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AAVE stands for
- African American Vernacular English(sometimes called Ebonics)
- -non-standard dialect
- -is not:
- 1.slang
- 2.bad grammar
- 3.swearing
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Central vs Peripheral group membership
- -Quotative markers and social differentiation used to see who is part of the group(central) and who is not(peripheral)
- -Article: "Exclusion in girls peer groups" by Goodwin
- -Central members are likely to talk negatively about peripheral members
- -Naming girls “tag alongs” because they don’t fully belong to the group (peripheral member)
- -
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Adjaceny pair
a sequence of two utterances, next to one another, and produced by two different speakers.
Ex: compliments -> thanks. "Conversationally thought to be next to one another"
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Commuity of practice
- -Based around shared participation in practices and activities
- -Group is together because they do activities together
- -joint/mutual engagement
- -identity practices (not categories)
- -bottom-up/emic
- Ex.Clubs, cliques
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Example of speech community
Architecture: specific words to describe architecture, that only an architect could understand, but still within the English language
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Dinner table narratives (participant roles; power dynamics)
- 1. Protagonist
- -Usually the child
- -Their actions and stories are the ones commented on
- -Main character
- -Vulnerable
- 2. Introducer
- -Usually the mom
- -introduces the topic
- 3.Primary recipient
- -Gets to evaluate and is thought of as “family judge”
- -Designated by introducer
- -Usually the father
- 4. The Problematizer
- -One who calls out someone for his/her actions or stories
- -Supports ‘Father Knows Best’ dynamic because father can usually be the one who deems actions/stories correct or not
- *Gender relations are power relations
- Article: "Father knows Best" by Ochs and Taylor
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AAVE Syntax
- 1. Droppng final "s' for:
- -3rd person singular (she walk)
- -plurals (four girl)
- -possessives (the teacher clerk)
- 2. Verb conjugations
- -tense: when the action takes place
- -aspect: how the action takes place
- (habitual, one; completed/ in progress)
- -"Every morning I sits and rides": Habitual: use of "s"
- -"Bruce be runnin": Habitual: use of "be"
- -"She bin runnin": Habitual: use of "bin"
- -"I den finished that already":Completed: use of "den"
- -"They finna do something": Future: use of "finna"
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Phonological Features of AAVE
- - reduction of word-final consonant clusters (han')
- - realization of final ng in geruns (walkin')
- - realization of voiceless th (baf for bath)
- - metathesis of transposition of adjacent consonants (aks for ask)
- - stress on first rather than second syllable (POleece)
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Grammatical Features of AAVE
- - removing is and are (he tall)
- - use of be (he be walkin')
- - use of be done (she be done had her baby)
- - use of come to express speaker's indignation about an action or event (He come walkin in here..)
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What are 5 diverse beliefs within the African-American Speech community about AAE?
- -"expressive" African character
- -symbol of resistance to slavery & oppression,
- -an indicator of a slave "mentality" or consciousness
- -dynamic and always changing
- -verbal dexterity is critical
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What are 3 ideologies about AE in the African American Community?
- 1. it is the language of education, therefore status
- 2. it can signal the rejection of membership in the African American community
- 3. symbolic of historical oppression
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Who coined the term heteroglossia?
Mikhail Bakhtin
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heteroglossia (and intertextuality)
- -means taking a word from one context and using it in another context while pulling everything that comes with that word (the baggage, context).
