Source: https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-2-interactionism

[Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [A Level](https://senecalearning.com/en-gb/revision-notes/a-level.md) › [English Language](https://senecalearning.com/en-gb/revision-notes/a-level/english-language.md) › [AQA](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa.md) › Interactionism

# Interactionism

English Language: AQA A Level, topic 2.2.2

## Interactionism

Interactionalists believe that a child is born tabula rasa (or blank slate) and learns language based on their interaction with caregivers. You may have heard of the idea of __‘nature vs nurture’__ and interactionalists argue for nurture.

### Child directed speech

![Child directed speech](https://image-v2.cdn.app.senecalearning.com/2018-08/6d7fe50e-aa04-4d01-bd49-dfc166bdd9b3/parents-child-swing.jpg)

- The process of talking to a child is called __‘child directed speech’__ and is often shortened to CDS.

### __Bruner__

![__Bruner__](https://image-v2.cdn.app.senecalearning.com/2018-04/6077a81d-d7f5-4eef-8313-701e8ad0548d/shutterstock_704601229.jpg)

- The main interactionalist is __Bruner__. 
- He believes that a child must interact with caregivers in order to learn how to use language. 
- He created what he calls a LASS (Language Acquisition Support System) – a system designed to __‘scaffold’__ a child in learning language (structuring responses in order to help a child to use language more accurately).

### __Catherine Snow__

![__Catherine Snow__](https://image-v2.cdn.app.senecalearning.com/2018-09/943b7fc2-7e64-405c-993d-f2ed245fffc9/mother-84628_1920.jpg)

- __Catherine Snow__ coined the term __‘motherese’__ to describe the language used by mothers to talk to their children.
- She argues that language acquisition happens as a result of the interaction which takes place between the mother and her child. 
- Interactions with fathers use __‘fatherese’__ and anybody else uses __‘otherese’__.

### __John Snarey__

![__John Snarey__](https://image-v2.cdn.app.senecalearning.com/2018-08/fc839481-84d2-4733-8f98-70ce379f5318/father-dad-son.jpg)

- __John Snarey__ states that fathers interact with their children in different ways to the way their mothers do. 
- He says that __‘roughhousing’__ with the father teaches that biting, kicking and other forms of violence are unacceptable and how to gain self-control.

### __John Snarey__ - fatherese process

![__John Snarey__ - fatherese process](https://image-v2.cdn.app.senecalearning.com/2018-08/a32998d5-01db-4295-87e0-84b54d355cd9/child-baby-father-dad.jpg)

- __John Snarey__ believes that the following form part of the fatherese process:
 - Tickling, wrestling and throwing the child in the air.
 - Chasing.
 - Loud volume.
 - Bouncing rather than cuddling and rough rather than gentle.
 - Encouragement of competition.
 - Promotion of independence over security.
 - Less simplification of speech.
 - Challenging the child to expand vocabulary and linguistic skills.

### Case study

![Case study](https://image-v2.cdn.app.senecalearning.com/2018-09/2d01dd30-e1e4-455b-b291-78ae3261cb96/tv-child-watch-boy-.jpg)

- __Jim - Bard and Sachs__ studied ‘Jim’ whose parents were deaf. 
- Jim was exposed to various uses of language like the TV and the radio, but he passed the critical period (a term coined by __Lenneberg__ to denote the period of time in which a child best learns language. After passing this time, a child will often struggle to acquire language). 
- But interactions with a speech therapist helped him to acquire language. So this proves that there is a need for interaction.

## Interactionism - Snow and Bruner

__Snow and Bruner__ argue that caregivers may use the following strategies as part of the scaffolding and CDS process:

### Strategies

![Strategies](https://image-v2.cdn.app.senecalearning.com/2018-03/a2d4f6e2-5f18-40f4-b3f9-e372bfc6c491/shutterstock_432044791.jpg)

- Recasting and reformulation – the caregiver repeats what the child said containing anything missing and needed to make a grammatically standard utterance. 
 - For example, a child might say __‘ball’__ and the caregiver may respond with __‘you want the ball?’__.
- Expansion – the caregiver makes the utterance more complex by expanding on what they said. 
 - For example, __‘Amy runned’__ might be expanded to form __‘Amy ran the race’__.

