Accent and Dialect: Do You Get to Be Choosy?

As many people know, there are frequently regional varieties and accents of almost every language, even within languages spread over fairly small areas. This presents an interesting problem for non-native speakers and new learners of any given language. For certain languages, the accents aren’t sufficiently different from the standard or most commonly spoken variety. However, for others, such as those spoken in different countries, particularly ones that are far apart, the accents and dialects can be distinct, and to a degree, somewhat unintelligible. So, what do you learn? Is one more “right” than the other? Do we non-natives even have the right to choose? I discussed this in a previous post, but recently I’ve been rethinking this idea.

In order to consider this problem properly, let’s look at a few different languages where dialects and accents are reasonably present. What I mean by that is that the language in question has regional varieties and pronunciation variations that are fairly apparent to natives of the language. These dialects may even constitute social barriers. The languages I’m going to discuss are Spanish, Japanese, and Arabic.

First, let’s consider Spanish. The Spanish language is spoken in many countries, most notably in the majority of nations in South and Central America, Spain, and the United States. The varieties of Spanish in each country are generally viewed as fairly distinct. For example, Cuban Spanish, is very different from the Spanish spoken in Spain. The principal difference is the use of ceceo, a rule of pronunciation of the letters s, c, and z. However, Cuban Spanish has its own peculiarities. Take the word pescado (seafood/fish). In Castilian Spanish, the variety spoken in Spain, it is pronounced as written, but in Cuban Spanish, it is widely pronounced as pe-ca-o. This can be seen as an almost intolerable difference, to the point that you might have to devote separate studying to understanding spoken Cuban Spanish. However, this is an extreme example. Mexican Spanish, though spoken with its own accent, is not incomprehensible to the average foreign learner of Spanish, and in fact is used as the de facto “natural example” in most classrooms in the United States. (I say “natural example” to denote a variety used most often in the classroom for practical purposes.) The point is that most varieties of Spanish have their regional differences, mostly in the way of slang and regionally exclusive concepts (such as food, items in daily use, etc.), but are, overall, fairly mutually intelligible. Now, this brings us to the main problem: do learners of Spanish get to choose what variety they learn or speak? Usually, classrooms teach a version of Spanish that is politically correct, without much slang or regionalisms. Personally, I don’t view this as a huge problem, because, in the beginning, it gives a learner a decent foundation to work up from. But, in the long run, if one continues to use this approach, the end result is an overly newscaster-y sounding Spanish that everyone understands but nobody really uses in everyday conversation. I believe the solution to this problem is that students learn the “politically correct” version to a point, perhaps to the lower intermediate level (B1), and then specialize or at least become familiar with the regional dialect of one country. For example, I would say I understand most varieties of Spanish, but I personally speak and am most comfortable using Castilian Spanish. But it is not a terrible thing if you can’t do so, since the “standard form” of Spanish is readily understood and can be switched to by most, if not all speakers of the language. However, not all languages are the same, since Japanese and Arabic present different problems.

Japanese is spoken only within Japan, but the effect of regional differences is widely recognized. The Japanese spoken in Tokyo is the standard, but if one goes to the Kansai region and Hokkaido region, one will notice a marked difference in pronunciation and use of the copula (the verb “to be”) and even conjugation of verbs. This poses a particular problem for learners of Japanese, because even if one never leaves Tokyo, there are people from all over living there. It’s very similar to New York City, where I’m living right now, and I have met all sorts of different Spanish speakers. Sure, these speakers might speak the standard Japanese when they’re talking to you, but if you go to their hometown, or you end up working in Osaka as an English teacher or something, it would be in your best interest to learn how locals speak. Just because standard Tokyo Japanese is the most commonly spoken version and it’s convenient to learn only that, doesn’t mean that it’s the only one you’ll ever hear. A responsibility of non-native speakers of different languages, I think, is to understand as many people as one can. It is pretentious and even offensive to say “I don’t like the way Kansai-ben sounds, so I’m only going to speak Tokyo-ben” (-ben is a Japanese prefix referring to the dialect of a region). This is different from Spanish, because you can avoid going to Cuba, and have no contact with the Spanish spoken there. Japan is much smaller, and it is significantly less likely that you can worm your way out of going to a specific region of Japan, if you are sent there. Think about it: it is less likely that you’ll be sent to an entirely different country versus a different region within a country. Therefore, it is easier to not have to learn all the different varieties of Spanish, but in Japanese, it would be a good idea to at least understand, if not speak, a localized variety of the language.