- -An example is the word “dude”. This word is associated with surfers, a relaxedcontext, when people use it they bring along with it the context of relaxed andyoung flavor
- -Ex. "ill be back" or "call me maybe"
- -Intertextuality: Quoting from a specific source but using a word with a certain connotation and use in a certain manner
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Emic vs Etic ( 2 types of data concering human behavior)
- 1. Emic: A description of a behavor or belief, by someone in the group
- -someone that is apart of that culture
- 2. Etic: A description of a behavor or belief, by the researcher
- -more of an oberserver, culturally neutral
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English vs Spanish (social meanings and indexes at SJSH)
- -Standard language: indexes high prestige
- -Nonstandard: indexes low prestige, marginalized, rural (often uneducated) and negative characteristics are applied to their language
- -Girls in gangs take pride in knowing Spanish better than those in other gangs (shows that they are really Mexican)
- Ex. Surenas
- -Surenas spoke and identified with spanish
- -nortenas spoke english, were more bicultural
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Erasure (of gender in language)
- -Language and Gender slides
- -Syntactic erasure: defaulting to male pronoun (when not obvious); using ‘he’ as neutral pronoun in writing
- -Grammatical erasure: using the male pronoun for mixed-sex groups (Ex. Ellos in spanish)
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Femininity (standard and non-mainstream alternatives)
- 1.Standard: Raise families, take care of husband gentle, compassionate
- 2.Non-mainstream: doing oppsitional identity
- Ex. Homegirls ch. 5 discusses non-mainstream femininity; ‘Macha’ girls refuse gender norms and values and wear baggy clothes, run the household, fight, protect the street, etc…; wear makeup to be more Mexican or to show that they are ready to fight, not solely as a way to make themselves more attractive
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Article: Exclusion in Girls’ Peer Groups
- -Author: Goodwin
- -discusses how girls are thought of being caring and sweet, but in reality they are verbally and mentally aggressive
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Gender (as performance; indexes of; cross-cultural differences)
- -Gender as performance: “doing” rather than “being”
- -Not sex /innate, gender is socially constructed
- -Butler said "gender is drag": take the gender that we assume we are and enact it
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2 Cultures Model
-men and women learn different ways of speaking and interpret each others’ speech according to their own norms (Tannen and others)
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gender in language (of referent; of speaker)
- 2 types of linguistic gender differences
- 1. Identifying the gender of a referent
- -He/she, man/woman, etc.
- 2. Speaker’s gender (how men and woman speak)
- -e.g. “so lovely” vs. “fucking awesome”
- *Sex exclusive vs. sex preferential
- *REFERENT NEEDS TO BE PROPERLY DEFINED
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Habitus
- -a set of dispositions to act and react in certain ways, which are socialized and become embodied and ingrained(tendencies, preferences, defaults)
- -Much that is “natural” or “right” is actually culturally based
- -Personal space; food sharing; cleanliness; marriage rules; childcare, etc.
- -Feminine/masculine behavior
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Hegemony; hegemonic norm
- -hegemonic norm: the group with status/power
- -Hegemonic is unmarked: normal; expected; standard
- -Nonhegemonic is “marked”: different (sometimes deviant)
- -Hegemonic = white, male heterosexual (middle class)
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Identity (performance of; indexicality and)
- -Performing positive identity practices identify part of group
- -Performing negative identity practices, distance yourself from group
- -Indexicality: Using a semiotic (signs and symbols) resource to indicate a social position , group affiliation, stance or allignment(relative to topic or interlocutor, person who takes part in a conversation)
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imagined community (vertical and lateral communication; importance on the national level)
- -A community where all people may not know each other, but share an idea belonging to a collective (shared knowledge or values)
- -shared experience and language on a larger scale
- Ex. Mass media, newspaper, radio, internet
- -Vertical Communication: info is being talked about, being distributed, one-way communication
- -Lateral communication: communication of the listeners, recievers
- Ex. Anderson's notion of the imagined community is useful
- -provides a model of a community where members may not all know one another but all sharean idea of belonging to a collectivity
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Indexicatlity
- -using a semiotic (signs an symbols) resource to indicate social postion, group afiliation, stance or alignment (relative to topic or interlocuter)
- -signs are arbitrary(random)
- -signs vary across culture
- -Direct indexicality: more internal and description
- -Indirect indexicality: indexes features which are associated with a particular group
- Ex. women use more polite forms, therefore politeness indirectly indexes femininity
- indexing toughness----masculinity
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intercultural (mis) communication
Misconception between korean and african americans
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IPA (what is it; what is it useful for)
- -International Phonetic Alphabet
- -writing words the way they sound
- Ex. This, Through
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language vs dialect (diference; complications of definitions)
- -English is mutually intelligible
- -American English vs British English are same language different dialects
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levels of language analysis: phonetics, morphology, syntax, semantics, discourse
- 1.Phonetics: How we distinguish sounds
- -Phonology: how the sound is structured
- "spirit" but in spanish:"espirit"
- 2.Morphology: parts of words, smallest unit of language that has meaning
- Ex. "run", running, runner
- 3.Syntax: how the word is structured
- Ex."so": how is setup within a conversation
- 4.Semantics:
- Ex. when does "bad" mean "good"
- 5.Discourse: once you get beyond the phrase to actual conversation
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linguistic inferiority principle
- -the nonstand variety indexes low prestige, marginalized, rural, and often uneducated.
