Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2016 May/June Paper 4 · Variant 2

This document consists of 6 printed pages, 2 blank pages and 1 insert. DC (NF) 106885/1 © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level * 3 5 2 9 3 3 8 8 9 3 * ENGLISH LANGUAGE 9093/42 Paper 4 Language Topics May/June 2016 2 hours 15 minutes No Additional Materials are required. READ THESE INSTRUCTIONS FIRST An answer booklet is provided inside this question paper. You should follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. Answer two questions. You should spend about 15 minutes reading the passages and questions before you start writing your answers. You are reminded of the need for good English and clear presentation in your answers. All questions in this paper carry equal marks.

2 9093/42/M/J/16 © UCLES 2016 Answer two questions. 1 Spoken language and social groups The following text is a transcription of a televised interview with three members of the British music band Bastille, at the BRIT music awards ceremony in 2014. The three members of Bastille are Dan Smith, Chris Wood and Will Farquarson and the interviewer is Andrea Lilley. Discuss ways in which the participants are using language here to communicate. You should refer to specific details from the transcription, relating your observations to ideas from your wider study. Andrea: we are here with the most (1) AMAZING bastille at the BRIT awards 2014 (.) how on earth are you feeling↗ Chris: umm // Dan: we are (.) umm Chris: excited Dan: excited (.) nervous // Chris: anxious // Dan: umm (.) looking forward to seeing sophie and lucy1 later // Will: [laughs] // Dan: umm (.) yeah (.) err Chris: im also hungry // Will: slightly confused about what we’re doing here but // Dan: how are you feeling↗ [looks at Andrea Lilley, the interviewer] Andrea: well (.) i mean (.) im umm (.) id like to tell you im so excited for you guys (.) im so excited (.) youve had err (.) the most storming year (.) if you could pick one highlight where you thought (.) where your six-year-old self just goes (.) YAY (.) what was it Chris: oohh // Dan: you can take this one woody [looks at Chris] 5 10 15 20

3 9093/42/M/J/16 © UCLES 2016 [Turn over Chris: i’ll take this one (1) im going to say glastonbury2 (.) last year // Dan: yeah // Chris: that was pretty // Dan: that was (.) umm // Chris: that was intense Dan: totally unexpected (.) we werent expecting anyone to come and see us so Will: yeah i think glastonbury is one of those things that (.) almost all musicians dream of doing from very early on (.) so (.) theres no way its not going to be the most (1) but i mean (.) theres been so many things this year that have just been amazing (.) like we supported muse3 and that was insane (.) i (.) i // Dan: we got to release an album // Will: yeah (.) we released an album Dan: who would have thought Andrea: and on that note (.) youve also written your next album CW/DS/WF [all laugh] Will: have we now // Dan: quite a lot of it (.) yeah Andrea: and what (.) hows it going to be different↗ (.) are you writing about different stuff↗ Dan: writing about different things (.) err (.) theres a lot of different influences from kind of rnb4 and hip hop through to (.) you know (.) much heavier rock stuff (.) so yeah (.) we’re just um (.) just having fun messing around Notes: 1 Sophie and Lucy: friends of Dan 2 Glastonbury: a big, annual music festival in England 3 Muse: a famous rock band 4 RnB: Rhythm and Blues music TRANSCRIPTION KEY (1) = pause in seconds (.) = micro-pause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features [UPPER CASE] = words spoken with increased volume ↗ = upward intonation 25 30 35 40 45