### Strategies (cont.)

![Strategies (cont.)](https://image-v2.cdn.app.senecalearning.com/courseImages/biology/7.5.1%20-%20Food%20Production/abstract-1238248_640-min.jpg)

- Exaggerated prosodic cues – exaggerating intonation, varying pitch and using higher intonations.
- Expatiation – expressing what the child said giving more information. 
 - For example, __‘food hot’__ might be expatiated to __‘the food is too hot! We’ll let it cool down first’__.
- Overarticulation – the caregiver stretches out vowel sounds in words. 
 - For example, __‘mummy’s going to get a drink of teeeeeeeeea’__.

### __Rhoades__

![__Rhoades__](https://image-v2.cdn.app.senecalearning.com/2018-09/3fba2487-0107-4ee7-9e33-50edfe5b6f04/checklist-ticklist-tick-list-.jpg)

- In addition to this, Rhoades adds that the following are also used:

 - Short and simple sentences which are melodic.
 - Focus on what the child is doing.
 - Repetition of what the child and caregiver say.
 - Pausing between words.
 - Higher frequency of interrogatives and imperatives.
 - Slower speech.

## Interactionism - Grice

In 1975, __Grice__ proposed a set of maxims to define features which must be present in conversation – he calls these cooperative principles (things which people must do to cooperate in conversation). His maxims are as follows:

### 1) The maxim of quantity

![1) The maxim of quantity](https://image-v2.cdn.app.senecalearning.com/courseImages/chemistry/1.1.1-Mixtures%20and%20compounds/scales-36417_640-min.jpg)

- The contributions must carry enough information (and not too much).

### 2) The maxim of quality

![2) The maxim of quality](https://image-v2.cdn.app.senecalearning.com/2018-11/67cc2a9b-d33c-4950-ad8f-7af6b306004b/truth-times-newspaper-true-.jpg)

- The contributions must be truthful.

### 3) The maxim of relation

![3) The maxim of relation](https://image-v2.cdn.app.senecalearning.com/2018-11/c98d84a6-dad5-4ae5-a3f6-91da629c32ad/important-relevant-.jpg)

- The contributions must be relevant and pertinent to discussion.

### 4) The maxim of manner

![4) The maxim of manner](https://image-v2.cdn.app.senecalearning.com/2018-09/8c10be82-6383-4d13-9da6-8bc7c017d735/detect-magnifying.jpg)

- The contributions must be clear and limit ambiguity.

### Discussing interactionism

![Discussing interactionism](https://image-v2.cdn.app.senecalearning.com/2018-09/73dbf9d6-bdb0-41ec-ac0a-81a197b6b7c7/editing-text-writing-edit-.jpg)

- As part of your discussion, you may choose to bring in the ways in which caregivers try to influence a child to use these maxims.

## Test yourself on Interactionism

- What does CDS stand for?
- Who created a LASS (Language Acquisition Support System)?
- What was exceptional about Jim's circumstances in the case study by __Bard and Sachs__?
- __‘Mummy’s going to get a drink of teeeeeeeeea’__ would be an example of which of __Snow and Bruner's__ strategies?
- How should you discuss interactionism in your exam?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/1e248169-fb0c-4ca7-9692-7c46f316728b/section/6c34a212-fabd-4517-a11e-c6cd796eb156/session)

- Previous topic: [2.2.1 Behaviourism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-1-behaviourism.md)
- Next topic: [2.2.3 Challenging Interactionism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-3-challenging-interactionism.md)

