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Title: Pearson Edexcel Level 3 GCE 9EN0/02 English Language Advanced PAPER 2: Child Language June 2024 + MARK SCHEME
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel GCE In English Language (9EN0) Paper 2: Child Language
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel GCE In English Language (9EN0) Paper 2: Child Language
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Pearson Edexcel Level 3 GCE
Friday 7 June 2024
Morning (Time: 1 hour 15 minutes)
English Language
Advanced
Paper
reference
9EN0/02
PAPER 2: Child Language
You must have:
Source Booklet (enclosed)
Total Marks
Instructions
Use black ink or ball‑point pen
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the question in the space provided
• Answer
– there may be more space than you need
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There is only one question
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Advice
Read the question carefully before you start to answer it
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©2024 Pearson Education Ltd
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1 Analyse how Isaak’s language at this stage of development allows him to engage and
interact with his parent
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(Total for Question 1 = 45 marks)
TOTAL FOR PAPER = 45 MARKS
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Pearson Edexcel Level 3 GCE
Friday 7 June 2024
Morning (Time: 1 hour 15 minutes)
Paper
reference
English Language
Advanced
9EN0/02
PAPER 2: Child Language
Source Booklet
Do not return this Booklet with the question paper
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F:1/1/1/1/
*P75698A*
English Phonemic Reference Sheet
Vowels
kit
dress
trap
lot
strut
foot
ɪ
e
æ
ɒ
ʌ
ʊ
letter
fleece
cart
thought
goose
nurse
ə
i:
ɑ:
ɔ:
u:
ɜ:
Diacritics: /:/ = length mark
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Diphthongs
face
goat
price
mouth
choice
near
square
cure
eɪ
əʊ
ɑɪ
ɑʊ
ɔɪ
ɪə
eə
ʊə
Consonants
pip
bid
tack
door
cake
good
p
b
t
d
k
g
chain
jam
fly
vase
thing
this
tʃ
ʤ
f
v
θ
ð
say
zoo
shoe
treasure
house
mark
s
z
ʃ
ʒ
h
m
not
sing
lot
rose
yet
witch
n
ŋ
l
r
j
w
2
P65521RA
Glottal stop
Syllabic /l/ bottle
Syllabic /n/ fatten
ʔ
ļ
ņ
3
P75698A
over
Turn
Text A
Text A is a transcript of a conversation between Isaak (3 years and 1 month) and his mother recorded in the
family home
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Key
M = Mother
I = Isaak
(
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) what flavour ice cream is it?
I: pink /bɪŋk/
M: pink? what does it taste like?
I: sprinkles /bɪŋkǝlz/
M: sprinkles? (
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) that’s the cone isn’t it? (
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) tell me that again
I: chocolate my favourite /feɪvǝ/ is chocolate
M: what did you have before? what did you eat before?
I: er
M: was it chicken?
I: it yummy
M: it was yummy wasn’t it (
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) it er (3)
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M: was it barbecue?
I: yes it was
M: oh? (
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) eat a dinosaur /dɑɪnǝsɔ/
M: what’s your favourite dinosaur?
I: a big one with /wɪd/ long neck an a {indecipherable}
M: what’s the big one with a long neck called? can you remember?
I: stegosaurus /stegǝsɔrǝs/
M: a stegosaurus?
I: yes (
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) and I going to eat him up when I wake up
M: and what colour is stegosaurus?
I: and a dino (
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) and orange one and a whitey one and and a
dinosaur and I going to eat him up
M: poor dinosaur
I: and /ǝn/ I eat him up because /kɒz/ I’m because I’m going to eat him up (
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) I going to be crocodile /kwɒkdɑɪl/ and that why I going to eat him up
M: oh because you have got your crocodile pyjamas?
I: yes and that’s why I going to eat him up with /wɪd/ the /dǝ/ crocodile pyjamas
/ʤɑ:mǝz/ when I wake up because that what I going to eat dinosaur up with orange
that why I just (
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) no (
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) what is your favourite colour?
I: blue /bu:/ and orange like Blippi
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P75698A
M: do you like Blippi
I: yeah (
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) which dinosaur would you like to take in
the bath?
I: T‑Rex /tireks/
M: what other dinosaurs?
I: the /ǝ/ velociraptor /rɒzǝræptu/
M: the velociraptor (
...
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Our aim is to help everyone
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pearson
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Examiners must mark the last
candidate in exactly the same way as they mark the first
...
Candidates must be rewarded for
what they have shown they can do rather than be penalised for omissions
...
