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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
Markedess Model
analysing different codes in code-switching according to their markedness
26
unmarked choice
expected code in a specific context
27
marked choice
the code that would not normally be expected
28
lingua franca
a language of wider communication a common language used in situations where speakers of different languages interact
29
pidgin
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
creole
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
P/c Languages
used when not clear if talking about pidgin or creole. Because it's not always black and white, linguistic systems are dynamic.
31
P/c Languages
used when not clear if talking about pidgin or creole. Because it's not always black and white, linguistic systems are dynamic.
31
P/c Languages
used when not clear if talking about pidgin or creole. Because it's not always black and white, linguistic systems are dynamic.
32
interlanguage
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
superstrate
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
substrate
languages of the subordinated group - often contributes to the phonology and grammar of the pidgin/creole; also provides some vocabulary
35
lexifier
language that provides the greater portion of the vocabulary; often the superstrate
36
creole continuum
range of varieties that resemble the lexifier language to different degrees can categorise these varieties as followed: - acrolect -mesolect -basolect
37
acrolect
the variety closest to the standard prestige language; intelligible to speakers of the lexifier language
38
mesolect
intermediate variety/varieties between acrolect and basilect
39
basilect
the 'deep' creole which is most removed or distinct from the standard of lexifier variety; unintelligible to speakers of the lexifier language
40
decreolisation
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
bioprogramme hypothesis
- 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
gradualist models/gradualism
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
nativisation
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
substratist view: reflexitation hypothesis
idea that the phonological form of the superstrate language is used while retaining the grammatical patterns of the substrate
45
afrogenesis hypothesis
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
mixed language
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
levelling
elimination of differences between varieties over time; may lead to the formation of a new, uniform variety.
48
(linguistic)transfer
learners use features of their first language in the (second) language they are learning

Sociolinguistics deck ch4+5 (1 decks)

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