Sociolinguistics is the study of how language is influenced by social and cultural factors. It examines how language varies across social groups and contexts, as well as how factors like social class, gender, ethnicity, and power dynamics shape language use and norms. The key terms introduced in the document include concepts like linguistic variation, identity, power, solidarity, competence versus performance, and descriptive versus prescriptive approaches to language. Sociolinguistics encompasses both micro-level analysis of language patterns and macro-level analysis of broader social and political impacts of language.
The document outlines Dell Hymes' SPEAKING model for analyzing speech acts. The SPEAKING model examines the setting, participants, ends, act sequence, key, instrumentalities, genre, and norms of a speech. It then provides definitions of communication, discussing human communication as action, interaction, and transaction. It also discusses self-awareness and communication, including the components of self-concept, and understanding both verbal and nonverbal messages.
Sociolinguistics and Language TeachingSheng Nuesca
Language teaching is connected with sociolinguistics in many ways. Different social factors affect language teaching and language learning.
Social factors such as situation, context, and social setting that has roles in language teaching. It describes the main factors which influence linguistic choices and explains how well contemporary teaching can take account of them.
English language teaching- "Sociolinguistic"Rinkal Jani
I m Rinkal jani student of Department of English from MK Bhavnagar University, here i am sharing my presentation on English language teaching and my topic is “Sociolinguistics’ It is a part of my Academic activity.
1) Gumperz studied linguistic variation among castes in an Indian village called Khallapur. He found that each caste had distinct phonological features that clearly marked social group membership. Upper castes innovated differently in speech from lower castes.
2) When studying social variation and linguistic variables, researchers must relate linguistic features to quantifiable social factors like age, gender, ethnicity, race, and social class. However, social class is a complex concept and systems of classifying people are often one-dimensional oversimplifications.
3) Researchers can study linguistic variation across apparent time (different age groups) or real time (longitudinal panel studies) to understand trends over time. Quantitative studies require reliability
Sociolinguistics emerged as an important field of language study in the 1960s as researchers began examining the relationship between language and society. Sociolinguistics focuses on how social factors like age, gender, social class, and relationships influence the way people use language in different contexts. Some key aspects of sociolinguistic study include language variation according to dialect, accent, and register; diglossia, where communities use more than one language in different social settings; and bilingualism, the use of two languages.
This document provides an overview of key concepts in sociolinguistics. It discusses Chomsky's views on competence and performance, Saussure's distinction between langue and parole, and Hymes' concept of communicative competence. It also covers variation in language, the relationship between language and identity, language and solidarity, and idiolects. Additionally, it summarizes the Whorfian hypothesis, discusses micro and macro-sociolinguistics, compares linguistic anthropology and sociolinguistics, and outlines some key methodological issues like data collection techniques and research design. Presentations on specific topics are scheduled for the next session.
This document provides an introduction to sociolinguistics. It defines sociolinguistics as the study of the relationship between language and society, explaining how social factors influence language use. Some key points made include:
- Sociolinguistics examines how social variables like context, participants, and function affect language use within a speech community.
- A speech community shares language systems and communication norms. Sociolinguistics studies language variation across different social contexts like situations, events, acts, and styles within a community.
- Social dimensions like social distance, status, and formality also influence language choice and use between participants.
- Bilingualism and code-switching between languages or varieties are examined,
Sociolinguistics is the study of how language is influenced by social and cultural factors. It examines how language varies across social groups and contexts, as well as how factors like social class, gender, ethnicity, and power dynamics shape language use and norms. The key terms introduced in the document include concepts like linguistic variation, identity, power, solidarity, competence versus performance, and descriptive versus prescriptive approaches to language. Sociolinguistics encompasses both micro-level analysis of language patterns and macro-level analysis of broader social and political impacts of language.
The document outlines Dell Hymes' SPEAKING model for analyzing speech acts. The SPEAKING model examines the setting, participants, ends, act sequence, key, instrumentalities, genre, and norms of a speech. It then provides definitions of communication, discussing human communication as action, interaction, and transaction. It also discusses self-awareness and communication, including the components of self-concept, and understanding both verbal and nonverbal messages.
Sociolinguistics and Language TeachingSheng Nuesca
Language teaching is connected with sociolinguistics in many ways. Different social factors affect language teaching and language learning.
Social factors such as situation, context, and social setting that has roles in language teaching. It describes the main factors which influence linguistic choices and explains how well contemporary teaching can take account of them.
