Class and Language Theorists Flashcards
What does William Labov (1966) investigate?
Investigated social stratification of the pronunciation of the rhotic /r/ in New York 3 department stores (generally identified as working class, middle class and upper class). Found that the pronunciation of /r/ depended on the social class membership of the employees; those with higher socio-economic status pronounced /r/ more frequently than those with lower socioeconomic status.
What did Malcolm Petyt (1985) study within Bradford?
Studied the usage of common linguistic variables in Bradford.
The omission of the initial /h/ in their speech (H-dropping) in words like ‘hat’ in which they say.
The upper class rarely used H-dropping (12%).
The lower end of the social class scale, the lower working class, had a very frequent use of it (93%).
His conclusions supported Giles’ idea of upwards convergence.
What did Jenny Cheshire (1987) identify within adult language?
Adult language, as well as child language, develops in response to important life events that affect social relations and attitudes of individuals. Argues that “it is becoming more recognised… that adult language, as well as child language, develops in response to important life events that affect the social relations and social attitudes of individuals”. What we say, therefore, may be down to our past experiences and events.
What did Penelope Eckert (2000) identify within Detroit?
Penelope Eckert’s study into Jocks and Burnouts (2000) school in Detroit. Burnouts used non-standard vernacular forms to reflect how they are rebellious and don’t like school. Jocks are upwardly sociable, middle class who want to do well so they conform to standard English. The fact that their social groups are different and their language that they use is different would support the idea that our language is completely determined and reflects our social group.
What did Emma Moore (2010) identify within teenage girls in Bolton?
Studied patterns of variations in speech among teenage girls in Bolton.
Found that non-standard ‘were’, as in ‘she were’ was common in their dialect.
Suggests that some girls used it to signal localness.
All girls were upper class or lower middle class.
Found that Eden Valley girls used standard ‘was’ all of the time because of their higher class.
Other groups had mixed classes, and non-standard ‘were’ could reflect social status.
Concluded that there is no single explanation for the use.
