FINAL 2023 Flashcards
Anthro final
Language Ideologies
set of beliefs about language articulated by users as a justification of perceived language structure or use
2. Tell us how people should dtalk
3. affects how we view and think about other people.
Minority langauges
Seen as unpatriotic, uneducated, or separatists
“mock” spanish
This is used as a form of racism;
- bad accents
-incorrect signs and texts
-borrowing obscene phrases
ideology
a system of beliefs characteristic of a particular class or group.
Native American languages
Forced Native Americans to speak English; Policy shifted from resettlement to assimilation like boarding schools and English-only classrooms.
Sign Language
visual language that does not use spoken word
*seen as clannish and treated as a foreign language
Foreign Language
Treated as diversity problem.
-Barriers to efficiency, national unity, and civic participation
bilingual language
fluency in and use of two languages
English-Only programs
- Function to restrict access to less desirable people.
- English-only policies are a way to advocate racist ideologies without having to be held accountable for publicly promoting racism
assimilation
common language is necessary for national unity and economic productivity
British English
American English
- Free from British vices: pompous and antiquated; class distinctions
- De facto standard language
- Tied to an American Identity
The Merian Report (1928)
Criticized practice of braking up families and boarding schools ; Recognized English-only policy as counterproductive socially, educationally and culturally
Indian Reorganization Act (1934)
Recognized the rights of tribes to use Native American languages as a medium of instruction in federally funded schools.
Thomas Gallaudet
- Evangelical minister and used sign language to teach religion
Deafness
social problem and individual affliction
*deaf community was seen as a danger to “national unity”
Manulaism
The use of sign language as a means of communication :
- handshakes
-orientation
-location
-movement
-facial expression
Oralism
focused instruction on the goal of using spoken language
- lip reading
-speech
mimicking mouth shapes
Language and Education the Deaf Study
- anger and frustration at their failure in language due to oral instruction.
- showed that deaf children were more likely to drop out of school
Rehabilitation Act of 1973
- Required federal programs to provide sign interpreters
- sign language is recognized as a second language in most major universities
Mock Spanish (expressions)
grassy-ass; casa de peepee;fleas navidad
linguistic features of Mock Spanish
- misuse of Spanish morphology
- suffix -o, -tio/ita el, mucho, grande - Hyperangelicized pronunciations
- “fleas navidad”
-“grassy-ass”
inner-sphere
The world of private life, intimacy, family and close community
outer sphere
the world of strangers, work, school, and other public situations
white public space
Whites are free to speak however they like
- allowed to abuse and corrupt the Spanish language without consequence
-disorderly language becomes invisible and unproblematic
direct indexicality
cosmopolitanism, regional authenticity, sense of humor and congenial personality
indirect indexicality
relying on negative stereotypes of Chicanos and Latinos
- stupid, politically corrupt, sexually loose, lazy, dirty, and disorderly
covert racism
Not direct racism, relies on indirect associations; perpetuates negative stereotypes
Double-standard
Whites have power to abuse and corrupt Spanish language without consequence
sexuality
the quality of being sexual or possessing sex
gender
Males or females viewed as a group; the property or fact of belonging to these groups
language ideology
- a set of beliefs about language articulated by users or as a justificaiton perceived lanuage structure or use
- taken-for-granted in everyday life
- tell us how people should talk
- affects how we view and think about other people
gender roles
a set of social and behavioral norms that, within a specific culture, are widely considered to be socially appropriate for individuals of a specific gender.