- -Ex. "We don't know how to speak our own language."
- -Negative characteristics of the group are applied to their language
- -Such that unintelligent people-----> "sloppy" grammer, unsophisticated----> coarse phonology
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macha(values assoicated with; ways of indexing; contrast to other forms of femininity; as a self-protective practice)
- -way to respect yourself and stand up for yourself
- -taking charge of one's own self
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Marked vs unmarked
- -Marked is the irregular relative to unmarked (the normal).
- -Unmarked is the standard and marked is the non-standard.
- -An example is hat female is markedwhile male is unmarked, queer is marked while straight is unmarked.
- 1.Unmarked
- -considered the standard, default
- -Male
- -English
- -hegemonic
- 2. Marked
- -not the standard
- -females
- -other languages
- -nn-hegemonic
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narratives (gender differences; participant roles; power dynamics)
- 1.Men
- -usually the teller
- -individual reality
- -storeis display one's own skill, courage or wit (I saved the day!)
- -skill, heroism (wasn't I great)
- -details focus on place time, and object description
- 2. Female
- -teller or someone else
- -social relaity
- -stories portray protagonist as foolish/incompetet (saved by someone else)
- -embarrassment/fear;skill aided by luck (wasn't i lucky?)
- -details focus on character and reported dialog
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Nortenas and surenas (indexes of identity; language use)
- -Nortenas speak spanish, wear eyeliner
- -eyeliner means toughness
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oppositional identity
- -occurs when a minority group defines themselves in contrast to the mainstream. "we are defined by what we don't do"
- -2 types of oppositional identity practices
- -Positive identity practices: identify as apart of the group
- - Negative identity practices: distance from other groups
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Pejoration (of gender)
- -when a word takes on a lower status or more negatively valued meaning
- -Examples in gender terms:
- -Feminized form takes on a domestic or sexual connotation/meaning:
- o master (could be a master painter, master at some task)/mistress (the other woman, home wrecker)
- o governor/governess (person that takes care of the children; step up from a nanny, takes on domestic role)
- o bachelor (a single man that marriage material)/spinster (bachelorette?/Vegas parties, bachelorette parties before you get married, young and wild) (single woman who no one will want to marry)
- o dominator/dominatrix
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peformance (on-stage and off-stage; participant roles; connection with group identity)
- -Off stage performance: world is a stage, peformance with anyone such as daily interactions you have with your friends
- -Participant roles: Who's performing? Who's the audience?
- -Connection with group identity:
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Prescriptive vs descriptive analysis of language
- -Two different manners to examine language/behavior
- 1. Prescriptive: specifying the proper way to speak or act (thinking or prescribing).
- Ex. English teachers, parents, parents, police, etc, it is their goal to speak/ teach the english language correctly
- -Prescriptive rule: Don't talk with your mouth full
- 2. Descriptive: documenting/ describing how people actually behave, look at why people do things, don't do things, etc
- Ex. Social scientists, novelists, filmmakers, anthropologists
- -Descriptive Rule: People sometimes talk with their mouth full which often results in negative reaction from others
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self styling vs scripted speech in call centers(features of; conection to femminization)
- -Taken from the article "Styling the worker" by cameron
- -Self-styling: creates a feminization about it
- -Scripted: enforces the group's speech to be similar
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self-talk (as performance)
- -Self-talk can be performance for listeners
- -Properly contextualize problematc actions
- Ex. when you hurt yourself, you yell out "ouch"
- -Acceptable self-talk
- 1.self-repair:oops
- 2.grief, pain
- 3.Mumbling
- 4.Shouting at drivers
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sex vs gender
- -Sex: biological
- -To define sex one uses body structures (mass, skeleton), genitals, hormones and chromosomes.
