Social class is reflected in language differences. Lower classes tend to use "restricted code" with limited vocabulary and grammar, while higher classes use "elaborated code" with more complex language. This affects children's learning and ability to advance socially. Immigrants without English skills also face economic disadvantages. Regional dialects associated with lower classes can hinder opportunities if not used alongside standard English. Overall, language skills are passed down intergenerationally, and deficiencies in standard language reinforce the cycle of poverty between social classes.
This study examined writing difficulties faced by Bengali students learning English as a second language. Essays written by 7 Bengali students were analyzed to identify errors in use of articles and verbs. Most students made mistakes with articles, especially recurring errors and errors of article. Analysis of individual students found they struggled most with specific areas, such as recurring mistakes for one student and missing articles for another. The study aims to help address weaknesses in students' English writing skills.
Social Dialects Varieties of language used by groups defined according to class, education, age, gender and a number of other social parameters.
Before exploring these factors in detail, it is important to draw attention to one particular interaction between social values and language use.
Code-switching occurs when a speaker alternates between two or more languages in a single conversation. It is most common in bilingual communities, where speakers will sometimes switch between languages depending on the topic, situation, or person they are speaking to. For example, two people conducting business in English in Tanzania might switch to Swahili for more personal discussions. Code-switching can fulfill communication needs when a speaker is less fluent, express solidarity with a social group, or exclude others who don't understand the second language.
This document discusses language variation at different linguistic levels. It begins by outlining the topics to be covered: 1) language varieties, 2) variation at different linguistic structure levels, and 3) factors influencing variation. It then defines internal variation as different ways of expressing the same meaning within a single language. No two speakers speak exactly the same. Variation exists at the phonetic, phonological, morphological, syntactic, and lexical levels. Finally, it lists some key factors influencing linguistic variation, such as region, social factors, age, gender, and ethnicity.
The document provides information on best practices for teaching English vocabulary to language learners. It discusses that vocabulary should be taught using visualization and connecting to prior knowledge. Visualization involves creating a mental picture for a word to associate it, mirroring how children first learn language. Prior knowledge is also important, as it allows students to connect new vocabulary to concepts they already understand. Tier two words that appear frequently across contexts are recommended for instruction over specialized tier three words. Oral acquisition of vocabulary before written words is emphasized, as listening comprehension develops prior to speech. Pronunciation is key to retaining word meanings and using words actively.
Local and Global Communication in Multicultural Settings TeacherRichster
This presentation discusses Communication in Multicultural set-up considering not only cultural differences, social backgrounds, biographical diverseness of every individual; but also factors that could help everyone in an intercultural communication setting.
This document discusses the differences between dialects and standard languages. It defines dialects as varieties of language spoken in particular regions that have unique vocabularies, grammars and pronunciations. Dialects are influenced by rural or urban socio-cultural factors and can vary between geographical areas. In contrast, a standard language is an official form that is codified and accessible to all speakers of that language for use in education, media and science. While dialects have small language areas and variations between regions, standard languages have larger speaker populations and areas of use across dialects.
This study examined writing difficulties faced by Bengali students learning English as a second language. Essays written by 7 Bengali students were analyzed to identify errors in use of articles and verbs. Most students made mistakes with articles, especially recurring errors and errors of article. Analysis of individual students found they struggled most with specific areas, such as recurring mistakes for one student and missing articles for another. The study aims to help address weaknesses in students' English writing skills.
Social Dialects Varieties of language used by groups defined according to class, education, age, gender and a number of other social parameters.
Before exploring these factors in detail, it is important to draw attention to one particular interaction between social values and language use.
Code-switching occurs when a speaker alternates between two or more languages in a single conversation. It is most common in bilingual communities, where speakers will sometimes switch between languages depending on the topic, situation, or person they are speaking to. For example, two people conducting business in English in Tanzania might switch to Swahili for more personal discussions. Code-switching can fulfill communication needs when a speaker is less fluent, express solidarity with a social group, or exclude others who don't understand the second language.
This document discusses language variation at different linguistic levels. It begins by outlining the topics to be covered: 1) language varieties, 2) variation at different linguistic structure levels, and 3) factors influencing variation. It then defines internal variation as different ways of expressing the same meaning within a single language. No two speakers speak exactly the same. Variation exists at the phonetic, phonological, morphological, syntactic, and lexical levels. Finally, it lists some key factors influencing linguistic variation, such as region, social factors, age, gender, and ethnicity.
The document provides information on best practices for teaching English vocabulary to language learners. It discusses that vocabulary should be taught using visualization and connecting to prior knowledge. Visualization involves creating a mental picture for a word to associate it, mirroring how children first learn language. Prior knowledge is also important, as it allows students to connect new vocabulary to concepts they already understand. Tier two words that appear frequently across contexts are recommended for instruction over specialized tier three words. Oral acquisition of vocabulary before written words is emphasized, as listening comprehension develops prior to speech. Pronunciation is key to retaining word meanings and using words actively.
