Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2019 May/June Paper 4 · Variant 1

This document consists of 6 printed pages, 2 blank pages and 1 Insert. DC (LT) 164487/2 © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International Advanced Subsidiary and Advanced Level * 7 8 0 8 2 1 6 1 8 6 * ENGLISH LANGUAGE 9093/41 Paper 4 Language Topics May/June 2019 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/19 © UCLES 2019 Answer two questions. 1 Spoken language and social groups The following text is a transcription of part of an interview with two members of the British music band The 1975, at the Mercury Music Prize ceremony in 2016. The two members of The 1975 are Matty Healy and George Daniel, and the interviewer is from the New Musical Express magazine (NME). 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. NME: what have you guys been up to since your Reading1 and leeds1 triumph↗ Matty: umm // George: triumph↗ (.) everyones talking about it like it was a competition (.) its not like that // Matty: we (.) we (.) we love (.) we did have a lot of fun at Reading actually // NME: yeah↗ // Matty: it was a bit of a celebration (.) what have we been doing↗ (.) same kind of thing (.) just just // NME: just headlining festivals // Matty: just headlining festivals (.) exactly (.) just sitting around (.) no weve been (.) weve been at home and weve got you know (.) this is (.) this is a big deal for us (.) weve been kind of getting ready for this and mm (.) this has kind of been a month of getting prepared for the next set of touring NME: ok and umm (.) apparently youve been rehearsing with the philharmonic↗ the bbc philharmonic↗ Matty: yes we have (.) yeah yeah // NME: tell me more about that (.) i mean why (.) why are you getting together with them↗ (.) whats it going like // Matty: well weve got (.) a bbc gig on the thirtieth of september // NME: ok Matty: we’re doing a show with the royal (.) the bbc philharmonic orchestra // NME: mm mm Matty: itll be about an hour and fifteen minutes of all of (.) our recent album // NME: ok 5 10 15 20 25

3 9093/41/M/J/19 © UCLES 2019 [Turn over Matty: with an orchestra // NME: with that kind of grandiose backing // Matty: exactly [nodding his head] NME: have you done much rehearsal so far↗ Matty: yeah weve (.) weve worked it all out and orchestrated it // NME: yeah // Matty: but trying to get a whole orchestra anywhere (.) i mean // NME: yeah // Matty: its hard to get us in a room sometimes // NME: right // Matty: so trying to get us all in a room is a nightmare // NME: are they quite difficult (.) orchestras↗ Matty: yeah (.) no theyre totally fine (.) i mean theyre proper musicians George: we’re all divas2 [laughs] Matty: yeah yeah [laughs] NME: i can imagine Matty: yeah the triangle player is a nightmare [smiling] George: [laughs] Notes: 1 Reading and leeds: big, annual music festivals in England 2 divas: people who behave as if they are very special or important TRANSCRIPTION KEY (.) = micropause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features ↗ = upward intonation 30 35 40 45

4 9093/41/M/J/19 © UCLES 2019 2 English as a global language The passage below is taken from the Oxford Dictionaries blog, and discusses how the English and Norwegian languages are evolving together. 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. The fusion of Norwegian English English, we often hear, is the world’s first truly global language, spoken in more places by more people than any other language in history. Partly this is so, simply, because there are more people today than at any previous time. And partly English is global because of modern technology. But another part of the reason that English is global is that the language itself is malleable, shaped by the experiences of those who use it. So it’s not the case that one kind of English or one kind of pronunciation is spreading the world over. Many kinds are, and as they spread they reflect less the circumstances of speakers from English’s traditional homelands and more those of speakers from places where English is learned as a second or third language. Norway is such a place. But that doesn’t mean that Norwegians speak and write the same English that’s heard in any of these other places. Indeed, not only do a lot of Norwegians speak English, and speak it well, they do so in an often distinctively Norwegian way. Occasionally, the English stands discreetly beside the Norwegian, joined to it but kept separate at the same time. A brochure to attract students to study abroad embodies linguistically the cosmopolitan outlook it fosters: ‘Go Places – studer I utlandet!’1 Then there’s an advert for Litago (meaning ‘brief journey’, more-or-less), a brand of flavored milk. The Litago logo is a rather jaunty cow, sometimes depicted on downhill skis and wearing a jumper made from the Norwegian flag. At the top of the advert is the text: Lita Ready! Lita Steady! Lita Go! This is language as imaginative as an alpine cow wrapped in a Nordic insignia. The leftmost column of words is all Norwegian, the rightmost all English, and the two together something that might be Norwegian but also might be English. Purists can be aghast at the way English is developing as its speakers, increasingly, are second- and third-language learners from around the world. Of course, purists once were aghast at the way English took shape in regional British dialects or in the United States. Perhaps some still are. But Norwegian English is a creative, expressive, and often witty way to use language. And it reflects the kind of adaptation that is necessary for any language to remain alive. Is it English? As a Norwegian once responded to my question in another context, ‘Ja2-ish’. Notes: 1 studer I utlandet: study abroad 2 Ja: yes 5 10 15 20 25 30

