When is bacon not bacon?

An American asking for bacon in Britain would be in for a surprise.

An American asking for bacon in Britain would be in for a (delicious) surprise, and vice versa.

Blog post based on an article in English Today, written by M. Lynne Murphy

In the most recent issue of English Today, I discuss some words of general English whose apparent similarities hide some subtle differences in meaning. Words like sandwich, soup and bacon might have similar dictionary definitions in the UK and US, but Britons and Americans have different expectations when they order these things in a restaurant.

The ‘prototype approach’ to meaning helps us to describe and explain these differences. According to that approach, meanings are organized around some idealized view of a ‘typical’ example of the category (a prototype).

So, for example, whether something is called a cup depends on the degree to which it matches the ideal of ‘cup-ness’ and whether it echoes ‘ideal cup-ness’ better than it echoes ‘glass-ness’ or the ‘bowl-ness’ ideals.

This is in contrast to a ‘classical’ view of meaning where something would be called a cup if it had all the properties that all cups have, and if those properties together are sufficient to distinguish cups from glasses, mugs or bowls. (That approach doesn’t work because there may be no properties (a) that all cups have and (b) that are collectively sufficient to distinguish cups from other vessels.)

This means that the things we call cups can be very different from one another (china teacups, disposable foam coffee cups, plastic beer cups, medicine cups), and that some things are more likely to be called cup than others.

When we look at cross-dialectal differences, as in the meaning of soup, the word initially looks like it has the same meaning across dialects because there are a lot of things that all English speakers would call soup. But at the boundaries of the category, there are things that Americans would call soup that Britons would call stew – because the prototype for soup in British English is ‘smoother’ than the prototype for soup in American English.

In the article, I mention the word boot, which Willett Kempton investigated in Texas and Britain. He showed that the two groups varied in their ideas of what constituted a typical boot, with the Texan prototype extending further above the ankle than the British one. The Texan prototype fits better with cowboy boots, the British one with walking boots or army boots.

This means that, say, if asked to draw a boot, the Texans would draw taller ones than the Britons would. But still, Texans and Britons still use the word boot to refer to ankle boots, riding boots, combat boots—mostly the same things, because they’re all ‘close enough’ to the boot ideal—which includes other properties like being closed (as opposed to gladiator sandals), sturdy (as opposed to slippers), weather-proof, etc.

Since writing the article, though, I’ve been struck by a particularly British use of boot: to refer to a certain style of Converse-brand footwear. The ‘Chuck Taylor’ or ‘All-Star’ shoe comes in an above-the-ankle style or the ‘low-cut’ or ‘Oxford’ style. In American English, when you need to distinguish between the two, the taller ones are high-tops. But in Britain, I’ve often heard them called Converse boots. Indeed, as I write this (28 July 2016), the News on the Web corpus (2010-yesterday) has 12 instances of Converse boots: 10 from Britain, 2 from Ireland. To an American ear, using the word boots for canvas high-top sneakers seems just weird. Converse high-tops comes into the corpus 7 times: 4 from the US, 3 from Canada.

The difference between my aversion to calling the ankle-high version boots and my English spouse’s everyday “Have you seen my grey Converse boots?” can be explained by our differing prototypes for boot. In neither dialect are Converses at the centre of the ‘boot’ category. If I asked the spouse to grab some boots for me to pack for a trip, he’d go for leather knee-high things before he’d go for the Converses, because the leather ones satisfy more ‘typical’ properties of boots: they’re sturdy, weatherproof, reach above the ankle, etc.

But when we get to a kind of footwear for which British English lacks the vocabulary, the Converses come close enough to the ideal category to be allowed into the category of “things that can be called boots”. It works for British because even though canvas shoes aren’t sturdy or waterproof or anything else that ‘typical’ boots are, they do reach the place on the leg the British ‘typical boots’ reach. For Americans, they’re just not booty enough to be called boots because, in addition to their non-sturdiness, they’re not particularly high.

And so Americans had to come up with a new word for shoe styles that are not-quite boots: high-tops. (This happened at least 20 years before the Converse started making shoes, because other shoemakers had ‘high-top’ and ‘Oxford’ styles.) Converse does make a version of the All-Star that comes all the way up to the knees. In my American idiom, I’d have no problem calling those boots because they better match the American idea of bootiness.

The more I think about names for human-made things, the more I find British/American prototype differences. They rarely cause interruptions to communication, but they do make one wonder: how often do we not-quite-communicate without noticing?