Local and Global Communication in Multicultural Settings TeacherRichster
This presentation discusses Communication in Multicultural set-up considering not only cultural differences, social backgrounds, biographical diverseness of every individual; but also factors that could help everyone in an intercultural communication setting.
This document discusses the differences between dialects and standard languages. It defines dialects as varieties of language spoken in particular regions that have unique vocabularies, grammars and pronunciations. Dialects are influenced by rural or urban socio-cultural factors and can vary between geographical areas. In contrast, a standard language is an official form that is codified and accessible to all speakers of that language for use in education, media and science. While dialects have small language areas and variations between regions, standard languages have larger speaker populations and areas of use across dialects.
The document discusses how language may influence thought and behavior. It provides examples of how the words used in different languages can shape perceptions of concepts like color. The Sapir-Whorf hypothesis proposes that the structure of a language affects how its speakers think and experience the world. While early studies provided examples of this, their methods were questionable and criticisms have been made. More rigorous experiments on topics like color identification have found some support for the idea that language influences cognition, but the degree of this effect is still debated.
This document provides information about Module 3 of the California Teachers of English Learners (CTEL) program, which focuses on culture and inclusion. It discusses key vocabulary, concepts, and instructional strategies related to understanding the diverse cultural and linguistic backgrounds of English Learner students in California. Some key points include:
- California has significant cultural and linguistic diversity among its student population, with the top 5 non-English languages being Spanish, Vietnamese, Tagalog, Cantonese, and Hmong.
- Immigrant students and their families face various challenges related to acculturation, stereotypes, discrimination, and sociocultural/economic factors that can affect academic achievement.
- Effective instructional strategies like building
The document discusses language development and dialects. It describes how language and culture are intertwined and how dialects vary regionally and socially in the United States. Challenges in assessing English language learners are outlined, emphasizing the need for culturally sensitive evaluations. Instructional approaches for students with limited English proficiency, language differences, or learning disabilities are also reviewed.
1) Linguistic registers refer to how speakers vary their language based on different circumstances.
2) Registers include formal, consultative, casual, and intimate variations based on factors like social occasion, context, purpose, and audience.
3) Examples of registers include formal language used in professional settings, casual language used with friends and family, and intimate language shared privately between two people.
Exploring Pragmatic Failure into the Writing of Young EFL Learners: A Critica...frequent
This document analyzes pragmatic failure in the writing of young EFL learners in China. It investigates 34 short student compositions and finds both pragmalinguistic and sociopragmatic failures. Pragmalinguistic failures include verbose appositions, incorrect use of conjunctions, misunderstandings of word meanings, Chinese sentence structures, run-on sentences, improper use of subordinate clauses, and omission of relative pronouns. Sociopragmatic failure is rare but includes incorrect perceptions of social conventions. The causes are attributed to limited language proficiency and transfer of pragmatic norms from the learners' first language. The author proposes introducing target language pragmatic knowledge and culture awareness to improve pragmatic appropriateness in writing.
Sociolinguistics is the study of how language and society interact. A key concept is that we alter our language based on social factors like the setting, participants, and topic of conversation. Pidgins develop as languages of contact between groups without a shared language, using simplified grammar and vocabulary from the source languages. If a pidgin is passed down to children as their primary language, it becomes a creole, a fully developed language with its own complex linguistic system. Code-switching and code-mixing occur when multilingual speakers blend elements of multiple languages in a single conversation for reasons of identity, emphasis, or lack of a word in one language.
The document discusses language contact and bilingualism. It defines language contact as occurring when two languages are used in the same region and there is communication between speakers. This can result in language loss, bilingualism, or language change. Bilingualism is defined as an individual or society using two languages. Individual bilingualism depends on factors like language proficiency, acquisition context, age of acquisition, language domains, and social orientation. Code switching occurs when speakers alternate between two grammatical systems within a conversation and can be used for various social and communicative purposes.
This document discusses language choice and code-switching in multilingual communities. It begins by outlining the goals of the chapter, which are to examine choosing language varieties or codes, the concept of diglossia, and code-switching. An example is provided of Kalala, who speaks several languages in his community, including Shi, Swahili, standard Zairean Swahili, kingwana, and Indoubil, choosing codes based on social factors. Diglossia is defined as two languages or dialects used by a single community for different functions. Code-switching occurs when a speaker alternates between languages or varieties in a single conversation, motivated by social factors and participant identity.
