Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2017 May/June Paper 4 · Variant 1

This document consists of 7 printed pages, 1 blank page and 1 Insert. DC (RCL (GO)) 130811/2 © UCLES 2017 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level * 0 2 9 2 4 8 4 5 3 2 * ENGLISH LANGUAGE 9093/41 Paper 4 Language Topics May/June 2017 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 9093/41/M/J/17 © UCLES 2017 Answer two questions. 1 Spoken language and social groups The following text is a transcription of part of a televised conversation between the American chat show hostess, Oprah Winfrey (OW), and J K Rowling (JKR), author of the Harry Potter books. Discuss ways in which the speakers are using language here to communicate and how their language is affected by the context. You should refer to specific details from the transcription, relating your observations to ideas from your wider study of spoken language and social groups. OW: so (.) this is the first time weve met JKR: yes OW: and (.) my producers tell me that (1) your real name is jo JKR: uh huh [nods her head ] OW: all this time i thought you were (.) J (.) K JKR: [laughs] did you↗ yeah // OW: jk // JKR: yeah OW: well jk is the // JKR: is just (.) well its because my british publisher // OW: mm // JKR: when the first book came out (.) thought this is a book that will appeal to boys (.) but they didnt want the boys to know a woman had written it [smiles] OW: ah // JKR: so they said to me could we (.) er (.) use your initials (.) and i said fine (.) i only have one initial (.) i dont have a middle name // OW: middle name JKR: so i took my favourite grandmothers (1) name (.) kathleen OW: katherine (.) kathleen↗ JKR: kathleen (.) yeah OW: JO KATHLEEN↗ JKR: joanne kathleen (.) yeah OW: and fooled the boys for a while 5 10 15 20

3 9093/41/M/J/17 © UCLES 2017 [Turn over JKR: yeah (.) not for too long // OW: not for too long JKR: yeah (.) because i started getting my picture in the press and no one could pretend i was a man any more // OW: yes (.) and i dont think the boys had minded JKR: no it hasnt held me back [laughs] // OW: [laughs] // JKR: has it↗ (.) clearly not held me back OW: [laughs] not a bit (1) when we came (.) er (.) just arrived yesterday (.) it was beautiful (.) scotland is beautiful // JKR: its STUNNING OW: yeah (.) what is it about // JKR: STUNNING OW: yeah (.) and the green is greener than any green i have ever seen // JKR: gorgeous OW: yeah (.) so i can understand why you love being here 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

4 9093/41/M/J/17 © UCLES 2017 2 English as a global language The extracts on this page and the next are from an online debate, which deals with the emergence of English as a global language and how the use of English globally might change in the future. Discuss what you feel are the most important issues raised here relating to the changing importance and use of English as a global language. You should refer to specific details from the extracts as well as to ideas and examples from your wider study. Should English be the worldwide primary language? YES • There is no advantage in having more than one language in the world. The fact that we now have more than one is proving to be a major hindrance with a huge amount of effort spent on translation. Since English is already spoken by 1.5 billion people and dominates the internet (45 % of all webpages) and entertainment, it makes sense to push the trend further so that one day it will be the only language and you can say “hello” and everybody everywhere will understand! • English is already in the process of becoming the universal and primary world language. We’re already halfway there. As for culture, other languages don’t have to die. • Forget nationalism. Your linguistic heritage is far less important than the continuity of the world and humankind. If we are to gain more understanding of one another, we need to move towards one another and a common language will help us communicate that much more easily. • A universal language is necessary for multi-cultural understanding as misunderstandings can arise from an inability to clearly communicate not only facts but fears, feelings and creative solutions. • A universal language would be the perfect springboard to catapult growth and equality in society. • I believe that organisations such as the United Nations would work far better if the heads of states and the people who represented their countries all spoke a mutual language. When multi-national companies do business, such as American companies with Japanese companies, it is far easier if CEOs can converse freely rather than using translators, which slow down procedure and are liable to not translate completely correctly. NO • All languages are equally important. All countries should be free to speak their own languages and not just learn one common language. If you wish to do business with a country you should learn their language and I see this as just an easy way out for English speakers. • Languages are tied to the way humans think. English shouldn’t be the world’s lingua franca, as it shouldn’t be French or German or any other language, in this regard. Languages are vectors of culture and boiling the world’s culture down to one language is dangerous for humanity. I believe diversity is good and benefits all of us. 5 10 15 20 25 5

5 9093/41/M/J/17 © UCLES 2017 [Turn over • English should not be the primary language of the world, because it would deny too many their cultural identity. Language is part of a culture and that’s why people in minority groups are trying to save their own language. • Standardizing a language worldwide is an impossible task given the fact that language is constantly changing. Despite the normalizing effects of modern media such as the internet and television, language is always changing. Any attempt to standardize a language worldwide will fail because languages will diversify to mutually unintelligible dialects over time. • The world is what it is because of its diversity. A language is not simply a means of communication. It is a very intricately layered part of the culture of the community speaking it. It may not be possible to express, in English, an idea which exists in, say, German- or Swahili-speaking communities, for the very simple reason that they may be describing phenomena unheard of in English-speaking communities. What is the need to standardize the population of the world? Must we eliminate all the myriad differences between the different cultures of Earth to achieve unity among humankind? No. Accepting these differences and appreciating the variety of thought and expression they bring are the things to do. 10 15 20 25

