Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Anthropology 104 > FINAL 2023 > Flashcards

FINAL 2023 Flashcards

Anthro final

1
Q

Language Ideologies

A

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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Minority langauges

A

Seen as unpatriotic, uneducated, or separatists

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

“mock” spanish

A

This is used as a form of racism;
- bad accents
-incorrect signs and texts
-borrowing obscene phrases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

ideology

A

a system of beliefs characteristic of a particular class or group.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Native American languages

A

Forced Native Americans to speak English; Policy shifted from resettlement to assimilation like boarding schools and English-only classrooms.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Sign Language

A

visual language that does not use spoken word
*seen as clannish and treated as a foreign language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Foreign Language

A

Treated as diversity problem.
-Barriers to efficiency, national unity, and civic participation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

bilingual language

A

fluency in and use of two languages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

English-Only programs

A
  1. Function to restrict access to less desirable people.
  2. English-only policies are a way to advocate racist ideologies without having to be held accountable for publicly promoting racism
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

assimilation

A

common language is necessary for national unity and economic productivity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

British English

A
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

American English

A
  1. Free from British vices: pompous and antiquated; class distinctions
  2. De facto standard language
  3. Tied to an American Identity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

The Merian Report (1928)

A

Criticized practice of braking up families and boarding schools ; Recognized English-only policy as counterproductive socially, educationally and culturally

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Indian Reorganization Act (1934)

A

Recognized the rights of tribes to use Native American languages as a medium of instruction in federally funded schools.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Thomas Gallaudet

A
  1. Evangelical minister and used sign language to teach religion
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Deafness

A

social problem and individual affliction
*deaf community was seen as a danger to “national unity”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Manulaism

A

The use of sign language as a means of communication :
- handshakes
-orientation
-location
-movement
-facial expression

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Oralism

A

focused instruction on the goal of using spoken language
- lip reading
-speech
mimicking mouth shapes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Language and Education the Deaf Study

A
  1. anger and frustration at their failure in language due to oral instruction.
  2. showed that deaf children were more likely to drop out of school
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Rehabilitation Act of 1973

A
  1. Required federal programs to provide sign interpreters
  2. sign language is recognized as a second language in most major universities
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Mock Spanish (expressions)

A

grassy-ass; casa de peepee;fleas navidad

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

linguistic features of Mock Spanish

A
  1. misuse of Spanish morphology
    - suffix -o, -tio/ita el, mucho, grande
  2. Hyperangelicized pronunciations
    - “fleas navidad”
    -“grassy-ass”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

inner-sphere

A

The world of private life, intimacy, family and close community

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

outer sphere

A

the world of strangers, work, school, and other public situations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

white public space

A

Whites are free to speak however they like
- allowed to abuse and corrupt the Spanish language without consequence
-disorderly language becomes invisible and unproblematic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

direct indexicality

A

cosmopolitanism, regional authenticity, sense of humor and congenial personality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

indirect indexicality

A

relying on negative stereotypes of Chicanos and Latinos
- stupid, politically corrupt, sexually loose, lazy, dirty, and disorderly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

covert racism

A

Not direct racism, relies on indirect associations; perpetuates negative stereotypes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Double-standard

A

Whites have power to abuse and corrupt Spanish language without consequence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

sexuality

A

the quality of being sexual or possessing sex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

gender

A

Males or females viewed as a group; the property or fact of belonging to these groups

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

language ideology

A
  1. a set of beliefs about language articulated by users or as a justificaiton perceived lanuage structure or use
  2. taken-for-granted in everyday life
  3. tell us how people should talk
  4. affects how we view and think about other people
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

gender roles

A

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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

gender socialization

A

gender roles must be learned; not universal, differ between cultures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Disney stereotypes of men

A

Men are doctors, waiters, advisors to kings, thieves, hunters, servants, detectives and pilots; sometimes bad and become good

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Disney stereotypes of AAVE speakers

A
  • unemployed, show no purpose in life beyond making music or pleasing themselves
  • most likely to be evil
  • appear in animal rather than humanoid form
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Disney stereotypes of French speakers

A

-truly “French” characters are associated with food preparation
- two personality types: irascible and the sensual rascal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Disney Stereotypes of Mothers

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

disney stereotypes of women

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

disney stereotypes of lovers

A
  • no male romantic leads with foreign accents
  • only young lovers are presented, never middle aged couples with children or later stages in life.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

disney stereotypes of fathers

A

-Comic characters
- wider set of linguistic choices available to them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

disney stereotypes of foreign accents (Swedish, cockney, asian, polish, Jews )

A
  1. Swedish Accent : more lighthearted-interested in the joys of living and eating
  2. 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.
  3. Polish Accent: slow to though, slow to speech and slow to action. are industrious
  4. Asian Accent:
  5. Jewish Accent: had a yiddish accent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

dinnertime narratives #1

A

*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

44
Q

Dinnertime narratives #2

A
  • Primordial means for **negotiating, maintaining, transforming, and socializing gender identities **
    -cumulative effect on children, everyday occurrence over time
45
Q

Dinnertime Narratives #3

A
  1. Protagonist
  2. Introducer
  3. Primary Recipient
  4. Problematizer
  5. Problematizee
46
Q

Introducer

A
  • 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
47
Q

Primary Recipient

A

-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

48
Q

Problematizer

A
  • Challenges some element of the story
    -Fathers most often challenge the mother
49
Q

Problematizee

A

-Target of problematization
-mock disbelief
-incompetence
-Fathers rarely problematized as protagonist ; almost never characterized as incompetent

50
Q

“Father Knows Best”

A
  • Fathers are often primary recipients and can more often pass judgement
  • mothers are most often the target of father’s judgement
51
Q

reports

A
52
Q

stories

A
53
Q

language and identity

A

-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**

54
Q

linguistic supremacy

A
  • Some languages or language varieties are treated as better than others.
55
Q

myth of standard English

A

-links standard English speakers to good people

56
Q

Oakland School Board resolution

A

-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.