4 9093/42/M/J/16 © UCLES 2016 2 English as a global language The passage below comes from an Australian website called The Conversation. It deals with the emergence of English as a global language and the disappearance of other languages. Discuss what you feel are the most important issues raised here relating to the changing use of English as a global language and how its use is affecting other languages. You should refer to specific details from the passages as well as to ideas and examples from your wider study. Renamin g English: does the world language need a new name? English is rapidly becoming a lingua franca in international communication for commerce and trade, education, science, international relations and tourism. It is the fastest growing language in the world, with more people speaking English than ever before. School children in India and China are learning English at a staggering rate as their countries emphasise the importance of English as a ticket to participating in the global economy. So why then do we continue to link this evolving internationalising language with a small island in Europe that once upon a time controlled the world? Perhaps it is about time we got rid of the “English” and start calling it something else – international, standard or common language? It is important to understand that there is not one English language; there are many. In fact, in Australia we don’t even speak and write English. We actually use Standard Australian English, which is not the same English that you might find in the United Kingdom, the United States, India or China. There are countless blends, pidgins, creoles and mixed English languages. At the same time that English is becoming the language of internationalisation, it is also becoming localised in different parts of the world as multiple world Englishes flourish. A sociocultural perspective on language considers the impacts of regional dialects, national standards and conventions, slang, different pronunciations and the use of communication technologies such as mobile telephones, texting and email. Our use of English depends on the contexts, audiences and purposes we are using it for. The rise of English comes with several concerns, including questions of cultural hegemony and postcolonial criticisms. While it is easy to shrug off such criticisms with the argument that English is necessary for social mobility, economic prosperity and education, there remain many unanswered questions around the social and cultural impacts of English as a global language. There is a real tragedy in the loss of language diversity as English takes over, placing other languages at risk of extinction. This has been acknowledged and efforts are being made to preserve indigenous languages in places such as Papua New Guinea, Brazil and Australia. However, is this enough? Are we destroying more than language through the rise of English as the international standard? 5 10 15 20 25 30

5 9093/42/M/J/16 © UCLES 2016 [Turn over 3 Language acquisition by children and teenagers The following text is a transcription of conversation between Amy (age 2 years 6 months) and her father. Amy is sitting at the table eating breakfast with her father. Discuss ways in which Amy and her father are using language here. You should refer to specific details from the transcription, relating your observations to ideas from your studies of language acquisition. Father: is your cereal good↗ Amy: [nods] i like my toast Father: you like your toast↗ Amy: i like my jamas [looks down at her pajamas] Father: you like your pajamas huh↗ (2) is the cereal good↗ (.) what kind of cereal do you have↗ Amy: see Father: oh i see (.) that looks delicious Amy: mm hmm Father: its cheerios1 right↗ (2) hey (.) we need to wipe your face (.) do you have a napkin↗ Amy: hmm Father: do you need a napkin↗ Amy: i got it Father: you got it (.) ok [laughs] (1) alright (.) your breakfast looks DELICIOUS Amy: breakfast delicious yours↗ Father: my breakfast was delicious too (1) i had some raisin bread and some toast (.) now im going to have a little water Amy: ok (1) need some milk too Father: i had some milk in my cereal Amy: theres milk too [picks up her cup] Father: yeah (.) thats milk too Amy: i drink my milk [drinks] Father: mm that looks good (2) is that delicious↗ (3) mm (1) amy (.) you want to call grandpa on the phone↗ 5 10 15 20 25

6 9093/42/M/J/16 © UCLES 2016 Amy: mm Father: or nana↗ Amy: i talk nana [puts down spoon] Father: talk to nana (.) ok Amy: [picks up toy phone] hi nana [smiles] Father: do you want to tell her im going to the gym↗ Amy: [puts down toy phone] i need running Father: oh and im running↗ Amy: i see (.) mummy running Father: mummys running↗ Amy: nana running Father: nanas running Amy: yes Father: oh ok (.) shes a good runner Amy: and grandpas running Father: and GRANDPAS running too (.) wow Amy: and DADDY running Father: now im going to run too (1) do you wanna run with me↗ Amy: yeah [smiles] Father: ok (.) ready↗ (1) lets go running Note: 1 Cheerios: an American breakfast cereal TRANSCRIPTION KEY (1) = pause in seconds (.) = micro-pause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features [UPPER CASE] = words spoken with increased volume ↗ = upward intonation 30 35 40 45

