Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2022 May/June Paper 4 · Variant 3

This document has 8 pages. Any blank pages are indicated. [Turn over Cambridge International AS & A Level ENGLISH LANGUAGE 9093/43 Paper 4 Language Topics May/June 2022 2 hours 15 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) INSTRUCTIONS ● Answer all 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. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 50. ● The number of marks for each question or part question is shown in brackets [ ]. * 2 8 6 5 7 7 0 8 8 0 * DC (CJ) 214991/1 © UCLES 2022

2 9093/43/M/J/22 © UCLES 2022 Section A: English in the world Question 1 Read the following article, which was posted on the University of Manchester website in 2019. Discuss what you feel are the most important issues raised in the text relating to the changing use of English in the world. You should refer to specific details from the text as well as to ideas and examples from your wider study of English in the world. [25] English does not just belong to the English A linguistics expert from The University of Manchester’s Institute of Education is calling for different varieties of English spoken around the world to be recognised as equally legitimate – particularly in the classroom – and for their variances to be viewed as differences rather than errors when teaching the English language. In the age of globalism, English has become a lingua franca, with countries around the world including India, Singapore and South Korea using it. As such, it can no longer be considered as the sole domain of those considered to be ‘native speakers’, such as the British, Americans and Australians – rather, English is a truly international language. From the perspective of teaching English as a Foreign Language (EFL), however, a common belief still exists that the only ‘true’ variety of English is that spoken by native speakers and these are the only varieties that should be taught, and that other varieties – known as ‘World Englishes’ – are somehow not ‘proper’, incorrect, or failed attempts to master the language. Nonetheless, from a purely linguistic perspective, these other varieties are only different from ‘native’ ones in terms of their grammar and use of vocabulary – thus, grand open1 and teacheress are perfectly acceptable for Korean and Indian English respectively, as is I am having a car, an example of Indian English grammar. This has implications for the EFL classroom: • Given the respect for diversity and equality, we need to recognise this on a linguistic level – denigrating someone’s language is the same as denigrating their culture. • To insist on a single variety of English in the classroom does not prepare students for the reality of multiple forms of the language spoken outside the classroom. • Students who speak World Englishes can use their knowledge to teach the teacher, and such varieties can be used to teach British or American English in the process – this allows for a more inclusive, and relevant, EFL classroom. Dr Alex Baratta embarked on a study with 36 EFL students and teachers from 15 countries around the world. He found a general consensus that World Englishes merely exhibit differences – not errors – and can be incorporated into the EFL classroom as part of a more balanced approach to teaching English. ‘The majority of English-speakers worldwide are no longer from the countries we might think of as “native” English-speaking countries,’ one participant in the study explained. ‘Demanding that all speakers of English mimic native speakers and classifying all other variations as improper is no longer something we should do – who dictates what “proper” English is anyway?’ Dr Baratta tweeted, ‘Contrary to popular opinion, the establishment of a language need not rely on “official” government-produced school-based textbooks or dictionaries. World Englishes have already been established through their repeated use in society by the 5 10 15 20 25 30 35

3 9093/43/M/J/22 © UCLES 2022 [Turn over 40 people who are speaking them on a daily basis, to include Internet usage and the use of English within the country in question, such as Grand Open being seen throughout Korea, and everywhere from restaurant menus to billboards – thus, the people have decided!’ 1 grand open: short form of ‘grand opening’, seen on advertising boards in Korea