English language teaching- "Sociolinguistic"Rinkal Jani
I m Rinkal jani student of Department of English from MK Bhavnagar University, here i am sharing my presentation on English language teaching and my topic is “Sociolinguistics’ It is a part of my Academic activity.
1) Gumperz studied linguistic variation among castes in an Indian village called Khallapur. He found that each caste had distinct phonological features that clearly marked social group membership. Upper castes innovated differently in speech from lower castes.
2) When studying social variation and linguistic variables, researchers must relate linguistic features to quantifiable social factors like age, gender, ethnicity, race, and social class. However, social class is a complex concept and systems of classifying people are often one-dimensional oversimplifications.
3) Researchers can study linguistic variation across apparent time (different age groups) or real time (longitudinal panel studies) to understand trends over time. Quantitative studies require reliability
Sociolinguistics emerged as an important field of language study in the 1960s as researchers began examining the relationship between language and society. Sociolinguistics focuses on how social factors like age, gender, social class, and relationships influence the way people use language in different contexts. Some key aspects of sociolinguistic study include language variation according to dialect, accent, and register; diglossia, where communities use more than one language in different social settings; and bilingualism, the use of two languages.
This document provides an overview of key concepts in sociolinguistics. It discusses Chomsky's views on competence and performance, Saussure's distinction between langue and parole, and Hymes' concept of communicative competence. It also covers variation in language, the relationship between language and identity, language and solidarity, and idiolects. Additionally, it summarizes the Whorfian hypothesis, discusses micro and macro-sociolinguistics, compares linguistic anthropology and sociolinguistics, and outlines some key methodological issues like data collection techniques and research design. Presentations on specific topics are scheduled for the next session.
This document provides an introduction to sociolinguistics. It defines sociolinguistics as the study of the relationship between language and society, explaining how social factors influence language use. Some key points made include:
- Sociolinguistics examines how social variables like context, participants, and function affect language use within a speech community.
- A speech community shares language systems and communication norms. Sociolinguistics studies language variation across different social contexts like situations, events, acts, and styles within a community.
- Social dimensions like social distance, status, and formality also influence language choice and use between participants.
- Bilingualism and code-switching between languages or varieties are examined,
Linguistic conflict arises when languages interact and can occur at various levels. There are several types of linguistic conflict including interlingual conflict within individuals and interethnic conflict between groups using language as a means. Linguistic conflict focuses on the languages themselves during contact, individual language users interacting, and conflicts at the societal level related to language use. Causes of linguistic conflict include geographical, political, psychological, and economic factors that influence language dynamics.
The document discusses language identity, power, and politics. It defines identity as something that is constantly negotiated through interactions. There are four types of identity: master, interactive, personal, and relational. Language plays a role in national and cultural identity. Power can be exercised through language by elevating some varieties and suppressing others. Language is also used politically through techniques like presupposition, implicature, metaphors, and euphemisms. Historically, English emerged as the language of power in India under British rule and eventually became a global language with technological advancement.
This document discusses the topic of sociolinguistics. It defines sociolinguistics as the study of language use in society and how language interacts with and helps shape social structures. The document outlines three subcategories of sociolinguistic study: micro-sociolinguistics, macro-sociolinguistics, and three areas of sociolinguistic research - language variation, language contact, and linguistic relativity. It provides examples of research within these areas and discusses implications for language teaching.
This document discusses context and culture in communication. It defines context as factors outside a communication that are relevant to its interpretation, such as situation, cultural knowledge, and relationships between speakers. Discourse analysis studies how language is perceived as meaningful based on context. Culture includes conventions, values and beliefs behind communication. Cross-cultural communication occurs between different communities and affects fields like translation, where understanding context and culture is important for conveying accurate meaning. Teaching language and culture can also differ based on the language and ideologies involved.
This document provides an introduction to the topic of sociolinguistics. It defines sociolinguistics as the study of how language is influenced by social factors such as class, region, gender, and others. The document lists some key textbooks and references on sociolinguistics and outlines the assessment structure for a sociolinguistics course. It poses several questions for students to consider regarding topics within sociolinguistics, such as who uses different language varieties, how social meanings become associated with certain forms, and the relationship between individual and community language use.
This document discusses the history and relationships between sociolinguistics and other related disciplines. It outlines that sociolinguistics emerged from the work of scholars like William Labov, Basil Bernstein, Dell Hymes, John Gumperz, Charles Ferguson, and Joshua Fishman in the 1960s-1970s. It also describes how sociolinguistics is linked to linguistics, sociology, pragmatics, and anthropology by examining the social influences on language use.