For more information, and to delve into detail on the differences between British and American bacon, read The differences behind the similarities, or: why Americans and Britons don’t know what the other is talking about from the latest issue of English Today. View and download the article for free through 31st August.

The influence of German on the English language

'Pils' is one German word that has become a part of the English lexicon

‘Pils’ is one German word that has become a part of the English lexicon

Blog post based on an article in English Today, written by Julia Schultz

While there is a multitude of studies on the influence English has exerted on German, the converse language contact scenario has been comparatively neglected. German borrowings which have recently been assumed into English have as yet received little attention in current research. The present paper intends to shed light on the impact of German on the English vocabulary in the 20th century, filling an essential gap in the literature of borrowings and constituting an important update to previous investigations of the German-English language contact situation.

Dictionaries available in electronic form have become valuable sources for linguistic research. For example, the digitalized form of the Oxford English Dictionary Online makes it possible to carry out a precise count of all the lexical items which show a German origin in their etymologies. The findings presented in this paper are based on the analysis of a comprehensive lexicographical corpus of 1958 German borrowings retrieved from the OED Online.

The German borrowings taken over into English in the last few decades have been grouped into manifold domains with their different subcategories in order to give a rounded picture of the different subject areas and spheres of life enriched by German in the recent past. These include, for instance, the fine arts, cooking, wine, beer, politics, war and the military, language and linguistics, entertainment and leisure activities, sports, people and everyday life, electronics, telecommunication and computing, mathematics and the humanities, the natural sciences, and others.

Vocabulary adopted from German into English in recent times is characterized by its great variety. It encompasses a considerable number of specialized terms, such as Waldrapp (specifying a variety of bird) and inselberg (a technical term in geomorphology for a type of mountain or hill), which are borrowings only known to the specialist, as well as words which have made it into common usage and relate to everyday matters. Some illustrative examples of 20th century German borrowings which appear to be on everyone’s lips are rollmop, bratwurst, Pils, angst, dirndl, autobahn, blitzkrieg, Third Reich, to abseil, Bauhaus and pH.

For more information, view and download the article from English Today with complimentary access (not even a single Deutsche Mark) through 31st August.

New words show how our world is changing

LanguageHow do new words reveal the intricacies of our world?

Blends are combinations of two – or, more rarely, three – source words into one through concatenation of clipped morphological material and/or phonological overlap as in smog (< smoke + fog). Even though lexical blending is not a recent word-formation mechanism whatsoever, in the article entitled ‘‘Blended’ Cyber-Neologisms’ Amanda Roig-Marín argues that the coinage of blends in the semantic field of technologies uniquely responds to the speaker’s need to convey the blended realities that have begun to characterise present-day technological devices and related phenomena (e.g. Dronestagram (< drone + Instagram) ‘posts of aerial pictures’ or twimmolation (< Twitter + immolation) ‘the ruin of a person’s reputation because of insensitive Twitter posts’).

This study examines data collected over the period of fifteen years (2000-2015). Since dictionaries cannot keep up with the constantly increasing number of lexical items coined, the author made use of two online neologisms databases, namely Word Spy and The Rice University Neologisms Database, to retrieve truly novel blends. She firstly contextualises this type of cyber-blended words and explains why lexical blending is preferred over simple clipping or compounding. Subsequently, she offers a taxonomy of cyber blends according to the morpho-semantic patterns of these new words.

Likewise, she forecasts the formation of a paradigm akin to what Frath (2005) calls “hamburger type”, that is to say, that some word components such as those based on blog and twitter/tweet (as in vlog (< video + blog) ‘a blog in which the posting takes the form of videos’ or twitchfork (< Twitter + pitchfork) ‘an organised campaign on Twitter to express discontent or attack targets’) can achieve autonomy and thus start to be used productively, as it also happened with the sequel series (e.g. interquel and prequel) or the literati series (digerati, glitterati, etc.).

Access the full article for free through 31st August.

Dialect Matters – Respecting Vernacular Language

Blog post written by Peter Trudgill author of Dialect Matters – Respecting Vernacular Language

Dialect Matters

Academic linguists are often asked questions like: Is it really bad form to sometimes split your infinitives? What exactly is wrong with saying “I done it”? Why is the pronunciation of younger people these days so irritating? Why is it OK to drop the k in know but not the h in house? Why do railway companies prefer to have customers alighting from trains rather than passengers getting off them? And what is so important about sentences not starting with a conjunction?

