Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2018 Oct/Nov Paper 4 · Variant 2

This document consists of 7 printed pages, 1 blank page and 1 Insert. DC (RCL (GO)) 146965 © UCLES 2018 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level * 3 2 8 7 8 0 2 2 6 7 * ENGLISH LANGUAGE 9093/42 Paper 4 Language Topics October/November 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 9093/42/O/N/18 © UCLES 2018 Answer two questions. 1 Spoken language and social groups The following text is a transcription of part of a local radio phone-in programme in the UK, hosted by Laurence Reed (LR). Jane Vass (JV), who is also in the radio studio, is an expert on age- related issues, and Gillian (G) is a member of the public who phones in. 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. LR: incredible isnt it (.) in the last five years (.) just looking at some of the notes in front of me (.) one in eight british adults say theyve pretended to be younger than they actually are (.) erm (.) and even more interesting a quarter of eighteen to thirty four year olds (.) er (.) are facing ageism (.) that surprises me (.) in what way are they facing this erm (.) this (.) discrimination↗ JV: well its a very common (.) erm (.) finding from research (.) but if you think about erm (.) the way sometimes people talk about younger people (.) erm (.) if theyre in a group attitudes may change (.) erm (.) so (.) whether youre young or whether you are old (.) erm (.) being discriminated against because somebody makes unfair assumptions about you (.) purely because of your age // LR: and erm (.) its very true actually what you say (.) youve hit the nail on the head because even on programmes like this one there will be this assumption (.) oh its the youngsters causing the trouble (.) where often thats not always the case JV: no it certainly isnt (.) and (.) erm (.) amongst the older population the assumption is that older people are incapable or a burden (.) and we know that thats simply not the case (.) if you just think about the amount of childcare (.) caring they prov (.) older people provide (.) many communities are held together by their (.) erm (.) volunteering of old people and we now have over a million people working on (.) over state pension age LR: there you are (.) interesting isnt it↗ (.) erm (.) jane vass head of policy at age uk (.) i know that gillians on the line (.) she er wants to talk about trees but shes also (.) i think youre a member of er (.) u3a1 arent you↗ G: er (.) thats correct LR: the university of the third age i seem to remember // G: yes LR: erm (.) have you ever experienced ageism then↗ // G: yes many times // LR: have you↗ // G: im invisible LR: ahh 5 10 15 20 25 30

3 9093/42/O/N/18 © UCLES 2018 [Turn over G: yes (.) i can tell it LR: in what way do you // G: oh people walk into you (.) they ignore you (.) you go to a counter and they go and sort somebody else out (.) in preference to you (.) ive even had my change given to people down the bar // LR: yes // G: if ive been buying a drink LR: why↗ G: [laughs] erm because (.) i dont know why LR: well youre not that old are you gillian↗ (.) it doesnt matter what age you are G: oh i am (.) i am a bit older yes (.) but i mean its quite (.) quite frightful how youre treated sometimes Notes: 1 u3a: ‘University of the Third Age’ – a UK-based organisation for older people TRANSCRIPTION KEY (.) = micro-pause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features ↗ = upward intonation 35 40

4 9093/42/O/N/18 © UCLES 2018 2 English as a global language The following two extracts relate to Singlish, a hybrid language that has developed in Singapore over the last 50 years. 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. Extract A – The Rise of Singlish (BBC website 2015) Singapore’s government has long insisted that everyone in the island nation should speak English – it’s the language used in schools, at work, and in government. But in practice many people speak a hybrid language that can leave visitors completely baffled – Singlish. Singapore is known for its efficiency and Singlish is no different – it’s colourful and snappy. Singlish first emerged when Singapore gained independence 50 years ago, and decided that English should be the common language for all its different races. That was the plan. It worked out slightly differently though, as the various ethnic groups began infusing English with other words and grammar. English became the official language, but Singlish became the language of the street. Repeated ‘Speak Good English’ campaigns, drummed into Singaporeans in schools and in the media, have had only limited success. Singlish has not only shrugged off these attacks, it has thrived. Over time, ‘Speak Good English’ campaigns have evolved, from trying to stamp out Singlish to accepting that properly spoken English and Singlish can peacefully co-exist. Among ordinary Singaporeans, Singlish tends to be spoken in informal situations – with friends and family, taking a taxi or buying groceries. It indicates casual intimacy. English, on the other hand, is used for formal situations – at school, or at work, especially when meeting strangers or clients. Over time, it has become a social marker – someone who can effectively switch between the two languages is perceived to be more educated and of a higher social status than someone who can only speak Singlish. Someone who can only speak English, and not Singlish, meanwhile, may be seen as a bit posh, or worse – not a real Singaporean. Extract B – Singlish Expressions and Their Standard English Equivalents (National University of Singapore website) • Singlish: He take go already. Standard English alternative: He has taken it with him. • Singlish: You very clever to arrow people ah, ownself never do. Standard English alternative: Why don’t you do it yourself, instead of passing the buck to others? • Singlish: This new lecturer whole day talk so cheem; I really catch no ball. Standard English alternative: What this new lecturer says is always going over our heads; I just haven’t the faintest idea what he’s talking about. 5 10 15 20 5

5 9093/42/O/N/18 © UCLES 2018 [Turn over TURN OVER FOR QUESTION 3.