Here are four linguistic features that may characterize the club discussions in each situation:
(a) During an organized meeting in the club meeting room:
1. Formal address terms (e.g. use of surnames rather than first names).
2. Standard grammar and pronunciation.
3. Formal vocabulary related to planning (e.g. schedule, itinerary, budget).
4. Taking turns speaking in an orderly fashion.
(b) When discussing details over drinks in the local bar:
1. Informal address terms (e.g. use of first names).
2. Possible use of local dialect features or relaxed pronunciation.
3. Casual vocabulary
The document discusses vocabulary, which is defined as the set of words a person knows within a language. It covers several topics related to vocabulary including:
1) The differences between receptive/passive vocabulary (words understood when read/heard) and productive/active vocabulary (words that can be produced).
2) Factors that influence vocabulary growth such as education level, reading, and language exposure.
3) The importance of vocabulary for communication, comprehension, and being judged by others.
This document discusses language variation and dialects. It begins by explaining that language varies geographically from place to place, socially between groups, and contextually in different situations. It then defines the standard language or standard variety as the most accepted and prestigious form of a language, as defined by dictionaries and used in important domains like government and education.
The document provides examples of linguistic variation between dialects, such as different words used or pronunciations. It explains that a dialect is a regional or social variety of a language that differs in minor aspects like vocabulary and grammar. It also discusses dialect continua and isoglosses, which are lines that show where linguistic features change between dialects.
This document discusses spoken language and debates around its use. It provides examples of conversations in different sociolects and evaluates attitudes towards texting and multi-modal communication. The document outlines debates between those who see changes in language as detrimental versus linguists like David Crystal who see language evolution as natural. Students are tasked with understanding these debates, analyzing examples of sociolects, and evaluating how context shapes language variations and public perceptions.
Language choice in multilingual communitiesAris Suarez
Kalala, a 16-year-old living in Bukavu, Zaire, uses multiple languages and varieties depending on the social context. He speaks an informal variety of his tribal language Shi at home, and a more formal Shi for weddings and funerals. In the marketplace, he uses informal Shi with members of his tribe and Kingwana, a local variety of Swahili, with others. At school he learned standard Zairean Swahili, but uses Kingwana more in daily interactions. He switches between standard Swahili, Kingwana, and Indoubil, a youth variety, depending on who he's talking to and the social setting.
This document discusses literacy as both a discipline and punishment in American society. It argues that literacy is unconsciously equated with civilization, and illiteracy is stigmatized. For linguistic minorities, acquiring literacy in English is difficult as their native dialects do not align with standard written English taught in schools. This mismatch contributes to lower literacy rates among minorities. The document examines African American Vernacular English specifically, noting its systematic differences from standard English and how this clash impedes literacy acquisition when students are expected to switch dialects upon entering school. Teachers' lack of understanding of students' home dialects can further hinder literacy development and unfairly label some students as learning disabled.
This document summarizes key concepts from chapters in a sociolinguistics textbook. It discusses what sociolinguists study, including how social factors influence language varieties. It also covers multilingual speech communities and concepts like diglossia, code-switching and language shift. Language maintenance and revival are discussed, along with linguistic varieties in multilingual nations. National languages and language planning are also summarized.
The Use of Pidgin English Vocabulary in The Music IndustryGabriel Ken
This document discusses the use of Pidgin English vocabulary in the Nigerian music industry. It begins with an introduction to Pidgin English as the second most spoken language in Nigeria. It then discusses how the spread of Nigerian music has contributed to the increasing popularity and use of Pidgin English vocabulary. The document presents the objectives as examining how Nigerian music penetrates and affects the use of Pidgin English through an analysis of vocabulary in music tracks. It reviews related literature and outlines the research methodology of analyzing selected music lyrics to evaluate Pidgin English expressions, grammar and lexical items used.
The document discusses sociolinguistics and related topics. It begins by defining language planning, which involves governments deciding official languages. Next, it describes pidgins as contact languages between groups without a shared language used for practical purposes. When a pidgin becomes a community's native language, it evolves into a creole. Creoles have native speakers and are no longer restricted in use. The document concludes by explaining the post-creole continuum, where a creole evolves varieties ranging from basilects with more creole features to acrolects closer to the standard language.
The document discusses how language may influence thought and behavior. It provides examples of how the words used in different languages can shape perceptions of concepts like color. The Sapir-Whorf hypothesis proposes that the structure of a language affects how its speakers think and experience the world. While early studies provided examples of this, their methods were questionable and criticisms have been made. More rigorous experiments on topics like color identification have found some support for the idea that language influences cognition, but the degree of this effect is still debated.
This document provides information about Module 3 of the California Teachers of English Learners (CTEL) program, which focuses on culture and inclusion. It discusses key vocabulary, concepts, and instructional strategies related to understanding the diverse cultural and linguistic backgrounds of English Learner students in California. Some key points include:
- California has significant cultural and linguistic diversity among its student population, with the top 5 non-English languages being Spanish, Vietnamese, Tagalog, Cantonese, and Hmong.