This book argues in favour of the language of ordinary people. It champions everyday vocabulary, such as passenger, as opposed to business-school jargon like customer. Its supports nonstandard dialects, including forms such as I done it, in the face of the tyranny of the view that the standard dialect is the only “correct” and “grammatical” version of the language. It cherishes the English used by native speakers in their everyday lives, not least where they appear to defy the views of pedants who attempt to impose “rules” on us – for example about split infinitives – which have been invented for no good reason. It makes the case for vernacular usage as opposed to politically correct language. It demands respect for local ways of pronouncing local place-names. It asserts the primacy of spoken language and explains the importance of discourse markeres like “like”. And it defends minority languages like Welsh and Navajo, where these are threatened by majority languages like English.

The book is a collection of my weekly columns on accent and dialect from the Eastern Daily Press newspaper, revised and annotated for a wider audience. Many of these essays deal with the history of the English language. Others explain the origins of place-names. Some discuss the ways in which languages change while dismissing the loaded notions of deterioration and progress. Several of the columns look at political problems brought about by language issues; and stress the tragedy of language death. The coverage ranges from England to New England and Moldova; from the languages of indigenous Australians and Americans to the Old Norse tongue of the Vikings; and from vocabulary to phonetics and grammar. One of the pieces even boasts what is quite possibly the first ever usage in a regional British newspaper of the word phonotactics.

One of the main purposes of these columns is to broadcast a message of anti-prescriptivism, anti-linguicism, and respect for demotic linguistic practices. Prescriptivism is a form of prejudice which is so widely accepted in the English-speaking world that it is taken by many people to be axiomatic. Prescriptivists believe that there is only one way in which English “ought” to be spoken and written, and that any deviation from this is “ignorant” or “wrong”. If you ask them their justification for claiming that the sentence I done it is wrong, they may well answer that “everybody knows” it is. In this book, I try to show that this is not so. And I oppose negative attitudes like this – which are sadly held even by many highly educated and otherwise thoughtful people – by proposing that we should cultivate a positive stance towards all the different ways in which English is spoken around the world.

By the term “linguicism” I refer to a phenomenon which is, in its way, every bit as pernicious as racism and sexism, and which these days is more publicly and shamelessly displayed than those other evil phenomena. Linguicism involves being negative towards and discriminating against people because of their accent, dialect or native language. The totally false idea that some dialects of English are – in some mysterious and never specified way –“better” than others has many unfortunate consequences, not least the denigration of whole groups of our fellow human beings.

But I also attempt to convey the message that language is a mysterious, fascinating and enjoyable phenomenon which not enough people know enough about. I have attempted to use my columns as an opportunity to show that language is an extraordinarily interesting phenomenon, especially when we do our best to think about it analytically and positively, without preconceptions and prejudice. Nothing is more important to human beings than language; and I hope that in this book I have succeeded in illustrating the degree to which all languages and dialects are not only worthy of respect and preservation but, as complex creations of human societies and of the human mind, are also highly rewarding and pleasing to discover more about.

All the 150 or so columns in the book are about language in some shape or form, and contain linguistic information with insights which will be of interest to university students and teachers of linguistics, as well as to high-school English Language teachers and their classes: indeed they have already been used to stimulate discussion in classrooms from New Zealand and the USA to the British Isles. For the benefit of this type of reader, most of the pieces in this book are accompanied by brief Linguistic Notes of a technical nature which general readers need not bother with unless they want to achieve a more academic understanding of the issues involved. Local background notes are also provided where necessary for readers not familiar with East-of-England background of a number of the columns.

 

 

(Un)separated by a common language?

ENG 2016Blog post supplementary to an article in English Today written by © M. Lynne Murphy

Last night, I wondered ‘aloud’ on Twitter if British-American English dictionaries are the worst lexicographical products out there. This was after flipping through The Anglo-American Interpreter: a word and phrase book by H. W. Horwill (1939). At first, when I read Horwill’s claims that Americans ask for the time with What time have you?, I thought ‘Wow, American English has changed a lot since 1939’. But as I kept reading the unexpected items in the American column on each page, the British column sounded more and more like contemporary American English. I started to suspect something was amiss. And in the preface I found it: ‘The present book is an original compilation based on more than thirty years’ reading of American books and newspapers, supplemented by what the author has heard with his own ears during two periods of residence in the United States’. The author is bragging that he didn’t reproduce information from earlier works ‘without independent verification’. But did he get independent verification about the things he experienced with his own eyes and ears?