57
Q

Educational problems associated with Oakland schools

A
58
Q

rumors

A
  • Teachers used ebonics in instruction
    -students taught ebonics
59
Q

linguistic Society of America

A

-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

60
Q

Reality

A
  • 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
61
Q

Ebonics

A

“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

62
Q

Black language

A

-black language=southern U.S. English + west African languages+ unique elements

63
Q

Afrocentric (ethnolinguistic) view

A

most of the distinctive pronunciation and grammatical features represent continuities from Africa
- restructured English to patterns of Niger-Cong languages

64
Q

Eurocentric (dialectologist) view

A

Learned English from the dialects of white settlers quickly and successfully with little influence from African linguistic heritage.

65
Q

Creolist view

A

while acquiring English, slaves developed a simplified fusion of English and African languages
- American colony slaves learned pidgins and creoles from Caribbean colony slaves

66
Q

simplified consonant clusters

A

-running- running
- test- tes
- stand- stan
*does not allow deletion of second consonant unless both consonants are either voiceless or voiced

67
Q

creolist view

A
68
Q

simplified consonant clusters

A
69
Q

metathesis

A
  • ask - ask
  • pretty-perty
  • prescription- prescription
70
Q

copula absence

A
  • Linking verb
  • he say he [is] not ready
  • I [am] taller than most people
  • the birds [were]there
71
Q

”s” absence

A
  • she keep her distance, I keep mine
    -she think she cute
72
Q

multiple negation

A
  • she don’t believe nothin I tell her
  • there isn’t no other way
    -I didn’t go nowhere today
73
Q

“done”

A
  • he done work (he finished work a long time ago)
  • He done even work ( until recently, he worked over a long period of time)
74
Q

tenses and aspects

A
  • “when” and habitually or not
75
Q

miscommunication

A

don’t share the same assumptions about language even though everyone is speaking the same language - clash of language ideologies

76
Q

intercultural miscommunication

A

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

77
Q

communication of respect

A
  • Achieved, often unconsciously
  • paralinguistic cues
  • different languages interpret the same cues differently
78
Q

paralinguistic cues

A
79
Q

socially minimal service encounters

A

Just the basics, negotiation for exchange ; characterizes restraint politeness

80
Q

socially expanded service encounters

A

The basics, plus interpersonal involvement; characterizes involved politeness

81
Q

restraint politness

A

an unwillingness to impose on others, indirectness, hedging, apologies

82
Q

involvement politeness

A

express approval of others and emphasizes solidarity through interactions
- compliments, jokes, agreement, demonstration of personal interest, and offers

83
Q

African American culture

A

socially expanded service encounters; involvement politeness

84
Q

Korean culture

A

-socially minimal service encounters ; restraint politeness
- with the exception of involvement politeness for Korean store owners and customers who know each other.

85
Q

“culture capital”

A

socialization class values ; asserting one’s social position through an aesthetic appreciation (home decoration, clothing, cosmetics

86
Q

class roles

A

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.

87
Q

degradation rituals

A
88
Q

cliques

A

Friendship circles whose members tend to identify each other fas mutually connected
- hierarchical structure dominated by leaders and are exclusive

89
Q

popular girls

A

fourth grade girls who regularly eat lunch and play together.

90
Q

leaders

A

Janis and Emi
- assertive control acts, demands, setting frame of play, and allocating role to others; speak in directives

91
Q

directives

A

An utterance intended to indicated the speaker’s desire to regulate the behavior of the listener
- get the listener to do something

92
Q

mitigated speech

A

-Hedging
- asking for permission
-providing justification for actions

93
Q

social status

A

position in group : hierarchy, I.e leaders, tag-along girl

94
Q

embodied practices to index social status

A
  • 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
95
Q

linguistic practices to index social status

A
  • references to events and objects: European vacations, games, brand name clothing and shoes .
96
Q

format tying

A

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

97
Q

covert social exclusion

A
  • Relational aggression
  • (threat of) withdrawal of friendship
    -gossip
  • negative body language or facial expressions
  • sabotaging someone else’s relationships
98
Q

direct social exclusion

A

Explicit and direct verbal speech
- insults
-bald imperatives
-stories in which target is portrayed in a negative way

99
Q

bullying

A
  • 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)
100
Q

social exclusion

A

children articulate inequality with respect to their own understanding of social class

101
Q

social exclusion of Angela

A
  • 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
102
Q

debate between Deborah tanner and Candy Goodwin

A
103
Q

Men’s style of communication

A
104
Q

amplification

A
105
Q

Women’s style of communication

A
106
Q

“manslainin”/”man-interruptions”

A

Anthropology 104 (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions