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sociolinguistics deck ch4+5 > Chapter 4+5 > Flashcards

Chapter 4+5 Flashcards

1
Q

code

A

neutral term can be used to refer to any kind of system that people employ for communication. (e.g. language, dialect, variety)

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2
Q

multilingualism

A

use of different language varieties in same community (societal multilingualism) or situation (individual multilingualism)
–> the result of situations of language contact

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3
Q

paradox of multilingualism

A
  • Elite multilingualism: socially advantageous, involving prestigious languages that are learnt outside home.
  • Plebeian/immigrant multilingualism: often stigmatised, arises due to migration
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4
Q

what are contexts for language contact?

A
  • urbanisation/migration
  • trade, commerce, or other economic motivations
  • growing up in different area from family
  • mixed relationships/marriages
  • seasonal work
  • education (including religious education)
  • radio, television, internet
  • war and conquests
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5
Q

language maintenance

A

linguistic groups maintain their languages with varying degrees of bi-/multilingualism

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6
Q

language shift

A

language is lost as a community shifts to a different language, usually with greater dominance

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7
Q

etholinguistic vitality (ELV)

A

likelihood that a given language will be transmitted inter-generationally (from parents to children)

Have to consider 3 things:
1. status: economic, historical, social
2. territorial distribution+concentration together with its population demographics (e.g. birth rates, marriage patterns, migration etc)
3. institutional support/lack thereof–> formally (media, education etc) and less formally (workplace, religious, social etc)

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8
Q

languages with low ELV associated with:

A
  • language shift
  • immigrant language loss within 3 generations is typical
  • language death
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9
Q

linguistic landscape

A

the visibility and salience of a language on public and commercial signs in a given territory. (e.g. public road signs, advertising billboards, streetnames etc)

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10
Q

Functions of (multilingual) linguistic sign

A
  • informational
    –> marks territory inhabited by language community
    –> conveys that language can be used for communication
  • symbolic
    –> conveys that a group has gained institutional control
    –> absence of a language may lead to lobby for inclusion
  • Purpose of having multilingual signs:
    –> increasing reach (communicative)
    –> identity marker (symbolic)
    –> profiling strategy (commercial)
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11
Q

ideology of normative monolingualism

A

notion that the ideal speaker of a language is a monolingual speaker of that language and that this is what we should all aspire to be.
Reflected in statement like:
bilingual speakers are less comptetent speakers oftheur languages than those who grow up monolingualy

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12
Q

code-switching

A

speaker alternate between two or more codes during the same communicative event (can be languages, dialects etc)
–> a natural consequence of language contact

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13
Q

monoglossic ideology

A

belief that languages should be kept seperate in their use–> multilingual discourse is not considered acceptable

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14
Q

pluralist ideology/pluralism

A

belief all ways (or multiple ways) of speaking (and being) are valued

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15
Q

multilingual discourse

A

term used to describe the use of linguistic elements from more than one variety in a conversation or text
Term includes code-switching, crossing etc.

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16
Q

intersentential code-switching

A

one sentence in one language and another sentence in another language

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17
Q

intrasentential code-switching

A

use of more than one language within the same sentence

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18
Q

code-switching allows speaker to:

A
  • assert power
  • establish authority
  • declare solidarity
  • get attention
  • express humour or anger
  • indicate one’s level of education
  • express multiple aspects of linguistic identity
  • indicate neutrality etc
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19
Q

domains

A

particular settings and the activities associated with those settings (e.g. home, the market, classroom, government docuements etc.)