This document provides an introduction to sociolinguistics. It discusses how sociolinguistics examines the relationship between language and society, exploring how social factors influence language use and how language variations exist between social groups. Some key topics covered include the differences between micro and macrolinguistics, sociolinguistics versus the sociology of language, social factors that determine language choice like participants and setting, and social dimensions of language like solidarity scales. The conclusion emphasizes that sociolinguistics research how language is used in a community and how social relationships and contexts influence linguistic variation and choices in vocabulary, sounds, words and grammar.
The results of our group discussion on sociolinguistics. We take this material from several book references. We uploaded this presentation with the aim that we can learn together especially sociolinguistics. We hope that readers can understand the contents of the material. There are many mistakes please forgive us. Thank you.
This document provides an overview of sociolinguistics and psycholinguistics. It defines language and discusses how it is used to communicate information and establish social relationships. It also examines how language reveals aspects of a speaker's identity. The document then discusses sociolinguistics as the study of language in relation to society. It explores the relationship between language and society, including how language reflects social and physical environments. The document also defines and compares standard languages, dialects, registers, pidgins and creoles. It examines how gender and age can influence language use.
This document discusses genre, text, and grammar as key concepts for teaching writing. It defines genre as a socially constructed type of writing with common structural and grammatical elements. A text is defined as any meaningful communication that can be recorded and analyzed. The document contrasts the differences between spoken and written language and presents four perspectives on language: context, genre, text, and grammar. It also discusses Martin's and Derewianka's models of genre and their focus on the social purpose and structure of different text types.
The document discusses various topics in sociolinguistics including micro and macro sociolinguistics, language contact phenomena such as lingua francas, pidgins, and code switching. It also addresses language attitudes, important concepts like speech communities and prestige varieties, and the importance and methodology of sociolinguistic research. Key terms and concepts from the diverse fields of sociolinguistics are presented across several sections and authors.
This document discusses language crossing as an act of identity. It describes language crossing as the switching of codes by inserting elements from one language (the source language or SL) into another (the target language or TL) during conversations. This allows bilingual speakers to interchange ideas and express solidarity. Language crossing can have consequences in terms of sharing socio-cultural aspects and interchanging language codes and discourse community features between bilingual people. It is used for more complex expressions of cultural identity and positioning toward others through prosody and intonation. Cultural identity is complex and can vary depending on social context, being modified by both formal representations and an individual's dialect.
The document discusses the informal way people address God in prayers using pronouns like "you" rather than formal titles. It explores the concepts of deixis, or pointing words, and social deixis, which refers to how language encodes social relationships between participants. The document examines evidence from the Lord's Prayer for the use of informal "T-forms" versus formal "V-forms" when addressing God, and discusses how deixis is studied in pragmatics as meanings derived from context.
Sociolinguistics examines the relationship between language and society. It studies how language varies based on social factors like socio-economic status, ethnicity, sex, and geographical location. This leads to differences in dialects, accents, and speech communities. While it is a stereotype that women talk more than men, some languages do show different patterns and vocabulary used between genders.
The document discusses sociolinguistic concepts such as speech communities, dialects, and linguistic repertoires. It notes that language is both an individual and social possession, and that communities are defined by their relationships with other communities. Speech communities refer to groups that share linguistic forms and can differentiate themselves from other speakers based on social, cultural, or ethnic attributes. Individual language use depends on one's place of origin or speech community.
This document discusses different perspectives on the concept of language. It contrasts the view of language in linguistics with more everyday understandings. In linguistics, language is studied through examining its universal properties, using both natural languages like English as well as artificial example languages. These artificial languages demonstrate properties like vocabulary, syntax and semantics. However, they lack meaningful relationships to the real world. Natural languages relate symbols to the world through truth conditions and can be used to make statements that are true or false. The document introduces the sociolinguistic perspective, which studies language use in its social contexts.
The document discusses social context in language learning, comparing natural acquisition contexts to educational acquisition contexts. Natural acquisition occurs through immersion in places like the workplace, home, and international events, while educational acquisition takes place in classrooms through formal instruction. The document outlines different types of natural acquisition contexts and describes traditional classroom instruction versus communicative language teaching. It notes key differences in aspects like error correction, language presentation, contact with native speakers, and emphasis on accuracy or meaning.