- Immigrant students and their families face various challenges related to acculturation, stereotypes, discrimination, and sociocultural/economic factors that can affect academic achievement.
- Effective instructional strategies like building
The document discusses language development and dialects. It describes how language and culture are intertwined and how dialects vary regionally and socially in the United States. Challenges in assessing English language learners are outlined, emphasizing the need for culturally sensitive evaluations. Instructional approaches for students with limited English proficiency, language differences, or learning disabilities are also reviewed.
1) Linguistic registers refer to how speakers vary their language based on different circumstances.
2) Registers include formal, consultative, casual, and intimate variations based on factors like social occasion, context, purpose, and audience.
3) Examples of registers include formal language used in professional settings, casual language used with friends and family, and intimate language shared privately between two people.
Exploring Pragmatic Failure into the Writing of Young EFL Learners: A Critica...frequent
This document analyzes pragmatic failure in the writing of young EFL learners in China. It investigates 34 short student compositions and finds both pragmalinguistic and sociopragmatic failures. Pragmalinguistic failures include verbose appositions, incorrect use of conjunctions, misunderstandings of word meanings, Chinese sentence structures, run-on sentences, improper use of subordinate clauses, and omission of relative pronouns. Sociopragmatic failure is rare but includes incorrect perceptions of social conventions. The causes are attributed to limited language proficiency and transfer of pragmatic norms from the learners' first language. The author proposes introducing target language pragmatic knowledge and culture awareness to improve pragmatic appropriateness in writing.
Sociolinguistics is the study of how language and society interact. A key concept is that we alter our language based on social factors like the setting, participants, and topic of conversation. Pidgins develop as languages of contact between groups without a shared language, using simplified grammar and vocabulary from the source languages. If a pidgin is passed down to children as their primary language, it becomes a creole, a fully developed language with its own complex linguistic system. Code-switching and code-mixing occur when multilingual speakers blend elements of multiple languages in a single conversation for reasons of identity, emphasis, or lack of a word in one language.
The document discusses language contact and bilingualism. It defines language contact as occurring when two languages are used in the same region and there is communication between speakers. This can result in language loss, bilingualism, or language change. Bilingualism is defined as an individual or society using two languages. Individual bilingualism depends on factors like language proficiency, acquisition context, age of acquisition, language domains, and social orientation. Code switching occurs when speakers alternate between two grammatical systems within a conversation and can be used for various social and communicative purposes.
This document discusses language choice and code-switching in multilingual communities. It begins by outlining the goals of the chapter, which are to examine choosing language varieties or codes, the concept of diglossia, and code-switching. An example is provided of Kalala, who speaks several languages in his community, including Shi, Swahili, standard Zairean Swahili, kingwana, and Indoubil, choosing codes based on social factors. Diglossia is defined as two languages or dialects used by a single community for different functions. Code-switching occurs when a speaker alternates between languages or varieties in a single conversation, motivated by social factors and participant identity.
Here are four linguistic features that may characterize the club discussions in each situation:
(a) During an organized meeting in the club meeting room:
1. Formal address terms (e.g. use of surnames rather than first names).
2. Standard grammar and pronunciation.
3. Formal vocabulary related to planning (e.g. schedule, itinerary, budget).
4. Taking turns speaking in an orderly fashion.
(b) When discussing details over drinks in the local bar:
1. Informal address terms (e.g. use of first names).
2. Possible use of local dialect features or relaxed pronunciation.
3. Casual vocabulary
The document discusses vocabulary, which is defined as the set of words a person knows within a language. It covers several topics related to vocabulary including:
1) The differences between receptive/passive vocabulary (words understood when read/heard) and productive/active vocabulary (words that can be produced).
2) Factors that influence vocabulary growth such as education level, reading, and language exposure.
3) The importance of vocabulary for communication, comprehension, and being judged by others.
This document discusses language variation and dialects. It begins by explaining that language varies geographically from place to place, socially between groups, and contextually in different situations. It then defines the standard language or standard variety as the most accepted and prestigious form of a language, as defined by dictionaries and used in important domains like government and education.
The document provides examples of linguistic variation between dialects, such as different words used or pronunciations. It explains that a dialect is a regional or social variety of a language that differs in minor aspects like vocabulary and grammar. It also discusses dialect continua and isoglosses, which are lines that show where linguistic features change between dialects.
This document discusses spoken language and debates around its use. It provides examples of conversations in different sociolects and evaluates attitudes towards texting and multi-modal communication. The document outlines debates between those who see changes in language as detrimental versus linguists like David Crystal who see language evolution as natural. Students are tasked with understanding these debates, analyzing examples of sociolects, and evaluating how context shapes language variations and public perceptions.
