Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2020 Oct/Nov Paper 4 · Variant 2

Cambridge International AS & A Level * 5 1 1 1 1 8 9 2 1 5 * DC (RCL/DF) 183532/1 © UCLES 2020 [Turn over This document has 8 pages. Blank pages are indicated. ENGLISH LANGUAGE 9093/42 Paper 4 Language Topics October/November 2020 2 hours 15 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) INSTRUCTIONS ● Answer two questions. ● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. ● You are reminded of the need for good English and clear presentation in your answers. INFORMATION ● The total mark for this paper is 50. ● All questions are worth equal marks.

2 9093/42/O/N/20 © UCLES 2020 Answer two questions. 1 Spoken language and social groups The following text is a transcription of part of a conversation between two university students, Aisha and Safiya. 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. Aisha: did you go on any school trips↗ Safiya: yeah (.) uh huh (.) in primary school (.) erm (.) we went to this activity centre Aisha: mm Safiya: in england (.) which was was quite good fun (.) and then in secondary school (.) i went to majorca1 [laughs] // Aisha: [laughs] // Safiya: which must have been educational [laughs] (.) so [laughs] not really any sort of (1) actual educational trips (.) just the ones (.) how about you↗ Aisha: uh huh (1) erm (.) we went skiing in the last year of primary school for a week↗ Safiya: oh yeah (.) okay (.) where did you go↗ Aisha: uh huh (.) erm (.) to switzerland (.) mm (.) it was really good Safiya: oh (.) nice Aisha: and erm Safiya: is that when you got a taste for snowboarding and stuff↗ Aisha: no (.) i got that before [laughs] erm // Safiya: did you↗ Aisha: well my mum decided to take us on like (.) a skiing holiday beforehand (.) so we would already be able (.) to ski and not break our necks on that school trip [laughs] Safiya: [laughs] i think i was insistent i wouldnt do that [laughs] // Aisha: [laughs] erm (.) no and then erm (.) in the like third year of secondary school Safiya: mm Aisha: like all classes went on a school trip but half of them went skiing and half of them went to normandy2 (.) in summer (.) so i went to normandy 5 10 15 20 25

3 9093/42/O/N/20 © UCLES 2020 [Turn over Safiya: okay (.) mm hmm (.) so did you like // Aisha: that was really good as well (.) yeah (.) did loads of (.) you know (.) like water sports like canoeing and (.) erm (2) what are they called again (.) you know↗ (2) you know (.) its not like (.) er its like canoeing in a (.) you know sort of boat thing (.) but its not (1) what are they called↗ (.) erm (.) i think they call it er (.) in french (.) catamaran (.) you know (.) its // Safiya: is it like whitewater rafting↗ Aisha: no its not really like (.) well no (.) its (.) its completely different cause you do it in (.) like on the sea Safiya: oh okay Aisha: but its not actually like going sailing but sort of slightly different (.) you know (.) you do have a sail (.) but its (.) the boat has a different shape (.) kind of thing Safiya: i think maybe its just called a catamaran as well Aisha: possibly (.) i dont really know what its called (.) yeah that was quite good as well Notes: 1 majorca: a Spanish island, known in the UK as a holiday destination 2 normandy: a region of France TRANSCRIPTION KEY (1) = pause in seconds (.) = micropause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features ↗ = upward intonation 30 35 40

4 9093/42/O/N/20 © UCLES 2020 2 English as a global language The text below was published in the Financial Times in 2018. 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 text as well as to ideas and examples from your wider study. The PewDiePie effect: how a new global generation learnt perfect English The world’s most popular YouTuber is probably PewDiePie. He lives in England, but he is a Swede called Felix Kjellberg. Born in 1989, he represents the first global generation in which tens of millions of people from outside the English-speaking world speak perfect English. That shift is ominous for the US and UK. Thanks to English, these countries have dominated the global conversation. Their entertainment, media, university and tech sectors bestraddle the world. But now the PewDiePie generation, machine translation, and the political climate are combining to threaten their dominance. A few non-native speakers have always managed to sneak into the global English conversation. In music, for instance, think of PewDiePie’s fellow Nordics Abba and Björk. But most ambitious foreigners were held back because they spoke not English, but Globish: a simple, dull, idiom-free, cripplingly accented version of English with a small vocabulary. So they rarely sounded as fun, clever or cool in English as native speakers. This had fateful consequences. “What is well articulated in English on the internet becomes ‘truth,’ ” says Japanese writer Minae Mizumura in The Fall of Language in the Age of English. Perfect English is not only heard more, but also taken more seriously than what’s said in other languages, she argues. And the production line of perfect English-speakers hums ever faster. More and more universities around the world offer courses in English. The Netherlands sets the pace in Europe, followed by the Scandinavians. These countries are now attracting world-class foreign academics, and that’s before the anticipated post-Brexit1 exodus from British universities, from which continental Europe should benefit. Amsterdam and Copenhagen are already effectively bilingual. Berlin and Paris aren’t far behind. Next, the US and UK will lose their dominance of media. Machine translation improves by the week. In a couple of years, a top-class newspaper like Die Zeit will produce its German edition, then press “translate” and get a very decent English version in an instant. Everyone now piously preaches multilingualism, but it’s not going to happen. About 1.5 billion people are learning English. And the more people who speak English, the more useful English becomes. Anyway, the PewDiePie generation won’t let you learn their own languages. Try going to Sweden and speaking bad Swedish. You’ll be forced into English in seconds. The next global ruling class will perceive the world chiefly in English. That will be a loss. As Mizumura says, you can only see what your language allows you to express. But when perfect English becomes standard, Brits and Americans lose their advantage. Notes: 1 post-Brexit: after the United Kingdom leaves the European Union 5 10 15 20 25 30 35