Sociolinguistics is the study of language in society and how social factors such as culture, power, and identity influence language use. Researchers collect examples of natural language usage and study how different social groups use language, including differences in dialects, accents, and vocabulary. Sociolinguists also examine how standard languages are established and how attitudes toward language varieties can impact their form and influence.
This document provides an introduction to sociolinguistics. It defines sociolinguistics as the study of the relationship between language and the social contexts in which it is used. It discusses key topics in sociolinguistics including language and dialect, regional dialects, social dialects, and language styles, registers, and beliefs. Regional dialects are varieties of a language that differ based on features of phonology, grammar, and vocabulary between geographical areas. Social dialects vary between social groups and are influenced by factors like social class, religion, and ethnicity. Language styles and registers refer to the ways language is used in different social settings or occupations within a community.
This document discusses how local governments in the UK are using social media and crowdsourcing tools to become more engaged with citizens. It provides examples of councils using tools like Facebook, Twitter, and dedicated websites to gather feedback and address issues. The document also describes efforts to share knowledge between councils using online conferences, communities of practice, and collaborative platforms. Overall it promotes a more open and engaged approach to local government using new online technologies and methods.
The document discusses civic participation and dialogue in local governance in Sweden. It provides background on SALAR, which represents Swedish municipalities and regions. It outlines key responsibilities of municipalities, such as social services, education, and infrastructure. Municipalities fund these services primarily through taxes. The document advocates for integrating citizen dialogue into governance processes and public services. It describes various digital tools and methods used to facilitate citizen participation and feedback at the local level in Sweden.
Linguistic conflict arises when languages interact and can occur at various levels. There are several types of linguistic conflict including interlingual conflict within individuals and interethnic conflict between groups using language as a means. Linguistic conflict focuses on the languages themselves during contact, individual language users interacting, and conflicts at the societal level related to language use. Causes of linguistic conflict include geographical, political, psychological, and economic factors that influence language dynamics.
The document discusses language identity, power, and politics. It defines identity as something that is constantly negotiated through interactions. There are four types of identity: master, interactive, personal, and relational. Language plays a role in national and cultural identity. Power can be exercised through language by elevating some varieties and suppressing others. Language is also used politically through techniques like presupposition, implicature, metaphors, and euphemisms. Historically, English emerged as the language of power in India under British rule and eventually became a global language with technological advancement.
This document discusses the topic of sociolinguistics. It defines sociolinguistics as the study of language use in society and how language interacts with and helps shape social structures. The document outlines three subcategories of sociolinguistic study: micro-sociolinguistics, macro-sociolinguistics, and three areas of sociolinguistic research - language variation, language contact, and linguistic relativity. It provides examples of research within these areas and discusses implications for language teaching.
This document discusses context and culture in communication. It defines context as factors outside a communication that are relevant to its interpretation, such as situation, cultural knowledge, and relationships between speakers. Discourse analysis studies how language is perceived as meaningful based on context. Culture includes conventions, values and beliefs behind communication. Cross-cultural communication occurs between different communities and affects fields like translation, where understanding context and culture is important for conveying accurate meaning. Teaching language and culture can also differ based on the language and ideologies involved.
This document provides an introduction to the topic of sociolinguistics. It defines sociolinguistics as the study of how language is influenced by social factors such as class, region, gender, and others. The document lists some key textbooks and references on sociolinguistics and outlines the assessment structure for a sociolinguistics course. It poses several questions for students to consider regarding topics within sociolinguistics, such as who uses different language varieties, how social meanings become associated with certain forms, and the relationship between individual and community language use.
This document discusses the history and relationships between sociolinguistics and other related disciplines. It outlines that sociolinguistics emerged from the work of scholars like William Labov, Basil Bernstein, Dell Hymes, John Gumperz, Charles Ferguson, and Joshua Fishman in the 1960s-1970s. It also describes how sociolinguistics is linked to linguistics, sociology, pragmatics, and anthropology by examining the social influences on language use.
This document provides an introduction to sociolinguistics. It discusses how sociolinguistics examines the relationship between language and society, exploring how social factors influence language use and how language variations exist between social groups. Some key topics covered include the differences between micro and macrolinguistics, sociolinguistics versus the sociology of language, social factors that determine language choice like participants and setting, and social dimensions of language like solidarity scales. The conclusion emphasizes that sociolinguistics research how language is used in a community and how social relationships and contexts influence linguistic variation and choices in vocabulary, sounds, words and grammar.