Language choice in multilingual communitiesAris Suarez
Kalala, a 16-year-old living in Bukavu, Zaire, uses multiple languages and varieties depending on the social context. He speaks an informal variety of his tribal language Shi at home, and a more formal Shi for weddings and funerals. In the marketplace, he uses informal Shi with members of his tribe and Kingwana, a local variety of Swahili, with others. At school he learned standard Zairean Swahili, but uses Kingwana more in daily interactions. He switches between standard Swahili, Kingwana, and Indoubil, a youth variety, depending on who he's talking to and the social setting.
This document discusses literacy as both a discipline and punishment in American society. It argues that literacy is unconsciously equated with civilization, and illiteracy is stigmatized. For linguistic minorities, acquiring literacy in English is difficult as their native dialects do not align with standard written English taught in schools. This mismatch contributes to lower literacy rates among minorities. The document examines African American Vernacular English specifically, noting its systematic differences from standard English and how this clash impedes literacy acquisition when students are expected to switch dialects upon entering school. Teachers' lack of understanding of students' home dialects can further hinder literacy development and unfairly label some students as learning disabled.
This document summarizes key concepts from chapters in a sociolinguistics textbook. It discusses what sociolinguists study, including how social factors influence language varieties. It also covers multilingual speech communities and concepts like diglossia, code-switching and language shift. Language maintenance and revival are discussed, along with linguistic varieties in multilingual nations. National languages and language planning are also summarized.
The Use of Pidgin English Vocabulary in The Music IndustryGabriel Ken
This document discusses the use of Pidgin English vocabulary in the Nigerian music industry. It begins with an introduction to Pidgin English as the second most spoken language in Nigeria. It then discusses how the spread of Nigerian music has contributed to the increasing popularity and use of Pidgin English vocabulary. The document presents the objectives as examining how Nigerian music penetrates and affects the use of Pidgin English through an analysis of vocabulary in music tracks. It reviews related literature and outlines the research methodology of analyzing selected music lyrics to evaluate Pidgin English expressions, grammar and lexical items used.
The document discusses sociolinguistics and related topics. It begins by defining language planning, which involves governments deciding official languages. Next, it describes pidgins as contact languages between groups without a shared language used for practical purposes. When a pidgin becomes a community's native language, it evolves into a creole. Creoles have native speakers and are no longer restricted in use. The document concludes by explaining the post-creole continuum, where a creole evolves varieties ranging from basilects with more creole features to acrolects closer to the standard language.
Slides prepared for an italian test test project aimed to help students to have a conscious use of tecnology and to hel parents to communite with their children
Golf can be enjoyed by people of all ages and abilities. It teaches important life lessons like patience, humility, and honesty. Golf is also important for business networking, as games and tournaments allow executives to socialize. To properly swing a golf club, one must first grip the club correctly, then address the ball with proper form, posture, and balance before executing the full swing motion.
Golf originated in Scotland and England, who have debated its invention. Major golf tournaments include the Masters in April, US Open in June, British Open in July, and PGA Championship in August. A golfer's career success is often defined by how many major tournaments they win. Golf requires basic equipment like clubs, balls, tees, bags, and shoes. The objective is to complete holes in the fewest shots by following rules of etiquette and fair play. Golf is played worldwide but originated in and remains popular in Scotland, Britain, the US, and Asia. Popular golf athletes are Tiger Woods, one of the best ever who won early in his career, and his longtime rival Phil Mickelson.
The document provides reasons why golf is growing in popularity compared to other sports such as tennis, basketball, football, and baseball. It notes that golf has honorable players who don't need referees, doesn't have players regularly in jail, and doesn't involve physical contact or arguing with officials. It also notes that golf tournaments have affordable ticket prices and allow spectators to watch top players up close without excessive food and drink costs. The document concludes by explaining the origin of the 18 hole standard for golf courses.
This document contains a student's answers to exam questions about linguistic variation and language features. For question 1, the student describes how social status, age, gender, local culture, and societal norms influence linguistic variation with examples from their own experience. For question 2, the student compares Philippine English online to standard English and discusses how language functions affect online registers. They also discuss introducing language variations to students as a teacher.
This document discusses linguistic and social inequality. It begins by introducing the concept of linguistic inequality and how people's language use varies based on their social status. It then describes two main types of linguistic inequality: 1) Subjective inequality, which relates to perceptions and prejudices about others' speech, and 2) Communicative inequality, which involves knowledge of appropriate language use. The document goes on to discuss linguistic prejudice in more detail, how it manifests in educational settings, and how speech can influence stereotypes and social judgments.
