Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2018 May/June Paper 4 · Variant 1

This document consists of 6 printed pages, 2 blank pages and 1 Insert. RCL (GO) 146961 © UCLES 2018 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level * 7 0 2 3 2 9 4 3 7 9 * ENGLISH LANGUAGE 9093/41 Paper 4 Language Topics May/June 2018 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/18 © UCLES 2018 Answer two questions. 1 Spoken language and social groups The following text is a transcription of a conversation between three friends in their twenties. Josie and Alyssa have just been to visit Alyssa’s family and are telling Laura about the visit. 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. Josie: anyway (.) erm (.) yesterday (1) no the day before yesterday (.) we went to see alyssas family (1) and they had (1) they had a puppy (1) its a little (1) Alyssa: border collie // Josie: border collie // Laura: ahh // Josie: its really cute isnt it Laura: are they the ones that look like a bit like sheepdogs but a different colour↗ // Josie: it is a sheepdog // Alyssa: they are sheepdogs Laura: oh (.) a black and white one↗ Alyssa: yeah but shes brown and white // Josie: yeah and shes got these cute little ears that point forward Laura: theres one in the (.) that comes in the café where i work every day (.) with an old lady // Josie: is it old or a puppy↗ Laura: its old (.) its had loads of puppies but its got the end of its rota Josie: rota↗ Laura: quota [laughs] // Josie: [laughs] // Alyssa: [laughs] Laura: quota (.) its quota of puppies (.) shes called (.) shes called sadie (1) she comes in every day with her owner (.) cause the owners really old (.) and she has no company at home so she comes to the café Josie: so this dog (.) erm (.) [looks at Alyssa] how old is she↗ 5 10 15 20

3 9093/41/M/J/18 © UCLES 2018 [Turn over Alyssa: shes like twelve weeks or something (.) but theyve just got it (.) because she (.) usually you get a puppy when its like (.) what (.) eight weeks or something (.) but shes had like a virus and she couldnt work with the sheep so they gave her away Josie: and then she had her injections (1) like (1) a few weeks ago Laura: i hate going to the vets (.) its a horrible place isnt it↗ Josie: yeah it is // Laura: i had to go with sam with her dog Josie: why Laura: cause she had to have her (1) Josie: injections Laura: injections (.) no not injections // Josie: is it a puppy then↗ Laura: no (.) shes a year old but she had to have an injection for something (.) i dont know what TRANSCRIPTION KEY (1) = pause in seconds (.) = micro-pause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features ↗ = upward intonation 25 30 35

4 9093/41/M/J/18 © UCLES 2018 2 English as a global language The following extract is from a 2012 article on the BBC website, written by Zareer Masani, born in India but resident in the United Kingdom since the 1970s. Discuss what you feel are the most important issues raised here relating to the changing use of English as a global language. You should refer to specific details from the passage as well as to ideas and examples from your wider study. English or Hinglish – which will India choose? Today’s aspirational Indians want their children to go to a school where lessons are taught in English. But often the pupils leave speaking a language that would not be recognised in London or New York. Could this Hinglish be the language of India’s future? Why, half a century after Indian independence, does English remain the language of higher education, national media, the upper judiciary and bureaucracy and corporate business? The answer is that India, unlike its rival Asian giant China, has no truly national language of its own. Hindi, the official language of central government, is an artificial and largely unspoken 20th Century construct. Even the colloquial Hindustani of Bollywood films is spoken by only 40% of the population, concentrated in the “cow belt” of northern India. The rest of the subcontinent speaks hundreds of regional vernaculars. India now claims to be the world’s second-largest English-speaking country. The most reliable estimate is around 10% of its population or 125 million people, second only to the US and expected to quadruple in the next decade. English remains the country’s only lingua franca but what is now emerging is not so much English as Hinglish, or what my parents’ generation called Babu English – the language of clerks. What makes Hinglish especially quaint is its love of the continuous tense and the way it dispenses with articles like “the” and “a”. My own favourite examples are “head is paining” (headache) and “mother serious” (mother is very ill). “The new Indian elite is a very diverse, first generation elite, and they don’t have that old snobbery about the Queen’s English,” says novelist Namita Devidayal. “One finds a growing ease in recreating the language to suit one’s culture, which is a very hodge-podge culture, and one that’s also comfortable in its own dysfunctionality.” Hinglish, for all its occasional breakdowns of communication, is an authentically Indian hybrid. The trouble with dysfunctional Hinglish is that it can cause havoc when clear and precise communication is required, whether on a simple taxi ride or in more serious situations like hospitals and law-courts. Young Indians still need better quality, standardised English teaching if they want to access the global knowledge economy and stay ahead of eager new English-speakers in China or Argentina. 5 10 15 20 25 30