- -Binary(male/female)
- -fixed
- -Gender: socially constructed
- -To define gender one uses body shape, hair, and clothing, make up, behavioral/linguistic cues, and psychological cues.
- -Continium (masculine/adrogynous/feminine)
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slang
- -Informal, non standard
- -slang expressions often embody attitudes and values of group members
- -originates in subcultures
- -used majorly by minorites
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social exclusion in girls' peer groups
- -Girls seek out conflict
- -talking behnd backs
- -Members of a girls’ clique sanctioned members of their own group when someone attempted to show herself better than other clique members
- -Tag-along: person defined in terms of her efforts to affiliate to a particular group without being accepted by the group; a wannabe or an isolate; child defined by her marginal relationship to a peer group
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speech community
- -a group of people who share a set of norms and expectations based around a shared language variety and shared values
- -large-scale and common exposure
- -etic not emic
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"two cultures" model of gender (and its critiques)
- -models of female behavior = legacy of a "two cultures" perspective on moral development
- -"separate worlds" view of girls and boys' experiences
- 1. Girls are more ‘prosocial’ than boys
- 2. male speakers are socialized into a competitive style of discourse, while women are socialized into a more cooperative style of speech. Also emphasizes solidarity and positive politeness, intimacy rather than status
- 3. “double-voiced” discourse- conflict talk among boys = self-interest; among girls = concern for affiliation, and protecting others’ face
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Voices: gendered differences (biological and social reasons)
- -Male and female vocal cords are identical until puberty.
- Because of learned patterns.
- -Women have… ·
- Higher pitch
- · Greater pitch range
- · Greater pitch variation (i.e. more “emotional)
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vowel fronting
- uw---> iw
- -"cool"/"kewl", "shoes"/shez
- -who does this? Valley girls
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vowel raising of /I/ (indexicality o; how it related to group identity at SJSH
- -Vowel raising: /I/ -> [I] vs [i} ; raising/lowering: refers to position of tongue in vocal tract
- - “bit” [bIt] vs. “beat” [bit]
- -Chicano English = raising and tensing of the mid lax front vowel /I/ to a high front variant [i]
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"women's language" - R.Lakoff ( features of; critique of theory)
- -linguistic features: weak expletives and lexical items
- ex. charming, divine, rising intonation on declaratives
- -not all women use WL and not all WL-users are women
- -expressive intonation: emottionally expressive and not monotonous, empathetic
- -Critiques of Lakoff
- 1.Female speech as defective
- 2.Data or stereotype
- 3.Assumes single meaning
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eyeliner (indexical meaning)
- -eyeliner = marker of identity
- -eyeliner = Power, hard, never smile, rough, brave
- -chicana gang girl's willingness to fight the longer her eyeliner is
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linguistic anthropology (definition)
- -looking at language in action
- -how language influences social life
- -not just the language itself
- Ex. formal ceremonies, informal
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Article: Respect in interethnic Service encounters
Author: Bailey
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Article:Universal Properties of greetings
Author:Duranti
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Article: I'm Like Yeah, but She's All No: Innovative Quotative Markers and Preppy Whiteness
Author:Bucholtz
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Article: The Social Circulation of Media Discourse and the Mediation of Communities
- Author:Spitulinik
- -Talked about how linguistic forms/patterns circulate in communities, end up transformed. - Intertextuality: the multiple ways in which a text is entangled with or contains references to other texts.
- - Considered speech to be a text, speech can be detextualized (taken out of original context) and recontextualized (put back into context).