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6 9093/42/O/N/20 © UCLES 2020 3 Language acquisition by children and teenagers The following text is a transcription of two parts of a conversation involving three sisters – Precious (aged 2 years 2 months), Kuku (aged 8 years) and Tanya (aged 6 years) – and their father. Discuss ways in which Precious, Kuku, Tanya and their 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. Part A: Father: we’re going to go out now precious Precious: mm Father: we’re going to go out in the car Kuku: do you want to go out on your bike↗ Precious: yes (1) we goin in a car (.) vrrrmm Kuku: beep beep (2) where are we going precious↗ Precious: goin in a car Kuku: where are we going in the car↗ Tanya: to the fair Precious: goin the fair (1) picnic Tanya: a picnic↗ Precious: yes Tanya: that sounds good Precious: we go a picnic (1) daddy goin a picnic (.) tanya (.) kuku goin a picnic and (.) mummy goin a picnic (1) tanya goin a picnic Tanya: yes Precious: all goin a picnic Tanya: yes Precious: all go (.) all in a picnic 5 10 15 20

7 9093/42/O/N/20 © UCLES 2020 Part B: Precious: where my wellyboots Father: i dont know Precious: where my wellyboots (1) where my (3) [sees her father putting on his shoes] i (.) i do sooz too (2) what dat↗ [ points at a pair of shoes] Father: those are kukus shoes Precious: tanya sooz Father: tanyas shoes are they↗ Precious: kuku sooz Father: are they↗ Precious: tanya sooz here (3) i go out (1) carry me (1) no sooz Father: why havent you got any shoes↗ Precious: carry me (1) carry me (.) no sooz TRANSCRIPTION KEY (1) = pause in seconds (.) = micropause underlined = stressed sound/syllable(s) [italics] = paralinguistic features ↗ = upward intonation 25 30

8 9093/42/O/N/20 © UCLES 2020 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. BLANK PAGE

This document consists of 8 printed pages. © UCLES 2020 [Turn over Cambridge International A Level ENGLISH LANGUAGE 9093/42 Paper 4 Language Topics October/November 2020 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 2020 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 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 2020 © UCLES 2020 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 2020 © UCLES 2020 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, for example: that was really good as well (.) yeah (.) did loads of (.) you know (.) like water sports like canoeing and (.) erm (2) what are they called again (.) you know↗ • some language features that are thought to be female language characteristics (e.g. co-operative overlaps, back-channel support) - Note: it is easy to over-state the significance of ‘gendered’ features • structure of exchanges – co-operative overlaps and interruptions. For example, Aisha: so i went to normandy Safiya: okay (.) mm hmm (.) so did you like // Aisha: that was really good as well • support and feedback between participants – for example the regular use of yeah and uh huh and the laughter • reference to theories/theorists of language such as Robin Lakoff, Deborah Tannen, Deborah Cameron and Jennifer Coates • inclusive vs exclusive speech Stronger and more confident candidates are likely to appreciate the highly co-operative nature of this conversation, and to see that both participants are trying to be as helpful as they can be. 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 2020 © UCLES 2020 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 2020 © UCLES 2020 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 • advantages of learning English – social, economic, cultural • rate at which the use of English is growing; tens of millions of people from outside the English-speaking world speak perfect English • how this spread of perfect English is ominous for the US and the UK • how machine translation, and the political climate are combining to threaten their dominance • how perfect English can be taken more seriously than what’s said in other languages • the potential impact of machine translation • the limitations of ‘Globish’, simple, dull, idiom-free • issues related to – and possible distinctions between – notions of world/global/international English • disadvantages of the dominance of English: - language death. - historical context - threat to multiculturism/links between language and culture; you can only see what your language allows you to express. Stronger and more confident candidates may wish to take issue with the premise of the article. If they do so in a balanced and 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 2020 © UCLES 2020 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 2020 © UCLES 2020 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, including Precious’s sisters’ speech • theorists and theories, such as Skinner (Behaviourism/reinforcement), Chomsky (language acquisition device), Piaget (cognitive development), Vygotsky, Bruner et al. • Precious’s developmental stages and linguistic competence – there are many examples of two and three word utterances (no sooz; tanya sooz here). There is also evidence of more advanced utterances (we goin in a car) • Precious’s use of the negative (no sooz) and interrogative (where my wellyboots) • evidence of at least three of Halliday’s functions of language: Representational – where my wellyboots; Heuristic – why; Regulatory – carry me • topic management and agenda-setting • turn-taking in conversation, no evident interruption or overlap • the phonological development of the interlocutors. Refer to the band descriptors and standardisation scripts in arriving at your mark. 25