Final

Question 1

Mutual Intelligibility

Answer 1

Mutual intelligibility is the ability of both speakers of related languages to understand each other. It defines dialects of the same language and is used to determine what counts as a language instead of a dialect.

If you can understand each other, then it’s a dialect. If it’s not, then it’s a different language. Politics can make this line more blurry, it can also change how people view languages, also politics can make it so languages aren’t categorized as that especially if there isn’t a writing system

Question 2

AAVE

Answer 2

African American Vernacular English

Two theories of origin for this dialect: Creolist, and Anglicist. Characterized by vowel variability, r and l deletion. double negatives, deletion of the verb “to be.”

Creolist Theory: African American pidgin and creole mixture brought to new world

Anglicist Theory: Slaves and slaveowners came up with language to communicate with each other and brought to new world

Neo-Anglicist: Same as Anglicist theory but not brought to new world, Suggests that AAVE has diverged since its origins so that contemporary AAVE is different from the original AAVE

Question 3

SAAE

Answer 3

Southern African American English

Question 4

SAE

Answer 4

Standard American English

Used by reporters, and newscasters, probably most similar to midwestern accent (Ohio) area. Has very few social stigmas and is accepted/mutually intelligible with almost everyone.

Question 5

HAE

Answer 5

Hispanic American English

Varies from Northeast to Southwest and South to the West. There is not one homogenous HAE dialect Hispanics from the Caribbean sound different than those from Mexico etc.

Question 6

Speech Community

Answer 6

All those who share specific rules for speaking and interpreting speech and at least one speech variety. N.B. People who speak the same language are not always members of the same speech community.

Question 7

Speech Situation

Answer 7

The context within which speaking occurs. Any particular set of circumstances typically associated with speech behavior (or its absence). e.g., family meal, birthday party, baby shower, seminar meeting, etc.

Question 8

Speech Event

Answer 8

The basic unit of verbal interaction. e.g., conversation, confession to a priest, interview, dialogue with a salesperson, telephone inquiry, etc.

Question 9

Speech Act

Answer 9

The minimal unit of speech for purposes of ethnographic analysis. e.g., greeting, apology, question, compliment, self-introduction, etc.

Question 10

Gender Dialects

Answer 10

Women are indirect, use tag questions, hedge, and use questions to keep the conversation going.
Men are direct, ask questions to gain information, and view “mhm” as agreement with what they are saying.

Question 11

Regional Dialects

Answer 11

Southern: regarded as stupid
Northern: regarded as stuck up
Midwestern: regarded as standard

Question 12

Age Dialects

Answer 12

Older generations are more formal and younger generations use coding in slang and texting.

Question 13

Class/Social Dialects

Answer 13

High class: more formal

Lower class: slang and informal

Question 14

Ethnic Dialects

Answer 14

SAAE, AAVE, HAE, SAE

Question 15

Sapir-Whorf Hypothesis

Answer 15

The Sapir-Whorf hypothesis argues that the language one speaks determines how one perceives the world and that the distinctions encoded in each language are all different from one another. This hypothesis claims that each society and culture lives in its own linguistic world. This could have economic, social, and political implications if it were true, because that could potentially lead to prejudice based on a language, and would differentiate the world more than unify it.

Question 16

Benjamin Lee Whorf

Answer 16

Whorf was a chemical engineer fire prevention inspector and insurance broker. Enrolled at Yale to do graduate study under Sapir. Interest in linguistics came from the language of the fire reports he received.

Question 17

Edward Sapir

Answer 17

Sterling Professor of Anthropology and Linguistics at Yale.

Importance of anthropological studies of language and culture.

First specialist in anthropology linguistics

Rejected the primitive language idea and supported that culture influences language

Question 18

Farb Examples (S-W Hypothesis)

Answer 18

Examples include: The concept of time is viewed differently between European languages and the African Hopi. Euro languages view time as a commodity (something that can be bought, spent, wasted and saved), whereas the Hopi view time as occurring events.

Question 19

Acquisition of Language: Babbling

Answer 19

From ages 4-6 months, young children can start alternating consonants and vowels, showing that they understand and recognize different sounds from languages.

Question 20

Acquisition of Language: One-word (Holophrastic)

Answer 20

From 6-18 months using one word to mean a variety of meanings “bird” = i hear/see a bird

Question 21

Navajo vs. English Verbs (Farb Reading, Fence)

Answer 21

The Navajo have more verbs to describe something than the English Language: Example: when the Navajo describe a fence as being broken they first describe if the object is inanimate or not and then describe if it was broken by human or nature.

Question 22

Sociolinguistics vs. Ethnography of Communication

Answer 22

Sociolinguistics is the study of language in relation to social status and identity.

Ethnography of communication is the means of communication people use in their everyday lives.

