Case study 2: School in Bradford (Gary Ives)

• Summary

  In another interview with teenagers from Bradford (95% from Mirpuri Pakistani Backgrounds), Ives again asked about their use of language. They suggested they spoke the way they do because of where they were born. Further discussion uncovered more conscious reasons
• More conscious reasons for the way they speak:

  "We mix Punjabi and English"

  "It's all about our area"

  "We might speak English to mum and dad but with our friends we add in Punjabi"
• What school did the interview with teenagers take place at?

  Bradford school
• Why did the teenagers suggest they spoke the way they do?

  Because of where they were born
• What did the teenagers mean by 'freshies'?

  People born in Pakistan who moved to England
• How did the teenagers identify themselves?

  British Asian
• How did the teenagers feel about their connection to 'freshies'?

  They didn't feel connected to them
• What did the teenagers say about their language use?

  It is based on postcode
• What language choices did the teenagers mention?

  'Street' or 'BD8'
• What are the implications of language mixing among teenagers?

  • Reflects cultural identity
  • Influences social interactions
  • Affects understanding among peers
  • Highlights regional differences
• What aspect did they specifically mention regarding their connection to 'freshies'?

  Especially their accent
• What key words and phrases unified the group?

  Bar, heavy munch, shotta swag
• How did he refer to Punjabi language?

  As a 'secret language'
• What did he mean by 'secret language'?

  It creates group identity
• Who were the two members of staff interviewed?

  Members of Pakistani heritage
• What did they confirm about language use?

  Use of code-switching
• What did they mention about Punjabi in daily talk?

  It is included in everyday conversations
• What were the most common Punjabi words used?

  Taboo words or phrases
• How did students feel about the use of Punjabi words?

  They found it amusing