You and I have a great advantage over Mr Horwill, in that we live in the computer age. So we can do things like look in the Corpus of Historical American English (Davies 2010–) and see that the corpus has four examples of What time have you? between 1800 and 1940, but 219 examples of What time is it? We would not conclude that What time have you? is what Americans routinely said in 1939, but we might wonder if it was used in certain circumstances or regions.

I enjoyed finding this book and its oddities because it is the British mirror of a American book that I mention in my recent article ‘(Un)separated by a common language?’ (Murphy 2016). This is the first of a series of four pieces I’m writing for English Today about American and British Englishes: what can be studied about them and how we might think about them. The essay argues that American and British differences should not be dismissed as ‘minor and uninteresting’. Whether they’re minor or not depends on one’s standards for ‘minority’, but they’re certainly not uninteresting. What they are is misunderstood.

Like Horwill, the author of Understanding British English (Moore, 1989) was an enthusiast for the other country. She watched British television, read British and Australian books, and took two vacations in the UK where she acquired some British pen-pals. The book’s listing of British English vocabulary thus contains Australianisms, some misapprehensions of meaning, quite a few questionable part-of-speech judgements, and some words that are perfectly good American English (but apparently not used by Moore).

The problem for Horwill, Moore and many other interested observers of language, is that our experience of English is deeply personal (no one else has heard/read/said all the same words and phrases as you have) and we have a deep need to generalize and stereotype. If you phrase something in a way that I’ve not heard before and we have similar accents, I might think ‘There’s an expression I didn’t know’ or ‘Wow, isn’t she poetic?’ or ‘Hey, he’s saying that wrong’. But if someone with a different accent says it, we are apt to conclude ‘Oh, that must be how those people say it’. The fact is: it still could have been an expression I didn’t know. Or poetic. Or a speech error. And another fact is: I probably didn’t notice the dozens of earlier times when they expressed a similar notion using words I would have used.

We’re so confident that we know our own dialects that we are more than willing to make conclusions about others’. It’s not just enthusiastic-but-amateur dictionary-writers who do this. Articles in the news about Britishisms or Americanisms routinely misidentify the sources of words and phrases (for examples, see Murphy 2006–). Now that we’re in the information age, we have the tools to avoid these mistakes: well-researched dictionaries, accessible linguistic corpora, and the ability to ask people on the other side of the world whether they’d say X or Y—and to get an almost immediate response. It concerns me when those tools aren’t used.

So, before you conclude that that thing you heard on Downton Abbey is ‘how the British say it’ or that Americans ‘don’t use adverbs’ (see Pullum 2014), remind yourself that:

(a) you heard an individual speak, not a nation,

(b) your mind biases you to notice differences rather than similarities, and

(c) you could look it up!

 

References

Davies, Mark. 2010-. The Corpus of Historical American English: 400 million words, 1810-2009. Available at http://corpus.byu.edu/coha/.

Horwill, H. W. 1939. An Anglo-American interpreter. Oxford University Press.

Moore, Margaret E. 1989. Understanding British English. New York: Citadel Press.

Murphy, M. Lynne 2006. Separated by a Common Language (blog). http://separatedbyacommonlanguage.blogspot.com

Murphy, M. Lynne. 2016. (Un)separated by a common language? English Today, 32, 56-59.

Pullum, Geoffrey K. 2014. ‘Undivided by a Common Language’. Lingua Franca (blog), Chronicle of Higher Education, 17 March. Available at <http://chronicle.com/blogs/linguafranca/2014/03/17/undivided-by-a-common-language/> (Accessed September 30, 2015).

 

 

English and international students in China today

ENG 2016Blog post written by Werner Botha based on an article in English Today 

Between 2009 and 2010, and again between 2012 and 2014, I visited a number of higher education institutes in China in order to research the role of English in the Chinese higher education system. One interesting finding from this research was that China has evidently started promoting itself as a hub for international education. Although the largest proportion of foreign students in China today are attracted by Chinese language programmes, an increasing number of such students are signing up for full degree courses in subjects such as medicine and engineering. An interesting phenomenon is that some university degree programmes in the country are being offered as English-medium degrees to foreign students, from undergraduate to postgraduate levels. So far, very little research has been carried out on how these programmess are being conducted, the reception of these programs by foreign students in China, and the impact this is having on the use of languages on China’s university campuses. It certainly is the impression that the attraction of international students to China’s higher education institutions would no doubt alter the dynamics of language use on these university campuses. In order to investigate this, I set out to study the reception and use of English by foreign university students in an international degree program: the Bachelor of Medicine and Bachelor of Surgery (MBBS) in the School of Medicine of one of China’s leading universities.