4 9093/43/M/J/22 © UCLES 2022 Section B: Language and the self Question 2 Read the following two texts. Text A is an extract from an article published on the website of The New York Times in 2019. Text B is from a university guide for staff about using preferred gender pronouns. Discuss what you feel are the most important issues raised in the texts relating to the ways in which language can shape and reflect personal and social identity. You should refer to specific details from the texts as well as to ideas and examples from your wider study of Language and the self. [25] Text A It’s Time for ‘They’ The singular ‘they’ is inclusive and flexible, and it breaks the stifling prison of gender expectations. Let’s all use it. I am your stereotypical, cisgender1, middle-aged suburban dad. I dabble in woodworking, I take out the garbage, and I covet my neighbor’s Porsche. Though I do think men should wear makeup (it looks nice!), my tepid masculinity apparently rings loudly enough online and in person that most people guess that I go by ‘he’ and ‘him.’ And that’s fine; I will not be offended if you refer to me by those traditional, uselessly gendered pronouns. But ‘he’ is not what you should call me. If we lived in a just, rational, inclusive universe, there would be no requirement for you to have to assume my gender just to refer to me in the common tongue. There are, after all, few obvious linguistic advantages to the requirement. When I refer to myself, I don’t have to announce my gender and all the baggage it carries. Instead I use the gender-nonspecific ‘I.’ Nor do I have to bother with gender when I’m speaking directly to someone or when I’m talking about a group of people. I just say ‘you’ or ‘they.’ So why does Standard English impose a gender requirement on the third-person singular? And why do elite cultural institutions – universities, publishers and media outlets like The Times – still encourage all this gendering? To get to my particular beef2: When I refer to an individual whose gender I don’t know here in The Times, why do I usually have to choose either ‘he’ or ‘she’ or, in the clunkiest phrase ever cooked up by small-minded grammarians, ‘he or she’? The truth is, I shouldn’t have to. It’s time for the singular ‘they.’ 1 cisgender: denoting or relating to a person whose sense of personal identity and gender corresponds with their birth sex 2 beef: complaint 5 10 15 20

5 9093/43/M/J/22 © UCLES 2022 Text B Preferred Gender Pronouns: For Faculty What is a ‘preferred gender pronoun’? • A ‘preferred gender pronoun’ (or PGP) is the pronoun that a person chooses to use for themself. For example: If Xena’s preferred pronouns are she, her, and hers, you could say ‘Xena ate her food because she was hungry.’ What are some commonly used pronouns? • There are also lots of gender-neutral pronouns in use. Here are a few you might hear: • They, them, theirs (Xena ate their food because they were hungry.) This is a pretty common gender-neutral pronoun ... And yes, it can in fact be used in the singular. • Ze, hir (Xena ate hir food because ze was hungry.) Ze is pronounced like ‘zee’, can also be spelled zie or xe, and replaces she/he/ they. Hir is pronounced like ‘here’ and replaces her/hers/him/his/they/theirs. • Just my name please! (Xena ate Xena’s food because Xena was hungry.) Some people prefer not to use pronouns at all, using their name as a pronoun instead. 5 10 15

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8 9093/43/M/J/22 © UCLES 2022 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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE

This document consists of 9 printed pages. © UCLES 2022 [Turn over Cambridge International A Level ENGLISH LANGUAGE 9093/43 Paper 4 Language Topics May/June 2022 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 2022 series for most Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 2 of 9 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.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 3 of 9 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.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 4 of 9 English & Media subject specific general marking principles (To be read in conjunction with the Generic Marking Principles (and requiring further guidance on how to place marks within levels)) Components using level descriptors:  We use level descriptors as a guide to broad understanding of the qualities normally expected of, or typical of, work in a level.  Level descriptors are a means of general guidance, and should not be interpreted as hurdle statements.  Where indicative content notes are supplied for a question, these are not a prescription of required content, and must not be treated as such. Alternative correct points and unexpected answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills demonstrated.  While we may have legitimate expectations as to the ground most answers may occupy, we must at all times be prepared to meet candidates on their chosen ground, provided it is relevant ground (e.g. clearly related to and derived from a relevant passage/text and meeting the mark scheme requirements for the question).