Question 23

Vernacular Languages

Answer 23

The casual, normal spoken form of the language or dialect of the person’s speech commuity.

Question 24

How do nations become multilingual? (Read Fasold)

Answer 24

• Migration
• Imperialism
• Federation (Switzerland or Belgium), often forced after imperialism
• Border areas

Question 25

What is linguistic identity and how important is it for successful cultures and for successful individuals?

Answer 25

Everyone has a dialect, linked to culture and place in society, a source of discrimination, individuals choose how they want to identify with a group through the language choice, but others also identify them through their language choice

Question 26

What are the official languages of Canada, Switzerland, Ireland, Belgium, Paraguay, India, and Kenya? How about Mozambique (A. Szabo lecture)?

Answer 26

Canada: French, English
Switzerland: German, French, Italian, and Romansch
Ireland:
Belgium:
Paraguay:
India:
Kenya:
Mozambique: Portuguese

Question 27

National vs. Official Language (examples from class and India and Paraguay)

Answer 27

National: languages of a political, social, cultural entity Official: what governments use to do their business
Basically one is used by the people as a more cultural, informal way to speak and the other has more prestige and governmental importance to it

India
Paraguay

Question 28

Attitudes toward bilingualism during school years and educational success. Where do bilinguals store their first and second languages? What are the two main theories about language storing in bilingual brains?

Answer 28

Majority caucasian schools generally against bilingualism, other schools with majority being hispanic or black are generally for bilingualism but there is a growing acceptance amongst schools for bilingualism.

Question 29

The success of bilinguals in schools depends on what?

Answer 29

Success of the bilingualism is largely dependent on the status of the 1st language in the environment of the 2nd language. Bilinguals generally have a richer and larger resources base and a better understanding of the world. Also, bilinguals do better in school if one of the languages is not stigmatized.
Success of bilinguals depends on community attitudes, family attitudes, educational background and economic status.

Question 30

Official Languages

Answer 30

A language used in the business of government.

Question 31

Regional Languages

Answer 31

Languages spoken in an area of a nation state, whether it be a small area, a federal state or province, or some wider area.

Question 32

Accent

Answer 32

A distinctive mode of a pronunciation of a language usually associated with class, locality or a particular nation.

Question 33

Are there many accents in NC? Where are some of the key dialects of North Carolina?

Answer 33

Outer Banks, Coastal Plain, North Carolina Piedmont, Virginia Piedmont (where our northern neighbor’s Piedmont accent bleeds across the state line) and Appalachian

Question 34

What are the official languages of Canada, Switzerland, Ireland, Belgium, Paraguay, India, and Kenya? How about Mozambique (A. Szabo lecture)?

Answer 34

Canada: French, English
Switzerland: German, French, Italian, and Romansch
Ireland:
Belgium:
Paraguay:
India:
Kenya: Swahili (neutral) and English (Official), Swahili (National)
Mozambique: Portuguese

Question 35

What are stigmatized dialects, prestige dialects, give some examples

Answer 35

Prestige: Sounding more formal and having higher status (northern dialects from boston)

Stigmatized: Those who have stereotypes assigned to them: southerners sounding uneducated

Question 36

Are there many accents in NC? Where are some of the key dialects of North Carolina?

Answer 36

Outer Banks, Coastal Plain, North Carolina Piedmont, Virginia Piedmont (where our northern neighbor’s Piedmont accent bleeds across the state line) and Appalachian. Yes; many local and regional dialects (think of Lumbee or the Ocracoke Brogue). One girl in class said probably as many as there are counties, which Wallace agreed was probably correct.

Question 37

What are some terms used to refer to Tar Heel dialects, such as Cackalacky?

Answer 37

d

Question 38

What are some words, sounds and grammar that are characteristic of Mountain Talk, as discussed in Talkin’ Tar Heel? What about Coastal Carolina? The Piedmont?

Answer 38

reflects a process in which UNstressed word final O sounds can be pronounced as ER giving rise to yeller, feller, to mater

Almost every word ending in ING is pronounced IN

The form derives historically from a pattern of Standard English

Adding an S to the end of verbs no S is required in Standard English

Some are shared with other southern dialects

Question 39

(From Talkin’ Tar Heel) What are the origins of the speakers of English dialects in the Appalachians and on the coast? How about for the Piedmont

Answer 39

The American English came from the British and was divided into northern and southern dialect even before the civil war.

Mountain talk is thought to have come from an Elizabethan or Scottish dialect years ago, and the isolation of Appalachia kept their dialect from mixing with the rest of the country
The brogue accent is mainly irish or elizabethan english and is from their isolation
piedmont is from all over the place

Question 40

What are the official languages of Canada, Switzerland, Ireland, Belgium, Paraguay, India, and Kenya? How about Mozambique (A. Szabo lecture)?