My case study provides an example of how English-medium instruction programmes are currently being used to attract foreign students to China’s universities, partly in order for these universities to promote themselves as ‘international’ institutions. This case study also shows that the most of the international students were recruited from the Asian region and almost all of these students speak English only as a second or additional language. Although many of these students indicated that they value the opportunity to study medicine in China in the English language, some felt that there was still room for improvement in how these courses were being delivered, especially in terms using English as a medium of teaching. Furthermore,  it is my impression from this research that the language ecologies on Chinese university campuses are in fact often quite diverse, with students (both foreign and local) using a number of languages and language varieties in their extra-curricular lives, while using English and Putonghua (or Mandarin) in their formal education. One other interesting finding from this study is that the international students I surveyed were required to graduate from their medical degree programme with a certain level of proficiency in Putonghua. This requirement appears to provide additional opportunities for these international students to expand their already multilingual repertoires even further, thus adding to the linguistic diversity in their lives. I believe that much more sociolinguistic fieldwork is required in order to further understand and explain the dynamics of language use and the role of English (and other languages and language varieties) on China’s university campuses today.

Read the full article ‘English and international students in China today’ here 

 

A deserted desert

ENG 2016Blog post written by Michael Bulley based on an article in the journal English Today 

Why that title? Well, desert is one of those spellings, like defect, where a change of stress-pattern alters the meaning, the quality of one of the vowels and the grammatical category. Also, desert, the noun, has the same etymological origin as desert, the verb, though we do not nowadays think of a desert as a place people have deserted. Those two words also belong to a smallish group in English that begin with the prefix <de-> followed by <s> and a vowel. That group is the topic of my article.

Leaving out rare words and obvious derivations, the list I came up with is this:

desalinate, desaturate, desecrate, desegregate, deselect, desensitise, desert, deserve, desiccate, design, designate, desire, desist, desolate, desuetude, desultory

There are several ways you can group them. The one I fixed on was the pronunciation of the prefix. There are three possibilities: [dɪ], as in deserve, [di], as in deselect, and [dɛ], as in designate. Having established those three groups, I then look at what the similarities and differences are within and across them according to three other criteria. These are:

1) The pronunciation of the <s>, whether unvoiced, as in desecrate, or voiced as in designate.

2) The sense of the prefix. Sometimes it implies separation or privation, as in desalinate, and sometimes not. The <de-> of desiccate, for example, just seems to reinforce the sense of the root, as the word does not mean to remove dryness.

3) The independence or not of the root. In deselect, it is independent. In desist, it is not. In design, it is and it isn’t. For, although sign exists by itself, there is a change of sense from that in the compound and the <s> is unvoiced, whereas in the compound it is voiced.

What prompted me to think of this topic? It was an oddity of French orthography, where the prefix <dé->, added to a root beginning <s> plus vowel, becomes <des->, the double <s> ensuring an unvoiced pronunciation. So, French has dessiccation, with a double <s>, whereas English has desiccation, with only one.

I finish the article with dessert. That’s another French word with the precautionary, but slightly illogical, double <s>. We anglophones have to spell it that way, because it comes directly from French, but we cock a snook. For how do we pronounce that double <s>? As a  /z/!

Read the full article ‘A deserted desert, Various ways of looking at a small group of words

Keep off the grass? No way!

Jan 2016 - ENG Cover imageBlog post written by Hu Xiao Qiong based on an article in the journal English Today 

China’s rapid economic development is constantly making English more widely used in China. One convincing piece of evidence is the bilingual use of Chinese and English public signs, which has become “an attractive linguistic landscape”.

This paper discusses the ‘appropriateness’ of two possible translations of a public sign “小草微微笑,劝君绕弯道”: one is the literal translation – “The grass is smiling. Please walk on the path”; the other presents an indirect translation that conveys the basic meaning of the sign – “Keep off the grass”. Many Chinese researchers approve of this indirect translation. The author of this paper, however, considers the literal translation to be more culturally appropriate as it represents the Chinese rhetorical style, communication mode, philosophical meaningand politeness. The paper argues that the use of indirect translation for public signs will never result in ‘an attractive linguistic landscape” unless it promotes and spreads the cultural values of the literal translation. In support of this argument, a survey, carried out by the author, involving 287 Chinese and non-Chinese, demonstrated that the great majority preferred the literal translation, i.e., “The grass is smiling. Please walk on the path”. So “ Keep off the grass”? No way!

