Divergence and Convergence in English: A Creative Tension?

by Katharine Perera

Summarized by I. Monica Ward

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In "Divergence and Convergence in English: A Creative Tension?" Katharine Perera, a linguist from England, asserts that she doesn't need to travel very far to hear a variety of pronunciations. She further notes that the diversity of pronunciation relate s directly to the amount of time it has been spoken in a particular geographic region. Pronunciation and vocabulary are part of the great variation in the English language. For instance, in England one may say alley for the narrow passageway between bu ildings. Americans will say sidewalk, while the Australians and New Zealanders prefer footpath.

In addition, Perera acknowledges that grammar differences exist between the various standard forms of English. For example, Americans "appeal a decision," while Britons "appeal against" it (27). The author points out that "in a sense, none of us can say that we are native speakers of English" (27). For instance, people speak American, British, Scottish, or Canadian English. Social and regional differences contribute to the diversity of a language. Certain dialects of languages provide cultural ident ities. Perera offers William Labov's investigation on Martha's Vineyard as an example of the significance of cultural identity when teaching English in the curriculum. An islander would say [ n is h s], instead of [ nais ha s]. Labov proved that the i slanders' accent was related to "their feelings about the island."

Furthermore, Perera discusses her involvement in a committee charged with a government project in Britain to establish objectives for the skills and knowledge that students should have at "'the key ages of 7, 11, 14, and 16'" (28). Due to an invest igation, the committee recommended that schools should teach the social and educational significance of Standard English but also respect the background language and dialects of students. The committee hoped that students will acknowledge the diverse fun ctions of standard versus nonstandard English varieties.

Two standard forms of English which are accepted internationally are General American and Southern British. This divergence occurred in 1802 when Thomas Jefferson "recorded the first use of the phrase `the American language'" (31). Perera cogitat es what the limit for divergence is before all the English language varieties become "mutually unintelligible languages" (32). On one hand, Randolph Quirk, an English professor in London, believes that encouraging non-standard English varieties will bre ak up the language. One must acknowledge the different non-standard English, but continuing with the standard form will be beneficial in the long run. On the other hand, using English as an international language promotes convergence. Perera believes t hat balance is the key between divergence and convergence. In addition, she admits that a simplified variety of English would not be beneficial for the purpose of international communication.

In conclusion, Katharine Perera recommends five "solutions" for the English curriculum: have the same name for the different varieties of English, share the same writing system, introduce linguistic variety in classroom, make literature available fr om other cultures and give students an opportunity to learn the English standard from. A country can celebrate its diversities but also enjoy sharing a common language.

Study questions for Katharine Perera's article

Issues raised by the reading:

1. I thought that the orthography issue was well validated on page thirty-five of the article.

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