The results of our group discussion on sociolinguistics. We take this material from several book references. We uploaded this presentation with the aim that we can learn together especially sociolinguistics. We hope that readers can understand the contents of the material. There are many mistakes please forgive us. Thank you.
This document provides an overview of sociolinguistics and psycholinguistics. It defines language and discusses how it is used to communicate information and establish social relationships. It also examines how language reveals aspects of a speaker's identity. The document then discusses sociolinguistics as the study of language in relation to society. It explores the relationship between language and society, including how language reflects social and physical environments. The document also defines and compares standard languages, dialects, registers, pidgins and creoles. It examines how gender and age can influence language use.
This document discusses genre, text, and grammar as key concepts for teaching writing. It defines genre as a socially constructed type of writing with common structural and grammatical elements. A text is defined as any meaningful communication that can be recorded and analyzed. The document contrasts the differences between spoken and written language and presents four perspectives on language: context, genre, text, and grammar. It also discusses Martin's and Derewianka's models of genre and their focus on the social purpose and structure of different text types.
The document discusses various topics in sociolinguistics including micro and macro sociolinguistics, language contact phenomena such as lingua francas, pidgins, and code switching. It also addresses language attitudes, important concepts like speech communities and prestige varieties, and the importance and methodology of sociolinguistic research. Key terms and concepts from the diverse fields of sociolinguistics are presented across several sections and authors.
This document discusses language crossing as an act of identity. It describes language crossing as the switching of codes by inserting elements from one language (the source language or SL) into another (the target language or TL) during conversations. This allows bilingual speakers to interchange ideas and express solidarity. Language crossing can have consequences in terms of sharing socio-cultural aspects and interchanging language codes and discourse community features between bilingual people. It is used for more complex expressions of cultural identity and positioning toward others through prosody and intonation. Cultural identity is complex and can vary depending on social context, being modified by both formal representations and an individual's dialect.
The document discusses the informal way people address God in prayers using pronouns like "you" rather than formal titles. It explores the concepts of deixis, or pointing words, and social deixis, which refers to how language encodes social relationships between participants. The document examines evidence from the Lord's Prayer for the use of informal "T-forms" versus formal "V-forms" when addressing God, and discusses how deixis is studied in pragmatics as meanings derived from context.
Sociolinguistics examines the relationship between language and society. It studies how language varies based on social factors like socio-economic status, ethnicity, sex, and geographical location. This leads to differences in dialects, accents, and speech communities. While it is a stereotype that women talk more than men, some languages do show different patterns and vocabulary used between genders.
The document discusses sociolinguistic concepts such as speech communities, dialects, and linguistic repertoires. It notes that language is both an individual and social possession, and that communities are defined by their relationships with other communities. Speech communities refer to groups that share linguistic forms and can differentiate themselves from other speakers based on social, cultural, or ethnic attributes. Individual language use depends on one's place of origin or speech community.
This document discusses different perspectives on the concept of language. It contrasts the view of language in linguistics with more everyday understandings. In linguistics, language is studied through examining its universal properties, using both natural languages like English as well as artificial example languages. These artificial languages demonstrate properties like vocabulary, syntax and semantics. However, they lack meaningful relationships to the real world. Natural languages relate symbols to the world through truth conditions and can be used to make statements that are true or false. The document introduces the sociolinguistic perspective, which studies language use in its social contexts.
The document discusses social context in language learning, comparing natural acquisition contexts to educational acquisition contexts. Natural acquisition occurs through immersion in places like the workplace, home, and international events, while educational acquisition takes place in classrooms through formal instruction. The document outlines different types of natural acquisition contexts and describes traditional classroom instruction versus communicative language teaching. It notes key differences in aspects like error correction, language presentation, contact with native speakers, and emphasis on accuracy or meaning.
Sociolinguistics is the study of language in society and how social factors such as culture, power, and identity influence language use. Researchers collect examples of natural language usage and study how different social groups use language, including differences in dialects, accents, and vocabulary. Sociolinguists also examine how standard languages are established and how attitudes toward language varieties can impact their form and influence.
This document provides an introduction to sociolinguistics. It defines sociolinguistics as the study of the relationship between language and the social contexts in which it is used. It discusses key topics in sociolinguistics including language and dialect, regional dialects, social dialects, and language styles, registers, and beliefs. Regional dialects are varieties of a language that differ based on features of phonology, grammar, and vocabulary between geographical areas. Social dialects vary between social groups and are influenced by factors like social class, religion, and ethnicity. Language styles and registers refer to the ways language is used in different social settings or occupations within a community.