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 5 of 9 English Language specific marking instructions: AO1 Read and demonstrate understanding of a wide variety of texts. (Understanding)  Marks should be awarded for the accuracy of the candidate’s understanding of the text and its features, not for any analysis of them which is recognised under AO3.  Where comparison is required, marks should be awarded for the candidate’s recognition of similarities and differences between the texts and their features, not for any consequent analysis.  When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. AO2 Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. (Writing)  Marks should be awarded equally on the basis of the level of the candidate’s written expression (range of features used and accuracy) and the development of their writing (its organisation and relevance to task and audience).  When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. (Conceptualisation)  Marks should be awarded equally on the basis of the level of the candidate’s understanding of the relevant issues, concepts, methods and approaches represented both in the text(s) and in their wider studies.  When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 6 of 9 Marking criteria for Section A Question 1 and Section B Question 2 Table A Level AO1: Read and demonstrate understanding of a wide variety of texts. 10 marks AO2: Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. 5 marks AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. 10 marks 5  Sophisticated understanding of text (meaning/context/ audience)  Insightful reference to specific points 9–10 marks  Sophisticated expression, with a high level of accuracy  Content is fully relevant; ideas are developed throughout in a sophisticated manner 5 marks  Sophisticated understanding of linguistic issues, concepts, methods and approaches represented in the text  Insightful reference to wider study of linguistic issues, concepts, methods and approaches 9–10 marks 4  Detailed understanding of text (meaning/context/ audience)  Effective reference to specific points 7–8 marks  Effective expression, with a few minor errors which do not impede communication  Content is relevant; ideas are developed in an effective manner 4 marks  Detailed understanding of linguistic issues, concepts, methods and approaches represented in the text  Effective reference to wider study of linguistic issues, concepts, methods and approaches 7–8 marks 3  Clear understanding of text (meaning/context/ audience)  Clear reference to specific points 5–6 marks  Clear expression, with occasional errors which do not impede communication  Content is relevant; ideas are developed clearly 3 marks  Clear understanding of linguistic issues, concepts, methods and approaches represented in the text  Clear reference to wider study of linguistic issues, concepts, methods and approaches 5–6 marks

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 7 of 9 Level AO1: Read and demonstrate understanding of a wide variety of texts. 10 marks AO2: Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. 5 marks AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. 10 marks 2  Limited understanding of text (meaning/context/ audience)  Limited reference to specific points 3–4 marks  Expression is clear but may not flow easily, with frequent errors which generally do not impede communication  Content is mostly relevant; ideas are developed in a limited manner 2 marks  Limited understanding of linguistic issues, concepts, methods and/or approaches represented in the text  Some limited reference to wider study of linguistic issues, concepts, methods and/or approaches 3–4 marks 1  Basic understanding of text (meaning/context/ audience)  Minimal reference to specific points 1–2 marks  Basic expression, with frequent errors which impede communication  Content may lack relevance in parts; minimal development of ideas 1 mark  Minimal understanding of linguistic issues, concepts, methods and/or approaches represented in the text  Minimal reference to wider study of linguistic issues, concepts, methods and/or approaches 1–2 marks 0  No creditable content 0 marks  No creditable content 0 marks  No creditable content 0 marks

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 8 of 9 Section A: English in the world Question Answer Marks 1 Read the following article, which was posted on the University of Manchester website in 2019. Discuss what you feel are the most important issues raised in the text relating to the changing use of English in the world. You should refer to specific details from the text as well as to ideas and examples from your wider study of English in the world. Mark according to the levels of response marking criteria in Table A. Additional guidance: The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments that should be credited. Responses might discuss the following:  the concepts of a world language, English as a ‘global’ language, and English as a lingua franca  how a linguist is calling for different varieties of English spoken around the world to be recognised as equally legitimate  the implication that they are not currently viewed in that way  how the English language can no longer be considered as the sole domain of those considered to be ‘native speakers’  prescriptivist and descriptivist approaches  how Dr Baratta suggests that variances between varieties of English should be viewed as differences rather than errors  how he says that they are only different from ‘native’ ones in terms of their grammar and use of vocabulary  the implication that denigrating someone’s language is the same as denigrating their culture  how World Englishes already include Internet usage and the use of English within the country in question  how language is constantly evolving throughout the world. 25

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 9 of 9 Section B: Language and the self Question Answer Marks 2 Read the following two texts. Text A is an extract from a 2019 article which was published on the website of The New York Times. Text B is from a university guide for staff about using preferred gender pronouns. Discuss what you feel are the most important issues raised in the text relating to the ways in which language can shape and reflect personal and social identity. You should refer to specific details from the text as well as to ideas and examples from your wider study of Language and the self. Mark according to the levels of response marking criteria in Table A. Additional guidance: The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments that should be credited. Responses might discuss the following:  how the author sees the singular ‘they’ as inclusive and flexible and how it breaks the stifling prison of gender expectations  his comment on traditional pronouns as uselessly gendered  how standard English imposes a gender requirement on the third-person singular, unlike the first and second- person singular pronouns  how he believes that cultural institutions … still encourage all this gendering  the concept of a preferred gender pronoun as the pronoun that a person chooses to use for themself  examples of gender-neutral pronouns in use  how it can be seen to be important to respect people's PGPs  the opposing view that all of this is unnecessary. 25