gender socialization
gender roles must be learned; not universal, differ between cultures
Disney stereotypes of men
Men are doctors, waiters, advisors to kings, thieves, hunters, servants, detectives and pilots; sometimes bad and become good
Disney stereotypes of AAVE speakers
- unemployed, show no purpose in life beyond making music or pleasing themselves
- most likely to be evil
- appear in animal rather than humanoid form
Disney stereotypes of French speakers
-truly “French” characters are associated with food preparation
- two personality types: irascible and the sensual rascal
Disney Stereotypes of Mothers
- Parenthood and romance do not intersect
- stay at home and are presented without hint of ethnicity, race, economics, or regional variations
-stick closely to middle class values
disney stereotypes of women
Almost never shown to work outside of home and are usually mothers, princesses, or daughters;
- When they do work, they are waitresses, nurses, nannies, or housekeepers
- Most likely to show positive motivations and actions
- Show no character development
disney stereotypes of lovers
- no male romantic leads with foreign accents
- only young lovers are presented, never middle aged couples with children or later stages in life.
disney stereotypes of fathers
-Comic characters
- wider set of linguistic choices available to them
disney stereotypes of foreign accents (Swedish, cockney, asian, polish, Jews )
- Swedish Accent : more lighthearted-interested in the joys of living and eating
- Cockney Accent: brash little fellow. Inveterate hecklers. Speech is nasalized possibly because of adenoid trouble. dialect is delivered in a whine…. there is always a slovenliness to the pronunciation.
- Polish Accent: slow to though, slow to speech and slow to action. are industrious
- Asian Accent:
- Jewish Accent: had a yiddish accent
dinnertime narratives #1
*Primordial means for socializing gender identities ; cumulative effect on children, everyday occurrence over time
20 middle-class European American Families (1987-1989) 100 past-time narratives: reports an stories
Dinnertime narratives #2
- Primordial means for **negotiating, maintaining, transforming, and socializing gender identities **
-cumulative effect on children, everyday occurrence over time
Dinnertime Narratives #3
- Protagonist
- Introducer
- Primary Recipient
- Problematizer
- Problematizee
Introducer
- person who requests or initiates story
- mothers frequently requests stories from children
-father’s not put in position where they have to account for their behaviors
Primary Recipient
-Person for whom the story is told
-most often fathers act as “judge of the family”
-fathers self -select as primary recipient
-mothers select father as primary recipent
Problematizer
-
Challenges some element of the story
-Fathers most often challenge the mother
Problematizee
-Target of problematization
-mock disbelief
-incompetence
-Fathers rarely problematized as protagonist ; almost never characterized as incompetent
“Father Knows Best”
- Fathers are often primary recipients and can more often pass judgement
- mothers are most often the target of father’s judgement
reports
stories
language and identity
-How identities are ascribed to speakers
-Projecting and reading identities by the way they talk
-class, ethnicity, nationality, feminine, masculine
-** How speakers identify through language**
linguistic supremacy
- Some languages or language varieties are treated as better than others.
myth of standard English
-links standard English speakers to good people
Oakland School Board resolution
-Declared ebonics as primary language of African American Students in 1996 ; should be considered when designing curricula.
- Acknowledged that black students enter classroom with a different language variety
- recognize ebonics as a “home” language to many black children.
Educational problems associated with Oakland schools
rumors
- Teachers used ebonics in instruction
-students taught ebonics
linguistic Society of America
-Unanimously approved resolution describing ebonics “systematic and rule-government like all natural speech varieties”
- declared Oakland resolution as “linguistically and pedagogically sound”
- descriptive rather than prescriptive
Reality
- teachers use ebonics to teach children how to write and read standard English
- scaffold and facilitate between languages
- Help teachers understand ebonics and change cultural attitudes about it
Ebonics
“Ebony” and “phonics” (“lazy English”, “bastardized English,” “poor grammar”,, “fractured slang”, “bad English”)
- black English, African American English, African American vernacular English, black vernacular English
Black language
-black language=southern U.S. English + west African languages+ unique elements
Afrocentric (ethnolinguistic) view
most of the distinctive pronunciation and grammatical features represent continuities from Africa
- restructured English to patterns of Niger-Cong languages
Eurocentric (dialectologist) view
Learned English from the dialects of white settlers quickly and successfully with little influence from African linguistic heritage.