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6 9093/41/M/J/19 © UCLES 2019 3 Language acquisition by children and teenagers The following text is a transcription of part of a conversation between Kamal, aged 2 years 1 month, and his mother and father. Discuss ways in which Kamal and his parents are using language here. You should refer to specific details from the transcription, relating your observations to ideas from your studies of language acquisition. Kamal: where your dink Father: theres my drink Kamal: oh (.) where mummy dink (5) where daddys dink (1) where mummys dink (1) where mummys dink Mother: here // Father: over there (1) its time for you to go to bed isnt it↗ Kamal: dont go bed (.) i dont Father: its late (1) youre tired Kamal: no i late Father: it is late Kamal: i dont (.) late Father: youre tired though Kamal: no Father: you are tired Kamal: i dont tired (2) i dont tired Father: arent you↗ Kamal: no [Kamal looks at his father’s empty mug, which is on the table] Kamal: this up please [reaches up to try to get mug] Father: why↗ Kamal: its (.) daddys Father: its daddys yeah Kamal: its daddys Mother: is it mummys↗ 5 10 15 20

7 9093/41/M/J/19 © UCLES 2019 Kamal: no (.) its daddys Mother: why↗ Kamal: its daddys (.) its daddys Father: i thought it was mummys Kamal: its daddys Father: is it (1) what about jai1↗ (.) is it jais↗ Kamal: no (.) its mummys Father: i thought you said it wasnt mummys Kamal: its (.) its jais Father: is it↗ Kamal: yeah Father: what about tara1↗ Kamal: no (.) tara have it [reaches up and gets mug] Mother: bring it here please Kamal: why Mother: youll break it Kamal: why (1) turn it round Father: yeah but you might break it Kamal: why (1) why Notes: 1 jai, tara: Kamal’s older sisters TRANSCRIPTION KEY (1) = pause in seconds (.) = micropause underlined = stressed sound/syllable(s) [italics] = paralinguistic features ↗ = upward intonation 25 30 35 40

8 9093/41/M/J/19 © UCLES 2019 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 Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

This document consists of 8 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International Advanced Level ENGLISH LANGUAGE 9093/41 Paper 4 Language Topics May/June 2019 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 2019 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 2019 © UCLES 2019 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 2019 © UCLES 2019 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 2019 © UCLES 2019 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: • structure of exchanges – co-operative overlaps, for example – Matty: with an orchestra // NME: with that kind of grandiose backing // Matty: exactly • non-fluency features of spontaneous speech: fillers, pauses, false starts, reformulations, for example: we (.) we (.) we love (.) we did have a lot of fun at reading actually • group identity/shared experience, • support and feedback between participants – for example the interviewer’s mm mm, yeah and ok • theories/theorists of language such as Robin Lakoff and Deborah Tannen • inclusive versus exclusive speech • social context/purpose of the interaction (for television audience, awareness of participants of that audience) Stronger and more confident candidates are likely to appreciate the co- operative nature of this conversation, and the unequal power between both the two members of the band and between the band and the interviewer (who has a slightly ingratiating approach in the interview). They may also comment on how Matty dominates the responses to questions. If they pursue any such a line of argument in a balanced and coherent way, they are likely to gain higher marks. 25

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 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 2019 © UCLES 2019 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 • issues arising from varieties of English and standard / non-standard forms; how English is malleable • notions of ‘Englishes’ – hybrid forms like the Norwegian English of the passage • links between language and culture • the role of English as a lingua franca • future of English as a lingua franca • notions of ‘Englishes’ and how Norwegian English is a creative, expressive, and often witty way to use language • issues related to – and possible distinctions between – notions of ‘world’ / ’global’ / ‘international’ English • idea of code-switching, depending on the context of conversation • advantages of having a globally-intelligible language of communication: economic, educational, social Stronger and more confident candidates may take issue with the suggestion that this is the kind of adaptation that is necessary for any language to remain alive. Alternatively they may give examples from their wider study of how this kind of adaptation is happening in other countries. 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

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 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.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 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 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. • Kamal’s developmental stages and linguistic competence – there are many examples of two and three word utterances (where your dink; this up please). There is even evidence of more advanced utterances (dont go bed) • Kamal’s use of the negative (i dont tired) • evidence of at least three of Halliday’s functions of language: Representational – where your dink, Heuristic – why, Regulatory – turn it round • 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