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Article: The African-American Speech Community: Reality and Sociolinguistics
Author:Morgan
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Article: Styling the Worker: Gender and the Commodification of Language in the Globalized Service Economy (
- Author: Cameron
- --talks about feminization of speech, even though it’s not always women talking that way; smiling, pitch (indexing sincerity and empathy), pace, volume; thought to make callers more comfortable and likely to share or be return customers
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Article: Verbal Art as Performance
Author: Bauman
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Article: Playing the Straight Man: Displaying and Maintaining Male Heterosexuality in Discourse
Author: Kiesling
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linguistic repertoire
- • multilingual (possibly multidialectal)
- • monolingual + multidialectal
- • monodialectal
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style
speech variety used by an individual.changes depending on context and over thelifespan.
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style-shifting
individual changes in speech style
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3 models of style shifting:
- 1. attention to speech (Labov)
- 2. accomodation (Giles)
- 3. Audience design (Bell)
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Style varies depending on____
- Casual---->formal
- how much attention speakers pay to their speech
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Labov: Style change based on ______
the task
- -recite lists of words
- -read a paragraph
- -engage in Q&A interview
- -narrative: "danger of death" story
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Style shifting as Accommodation
- -In polite converstaion you want to agree wtih/feel comfortable with the other person
- -agreement and alignment---->similar style as interlocutor
- -disagreement----->different style from interlocutor
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Style shifting as audience design
-speakers adjust their speech depending on the characteristics of their audience
- Ex. Bell (1977): New Zealand radio announcer
- -same announcer reading the news on multiple stations, consistently used different pronunciation
- -not accommodating to audience's own speech patterns.
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Participant Roles (Bell)
- 1. Speaker
- 2. Addressee: spoken to
- 3. Auditor: ratified listeners
- 4. Overhearer: known but unratified listeners
- 5. Eavesdropper: unknown listeners
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The Cognitively Complex Speaker (Goffman)
- 1. Animator: who is doing the speaking
- 2. Author: created the words
- 3. Principal: whose beliefs are represented
- 4. Figure: protagonist of the narrative
- -Can be congruent: I am talking about myself
- -If not congruent: style shifting to separated self and spoken word
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Cognitively Complex Ex: Sam McGee
- 1. Cremation of Sam McGee
- -Animator: "Urgelt" (his youtube name)
- -Author: Robert Service (poet)
- -Principal: an unnamed miner
- -Figures: the miner and Sam (or Sam's corpse)
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Cooperative principle
Participants aiming for mutual comprehension & shared understanding
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Two problems with the cooperative principle
- 1. Cross-culturally, some conversational practices are non-cooperative
- -albur! = mutual comprehension
- -clowning = insults, not about shared understanding
- -one-upmanship
- 2. Cooperation/politeness varies cross-culturally
- -Ex. Bailey:both parties trying to accommodate to
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What is slang?
- -youth speech
- -marks group boundaries & indexes group affiliation
- -ephermal:rapidly changing
- -often describes altered states, sex, extremes, intensifiers
- -Ex. "Sayin Somthin" is used usually for describing an enjoyable event, place, person, or thing
- -"That dress you wearin is sayin somthin"
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Hegemonic
- -unmarked
- -normal
- -expected standard
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Standard language
spoken by people with power
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Symbolic capital (Bordieu 1982)
- -referred to as the non-physical resources available to an individual on the basis of honor, prestige or recognition, and serves as value that one holds within a culture
- -Ex. A war hero, for example, may have symbolic capital in the context of running for political office.
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Linguistic Captial
- -one type of symbolic capital
- -being able to speak certain speech varieties give access to prestige and respect
- -not what you have, but what you can perform
- 1. Knowing how to speak a certain way =
- -good job
- -good house in good neighborhood
- -access to education
- -respect from strangers (treated like a potential customer not a potential thief)
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Linguistic Profiling Study (John Baugh)
- 1. called up landlords asking about apartment
- 2. Used Chicano, Afro-Am and Standard English
- -shows that some companies screen calls on answering machines and don’t return calls of those whose voices seem to identify them as black or Latino.