Read the full article ‘Keep off the grass? No way!’ here

 

Microsoft Grammar and Style Checker (‘Consider Revising’)

ENG 31 4Blog post written by  Viktorija Kostadinova based on an article int he journal English Today 

One might assume that usage books and style manuals are the reference sources for those seeking advice on correct grammar or proper language usage. However, computers have changed the ways in which we communicate, and grammar and usage have not been spared. Language advice now comes in various forms on the Internet, and grammar rules and style recommendations are incorporated in grammar and style checkers in word-processing software. This raises all sorts of interesting questions regarding the effects of grammar and style checkers on language use and attitudes to language usage.

Users of Microsoft Word, the most widespread word-processing software, are likely to be familiar with the green squiggly line. Whenever you make a grammatical or stylistic error, the program alerts you to it by underlining the problematic sequence, and often offers ‘correct’ options. Although this may seem fairly straightforward, an issue that arises is that grammar and style are not as fixed as spelling. It is also somewhat unclear what grammar rules and style recommendations form the basis of the program’s error-flagging process.

What impact does this functionality have on Microsoft Word users? Is this kind of grammar and style monitoring useful, does the Microsoft Word grammar and style checker act as an ‘invisible grammarian’ that perpetuates conservative ideas about language usage and style?

Examining the experiences of Microsoft Word users may reveal quite a lot about the actual influence of the grammar and style checker on people’s perceptions about language use. Do people accept the program’s suggestions uncritically, or do they engage with it and adapt the settings based on their own stylistic preferences? Do they alter their sentences just to make the squiggly line disappear or do they turn the grammar checker off completely? To find out, I launched a short survey on the topic; readers are invited to contribute by filling out the survey available at http://bridgingtheunbridgeable.com/english-today/. All feedback will be greatly appreciated and the findings will be presented on the Bridging the Unbridgeable blog.

You can also read the full article ‘Microsoft Grammar and Style Checker (‘Consider Revising’)’ here

 

English Spelling Variation and Change in Newspapers of Mainland China, Hong Kong and Taiwan

ENG 31 4Blog post written by Yonghou Liu and Ye Zhao based on an article in English Today

English spelling variation and change in the Greater China have been left inadequately explored. This study investigates the spelling preferences for Standard British English (BrE) or Standard American English (AmE) of China Daily (Mainland China), The Standard (Hong Kong) and Taipei Times (Taiwan) over a 10-year period, 2001 through 2010. Occurrences of six representative spelling pairs (-our/-or, -ise/-ize, -ll/-l -re/-er, en-/in- and -mme/-m) are calculated in a corpus of 1080 passages from the three newspapers. The findings are: (1) Inter-newspaper synchronic spelling variation once existed. BrE spellings were preferred in both China Daily and The Standard. Both of them witnessed a preference shift from BrE spelling to AmE spelling around the years 2005-2007, broadly speaking. In contrast, Taipei Times adhered to the American spelling system throughout the period. Its spelling scenario has been much simpler and more consistent than that of the other two papers; (2) Diachronically, the three newspapers all experienced kind of Americanization in their spelling preferences, esp. for China Daily and The Standard. (3) The history of spelling preferences of China Daily and The Standard resembled each other, but the former’s spelling change was characterized with a state of flux while the latter’s change was more smooth and gradual.

As for the overall variation in the usage of British and American conventions, the American ones were used at a higher rate of frequency over the decade for all the six pairs. The study also supports the claim that a region’s English spelling variation is correlated with its historical context, and the consequent English orthography change is perpetuated by social changes, not only local changes, but also global ones – the elevated status of AmE as the global ‘prestige’ variety of English in this study. This kind of change has potential benefits. If regional variations are eliminated by the most prestigious variety, this might serve to help ‘tidy up some of the anomalies [and] give greater consistency to the whole system’ (Carney, 1997: 67). This in turn may avoid possible confusion for learners of English as an additional language. In the meantime, it seems reasonable to conclude that the rising prestige of AmE will inevitably continue to erode the global status of BrE, and cause a concern of the shift of language loyalty in a growing number of regions.

We invite you to read the full article here