Cambridge International AS & A Level

ENGLISH LANGUAGE 9093/32

Paper 3 Language Analysis October/November 2021

2 hours 15 minutes

You must answer on the enclosed answer booklet.

* 8 7 6 5 9 5 0 5 3 6 *

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 [ ].

This document has 8 pages.

DC (LK/CB) 201563/4
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Section A: Language change

Question 1

Read Texts A, B and C.

Analyse how Text A exemplifies the various ways in which the English language has changed
over time. In your answer, you should refer to specific details from Texts A, B and C, as well as to
ideas and examples from your wider study of language change. [25]

Text A

An extract from an official report about education in England, published in 1861

III
EDUCATION OF CHILDREN OF OUTDOOR PAUPERS1

***

We addressed, through the Poor Law Board and the Committee of Council, to
their respective inspectors, the following questions:

I. What do you believe to be the moral, intellectual, physical, and industrial 5

state of the outdoor pauper children?
II. To what causes do you attribute that state?
III. What remedies can you suggest?

Their answers are all to the same effect. They describe their condition, – moral,
intellectual, and physical, – as being as low as possible. The following extract from 10
Fr. Farnall's report as to London is a fair specimen of the evidence.

It is also well known that corruption of an obstinate and firm growth has its
fixed abode amongst them, and is the inevitable consequence of their miseries,
their helplessness, and their vice.

In 1841, Dr. Kay and Mr. Tufnell wrote as follows: ‘The pauper children 15
assembled at Norwood2 from the garrets3, cellars, and wretched rooms of
alleys and courts in the dense parts of London are often sent thither in a low
state of destitution, covered only with rags and vermin, often the victims of
chronic disease, almost universally stunted in their growth, and sometimes
emaciated with want. The low-browed and inexpressive physiognomy4 or 20
malign aspect of the boys is a true index to the mental darkness, the stubborn
tempers, the hopeless spirits, and the vicious habits on which the master has
to work.’

***

To them the State is loco parentis5. One-sixteenth of them, or about 8,000, are
every year added to the adult population. In many they are added to the pauper 25
or criminal portion of it. ‘It is from this neglected class of children,’ says Major-
General Sir J. Jebb, ‘that juvenile criminals spring; and that the gaols are
eventually filled with adult criminals.’

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As a general rule it may be said that these children, as they grow up, are divided
between the gaol and the workhouse6; they form the hereditary pauper and 30
criminal class. If we could withdraw them from the influences which now corrupt
them, we should cut off the principal roots of pauperism and crime.

We have already shown that all who have considered the subject believe that the
creation of district and separate schools is the only remedy for the evils of the
workhouse schools. 35

Notes:
1paupers: people living in poverty
2Norwood: the name of an orphanage
3garrets: small attic rooms
4physiognomy: the physical appearance of the face
5loco parentis: Latin for ‘in the place of a parent’
6workhouse: buildings where, from the 17th to early 20th centuries, people who were too poor to

afford housing would work in exchange for food and lodging.

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Text B

The top six nouns used alongside ‘class’ with ‘and’/‘or’, from the English Historical Book Collection
corpus (books from 1473 to 1800) and in the English Web 2015 corpus (texts collected from the
internet in 2015)

‘class and/or …’ ‘class and/or …’

1473–1800 2015
rankes race
century workshop
rank gender
division seminar
nobility group
sort ethnicity

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 Text C

© UCLES 2021
0.00130%
0.00120%
0.00110% jail

0.00100%
0.00090%
0.00080%
0.00070%
5

0.00060%
n-gram graph for the words jail and gaol (1800–2000)

9093/32/O/N/21
0.00050%
0.00040%
0.00030%
0.00020%
0.00010%
gaol
0.00000%
1800 1820 1840 1860 1880 1900 1920 1940 1960 1980 2000

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Section B: Child language acquisition

Question 2

Read the following text, which is a transcription of a conversation between Aria (age 4 years) and
her mother. They are at home and Aria is playing with toy animals.

Analyse ways in which Aria and her mother are using language in this conversation. In your answer,
you should refer to specific details from the transcription, as well as to ideas and examples from
your wider study of child language acquisition. [25]

Mother: wheres all the animals↗

Content removed due to copyright restrictions.

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Content removed due to copyright restrictions.

Aria: °thank you°

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REFERENCE TABLE OF IPA PHONEMIC SYMBOLS (RECEIVED PRONUNCIATION)

1 Consonants of English 2 Pure vowels of English

/f/ fat, rough / iː / beat, keep
/v/ very, village, love /ɪ/ bit, tip, busy
/ɵ/ theatre, thank, athlete /e/ bet, many
/ð/ this, them, with, either /æ/ bat
/s/ sing, thinks, losses /ʌ/ cup, son, blood
/z/ zoo, beds, easy / aː / car, heart, calm, aunt
/ʃ/ sugar, bush /ɒ/ pot, want
/ʒ/ pleasure, beige / ɔː / port, saw, talk
/h/ high, hit, behind /ə/ about, sudden
/p/ pit, top / ɜː / word, bird
/t/ tip, pot, steep /ʊ/ book, wood, put
/k/ keep, tick, scare / uː / food, soup, rude
/b/ bad, rub
/d/ bad, dim 3 Diphthongs of English
/g/ gun, big / eɪ / late, day, great
/ tʃ / church, lunch / aɪ / time, high, die
/ dʒ / judge, gin, jury / ɔɪ / boy, noise
/m/ mad, jam, small / aʊ / cow, house, town
/n/ man, no, snow / əʊ / boat, home, know
/ŋ/ singer, long / ɪə / ear, here
/l/ loud, kill, play / eə / air, care, chair
/j/ you, beyond / ʊə / cure, jury
/w/ one, when, sweet
/r/ rim, bread
/ʔ/ uh-oh

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© UCLES 2021 9093/32/O/N/21