- -Some companies instruct their phone clerks to brush aside any chance of a face-to-face appointment to view a sales property or interview for a job based on the sound of a caller’s voice
- -those who sound white, get the appointment
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Mock Ebonics (Rokin & Karn)
- -are a commonly used stereotype to discriminate and continue to portray Ebonics as an inferior, less intelligent means of communication
- -fictional and mimic ways of communicating in Ebonics, no semantic or syntax sense
- -Strategies: the frequent use of "be", use of vulgar language(hoe)
- -Leroy the 19 year old 3rd grader
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"crossing"
speaking a speech variety of a group you don't belong to
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Overt prestige
- -is the prestige that comes with using the type of language that is valued by nation/larger society
- -Ex.Speakers who use standard English are therefore considered well educated, intelligent because they are using the “correct” and “best” version of English
- -In England, the use of R.P
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Covert Prestige
- -Covert: "secret"
- - is the prestige that comes with using the type of language that is valued within an exclusive community
- -comes with group membership and oppositional identity
- -comes from not identifying with the standard language.
- -Ex.1: AAVE: "slave language" or "heritage language", language with low linguistic capital
- -Ex.2: Surenas speaking Spanish in school
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In which way the syntactic patterns in AAVE differ from those of General American English?
- a) in the person/number agreement
- b) in the use of aspectual markers such as be, BIN, finna, etc. which give an additional meaning to the sentence
- c) in the multiple negation
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AAVE: Syntax (verbs)
- 1. Deletion of copula: “She is nice"-----> She nice
- 2. Deletion of auziliary: "You are going"-----> You going
- 3. Invariant habitual be: "The office be closed on weekends."
- 4. Perfective done: "He done left."
- 5. Remote aspect "been": "He been married"(he still is)
- "I been known his name" (I learned it in the past and still know it"
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Defining group identity through erasure
- 1. in-group homogeneity (sameness)
- 2. out-group difference
- 3. out-group sameness
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Oppositional identity requires ______
an idea of a homogeneous group
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Identity through erasure
- 1. In-group sameness:
- -erasure of differences between us
- 2. Out-group difference:
- -erasure of the similarities we have with them
- 3. Out-group sameness:
- -erasure of differences between them
- ex. Spansih speakers--->"Mexicans
- ex. Asian immigrants----> "Chinese"
- ex. Muslims and Sikhs----> terrorists
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enlightened exceptionalism
- -praising an individual while implicity contrasting them with stereotypical characterstics of their group
- -Ex. Whites believe Barak Obama & Colin Powell are the exception..“wellspoken” for blackmen, but maintain that most blacks are ignorant
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What is Language Socialization?
- -The socialization through language and to use language in socially appropriate ways
- 1.Socialization to language (ABC's)
- -communicative competence
- 2.Socialization through language(learning gender roles)
- -into cultural competence
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Communicative competence
- 1. knowing how to speak gramatically
- 2. knowing how to speak appropiately
- -politeness
- -when to be formal vs informal
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Types of socialization
- 1. Adult socializing child
- 2. sometimes child socializing adult
- 3. peer to peer
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Baby-talk ("motherese")
- -a nonstandard form of speech used by adults in talking to toddlers and infants.
- -also used with pets
- -can be used by anyone
- 1.High pitch
- 2.Simplisitic speech
- 3.sound reduplication
- Ex. Nite-nite instead of goodnigh
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Why do mothers and other adults speak this way to babies?
- 1.Simplified speech------>child learning
- 2.Sign of affection
- 3.natural way of interacting
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Baby-talk in relation to cultural models of child raising
- -Baby-talk is part of a larger cultural model
- -it is not universally applicable to every culture in the world
- -cultures differ widely in their views on appropriate parenting.