This document discusses how local governments in the UK are using social media and crowdsourcing tools to become more engaged with citizens. It provides examples of councils using tools like Facebook, Twitter, and dedicated websites to gather feedback and address issues. The document also describes efforts to share knowledge between councils using online conferences, communities of practice, and collaborative platforms. Overall it promotes a more open and engaged approach to local government using new online technologies and methods.
The document discusses civic participation and dialogue in local governance in Sweden. It provides background on SALAR, which represents Swedish municipalities and regions. It outlines key responsibilities of municipalities, such as social services, education, and infrastructure. Municipalities fund these services primarily through taxes. The document advocates for integrating citizen dialogue into governance processes and public services. It describes various digital tools and methods used to facilitate citizen participation and feedback at the local level in Sweden.
El documento describe el Salar de Atacama, el depósito salino más grande de Chile ubicado en la Región de Antofagasta. El Salar recibe agua del río San Pedro y quebradas de la cordillera, precipitándose las sales debido a la fuerte evaporación. A pesar de la alta salinidad, existe vida en el Salar, como el cachiyuyo, brea, grama salina y el flamenco. Otras especies presentes son playeros, chorlos, lagartijas, gaviotas andinas y zorros culpeo.
This document summarizes a trip to Salar de Uyuni salt flats in Bolivia from June 1-7, 2006, with a side trip to La Paz. Key locations visited included the salt flats, where salt is mined and salt furniture is made; flamingo-filled lakes where the birds get their color from minerals; geysers and hot springs; and colorful saline lakes formed by different dissolved metals. The trip also included optical illusions caused by the landscape, staying in a salt hotel, and visits to La Paz including its markets before returning home.
World’s largest natural mirror - salar de uyun boliviaRakesh Nair
Salar de Uyun Salt flats in Bolivia becomes the largest reflective surface on earth after the first rain. read more here http://netdost.com/profiles/blogs/salar-de-uyuni-salt-flats-in-bolivia-turns-into-a-mirror
more fun posts on http://netdost.com
Semester 2 final project done for applied market research at SIIB. Time duration to complete the proposal - 10 days. This was a part of the semester exam.
The Salar Jung Museum was established in 1951 to house the extensive art collection acquired by Mir Yousuf Ali Khan, known as Salar Jung III. It was initially administered by a committee but was later taken over by the Indian government and declared an institution of national importance. The museum contains over 13,000 objects from India, the Middle East, East Asia, and Europe across 38 galleries, showcasing sculptures, paintings, textiles, manuscripts, and more from various cultures throughout history.
Investments in exploration and production of oil and gas continued increasing in 2012 according to IFP Energies, rising nearly 13% to reach $640 billion.
This document summarizes key points about the relationship between language and culture from a reading in an MLE501 foundations course. It discusses how language is both a code and social practice, and how culture contains shared meanings and ways of living. The relationship between language and culture is explained as integral, with culture defining and shaping language while language transmits culture. Acquiring a second language means acquiring aspects of a second culture. The reading addresses how cultural thought patterns and the Sapir-Whorf hypothesis influence this relationship. It also discusses how culture relates to both language learning and teaching.
Sociolinguistic study of language contact in ubolo speech community, enugu st...Alexander Decker
This document presents a study on language contact in the Ubolo speech community in Enugu State, Nigeria. The researchers examined seven linguistic groups present in the area - Ubolo, Awka, Onitsha, Owerri, Hausa, Idoma, and Yoruba. Through interviews and observations, they analyzed the data using Higa's directionality model. Five factors that influenced language contact were identified: trade, roads, border areas, and migrations. The effects included lexical borrowing, code-switching, and hyperadoption. Borrowing was found to be influenced by domain, age, prestige, and interaction. Specifically, the study revealed borrowing between the groups in different domains, and used directionality
This document discusses the role of language in education for social justice. It begins by sharing the speaker's personal story and background. It then discusses how language relates to social justice, noting that language can be used as a tool for inclusion or exclusion, and that it provides access to social and economic resources. The document advocates for explicitly focusing on language in education to promote social justice and ensure all students have opportunities to learn. It provides examples of analyzing language used in textbooks and discusses having students critically examine different perspectives. The goal is to empower students to use language as a tool for social justice in the classroom.