## English Language: AQA A Level contents

### 1 Language Levels
- 1.1 Assessment Objectives
  - [1.1.1 Assessment Objectives](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-1-1-assessment-objectives.md)
- 1.2 Lexis
  - [1.2.1 Introduction](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-1-introduction.md)
  - [1.2.2 Common, Proper, Abstract & Concrete Nouns](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-2-common-proper-abstract-and-concrete-nouns.md)
  - [1.2.3 Collective Nouns](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-3-collective-nouns.md)
  - [1.2.4 Adjectives](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-4-adjectives.md)
  - [1.2.5 Main, Auxiliary & Copular Verbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-5-main-auxiliary-and-copular-verbs.md)
  - [1.2.6 Dynamic & Stative Verbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-6-dynamic-and-stative-verbs.md)
  - [1.2.7 Transitive, Intransitive, Active & Passive Verbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-7-transitive-intransitive-active-and-passive-verbs.md)
  - [1.2.8 Mood of Verbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-8-mood-of-verbs.md)
  - [1.2.9 Adverbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-9-adverbs.md)
  - [1.2.10 Personal, Possessive & Reflexive Pronouns](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-10-personal-possessive-and-reflexive-pronouns.md)
  - [1.2.11 Relative & Demonstrative Pronouns](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-11-relative-and-demonstrative-pronouns.md)
  - [1.2.12 Determiners](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-12-determiners.md)
  - [1.2.13 Conjunctions](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-13-conjunctions.md)
  - [1.2.14 Synonyms, Antonyms & Phonological Features](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-14-synonyms-antonyms-and-phonological-features.md)
  - [1.2.15 End of Topic Test - Lexis](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-15-end-of-topic-test-lexis.md)
- 1.3 Grammar
  - [1.3.1 Morphology](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-1-morphology.md)
  - [1.3.2 Clauses](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-2-clauses.md)
  - [1.3.3 Phrases](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-3-phrases.md)
  - [1.3.4 Present Tense](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-4-present-tense.md)
  - [1.3.5 Past Tense](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-5-past-tense.md)
  - [1.3.6 Future Tense](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-6-future-tense.md)
  - [1.3.7 End of Topic Test - Grammar](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-7-end-of-topic-test-grammar.md)
- 1.4 Semantics & Pragmatics
  - [1.4.1 Semantics](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-4-1-semantics.md)
  - [1.4.2 Pragmatics](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-4-2-pragmatics.md)
- 1.5 Discourse Structure, Graphology & Orthography
  - [1.5.1 Discourse Structure](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-5-1-discourse-structure.md)
  - [1.5.2 Graphology & Orthography](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-5-2-graphology-and-orthography.md)
  - [1.5.3 End of Topic Test - Semantics, Graphology etc.](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-5-3-end-of-topic-test-semantics-graphology-etc.md)

### 2 Language, The Individual & Society
- 2.1 Children’s Language Development
  - [2.1.1 The Exam](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-1-the-exam.md)
  - [2.1.2 Phonemes, Vocal Tract & Articulation](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-2-phonemes-vocal-tract-and-articulation.md)
  - [2.1.3 Writing About Phonemes](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-3-writing-about-phonemes.md)
  - [2.1.4 Phonological Simplification](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-4-phonological-simplification.md)
  - [2.1.5 A Child's First Year & Consonant Acquisition](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-5-a-childs-first-year-and-consonant-acquisition.md)
  - [2.1.6 Beginning Stages of Language](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-6-beginning-stages-of-language.md)
  - [2.1.7 Lexical Development](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-7-lexical-development.md)
  - [2.1.8 Stages of Development](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-8-stages-of-development.md)
  - [2.1.9 End of Topic Test - Child Language Development](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-9-end-of-topic-test-child-language-development.md)
- 2.2 Children's Language Development - Theories
  - [2.2.1 Behaviourism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-1-behaviourism.md)
  - [2.2.2 Interactionism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-2-interactionism.md)
  - [2.2.3 Challenging Interactionism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-3-challenging-interactionism.md)
  - [2.2.4 Nativism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-4-nativism.md)
  - [2.2.5 Nativism - Exam Answer](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-5-nativism-exam-answer.md)
  - [2.2.6 Cognitivism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-6-cognitivism.md)
  - [2.2.7 Social Constructionism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-7-social-constructionism.md)
  - [2.2.8 Writing About Spoken Acquisition](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-8-writing-about-spoken-acquisition.md)
  - [2.2.9 End of Topic Test - Development Theories](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-9-end-of-topic-test-development-theories.md)
- 2.3 Literacy Development: Reading
  - [2.3.1 Introduction](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-1-introduction.md)
  - [2.3.2 Phonics vs Whole Word](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-2-phonics-vs-whole-word.md)
  - [2.3.3 Debates in Reading](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-3-debates-in-reading.md)
  - [2.3.4 Modelling Reading Acquisition](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-4-modelling-reading-acquisition.md)
  - [2.3.5 Other Reading Theories](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-5-other-reading-theories.md)
  - [2.3.6 End of Topic Test - Reading](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-6-end-of-topic-test-reading.md)
- 2.4 Literacy Development: Writing
  - [2.4.1 Orthography](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-1-orthography.md)
  - [2.4.2 Kroll's Theory](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-2-krolls-theory.md)
  - [2.4.3 Barclay's Theory](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-3-barclays-theory.md)
  - [2.4.4 Creativity vs Accuracy](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-4-creativity-vs-accuracy.md)
  - [2.4.5 Other Writing Theories](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-5-other-writing-theories.md)
  - [2.4.6 The Exam](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-6-the-exam.md)
  - [2.4.7 End of Topic Test - Writing](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-7-end-of-topic-test-writing.md)