- Ex. Samoans: Rules restrict parents from speaking with young infants (Ochs)
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Maintown, Roadville and Trackton (differences in home environments and how this affects school performance)
- 1. Maintown
- -White-collar
- -mixed middle-class town
- -books by 6 months old(more critical and educational)
- -asked children lots of questions(encouraged critical thinking)
- -prepared for school
- 2. Roadville
- -blue-collar
- -white working class town in textile mill
- -focused more on letter and number identification
- -did not link book reading with life events
- -do well in early grades, but have greater difficulty in higher grades
- 3.Trackton
- -blue-collar
- -African-American rural community
- -Parents told them oral stories more often than reading them books
- -good at storytelling
- -do poorly in early grades
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literacy event
- occasions in which written language is integral to the nature of the participants' interactions and their interpretive processes and strategies
- -connection between literacy and oral language
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Performing Knowledge
Being able to display your knowledge to others in the proper fashion
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Phillips:Warm springs Reservation
- -extensive studies was done by Philips (1972) in which she examined participant structures and communicative competence with children from the Warm Springs Indian Reservation in Oregon
- -observed that Indian children were reluctant to participate in structures that required large and small-group recitations
- -However, they were more talkative than non-Indian children in the last two structures when they initiated the interaction with the teacher or were working in student-led group projects
- -She noted a failure of Warm Springs Indian children to participate verbally in their classrooms because the norms for social performance in their community did not support public linguistic performance
- -that observation, careful listening, supervised participation and individualized self-correction or testing are modes of learning in the Warm Springs Indian community.
- -Philips (1972) concluded that this process of acquisition of competence may help to explain a reluctance of Warm Springs Indian children to speak in front of their classmates
- -Native American Kids = disruptive students
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4 Participant structures
- 1.Teacher interacts with one student in front of the class
- -Question/Answer
- 2.Teacher interacts with students privately
- 3.Students work independently
- 4.students work in unsupervised groups
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Warm Springs Students are Good at:
- 1.unsupervised work
- 2. group-work with other students
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Warm Springs Students problematic behavior
- 1. reluctant to answer questions when called on
- 2. don't volunteer answers
- 3. don't pay attention to/follow teacher's orders
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Warm Springs Students at Home
- -Authority figures are known family members
- -Children learn by watching
- -children practice in private
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What is gossip?
- -evaluative talk about a person who is not present
- -information about another person
- -behind their backs
- -a negatively valued practice
- -social activity
- topics:personal life, character
- used for:exclusion of target, distribution of personal information
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Eder & Enke (1991): Middle school gossip
- -ages: 10-14
- -Girls and Boys
- Gossip:
- -talk about a non-present person
- -involves judgement or moral evaluation
- -exaggeration
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Children's gossip illustrate_____
group solidarity and group norms
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Adolescent gossip illustrates_____
solving social problems
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Listener responses to gossip narratives
- 1. support for the evaluation
- 2. affect (emotion stances, ex. "oh my god!"
- 3. challenges/disagreements
- *first response is key
- -if first response is agreeing, nobody else ever challenges
- -if disagreeing, sometimes the narrator will change their stance
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What are you learning from gossiping?
- 1. in/appropiate behaviors
- 2. how people will judge you for it
- 3. how you should judge others
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Allison (1991): Indexicatlity of preschooler's obento
(Socializing Motherhood)
- -Obento: Boxed lunch made daily by Japenese Moms
- -for child: mother's affection
- -for school: competence and maternal identity
- -child must eat all, everyone waits till everyone is finished,
- -relays expectations at early age
- -mothers must make food appealing and easy to consume
- -The quality of a mother’s obento became a symbol of the quality of her mothering and her commitment to her child’s educational success.
-
de jure
- by law
- -US has no de jure official language
-
-
What is an official language?
- An official language is a language that is given a special legal status in a particular country, state, or other jurisdiction
- -the language used by the government
-
Multilingualism at various levels
- 1. Macro-social: multiple languages spoken in a society
- 2. Micro-social:l anguage mixing in interpersonal interactions
- 3. Individual: linguistic repertoire, speaking vs understanding
-
Functional domains of a language
- 1. Government
- -documents, courts, offices
- 2. Business
- -shops, banks
- 3. Education
- -primary school, higher education
- 4. Media
- -tv, radio
- 5. Religion
-
How do multilingual nations form?