Now, we come to the curious case of Arabic, which I have discussed several times before. Unlike some other languages of the world, Arabic’s regional varieties differ greatly, to the point that some are not mutually intelligible. According to some speakers of Arabic that I have met, this is mostly in the way of slang, but formal sources say that even the written and common, non-slang instances of the language vary. The Egyptian and Levantine versions of the sentence “I read the book” can differ greatly in pronunciation, syntax, and even sentence order, for example. When it comes to learner, they must make a choice, I believe. Modern Standard Arabic is used only in formal, pan-Arab announcements and news broadcasts, and learners should decide from there, what variety of Arabic they will learn and use more often. If you’re going to be spending most of your time in Syria or Lebanon, you should learn Levantine Arabic, and even within that, there are national and sub-national variations in the language. Likewise, if you’re working in Morocco, Moroccan Arabic is your best bet. Arabic is a language that forces you to pick a dialect, since you can’t really get away with speaking only the standard form.

The overall conclusion is that the more unintelligible two given varieties of the same language are (though you should definitely compare all of them), the more likely it is that you’ll need to become familiar with one in detail. In a way, learners do have the right, and depending on the way you look at it, and even the responsibility to choose a dialect or accent to emulate.

I hope you found this piece informative and interesting! Feel free to leave any comments and please share this on Facebook and Tumblr!

Song Breakdown – 童話(どうわ)- Fairy Tale (Post by Ineptidude)

This is the breakdown of the Japanese reprise of “Tong Hua,” (meaning Fairy Tale) a popular Chinese song originally by Michael Wong. Click the link below to view the PDF, which has the lyrics in Kanji along with English translations and a list of all the important vocabulary. (Note: This breakdown assumes that you know how Japanese verb conjugations and particles work.)

童話

The Messy Genius of Kanji (Guest post by Ineptidude)

こんにちは, everybody! I’m Ineptidude, and I’ll be posting today.

Today, I want to talk about the bane of the Japanese student’s existence: Kanji. (For those that don’t know, Kanji are Chinese characters used in Japanese to represent nouns, verb stems, and adjectives.) When I started to study Japanese, I was initially daunted by the immense number of kanji I would have to learn. (There are 2000 kanji, called jouyou kanji, that the Japanese government deems the most “common” kanji. Adding to this, there are other kanji that are considered generally good to know.) Continue reading The Messy Genius of Kanji (Guest post by Ineptidude)

Languages That Should Be Taught in High Schools But Aren’t

So, I’ve recently been thinking about how much people treat foreign language study as a chore. Universities and high schools often require at least two consecutive years of the study of the same language for admission and graduation respectively. I believe that this treatment of such a field can be remedied by freeing up the choices that students have in this respect. This means, you can’t just offer Spanish, French, and Mandarin Chinese and expect them to be happy with it. People like to have a lot of choices and  might want to learn some other language. Most importantly, why are we only teaching three languages? French is not very useful outside of France, Canada, Switzerland, and a few African countries (sorry, French speakers, but it’s true). Spanish is in a similar position, although it has the advantage of being more  intelligible with respect to Portuguese and Italian, and having more applications within the United States, specifically. Mandarin Chinese is indeed useful in China, a major economic and political entity, and its introduction into American education systems is admirable. But this is only the first step.

However, first of all, I want to make something clear: Spanish and French don’t need to be removed from the curriculum. They are still useful, in their own ways, but in the context of the whole world, they lack in usability. People should still learn them, whatever their reasons are. However, we should introduce more useful languages (or at least make these more widely taught), which I’m going to  list and explain. Remember, in the context of the United States as whole, I regard these as true, because the languages below have a greater number of uses overall than Spanish or French. Part of my definition of usefulness includes how much you can use the language in the world.

1) Arabic, Farsi, and Hebrew

OK, while it certainly doesn’t need to be each of these in the same school, but there’s no denying that these would be extremely useful. Arabic is important, because of negotiations and diplomacy in the Arab League nations, such as Saudi Arabia, Iraq, and Syria. Farsi is also important, because with the right tactics, America could actually enter into peaceful relations with Iran. We don’t even have an embassy or formal diplomatic relations with them, for God’s sake! We have an embargo on trade with them, which was set up in 1995. Lastly, Hebrew is useful for similar reasons, as if we could have more diplomats in Israel to help resolve tensions between Israelites and Palestinians and also between Israel and surrounding Muslim countries. The Middle Eastern languages in general, I feel, are powerful diplomatic tools.