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® IGCSE is the registered trademark of Cambridge International Examinations. This document consists of 7 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International Advanced Level ENGLISH LANGUAGE 9093/42 Paper 4 Language Topics May/June 2016 MARK SCHEME Maximum Mark: 50 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge International A Level – May/June 2016 9093 42 © Cambridge International Examinations 2016 1 Spoken language and social groups Band 1 22–25 Discriminating analysis of language: subtle appreciation of the conventions and ingredients of specific forms; very detailed and perceptive exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) sophisticated awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a comparative, balanced, articulate and very fluent manner. Band 2 18–21 Engaged and very focused analysis of language; proficient appreciation of the conventions and ingredients of specific forms; detailed and insightful exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) proficient awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a comparative, sustained, consistent and fluent manner. Band 3 14–17 Measured analysis of language; sound appreciation of the conventions and ingredients of specific forms; some detailed and informed exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) competent awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding in a reasonably comparative, controlled manner. Band 4 10–13 Some attempt to develop analysis of language; the beginnings of appreciation of the conventions and ingredients of specific forms; sound, if at times uneven and undeveloped, exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) some sense of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding in a comparative, if at times partial, manner. Band 5 6–9 Basic analysis of language; simple response to the conventions and ingredients of specific forms; some exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) a measure of awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; general ability to convey knowledge and understanding; some reliance on feature-spotting, with basic comment. Band 6 2–5 Limited analysis of language; generalised response to conventions and forms; tendency to assert some of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) unfocused awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; limited ability to convey knowledge and understanding in a comparative manner; tendency to focus on identification of less important features (such as the use of punctuation). Below Band 6 0–1 Minimal appreciation and awareness of language and forms/conventions; work fragmented or incoherent. Unfocused; very limited. Probably marked by brevity.

Page 3 Mark Scheme Syllabus Paper Cambridge International A Level – May/June 2016 9093 42 © Cambridge International Examinations 2016 Likely Content Discuss ways in which the participants are using language here to communicate. You should refer to specific details from the transcription, relating your observations to ideas from your wider study. Candidates are likely to refer to: • structure of exchanges – co-operative overlaps, for example: Dan: excited (.) nervous // Chris: anxious and interruptions, for example: Dan: we werent expecting anyone to come and see us so Will: yeah i think glastonbury is one of those things • non-fluency features of spontaneous speech: fillers, pauses, false starts and reformulations, such as umm (.) yeah (.) err • group identity/shared experience, for example the band’s response when Andrea asks them about their new album: CW/DS/WF [all laugh] • support and feedback between participants, for example: Dan: yeah // Chris: that was pretty // Dan: that was (.) umm // Chris: that • theories/theorists of language such as Robin Lakoff and Deborah Tannen • inclusive vs. exclusive speech • social context/purpose of the interaction (for television audience, awareness of participants of that audience). Strong candidates are likely to appreciate the highly co-operative nature of this conversation, and to see that all the members of Bastille are helping each other out. They may also comment on the unusual change of roles when Dan asks Andrea how are you feeling↗ and the resulting confusion shown by Andrea: well (.) i mean (.) im umm before she collects herself and gets back to asking the questions herself. If they pursue any such a line of argument in a balanced and coherent way, they are likely to gain higher marks. NB: These must not be seen as prescriptive or ‘finite’ lists. Candidates should be rewarded positively for any valid response to the task which relates to the Assessment Objectives.

Page 4 Mark Scheme Syllabus Paper Cambridge International A Level – May/June 2016 9093 42 © Cambridge International Examinations 2016 2 English as a global language Band 1 22–25 Discriminating analysis of linguistic issue/topic; subtle appreciation of ramifications beyond the specific context offered in the question; detailed and perceptive exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) sophisticated awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a balanced, articulate and very fluent manner. Band 2 18–21 Engaged and very focused analysis of linguistic issue/topic; proficient appreciation of ramifications beyond the specific context offered in the question; detailed and thoughtful exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) proficient awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a sustained, consistent and fluent manner. Band 3 14–17 Measured analysis of linguistic issue/topic; sound appreciation of ramifications beyond the specific context offered in the question; some detailed and informed exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) competent awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding in a reasonably controlled manner. Band 4 10–13 Some attempt to develop analysis of linguistic issue/topic; the beginnings of appreciation of ramifications beyond the specific context offered in the question; sound, if at times uneven and undeveloped, exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) some sense of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding, though control may at times be only partial. Band 5 6–9 Basic analysis of linguistic issue/topic; simple response to the specific context(s) offered in the question; some exploration of example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) a measure of awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; general ability to convey knowledge and understanding; some reliance on mere assertion. Band 6 2–5 Limited analysis of linguistic issue/topic; generalised response to context(s) offered in the question; tendency to offer without exploration/explanation example(s) from the extract(s) and from the candidate’s own wider study; (where appropriate) unfocused awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; limited ability to convey knowledge and; tendency to assertion, and limited discrimination as to what is genuinely significant. Below Band 6 0–1 Minimal appreciation and awareness of linguistic issue/topic; work fragmented or incoherent. Unfocused; very limited. Probably marked by brevity.