•
All the marks on the mark scheme are designed to be awarded
...
e
...
Examiners should also be prepared to award zero marks if the
candidate’s response is not worthy of credit according to the mark scheme
...
•
When examiners are in doubt regarding the application of the mark scheme to a
candidate’s response, a senior examiner must be consulted before a mark is
given
...
Marking Guidance - specific
The marking grids have been designed to assess student work holistically
...
One bullet point is linked to one Assessment Objective, however
please note that the number of bullet points in the level descriptor does not directly
correlate to the number of marks in the level descriptor
...
When using a levels-based mark scheme,
the ‘best fit’ approach should be used:
•
examiners should first decide which descriptor most closely matches the answer
and place it in that level
•
the mark awarded within the level will be decided based on the quality of the
answer and will be modified according to how securely all bullet points are met
at that level
•
in cases of uneven performance, the points above will still apply
...
Marks will be awarded towards the
3
top or bottom of that level depending on how they have evidenced each of the
descriptor bullet points
•
examiners of Advanced GCE English should remember that all Assessment
Objectives within a level are equally weighted
...
It is possible for an answer to be
constructed without mentioning some or all of these points, as long as they
provide alternative responses to the indicative content that fulfils the
requirements of the question
...
4
Paper 2 Mark scheme
Indicative content
Question 1
Candidates should focus on:
•
•
•
the language features shown by the child
the interaction between the child and his mother
the context of the language
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The candidate should not use a deficit model to
describe the language of the child
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Theories
discussed could include, but are not limited to, Halliday’s functions, nativism,
behaviourism, social interactionism and usage based theory such as the work of
Tomasello and Lieven
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Candidates should use the features they identify to
illustrate both the development of Isaak’s speech and how this development allows him
to shape his language to interact with his mother
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g
...
g
...
g
...
Phonology
• Isaak shows patterns of substitution when he finds phonemes difficult, e
...
using
the voiced stop /b/in place of voiceless /p/ and fricative/stop substitution on
‘with’
• Isaak shows deletion of consonant clusters, e
...
‘sprinkles’
• shows evidence of elision in his pronunciation of ‘and’ and ‘because’
5
•
•
•
deletion of unstressed medial vowel in ‘dinosaur’ and ‘crocodile’
variable deletion of initial and final syllables, e
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‘favourite’ and ‘pyjamas’
standard pronunciation of ‘stegosaurus’
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Lexis
• Isaak uses lexis from various semantic fields and these reflect his interests and
environment, e
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the dinosaur species
• Isaak shows evidence that he still has gaps in his vocabulary, e
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ice cream
cones, barbecue
• phrases like ‘eat him up’ possibly show influence of children’s stories
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g
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The full form is
absent
• Isaak can produce expanded noun phrases, ‘a big one with a long neck’
• possible attempt to contract verb ‘to have’ when it is main verb, ‘he’s a long neck’
• variable use of determiners ‘the’ and ‘a’
• omits preposition in ‘next mummy’
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Accept any valid interpretation based on different linguistic
approaches
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AO1 = bullet point 1
Descriptor ( AO1 and AO2)
AO2 = bullet point 2
Level
Mark
Level 1
0
1–6
No rewardable material
...
Recalls limited range of terminology and makes frequent errors and
technical lapses
...
Uses a descriptive
approach or paraphrases with little evidence of applying
understanding to the data
...
Organises and expresses ideas with some clarity,
though has lapses in use of terminology
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Applies some of this
understanding when discussing data
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Ideas are structured logically and expressed with few
lapses in clarity and transitioning
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• Clear understanding and application of relevant concepts and
issues to data
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Controls the structure of
response with effective transitions, carefully chosen language and
use of terminology
...
Level 5
25–30
Critical and evaluative
• Critical application of methods of language analysis with sustained
examples
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• Evaluative application of a wide range of concepts and issues
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Level 1
1–3
Descriptive
• Lists contextual factors and language features
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Level 2
4–6
General understanding
• Describes construction of meaning in the data
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Level 3
7–9
Clear relevant application
• Explains construction of meaning in data by making relevant links
to contextual factors and language features
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Level 5
13–15
Critical evaluative approach
• Critically examines relevant links to contextual factors and
language features
...
Pearson Education Limited
Title: Pearson Edexcel Level 3 GCE 9EN0/02 English Language Advanced PAPER 2: Child Language June 2024 + MARK SCHEME
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel GCE In English Language (9EN0) Paper 2: Child Language
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel GCE In English Language (9EN0) Paper 2: Child Language