### 3 Language Diversity & Change
- 3.1 The Importance of Gendered Language
  - [3.1.1 Writing About Gender](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-1-writing-about-gender.md)
  - [3.1.2 Dominance Theory](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-2-dominance-theory.md)
  - [3.1.3 Interruptions - Zimmerman & West](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-3-interruptions-zimmerman-and-west.md)
  - [3.1.4 Deficit Theory](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-4-deficit-theory.md)
  - [3.1.5 Difference Model](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-5-difference-model.md)
  - [3.1.6 Difference Model - Men](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-6-difference-model-men.md)
  - [3.1.7 Diversity Model](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-7-diversity-model.md)
  - [3.1.8 End of Topic Test - Gendered Language](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-8-end-of-topic-test-gendered-language.md)
- 3.2 Social Groups
  - [3.2.1 Writing About Social Groups](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-1-writing-about-social-groups.md)
  - [3.2.2 Social Class](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-2-social-class.md)
  - [3.2.3 Social Class 2](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-3-social-class-2.md)
  - [3.2.4 Age](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-4-age.md)
  - [3.2.5 Age - Teen Speak](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-5-age-teen-speak.md)
  - [3.2.6 Milroy’s Belfast Study](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-6-milroys-belfast-study.md)
  - [3.2.7 Labov’s Martha’s Vineyard Study](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-7-labovs-marthas-vineyard-study.md)
  - [3.2.8 End of Topic Test - Social Groups](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-8-end-of-topic-test-social-groups.md)
- 3.3 Occupational Groups
  - [3.3.1 Writing About Occupational Groups](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-1-writing-about-occupational-groups.md)
  - [3.3.2 Jargon](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-2-jargon.md)
  - [3.3.3 Conversations](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-3-conversations.md)
  - [3.3.4 Hierarchy & Power](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-4-hierarchy-and-power.md)
  - [3.3.5 End of Topic Test - Occupational Groups](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-5-end-of-topic-test-occupational-groups.md)
- 3.4 Accents & Dialects
  - [3.4.1 Writing About Accent & Dialect](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-1-writing-about-accent-and-dialect.md)
  - [3.4.2 Introduction to Accents & Dialects](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-2-introduction-to-accents-and-dialects.md)
  - [3.4.3 Accents - Matched Guide Experiment](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-3-accents-matched-guide-experiment.md)
  - [3.4.4 Accents - Received Pronunciation & Brummie](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-4-accents-received-pronunciation-and-brummie.md)
  - [3.4.5 Dialects - Dialectal Variations](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-5-dialects-dialectal-variations.md)
  - [3.4.6 Accent & Dialect Case Study - London](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-6-accent-and-dialect-case-study-london.md)
  - [3.4.7 End of Topic Test - Accents & Dialects](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-7-end-of-topic-test-accents-and-dialects.md)
- 3.5 Language Change
  - [3.5.1 Writing About Language Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-1-writing-about-language-change.md)
  - [3.5.2 Modelling Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-2-modelling-change.md)
  - [3.5.3 Modelling Change 2](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-3-modelling-change-2.md)
  - [3.5.4 Lexical Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-4-lexical-change.md)
  - [3.5.5 Semantic Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-5-semantic-change.md)
  - [3.5.6 End of Topic Test - Language Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-6-end-of-topic-test-language-change.md)
- 3.6 History of English
  - [3.6.1 Old English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-1-old-english.md)
  - [3.6.2 Old English 2](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-2-old-english-2.md)
  - [3.6.3 Middle English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-3-middle-english.md)
  - [3.6.4 Middle English 2](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-4-middle-english-2.md)
  - [3.6.5 Early Modern English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-5-early-modern-english.md)
  - [3.6.6 Late Modern English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-6-late-modern-english.md)
  - [3.6.7 Present Day English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-7-present-day-english.md)
  - [3.6.8 Global English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-8-global-english.md)
  - [3.6.9 American English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-9-american-english.md)
  - [3.6.10 Modelling Global English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-10-modelling-global-english.md)
  - [3.6.11 End of Topic Test - History of English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-11-end-of-topic-test-history-of-english.md)