–> the domain you are in can effect language choice

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20
Q

diglossia

A

situation involving 2 distinct codes/varieties that serve different functions and are used in different domains

High Variety (H)–> used in public life (education, government, legal system etc)

Low variety (L) –> used for private/informal social domains and is learned at home or informal settings

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21
Q

accomodation

A

modifying one’s speech to be more similar or different from the speech of the adressee and hearer

22
Q

convergence

A

speakers adopt similar ways of speaking
(reduce dissimilarities)

23
Q

divergence

A

speakers adopt different ways of speaking (emphasise dissimilarities)

24
Q

audience design theory

A

the way speakers vary the way they speak in response to an audience

25
Q

Markedess Model

A

analysing different codes in code-switching according to their markedness

26
Q

unmarked choice

A

expected code in a specific context

27
Q

marked choice

A

the code that would not normally be expected

28
Q

lingua franca

A

a language of wider communication a common language used in situations where speakers of different languages interact

29
Q

pidgin

A

language which develops in a situation of language contact and limited exposure to the target language; a reduced or simplified language that develops as a means of communication between groups that don’t share a language

  • often developed through trade, war, colonialisation or settelement, or labour migration
30
Q

creole

A

language that develops in contact situations that typically involve more than two languages and is usually assumed to be elaborated and nativised
- often developed in context slavery and trans-Atlantic slave trade and connected to plantation economies in the Atlantic and Pacific Islands
- is the native and primary language

31
Q

P/c Languages

A

used when not clear if talking about pidgin or creole. Because it’s not always black and white, linguistic systems are dynamic.

31
Q

P/c Languages

A

used when not clear if talking about pidgin or creole. Because it’s not always black and white, linguistic systems are dynamic.

31
Q

P/c Languages

A

used when not clear if talking about pidgin or creole. Because it’s not always black and white, linguistic systems are dynamic.

32
Q

interlanguage

A

the developing grammar of a second language learner (individual). This is not a target language. It is the still in process of acquiring the target second language

33
Q

superstrate

A

language of the socially dominant group
- usually provides the vocabulary
- often speakers of the non-standard varieties of the language–> example: soldiers that provide their variety of their standard language in the area they colonise, which forms the superstrate

34
Q

substrate

A

languages of the subordinated group
- often contributes to the phonology and grammar of the pidgin/creole; also provides some vocabulary

35
Q

lexifier

A

language that provides the greater portion of the vocabulary; often the superstrate

36
Q

creole continuum

A

range of varieties that resemble the lexifier language to different degrees

can categorise these varieties as followed:
- acrolect
-mesolect
-basolect

37
Q

acrolect

A

the variety closest to the standard prestige language; intelligible to speakers of the lexifier language

38
Q

mesolect

A

intermediate variety/varieties between acrolect and basilect

39
Q

basilect

A

the ‘deep’ creole which is most removed or distinct from the standard of lexifier variety; unintelligible to speakers of the lexifier language

40
Q

decreolisation

A

describes a situation in which the standard language which provided the superstrate for the creole languages begins to exert influences on the creole, making it more like the standard

41
Q

bioprogramme hypothesis

A
  • relies on the pidgin-to-creole life cycle model:
    –> creole is a nativised pidgin
    –> creoles, contact varieties spoken natively, originate in pidgins, contact varieties spoken non-natively
  • nativisation is key: when pidgin is acquired as first language by children, it becomes a creole
42
Q

gradualist models/gradualism

A

it is discourse (use of the pidgin in even more communicative contexts), not nativisation (acquisation of pidgin as an L1 by children) that drives the process of creole formation

43
Q

nativisation

A

acquisition of the pidgin as a first language by children. Causing the pidgin to be spoken by an entire community, therefore transforming it to a creole

44
Q

substratist view: reflexitation hypothesis

A

idea that the phonological form of the superstrate language is used while retaining the grammatical patterns of the substrate

45
Q

afrogenesis hypothesis

A

hypothesis about the origins of creole languages which suggests that Portugese-based pidgins which developed in Africa are the basis of most creole languages

46
Q

mixed language

A

created by bilinguals, normally i situations of community bilingualism, with major components drawn from each of the languages in a contact situation. The language as a whole however, does not match either source language

  • no communicative need for a new language since speakers are bilinguals
  • someone who code-switches between two languages is NOT speaking a mixed language
47
Q

levelling

A

elimination of differences between varieties over time; may lead to the formation of a new, uniform variety.

48
Q

(linguistic)transfer

A

learners use features of their first language in the (second) language they are learning

sociolinguistics deck ch4+5 (1 decks)

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