Shrewd calculation of membership benefits negotiation of identity in eastlei...Alexander Decker
The document discusses identities constructed by Somali refugee teenagers living in Eastleigh, Kenya. It finds that the teenagers have multiple, fluid identities as survival strategies. Their identity choices are based on cost-benefit analyses of what identity will benefit them in different situations. The teenagers maintain elements of their Somali ethnic identity, such as using Somali names. However, their language use varies across domains based on the social and linguistic environment. While Somali language and connections to other Somalis are important for maintaining their culture, the teenagers also engage with other languages and ethnic groups as needed. Overall, the teenagers negotiate and perform different identities based on their daily experiences and interactions in their new community.
1 About the course (syllabus) Language and Cul.docxaryan532920
1
About the course (syllabus)
Language and Culture (Anthropology)
Course Description
This course is an introduction to linguistic anthropology, a subfield of cultural anthropology, which focuses
on the role of language in the creation and maintenance of social interactions, cultural practices and values,
and the development and persistence of a person's sense of self. We explore the structure of language, its
diversity in the world, and the different ways people embue words with meaning and use language to
communicate through speaking and writing.
Goals of the course
• Explore the uniqueness of human language as one index of human capacity of culture
• Describe the structure and component parts of language
• Analyze the role of language in creating and maintaining social relations and interactions
• Examine the diverse ways people use language to communicate through speaking and writing
• Explore the role of language in shaping cultural values, power relations and sense of self.
Required Texts:
Bauer, Laurie and Peter Trudgill (eds.) 1998. Language Myths. New York: Penguin.
Homegirls: Language and Cultural Practice among Latina Youth Gangs by Norma Mendoza-Denton.
Blackwell Publishing.
Please find the assignment in the next page
2
This is link for Homegirls book:
http://onlinelibrary.wiley.com/book/10.1002/9780470693728
...
This document introduces several key concepts and approaches in linguistics and sociolinguistics. It defines language and discusses how language is a social construct. It also discusses the difference between descriptive and prescriptive approaches to language, how standard languages emerge, and the notions of speech community, monolingualism/multilingualism, and diglossia. Key terms introduced include signifier, signified, linguistic relativity, prescriptivism, descriptivism, standardization, and speech community.
Types of Identity
Individual Identity
Social Identity
Multiple Identities
Collective Identity (representing a class)
Stigmatized Identity (dislike by the people)
Linguistic anthropology studies language in cultural contexts and how language relates to human biology, cognition and culture. It analyzes particular languages, especially non-Indo-European ones, and describes them in their sociocultural contexts. Key figures who studied this include Sapir, Whorf and Duranti, with Sapir and Whorf developing the influential Sapir-Whorf hypothesis about how language influences thought.
This document discusses key concepts in discourse analysis including:
1) The difference between discourse and text, with discourse referring to language use in context and text being any written or spoken communication.
2) How coherence is created in texts through cohesive devices like reference, substitution, ellipsis, conjunction, and lexical cohesion.
3) The relationship between words and meanings in semantics and how pragmatics studies language use in social contexts.
Although language acquisition and language use is innate and inherited, and there is legitimate debate over the extent of this innateness, every individual’s language is “acquired by man as a member of society,” along with and at the same time as other aspects of that society’s culture in which people are brought up. Society and language are mutually indispensable. Language can have developed only in a social setting, however this may have been structured, and human society in any form even remotely resembling what is known today or is recorded in history could be maintained only among people utilizing and understanding a language in common use.
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Salar-Tibetan Contact and the Evolution of the Salar Verbal (Evidential) Categories
1. Salar-Tibetan Contact and the Evolution of the Salar Verbal (Evidential) Categories
Uppsala - 4 nov 2014
Camille Simon
2. I. Sociolinguistic features of the Salar speaking area
I.1. Geography
I.2. History and language contacts
I.3. Language endangerment (based on Ma Wei 2007)
I.4. Multilingualism
7. 4: Shifts in Domains of Language Use
« The non-dominant language loses ground and, at home, parents begin to use the dominant language in their everyday interactions with their children. »
8. 7: Governmental Language Policy
Active assimilation (grade 2):
« The government encourages minority groups to abandon their own languages by providing education for the minority group members in the dominant language. Speaking and/or writing in non-dominant languages is not encouraged. »
9. 8: Community’s Attitude toward their Language
Grade 2:
« Some members support language maintenance; others are indifferent or may even support language loss. »
10. Ma (2007: 48)
« It is necessary to help Salar people understand the importance of their mother tongue and build up their positive attitudes toward their language. Many Salar people, especially some who are less educated, do not realize that their language is declining now. There is not much attention paid even by highly educated people. »
11. II. Evidentiality and the imperfective suffix
II.1. Grammaticalization from the existential copula
II.2.Two imperfective suffixes
II.3. Semantic and pragmatic values of the suffixes: egophoric vs. non-egophoric
13. « Direct » and « Indirect » evidentiality
(Dwyer 2000 : 45)
« The source of information may be direct (‘I see/hear/taste/smell/feel/do’) or indirect (‘I hear it reported / I infer / I discover ; it happened), […] speakers may choose indirect/less certain means of coding this information even though the evidence is direct/more certain. »
14. Tournadre (2008: 295)
« Egophoric’ expresses personal knowledge or intention on the part of the actual speaker »
15. Tournadre (2008: 296)
« Final auxiliary verbs include several kinds of egophoric: intentional, receptive, habitual, experiential and allocentric.