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6 9093/41/M/J/18 © UCLES 2018 3 Language acquisition by children and teenagers The following text is a transcription of a conversation between Riya (age 2 years 0 months) and her father. Riya is sitting at a table eating her dinner and talking to her father. Discuss ways in which Riya 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: heres your ice cream Content removed due to copyright restrictions

7 9093/41/M/J/18 © UCLES 2018 TRANSCRIPTION KEY (1) = pause in seconds (.) = micro-pause underlined = stressed sound/syllable(s) [italics] = paralinguistic features ↗ = upward intonation Content removed due to copyright restrictions Father: with mummy too↗ Riya: yeah

8 9093/41/M/J/18 © UCLES 2018 BLANK PAGE 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.

IGCSE™ is a registered trademark. This document consists of 8 printed pages. © UCLES 2018 [Turn over Cambridge Assessment International Education Cambridge International Advanced Level ENGLISH LANGUAGE 9093/41 Paper 4 Language Topics May/June 2018 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 International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2018 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 2018 © UCLES 2018 Page 2 of 8 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 3 of 8 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 2018 © UCLES 2018 Page 4 of 8 Question Answer Mark 1 Likely content 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. Candidates are likely to refer to: • non-fluency features of spontaneous speech: fillers, pauses, false starts, reformulations (e.g. anyway (.) erm (.) yesterday; and they had (1) they had a puppy; shes like twelve weeks or something) • structure of exchanges – co-operative overlaps and interruptions, for example: Laura: injections (.) no not injections // Josie: is it a puppy then↗ • support and feedback between participants, for example Laura interjecting ahh and Josie saying yeah it is • some language features that are thought to be female language characteristics – Note: it is easy to over-state the significance of ‘gendered’ features • Laura’s use of tag question isnt it, inviting agreement • reference to theories/theorists of language such as Robin Lakoff, Deborah Tannen, Deborah Cameron and Jennifer Coates • inclusive versus exclusive speech. Strong candidates are likely to appreciate the highly co-operative nature of this conversation, and to see that all three participants are trying to be as helpful, positive and informative as they can be. If candidates pursue such a line of argument in a balanced and coherent way, they are likely to gain higher marks. Refer to the band descriptors and standardisation scripts in arriving at your mark. 25

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 5 of 8 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 2018 © UCLES 2018 Page 6 of 8 Question Answer Mark 2 Likely content 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. Candidates are likely to refer to: • issues related to notions of world/global English • rate at which the use of English is growing globally • historical background of English in India and elsewhere (especially places with an English colonial background) • the role of English as a lingua franca • future of English as a lingua franca • limitations of ‘dysfunctional’ hybrids • advantages of an ‘authentically Indian hybrid’ and the ‘growing ease’ with which Indians are using it • advantages of being confident in English and Hinglish (notion of code- switching) • issues related to – and possible distinctions between – notions of ‘world’/‘global’/‘international’ English. Strong and confident candidates may analyse some of the differences, in the examples, between Standard English and their Hinglish equivalents. If they do so in a coherent way they are likely to gain high marks. Refer to the band descriptors and standardisation scripts in arriving at your mark. 25

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 7 of 8 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 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 2018 © UCLES 2018 Page 8 of 8 Question Answer Mark 3 Likely content 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. Candidates are likely to refer to: • child-directed speech, for example the father’s 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 • Riya’s developmental stage and linguistic competence – there are examples of simple holophrastic speech (sauce, moon) and telegraphic speech (no bedtime, play toys) but also more complex structures (there (.) and look up high) • Riya’s own pronunciation of ‘cover’ (cub, cubber) • evidence of at least four of Halliday’s functions of language: Instrumental – sauce; Personal – no bedtime; Representational – play toys; Regulatory – look up high) • topic management and agenda-setting • turn-taking in conversation, no evident interruption or overlap. Refer to the band descriptors and standardisation scripts in arriving at your mark. 25