6 9093/41/M/J/17 © UCLES 2017 3 Language acquisition by children and teenagers The following two texts are transcriptions of two conversations. All of the children are four years of age. In Transcript 1, Ella is telling Jamila about when she was ill. In Transcript 2, Ella and Jamila are playing together outside and Jack is standing about 5 metres away. Discuss ways in which the children are using language here. You should refer to specific details from the transcriptions, relating your observations to ideas from your studies of language acquisition. Transcript 1 Ella: when i was a baby (.) i got flu and flu is where you get (.) bit too hot (1) i went at the doctors (.) i was nearly dead and my heart couldnt breathe [shaking her head ] Jamila: yeah Ella: and thats it (2) [laughs] Jamila: so you died↗ Ella: well i didnt die but i nearly Jamila: so (1) was your heart bleeding↗ Ella: no (.) our hearts doesnt bleed does it↗ (.) only our brain got blood [laughs] Transcript 2 Ella: i got (.) i got a red toilet upstairs and a green toilet downstairs // Jamila: [laughs] // Ella: in my house // Jamila: ive got two toilets Ella: ive got two toilets too [smiles] Jamila: ive got a toilet upstairs and a toilet upstairs Jack: really↗ Jamila: yeah Jack: ive got a toilet upstairs and a toilet downstairs // Ella: [whispering to Jamila] dont talk to them cos i said so Jamila: [talking to Jack ] well (.) IM NOT LISTENING TO YOU Jack: dont 5 5 10

7 9093/41/M/J/17 © UCLES 2017 Jamila: [dancing and singing] cinderella Jack: im not (.) im not listening to you then Ella: we’re not listening to you because (.) youre giving us a headache Jack: youre giving me a headache Jamila: yeah 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 15

8 9093/41/M/J/17 © UCLES 2017 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE

® IGCSE is a registered trademark. This document consists of 7 printed pages. © UCLES 2017 [Turn over Cambridge International Examinations Cambridge International Advanced Level ENLGISH LANGUAGE 9093/41 Paper 4 Language Topics May/June 2017 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 2017 series for most Cambridge IGCSE®, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 2 of 7 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.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 3 of 7 Likely Content Discuss ways in which the speakers are using language here to communicate and how their language is affected by the context. You should refer to specific details from the transcription, relating your observations to ideas from your wider study of spoken language and social groups. Candidates are likely to refer to: • non-fluency features of spontaneous speech: fillers, pauses, false starts, reformulations. For example: when we came (.) er (.) just arrived yesterday • some language features that are thought to be female language characteristics (e.g. co-operative overlaps, backchannel support). Note: it is easy to overstate the significance of ‘gendered’ features • structure of exchanges – co-operative overlaps and interruptions. For example, JKR: yeah (.) not for too long // OW: not for too long • support and feedback between participants. For example OW and JKR interjecting yeah on several occasions and the mm from OW • reference to theories/theorists of language such as Robin Lakoff, Deborah Tannen, Deborah Cameron and Jennifer Coates • inclusive vs. exclusive speech. Strong candidates are likely to appreciate the highly co-operative nature of this conversation, and to see that OW and JKR are trying to be as helpful, positive and informative as they can be. The conversation comes across as quite natural, in contrast to many formal interviews. If candidates pursue such a line of argument in a balanced and coherent way, they are likely to gain higher marks. Note: 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.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 4 of 7 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.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 5 of 7 Likely Content Discuss what you feel are the most important issues raised here relating to the changing importance and use of English as a global language. 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 and the dominant nature of English globally • advantages of having a globally-intelligible language of internationalisation: social mobility, economic prosperity, education and multi-cultural understanding • notions of ‘Englishes’ • how language changes and the resultant difficulties in homogenising language • issues related to – and possible distinctions between – notions of ‘world’ / ‘global’ / ‘international’ English • disadvantages of the dominance of English: • social and cultural impacts • language death and the resultant tragedy in the loss of language diversity • how this puts other languages at risk of extinction • threat to multiculturalism/links between language and culture. Strong and confident candidates may come down strongly on one side or other of the debate and may take issue with some of the advantages/disadvantages outlined in the passage. If they do so in a balanced and coherent way they are likely to gain high marks. Note: 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.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 6 of 7 3 Language acquisition by children and teenagers 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.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 7 of 7 Likely Content Discuss ways in which the children are using language here. You should refer to specific details from the transcriptions, relating your observations to ideas from your studies of language acquisition. Candidates are likely to refer to: • theorists and theories, such as Skinner (Behaviourism/reinforcement), Chomsky (language acquisition device), Piaget (cognitive development), Vygotsky, Bruner et al. • the speakers’ developmental stages, and evidence of their linguistic competence – there are some complex structures well beyond the telegraphic stage (youre giving me a headache) • questions being formulated, with questioning intonation, and answered by the children. For example, Jamila: so you died↗ Ella: well i didnt die but i nearly • non-grammatical utterances (our hearts doesnt bleed does it↗) • non-fluency features of spontaneous speech – fillers, pauses, false starts, reformulations. For example, Jack: im not (.) im not listening to you then • the structure of the exchanges: several fulfilled adjacency pairs, but with interruptions and overlaps • the social interaction that is going on between the children • the similarities and differences between the children’s language and adult language. Note: 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.