16. Tournadre (2008: 296)
« Final auxiliary verbs include several kinds of egophoric: intentional, receptive, habitual, experiential and allocentric.
17. Oisel (2006: 45)
« The « principle of transfer » (or speaker’s duplication) occurs when the speakers watchs himself a if he was another person. The sensory modality is used in the context of a dream […] a picture, a movie, or imagination. »
18. Tournadre (2008: 296)
« Egophoric auxiliaries are used with the first person […] regardless of its function in a given clause (subject, object, indirect object, locative complement, etc.). »
19. Tournadre (2008: 295)
« Egophoric […] in the case of direct questions, expresses the next speaker’s (the addressee’s) personal knowledge or intention, as anticipated by the actual speaker. »
20. References
•Dwyer, Arienne M. 2007. Salar: A Study in Inner Asian Language Contact Processes. Part I: Phonology. Wiesbaden: Harrassowitz.
•Dwyer, Arienne M. 2013. “Tibetan as a Dominant Sprachbund Language: Its Interactions with Neighboring Languages.” In The Third International Conference on Tibetan Language Volume 1: Proceedings of the Panels on Domains of Use and Linguistic Interactions, Gray Tuttle, Karma Dare & Jonathan Wilber (eds), 259-302. New York: Trace Foundation.
•Johanson, Lars & Eva Csato. 1998. The Turkic Languages. London: Routledge.
•Ma, Jianfu 2006. “Sala, Zang, Han, Hui minzu guanxi diaocha baogao – yi Qinghai Xunhua Salazu zizhixian wei lie [Research report on ethnic relations between Salar, Tibetan, Chinese and Hui – taking Qinghai Xunhua Salar Autonomous County as an example].” In Huizu, Dongxiangzu, Salazu, Baoanzu minzu guanxi yanjiu Research on Ethnic Relations between Hui, Dongxiang, Salar and Baoan], edited by Ding Hong, 209–343. Beijing: Zhongyang minzu daxue.
21. •Ma Wei, Ma Jianzhong & Kevin Stuart. 2001. The Folklore of Chinese Islamic Salar Nationality. Lewiston: The Edwin Mellen Press.
•Ma, Wei. 2007. Socioeconomic Change and Language Endangerment. Submitted to the Department of Anthropology and the Faculty of the Graduate School of the University of Kansas In partial fulfillment of the requirements for the degree of Master’s of Arts. Under the supervision of Prof. A. Dwyer.
•Oisel, Guillaume. “Emplois particuliers des suffixes médiatifs non-égophoriques dans le tibétain parlé de Lhasa.” Mémoire présenté en vue de l’obtention du Master 2 de recherche en linguistique théorique et descriptive. Sous la direction de Nicolas Tournadre
•Tournadre Nicolas. 2008. « Arguments against the Concept of ‘Conjunct’ / ‘Disjunct’ in Tibetan » in Chomolangma, Demawend und Kasbek. Festschrift für Roland Bielmeier zu seinem 65. Geburtstag. B. Huber, M. Volkart, P. Widmer, P. Schwieger, (Eds), Vol 1. p. 281–308.
•UNESCO Ad Hoc Expert Group on Endangered Languages. 2003. Language Vitality and Endangerment. Document approved at the International Expert Meeting on UNESCO Programme Safeguarding of Endangered Languages. Paris. 10-12 March. Online at: http://lesla.univ-lyon2.fr/IMG/pdf/doc-461.pdf.