This document discusses the tension between prescriptive and descriptive approaches to language. It explores how children's home language differs from the standard form taught in schools. While parents accept variations, schools aim to teach language "correctly" which views all non-standard forms as wrong. However, determining what is considered correct is complex, as dialects, accents, and linguistic variations exist. The document examines debates around whether teaching the standard form offers advantages or disadvantages to some children. Applied linguists have a responsibility to approach such issues with caution and respect.
This document provides an introduction to sociolinguistics. It begins by defining sociolinguistics as the study of the relationship between language and the social context in which it is used. It explains that sociolinguistics examines how people use language differently in various social settings and how language conveys social meaning. The document then discusses key topics in sociolinguistics, including language versus dialect, regional dialects, social dialects, and language variations based on style, register and social beliefs. It provides examples of how language usage varies based on social factors like region, socioeconomic class, gender, and education level.
This document is an assignment on linguistic and social inequality submitted to Sohail Falaksher by Waseem Azhar Gilany for their M.Phil Linguistics program. It discusses how linguistic choices made by speakers can reveal their social status and lead to linguistic and social inequality. It identifies three types of linguistic inequality: subjective inequality based on perceptions, linguistic inequality based on vocabulary knowledge, and communicative inequality based on language use skills. A major cause of linguistic inequality is identified as linguistic prejudice, where judgments are made about people based on how they speak. The document then examines different types of linguistic prejudice and how stereotypes further contribute to perceptions of social inequality.
This document discusses linguistic inequality and types of linguistic prejudice. It defines linguistics as the scientific study of language, including language form, meaning, and context. Linguistic inequality refers to differences in a person's ability to use language in different social situations due to lack of exposure or disadvantage. There are three main types of linguistic inequality: subjective inequality, which concerns prejudices about ways of speaking; linguistic inequality, which relates to differences in linguistic items like vocabulary; and communicative inequality, which involves differences in knowledge or skills. The document also discusses two types of linguistic prejudice: cognitive uncertainty, where people make judgments of others based on how they speak, and linguistic insecurity, where some social groups believe they speak poorly. It defines
This document discusses sociolinguistics and the relationship between language and society. It explains that speech communities share linguistic norms and expectations, and that language varies based on social factors like class, education, age, gender, ethnicity, and style/register. Variations include social dialects, over and covert prestige, as well as differences in formal and informal registers depending on the context and audience.
Cultural & linguistics issues in communicationAnant Arun
This document discusses cultural and linguistic issues in communication. It begins by defining communication, culture, and linguistics. It then examines cultural issues like differences in language, semantics due to varying meanings of signs and symbols across cultures. It also discusses overcoming cultural barriers through mutual understanding. Linguistic issues covered are differences in language, dialects, literacy levels and interference between languages. The document emphasizes that understanding cultural and language differences is crucial to effective cross-cultural communication.
Disglossia, Bilingualism, and Multilingualism.pptxNadya940477
This document discusses diglossia, bilingualism, and multilingualism. Diglossia refers to a situation where two distinct varieties of the same language are used within a community, with one variety regarded as "high" and formal and the other as "low" and informal. Bilingualism refers to the ability to speak two languages. People can become bilingual through simultaneous exposure to two languages as a child or learning a second language after the first. Multilingualism is the ability to communicate in three or more languages. A multilingual person has learned multiple languages either simultaneously as a child or sequentially over time.
This document discusses various types and definitions of bilingualism. It defines early vs late bilingualism, simultaneous vs successive bilingualism, and other categories. It also addresses common myths and misconceptions about bilingualism, such as the ideas that it leads to cognitive delays or linguistic confusion. In reality, with proper input in both languages, bilingual children develop normally. The document advocates for additive bilingualism programs that support learning in both the first and second languages.
Bilingualism in Children: Learning a Second Language in the Home vs. Acquirin...Jessie Mason
1. The document discusses second language acquisition in home vs. educational settings. It notes that learning a second language at home through exposure to both languages from birth may provide advantages over learning a new language only in school, including stronger vocabulary skills.
2. However, determined individuals can overcome deficits and become highly proficient in both languages even if the second language is only learned in school. Factors like socioeconomic status, language status, and home language use may also influence bilingual development.
3. Case studies of children learning a second language at home or in combination with school exposure show that with support from parents, both methods can successfully support balanced bilingualism.
Social factors and second language acquistionBibi Halima
This document discusses several social factors that influence second language acquisition: age, gender, social class, and ethnic identity. It summarizes several studies that examined how these factors impact learners' proficiency and accent in a second language. For example, some studies found that younger learners have an advantage in acquiring a native-like accent, while gender can also influence proficiency levels, with females sometimes outperforming males. Social class is also linked to achievement, as learners from middle-class backgrounds tend to perform better. Ethnic identity plays a role as well, as acquiring a new language can impact one's sense of self and cultural identity. Overall, the document examines how social and contextual variables shape the second language learning process
language, a system of conventional spoken, manual (signed), or written symbols by means of which human beings, as members of a social group and participants in its culture, express themselves.
English 13 (Language, culture and society): Journal of Linguistic AnthropologyJelouAbad
This file might help you to understand, it is example of research article about Linguistic Anthropology entitled "Standardization, Racialization, Languagelessness: Raciolinguistic Ideologies across Communicative Contexts"
English as a Second Language (ESL) refers to the use and teaching of English to non-native speakers in English-speaking environments or countries where English has an established role. ESL instruction is designed for those whose primary language is not English. ESL students face challenges with standardized testing used for class placement, higher dropout rates than native speakers, barriers to higher education due to credit and financial requirements, difficulties interacting with native English speakers, and limited participation in extracurricular activities. However, ESL programs also provide social benefits like peer networks, cultural expression, and multicultural friendships that help with adjustment.
Pragmatic language impairment in relation to autism and SLIDorothy Bishop
Bishop DVM. 2000. Pragmatic language impairment: a correlate of SLI, a distinct subgroup, or part of the autistic continuum? In: Bishop DVM, and Leonard LB, eds. Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome. Hove, UK: Psychology Press, 99-113.
Social factors governing language variationZaraAnsari6
Social factors like class, ethnicity, gender, age, and education influence language variation. Labov's study found class affected pronunciation patterns, with upper classes using standard variants and lower classes using non-standard variants. Ethnic groups develop language varieties through substrates and adstrates. Gender influences language choice, with men using more direct and non-standard forms while women use more standard forms. Younger generations adopt new slang that differs from older generations. Education level also impacts language, with more educated speakers using standard dialects. These social dimensions are core to understanding sociolinguistic variation.
Code Switching: a paper by Krishna BistaAna Azevedo
The document discusses code switching, which is the mixing of words or phrases from two languages in speech or writing. It examines a study on the factors influencing code switching among bilingual English students in university classrooms. The study found that students most often code switch due to not knowing the English word, to fill gaps in speaking, or because it is easier to express themselves in their native language. While code switching can help communication, it may also hinder the learning of the target language if overused.
Linguistic inequality can take three forms: subjective inequality regarding beliefs and prejudices about languages, strictly linguistic inequality concerning differences in linguistic knowledge and skills, and communicative inequality involving differences in ability to communicate effectively. Subjective inequality involves prejudices and stereotypes associated with particular ways of speaking. Linguistic features may be linked to stereotypes about characteristics like intelligence. Prestige of languages or dialects is also influenced by subjective views. Linguists study these issues to better understand social attitudes and their effects.
1. Relationship between language and social
classes?
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Social classes will use language differently. For instance a person who is poor and uneducated he
or she will not speak his or her language as well as a person who is well off and well educated. It
can also affect accents, slang uses and grammar. Here is an example: Uneducated, poor black
people have their own wording to say things rather than use the accepted norm of the English
language. Even in the Spanish language there is a difference in the language expression between
the Mexicans who descended from the Mexican native Indian classes and the Mexicans who
descended from the Spaniards who took over Mexico. The Spaniard class speaks high Castillion
Spanish and the Indian descendants speak a lower form of Spanish mixed with their own idioms.
Another example is: Someone in California may speak with a "California Surfer lingo" and
another Californian may speak with a Stanford or Harvard educated form of speaking.
Bernstein: Language and Social Class
Central to Bernstein's writings is the distinction between the restricted code and the
elaborated code. Some of the differences between the two codes are:
(i) syntax is more formally correct in the elaborated code, but looser in the restricted
code. There are, for example, more subordinate clauses in the elaborated code, and
fewer unfinished sentences.
(ii) There are more logical connectives like if and unless in the elaborated code,
whereas the restricted code uses more words of simple coordination like and and but.
(iii) There is more originality in the elaborated code; there are more clichés in the
restricted code.
2. (iv) Reference is more explicit in the elaborated code, more implicit in the restricted
code: so the restricted code uses a greater number of pronouns than the elaborated
code (see the example quoted at length below).
(v) The elaborated code is used to convey facts and abstract ideas, the restricted code
attitude and feeling.
While (i) to (iv) relate at least in part to the forms of language, (v) relates primarily to the
meanings being conveyed.
Examples which show clearly all the differences between the two codes operating
together are difficult to find in Bernstein's articles. One example which particularly
illustrates (iv) above is quoted in Bernstein, 1971:194. Two five-year-old children, one
working-class and one middle-class, were shown a series of three pictures, which
involved boys playing football and breaking a window. They described the events
involved as follows:
(1) Three boys are playing football and one boy kicks the ball and it goes through the
window and the bail breaks the window and the boys are looking at it and a man comes
out and shouts at them because they've broken the window so they run away and then
that lady looks out of her window and she tells the boys off.
(2) They're playing football and he kicks it and it goes through there it breaks the
window and they're looking at it and he comes out and shouts at them because they've
broken it so they run away and then she looks out and she tells them off.
The elaborated code is the one which, in the adult language, would be generally
associated with formal situations, the restricted code that associated with informal
situations.
In the earlier articles it was implied that middle-class children generally use the
elaborated code (although they might sometimes use the restricted code), whereas
working-class children have only the restricted code. But Bernstein later modified this
viewpoint to say that even working-class children might sometimes use the elaborated
code; the difference between the classes is said to lie rather in the occasions on which
they can use the codes (e.g. working-class children certainly have difficulty in using the
elaborated code in school). Moreover, all children can understand both codes when
spoken to them.
Following from (ii) above, it has also been assumed that part of any 'cognitive deficit'
would consist in an inability to think logically. Labov (1969), however, has argued that
young blacks in the United States, although using language which certainly seems an
example of the restricted code, nevertheless display a clear ability to argue logically.
One example quoted by Labov is a boy talking about what happens after death:
You know, like some people say if you're good an' shit, your spirit goin' t'heaven...'n' if
you bad, your spirit goin' to hell. Well, bullshit! Your spirit goin' to hell anyway, good or
bad. (Why?) Why! I'll tell you why. 'Cause, you see, doesn't nobody really know that it's
a God, y'know, 'cause I mean I have seen black gods, pink gods, white gods, all color
gods, and don't nobody know it's really a God. An' when they be sayin' if you good, you
goin' t'heaven, tha's bullshit, 'cause you ain't goin' to no heaven, 'cause it ain't no
heaven for you to go to.
The speaker is here setting out 'a complex set of interdependent propositions'; 'he can
sum up a complex argument in a few words, and the full force of his opinions comes
through without qualification or reservation'.
In addition Labov notes the common faults of so-called middle-class speech: 'Our work
in the speech community makes it painfully obvious that in many ways working-class
3. speakers are more effective narrators, reasoners, and debaters than many middle-class
speakers who temporize, qualify, and lose their argument in a mass of irrelevant detail.'
There is no clear relationship between language and logical thought
(Cruttenden, A., Language in Infancy and Childhood, Manchester University Press,
1979)
The Effects of Language on Social Class
By Stephany Elsworth, eHow Contributor
Print this article
The Effects of Language on
Social Class
A person's social class is reflected in his speech. People who have lower educational levels or
who are new to English-speaking countries often speak different forms or dialects of English
than their middle- or upper-class counterparts. The inability to speak standard business English
can interfere with a person's ability to find a high-paying job, obtain an education or become
upwardly mobile in society. The lack of language skills are often passed from parents to their
children.
Other People Are Reading
Language Differences Among Social Classes
Classes Needed for Social Work
1. Language Structure
o Children who come from lower-class homes often use restricted code, which is a
form of speech that is commonly used in informal situations. Middle- and upper-
class children are more familiar with elaborated code, a form of language that is
associated with formal situations. Elaborated code uses a large vocabulary,
standard syntax and a high percentage of complete sentences. Restricted code,
however, uses fewer words, abbreviated sentences and limited vocabulary. As a
4. result, lower-class children who use restricted code often score lower on IQ tests
and have difficulty with abstract concepts. Their lack of language skills interferes
with their learning and contributes to the cycle of poverty.
Vocabulary
o USA Today indicates that children who come from lower-income homes, whose
mothers have low vocabulary skills, are at a permanent disadvantage in the
classroom. Since they learn to speak at home, they are affected by their mother's
lack of vocabulary. They do not read as quickly as their peers, and they often use
non-standard English. This can lead to lifelong academic difficulties. These
academic learning problems often result in low-paying, minimal-skill jobs when
the child reaches adulthood.
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Second Language Acquisition
o Immigrants who are lacking in English language skills are at a serious
disadvantage when it comes to social class and economic advancement.
According to the Julian Samora Research Institute, an Urban Institute survey
found that insufficient language skills are more directly correlated with food
insecurity and economic poverty than how long a person has been in the United
States or whether or not he is a legal resident. Although immigrants are well-
represented within the labor force, they hold a large percentage of underpaid and
low-skill jobs.
Non-Standard Dialects
o Regional dialects are often associated with low socio-economic status.
Businesses, government agencies, the mass media and educational facilities
conduct operations in Standard American English, or SAE. Although all
languages and dialects are used to communicate with other members of society
and many reflect the speaker's ethnic heritage, people who speak African-
American, Appalachian, Southern or other regional dialects are at a societal
disadvantage if they are not also fluent in standard English.
Read more: The Effects of Language on Social Class | eHow.com
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