Creolist view
while acquiring English, slaves developed a simplified fusion of English and African languages
- American colony slaves learned pidgins and creoles from Caribbean colony slaves
simplified consonant clusters
-running- running
- test- tes
- stand- stan
*does not allow deletion of second consonant unless both consonants are either voiceless or voiced
creolist view
simplified consonant clusters
metathesis
- ask - ask
- pretty-perty
- prescription- prescription
copula absence
- Linking verb
- he say he [is] not ready
- I [am] taller than most people
- the birds [were]there
”s” absence
- she keep her distance, I keep mine
-she think she cute
multiple negation
- she don’t believe nothin I tell her
- there isn’t no other way
-I didn’t go nowhere today
“done”
- he done work (he finished work a long time ago)
- He done even work ( until recently, he worked over a long period of time)
tenses and aspects
- “when” and habitually or not
miscommunication
don’t share the same assumptions about language even though everyone is speaking the same language - clash of language ideologies
intercultural miscommunication
Service encounters between Koreans and African-Americans in Los Angeles
- African Americans feel taken advantage of by Koreans
- Koreans feel antagonized by African American
clash of language ideologies
communication of respect
- Achieved, often unconsciously
- paralinguistic cues
- different languages interpret the same cues differently
paralinguistic cues
socially minimal service encounters
Just the basics, negotiation for exchange ; characterizes restraint politeness
socially expanded service encounters
The basics, plus interpersonal involvement; characterizes involved politeness
restraint politness
an unwillingness to impose on others, indirectness, hedging, apologies
involvement politeness
express approval of others and emphasizes solidarity through interactions
- compliments, jokes, agreement, demonstration of personal interest, and offers
African American culture
socially expanded service encounters; involvement politeness
Korean culture
-socially minimal service encounters ; restraint politeness
- with the exception of involvement politeness for Korean store owners and customers who know each other.
“culture capital”
socialization class values ; asserting one’s social position through an aesthetic appreciation (home decoration, clothing, cosmetics
class roles
white middle class women are socialized to be more polite than other social groups
- working class people tended to stress the directness and loudness of their language.
degradation rituals
cliques
Friendship circles whose members tend to identify each other fas mutually connected
- hierarchical structure dominated by leaders and are exclusive
popular girls
fourth grade girls who regularly eat lunch and play together.
leaders
Janis and Emi
- assertive control acts, demands, setting frame of play, and allocating role to others; speak in directives
directives
An utterance intended to indicated the speaker’s desire to regulate the behavior of the listener
- get the listener to do something
mitigated speech
-Hedging
- asking for permission
-providing justification for actions
social status
position in group : hierarchy, I.e leaders, tag-along girl
embodied practices to index social status
- How children assert inequality among group members in their everyday talk
- socioeconomic status as most salient factor
- exclude people who do not have access to activities and objects
linguistic practices to index social status
- references to events and objects: European vacations, games, brand name clothing and shoes .
format tying
build a next utterance from a prior one
- 2nd speaker makes use of the syntax in prior utterance and provides a mirror utterance with slight changes in meaning affiliating to prior speakers talk
covert social exclusion
- Relational aggression
- (threat of) withdrawal of friendship
-gossip - negative body language or facial expressions
- sabotaging someone else’s relationships
direct social exclusion
Explicit and direct verbal speech
- insults
-bald imperatives
-stories in which target is portrayed in a negative way
bullying
- negative actions occurring repeatedly over time on the part of one or more persons
- direct verbal aggression (name calling, threats)
- indirect aggression (spreading rumors)
- nonverbal aggression (stares)
social exclusion
children articulate inequality with respect to their own understanding of social class
social exclusion of Angela
- sanctioning through ridicule and exclusion ; degradation rituals
- construction of Angela’s nonperson and polluted status ; treated as an undesirable member of the group
-personal and ritual insult - stories about exclusion
debate between Deborah tanner and Candy Goodwin
Men’s style of communication
amplification
Women’s style of communication
“manslainin”/”man-interruptions”