2) Japanese and Korean

These two languages are native to two very important nations that directly concern the United States. Not only that, Japan and South Korea are formidable world powers in their own rights. In both nations, there are a number of growing business opportunities. Not only that, they can be easier alternatives to learning Mandarin Chinese, especially Korean.

3) German and Russian

German might come as a surprise, because many people in Germany can probably speak English pretty well. However, it is my firm belief that communication is always done better in the language of the country you’re visiting. It’s kind of a matter of politeness. Russian can be useful, because not only are there economic opportunities in Russia, it’s also possible to work with Russian in the diplomatic field, because Slavic languages, particularly the ones of the former Soviet Republics, are mutually intelligible with Russian.

It is certainly important to consider the regional uses of these languages. Korean will be more useful than Russian to a physician on the West Coast, due to a larger Korean population. But that’s for another post. The key idea is that the listed languages are useful, because their global contexts are much greater. In high school, most people have not decided what they want to do, and having a language that is useful in relatively high number of contexts is invaluable.

If you have any thoughts on this yourself, or if you think there are any other languages you think should be included in schools, do say so in the comments!

Language Barriers

I’ve often been asked about why I think foreign language education is important. While I could certainly come up with quite a few reasons, I think one of the more prominent ones is when you encounter language barriers. This can be in person, over the internet, or in signs and other written situations. Human experience is defined by what we take in and what we understand, and so we should aim to understand as much as we can. Besides, you are bound to end up in a situation where you need to use foreign language, because the other person can’t understand you or you need some vital information that’s on a sign written in an another language. Whether it’s business negotiations, diplomacy, or simply communicating as a tourist, learning a foreign language is a huge asset. Overcoming the language barrier is the first step. In this post, I’m going to talk about the places where language barriers the least and most prevalent. I won’t be discussing the rural areas of certain countries, because that’s simply a given.

1) China, Japan and Korea: Greatest Language Barrier

Surprisingly, even though these countries have rapidly progressed in their political structures and economies, the practice of using English, or for that matter any other language, is not very widespread. The education system does require English-language instruction in these nations, but many people prefer to speak their native language due to not feeling confident in their ability to speak English and as a simple matter of preference. English instruction in these nations, from what I’ve heard, is very traditional. In other words, people in China, Japan, and Korea are as inclined to use English as much as people in the United States are inclined to use French.

2) The Nations of Scandinavia and Germany/Austria/The Netherlands: The Weakest Language Barrier

When it comes to going abroad in Europe, Scandinavia is the best when it comes using English with foreigners. With top-notch education systems (which is not to say Japan and Korea don’t have good ones), students in Scandinavian countries, generally speaking, come out of schooling speaking decent if not perfect English. The same goes for Germany, Austria, and the Netherlands. This can probably be accounted for by the fact that German and the Scandinavian languages have a common history with English.  Surprisingly, France, Spain, and Italy are not as well-versed in English, shown in statistics. This is probably because Iberian/Arabic influences (Spanish), Gallic influence (French), and Italic influences (Italian) have caused the parent language (Latin, specifically Vulgar Latin) to diverge more significantly, and therefore farther from English, which borrows more from Germanic, Greek, and classical Latin roots.

3) India: The Weakest Language Barrier in Asia

Unlike the East Asian countries, such as China, Korea, Japan, or Vietnam, India has come to use English extensively. Signs are  written in English, sometimes not even as a translation of the state language. The education system mandates the learning of English from first grade all the way to twelfth grade. In addition, people must take yet another foreign language to graduate from college. Most people in India speak English and are perfectly willing to communicate in English, although they will use their own language at other times. Gotta keep your secrets, you know?

4) Latin America: The Biggest Language Barrier in the Americas

Ironically, even though Spain is pretty good about its people knowing English (although certainly not as much as other European countries), getting around without knowing Spanish (or Portuguese in Brazil) is hard in Latin America. Many Latin American countries are in the Low Proficiency bracket on the EF English Proficiency Index. So I highly suggest hitting the books on Spanish if you go to Latin America without knowing any first.

5) The Middle East: The Biggest Language Barrier

For some, this may not come as a surprise. The EF English Proficiency Index shows that several Middle Eastern countries, including Qatar, Kuwait, Iran, and Egypt are in the Low or Very Low Proficiency brackets. Saudi Arabia and Iraq are at the very bottom of the list in the Very Low Proficiency bracket. This is why it is all the more imperative that people learn to speak Arabic and/or Farsi.

So, that’s my say on this topic. I’ll probably have something again this week, so I hope you look forward to it.