/subordinates and between businessman/customer

And we thought we had it hard!

If ESL learners do have such overt register markings in their native tongues, sometimes they feel that English is completely free-wheeling with its lack of markers.

No suffix to show respect – no need to worry about it at all then!

Implications for teaching

We know this is not the case –

so how do we address it with our learners?

Teach it.

Teach it. Why? We just explored some of

the socio-economic reasons why. (language is power)

Why not? The more information you can give learners about how this all works, the more power they have.

Teach it, continued.Beginners? Yes. In simple ways. Advanced learners? Yes, of course. The more fluent a person is, the higher the expectations of his/her cultural knowledge – he/she are expected to know what to do and when to do it. (Language is behavior.)

Teach it explicitly

Look for texts that present the idea of register in some fashion.

Look for texts that present different linguistic forms for learners to choose from and some sort of criteria for choosing It may be watered down – formal/informal

distinction. This is better than nothing!

Practice it. Include it in active practice

Set up role play situations. Ask learners to monitor their degree of

formality. Ask audience to judge degree of formality. Ask learners to flip it – from formal to informal. Exaggerate! How would you say this to the

President? To your neighbor and friend? To your principal? To your mother? To the Chairperson of your department?

Talk about it Point out examples in the language

around us.

Ask learners to listen for polite phrases or informal phrases in a listening exercise or when you have a guest speaker or a school assembly.

about.com – Kenneth Beare A clear discussion of register

A WONDERFUL list of example phrases, many of which I borrowed earlier

A GREAT list of business phrases for running a meeting – a formal situation that calls for specific language if ever there was one.

Beare, business register Opening

Good morning, everyone. If we are all here, let’s get started.

Welcoming and introducing We’re pleased to welcome. . . Please join me in welcoming. . .

Stating the principal objectives We’re here today to. . . I’ve called this meeting in order to. . .

Beare, continued

Intoducing the qgenda Have you all received a copy of the agenda? Shall we take the points in this order? If you don’t mind, I’d like to go in order today.

Moving forward Shall we get down to business? Is there any other business? Let’s move on to today’s agenda.

K. Beare He covers all the speech acts you need to

run a meeting, for example: Introducing the first item on the agenda Closing an item Giving control to another participant Summarizing Finishing up Setting the next meeting Thanking participants for attending Closing the meeting

Only non-native speakers?

Absolutely not.

This affects many of our learners. Native Americans identified as ELL’s

Adult education learners who may have little experience with the more formal registers of language.

This leads to thoughts of academic language versus playground language, or BICS and CALP, to use a few nice acronyms . . .

Cheryl Carter, Vernon Family Learning Center, Texas

ABE lesson online: Understanding language registers as a means to more effective communication

Learning Objective: Learners will have a clear understanding of registers of language, will be able to distinguish between different registers, and will be able to utilize these registers for more efffective communication.

Carter’s ABE lesson Introduction to Language Registers

Discussion, eliciting examples Recognizing Language Registers

with Little Red Riding Hood story in formal and casual register.

Using Language Registers Asks learners to construct their own

http://slincs.coe.utk.edu/gtelab/learning_activities/30carc.html

or internet search: Charyl Carter language register

The End.

Hope you found this interesting.

Contact me for resources, or just to talk.

Missy Slaathaugmissy@pie.midco.net