Page 5 Mark Scheme Syllabus Paper Cambridge International A Level – May/June 2016 9093 42 © Cambridge International Examinations 2016 Likely Content Discuss what you feel are the most important issues raised here relating to the changing use of English as a global language and how its use is affecting other languages. You should refer to specific details from the passages as well as to ideas and examples from your wider study. Candidates are likely to refer to: • issues related to notions of world/global English • staggering rate at which the use of English is growing • advantages of having a globally-intelligible language of internationalisation: the advantages mentioned are social mobility, economic prosperity and education • economic emphasis in the passage of English being a ticket to participating in the global economy • notions of ‘Englishes’ – not one English language; there are many • issues related to – and possible distinctions between – notions of ‘world’ / ‘global’ / ‘international’ English • disadvantages of the dominance of English: o social and cultural impacts o language death and the resultant tragedy in the loss of language diversity o how this puts other languages at risk of extinction o threat to multiculturalism / links between language and culture – destroying more than language. Strong and confident candidates may wish to take issue with the assumption that English is the language of internationalisation. Alternatively, they may take issue with some of the disadvantages outlined in the passage. If they do so in a balanced and coherent way they are likely to gain high marks. NB: These must not be seen as prescriptive or ‘finite’ lists. Candidates should be rewarded positively for any valid response to the task which relates to the Assessment Objectives.

Page 6 Mark Scheme Syllabus Paper Cambridge International A Level – May/June 2016 9093 42 © Cambridge International Examinations 2016 3 Language acquisition by children and teenagers Band 1 22–25 Discriminating analysis of linguistic issue/topic; subtle appreciation of ramifications beyond the specific context offered in the question; detailed and perceptive exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) sophisticated awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a balanced, articulate and very fluent manner. Band 2 18–21 Engaged and very focused analysis of linguistic issue/topic; proficient appreciation of ramifications beyond the specific context offered in the question; detailed and thoughtful exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) proficient awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a sustained, consistent and fluent manner. Band 3 14–17 Measured analysis of linguistic issue/topic; sound appreciation of ramifications beyond the specific context offered in the question; some detailed and informed exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) competent awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding in a reasonably controlled manner. Band 4 10–13 Some attempt to develop analysis of linguistic issue/topic; the beginnings of appreciation of ramifications beyond the specific context offered in the question; sound, if at times uneven and undeveloped, exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) some sense of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding, though control may at times be only partial. Band 5 6–9 Basic analysis of linguistic issue/topic; simple response to the specific context(s) offered in the question; some exploration of example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) a measure of awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; general ability to convey knowledge and understanding; some reliance on mere assertion. Band 6 2–5 Limited analysis of linguistic issue/topic; generalised response to context(s) offered in the question; tendency to offer without exploration/explanation example(s) from the extract(s) and from the candidate’s own wider study; (where appropriate) unfocused awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; limited ability to convey knowledge and; tendency to assertion, and limited discrimination as to what is genuinely significant. Below Band 6 0–1 Minimal appreciation and awareness of linguistic issue/topic; work fragmented or incoherent. Unfocused; very limited. Probably marked by brevity.

Page 7 Mark Scheme Syllabus Paper Cambridge International A Level – May/June 2016 9093 42 © Cambridge International Examinations 2016 Likely Content Discuss ways in which Amy and her father are using language here. You should refer to specific details from the transcription, relating your observations to ideas from your studies of language acquisition. Candidates are likely to refer to: • child-directed speech, e.g. the parents’ use of a range of question types to elicit response • other uses of “caretaker” speech • theorists and theories, such as Skinner (Behaviourism/reinforcement), Chomsky (language acquisition device), Piaget (cognitive development), Vygotsky, Bruner et al. • Amy’s developmental stage and linguistic competence – there are one or two examples of telegraphic speech (nana running) but also some complex structures beyond the telegraphic stage (and grandpas running) • Amy attempts complex structures by imitation (breakfast delicious yours) • some tense difficulties (i talk nana) • topic management and agenda-setting • the structure of the exchanges: overwhelmingly fulfilled adjacency pairs, with no evident interruption or overlap. NB: These must not be seen as prescriptive or ‘finite’ lists. Candidates should be rewarded positively for any valid response to the task which relates to the Assessment Objectives.