6 9093/42/O/N/18 © UCLES 2018 3 Language acquisition by children and teenagers The following texts are extracts from conversations between Becky and her parents. Note carefully Becky’s age when these extracts occur. Discuss ways in which Becky and her parents are using language here and any changes that took place in Becky’s speech between the ages of 1 year 5 months and 1 year 8 months. You should refer to specific details from the transcription, relating your observations to ideas from your studies of language acquisition. Extract A – Becky is 1 year 5 months [Becky is playing with a box] Becky: box Mother: are you playing with that box↗ Becky: box [knocks the box over] (4) over Mother: have you knocked it over↗ Becky: over (4) [picks up some toy money] money (1) money Mother: what have you got there↗ Becky: money [Later, Becky is sitting at the table and sees a toy man and a toy tractor on the other side of the table] Becky: dakter [points to the tractor] Mother: here it is [passes the tractor to her] Becky: man [points to the toy man] Mother: do you want the man to go in the tractor↗ [passes the toy man to Becky] Becky: dakter Extract B – Becky is 1 year 8 months [Becky is looking through a pile of books on the floor] Becky: book Father: you could read the three little pigs Becky: get (.) get piggies (.) piggies [walks towards the pile to find the book and brings it back] Father: do you want me to read it to you↗ Becky: becky read [sits down on the floor and opens the book] (4) piggies (3) 5 10 5

7 9093/42/O/N/18 © UCLES 2018 Father: (5) shall I read it with you↗ Becky: daddy (.) read [Later, Becky has just come down from her bedroom after a short afternoon sleep] Father: didnt you want a sleep Becky: daddy (.) play Father: tell mummy that you didnt want a sleep Becky: bed (1) no (.) no bed Mother: what do you want to do↗ Becky: daddy (.) play Father: what do you want to play↗ Becky: play (1) baa [goes to pick up her toy sheep] Father: do you want to play with your sheep↗ Becky: play baa TRANSCRIPTION KEY (1) = pause in seconds (.) = micro-pause underlined = stressed sound/syllable(s) [italics] = paralinguistic features ↗ = upward intonation 10 15

8 9093/42/O/N/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.

This document consists of 8 printed pages. © UCLES 2018 [Turn over Cambridge Assessment International Education Cambridge International Advanced Level ENGLISH LANGUAGE 9093/42 Paper 4 Language Topics October/November 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 October/November 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED October/November 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.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED October/November 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.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 4 of 8 Question Answer Marks 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, such as: well its a very common (.) erm (.) finding from research; of childcare (.) caring they prov (.) older people provide • structure of exchanges – co-operative overlaps and interruptions. For example: G: yes many times // LR: have you↗ // G: im invisible • support and feedback between participants – for example, LR interjecting ahh and yes • LR is in control of both the interview section and of the phone call: there you are (.) interesting isnt it↗ (.) erm (.) jane vass head of policy at age uk (.) i know that gillians on the line • reference to theories/theorists of language such as Robin Lakoff, Deborah Tannen, Deborah Cameron and Jennifer Coates • inclusive vs. exclusive speech Stronger and more candidates are likely to appreciate the highly co- operative nature of this conversation, and to see that all participants are trying to be as helpful as they can be. They may also note LR’s roles as the host of the radio show and how he steers and controls the conversation. They may also note the contrast between the more formal section with Jane Vass and the more spontaneous discussion with Gillian. If candidates pursue such lines 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

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED October/November 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.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 6 of 8 Question Answer Marks 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 • the rate at which the use of English is growing globally • historical background of English in Singapore and elsewhere (especially places with an English colonial background) • the role of English as a lingua franca • the future of English as a lingua franca • notions of ‘Englishes’ and how Singlish has thrived, contrary to the Singapore government’s original plan • advantages of being confident in English and Singlish (notion of ‘code- switching’) • issues related to – and possible distinctions between – notions of world/global/international English. Stronger and more confident candidates may analyse some of the differences between the Standard English examples and their Singlish 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

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED October/November 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 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.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 8 of 8 Question Answer Marks 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, e.g. the mother’s and 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. • Becky’s developmental stages and linguistic competence (and progression shown in the extracts) – there are several examples of simple holophrastic speech over, man and more advanced two word utterances such as get piggies and becky read • Becky’s negative utterance – no bed • evidence of at least three of Halliday’s functions of language: (Representational/Heuristic – get piggies, Regulatory – daddy (.) play Personal – no bed) • 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