- 1. migration
- 2. colonization
- 3. border changes
-
Language Contact Classification
- 1. Safe
- -new generation is learning it
- 2. Endangered/Contracting
- -fewer people or few contexts
- 3. Moribund
- -no new learners
-
Language Contraction
- -decreased use of a language
- -fewer speakers
- -fewer domains
- -fewer styles
-
Code switching
- -one speaker switching between two language varieties in the same interaction
- -done by balanced bilinguals
- -not a sign of low language profiency
-
Types of code switching
- 1. intra-sentential
- -words within a sentence
- 2. inter-sentential
- -words between sentences
-
Reasons for code-switching
- - to be better understood
- - enhance listener's comprehension
- -Sometimes the other language has a better word or phrase to express a particular idea.
- -Sometimes the words we code-switch are the only ones we have or they are more readily available in the other language.
- -Sometimes we code-switch as a communicative tool, including to exclude someone or to show expertise.
-
Urciuoli (1991): Puerto Rican and African American working class neighborhood
- -men code-switch deliberately to construct an nclusive identity
- -women code-switch accidentally to construct both inclusive and exclusive identity
-
Thematic code switching
- • Code-switching based on task or addressee:
- • e.g. doing school activity in English, chattingwith friends in Spanish.
- • Code-switching based on topic:
- • e.g. school problems => English
- • family problems => Spanish
-
Quotative Code-Switching
Describing a conversation in the language in which it occurred.
-
Emblematic Code-Switching
- Use of single words in the secondary language.
- why?
- -speaking to monolinguals
- -claiming ethnic identity without the linguistic ability
-
Hemispheric Localism
- -North/Geography is an analogy for conflicts in youth's local lives (Nortenos and Surenos)
- -Race/ethnicity, class, education
- -North: English; American-raised
- -South:Spanish; recent immigrant, poor
-
Nationism
- symbols of independence
- -new flag
- -new name
- -official language becomes that of citizens
- Ex. postcolonial USAL spelling symbolically separates American English from British English (theatre---->theater)
-
Nationalism
practical issues of of governing the country
-
Language engineering
- -expanding a language to be used in every domain
- -words are deliberately designed
- -to unite countries
-
Who is the author?
On Some Serious Next Millennium Rap Ishhh: Pharoahe Monch, Hip Hop Poetics, and the Internal Rhymes of Internal Affairs
Alim
-
Who is the author? Mock Ebonics: Linguistic Racism in Parodies of Ebonics on the Internet
Ronkin & Karn
-
Who is the author? Introduction to Pierre Bourdieu's "Language and Symbolic Power"
Thompson
-
Whos is the author? Language and Race in White Public Space
Hill
-
Who is the author?Language Choice as a Means of Shaping Identity
Fuller
-
Who is the author? Language Socialization and Acquisition: Three Developmental Stories and their Implications
Ochs & Schieffelin
-
Who is the author? Participant Structures and Communicative Competence: Warm Springs Children in Community and Classroom
Phillips
-
Who is the author? Bilingualism en Casa - Chapter 4 of "Growing up Bilingual"
Zentella
-
Who is the author? What no Bedtime Story Means
Heath
-
3 developemental stories
- 1. Kaluhi
- -mothers rarely leave children alone,
- -do not gaze into their eyes because they are scared of witchcraft, and hold them facetoface but face them outward, so they can see others and be seen
- -until they are 18 months, adults do not assume that they are responsive
- -stress assertiveness
- -do not respond to child unless speech is correct
- 2. Anglo-American Middle Class
- -engage in baby talk
- -facetoface interaction
- -respond to correct speech
- 3. Samoan
- -children are usually cared for by mothers rather than siblings
- -Baby talk is never used
- -do no attempt to intrept a child's sounds, not treated as socially responsive beings, but as psychological states
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