Answer 40

Canada: French, English
Switzerland: German, French, Italian, and Romansch
Ireland: English, Scottish, Irish, and Shelta
Belgium: Dutch, French, and German
Paraguay: Spanish and Guarani
India: Officially overall Hindi and English, no national language since India speak at least 22 different languages
Kenya: Swahili (neutral) and English (Official), Swahili (National)
Mozambique: Portuguese, 43 languages listed on Ethnologue; 23 national languages

Question 41

How do nations become multilingual? (Read Fasold)

Answer 41

Multilingual countries are generally less stable and less nationalistic because they are not as homogeneous as monolingual countries. However, multilingualism can also be used as a resource.

How multilingualism happens: Migration (gradual influx of speakers of other language), imperialism and conquest (like migration, but introduced language is forced upon the people),Federation (union of diverse linguistic groups), Cross-border contacts

Question 42

Nationism vs. Nationalism

Answer 42

Nationism: ability to govern, techniques associated with governance, divorced from emotional beliefs about national identity
Nationalism: how we feel about the country or place we are in, emotional feelings about the nation

Question 43

Pros and Cons of Multilingualism

Answer 43

Pros: Contributes to diversity, citizens are exposed to multiple languages so are more likely to be bilingual or multi-lingual. Can be a temporary solution to nationist-nationalist conflicts in language policy. Serves as an interactional resource for the multilingual speaker (different tasks for different languages)

Cons: Communication difficulty can lead to impact industry and commerce, Goes against nationalism, difficult for education because students in schools speak different languages so some will fall behind if they are not fluent in the language of instruction; communication issues between regions of a nation; if one language is chosen as a national language, not fair to others. Problems for nationism–development of a sense of nation is more difficult for a multilingual state than for a monolingual one. Causes problems with policy and other official matters.

Question 44

What are some likely reasons SAE is centered in the Midwest in states like Ohio?

Answer 44

The US standard dialect is not southern, because after, the Civil War, southern dialect has been viewed as inferior speech. If the outcome of the war had been different, of course, the dialect would have been considered “Standard English” and other Englishes considered inferior

Question 45

What are gender dialects and the three theories for them, from the Stanlaw, Adachi and Salzmann text? Give some examples of gender-based dialects (e.g., Japan).

Answer 45

A. Subculture Theory: Women live different lives from men.

B. Social Power Theory: Women have less power

C. Communicative Strategy: Women change their speech to fit their social needs.

In Japan:

Women: use polite forms more often, Use more tag questions, avoid dropping respectful titles, use intrinsically feminine words, use forms intended to soften speech

Men: Use polite forms less often, use fewer tag questions, drop respectful titles more quickly, use intrinsically masculine words, use abrupt, rough-sounding forms more often.

Question 46

Language Planning (Explain why it is necessary in countries)

Answer 46

Basically, the language of a community is studied and based on information about the goals of the community and the language available to them, recommendations are made about a policy that can be used and adopted by the community

deliberate attempt, usually at the level of the state, to affect language use to prevent or solve some problem of communication; deliberate efforts to influence the behavior of others with respect to the acquisition, structure, or functional allocation of their language codes

Question 47

Language Planning: Corpus

Answer 47

norm selection and codification, as in the writing of grammars and the standardization of spelling; considering nation building and political aspects of language in preparing and working a language to fit those needs as well as the social aspects of language, transformation of phonemic analyses into practical orthographies by adapting technical symbols in ways that native speakers will recognize as real in their language (not phonetic truth but acceptability), also making grammars & dictionaries, ect.

Question 48

Language Planning: Status

Answer 48

initial choice of language, including attitudes toward alternative languages and the political implication of various choices

Question 49

Language Planning: Acquisition

Answer 49

nationalizing a language, planning activity extends into how writing systems are created, how spellings are decided upon, and how official efforts to manipulate language may be guided, requires the sanction of authority; policies need to be formulated, codified, elborated, implemented, and evaluated

Question 50

What is Sequoyan (Cushman Text)?

Answer 50

A syllabary and morphological system used by the Cherokee people, each glyph in the writing system represents sound units and potentially represents additional linguistic information depending on the order of syllables

Question 51

How important has the Sequoyan syllabary been to the Cherokee? Who invented it and why (Cushman Text)?

Answer 51

VERY, Offered a means for solidifying Cherokee perspectives through representations of language in writing (such as daily correspondences, traditional stories, religious practices, and legal and governmental documents) and it symbolized their intellectual abilities and civilized culture to outside (indicated their sophistication and equality to whites), allowed for the perseverance of the tribe’s cultural identity through a notion of peoplehood and the continued traditional practices and innovation with new tools across generations

Sequoyah because during a war he fought with white soldiers he saw how it helped them and he knew that a writing system would help his people

Question 52

How has Sequoyan influenced Cherokee identity over the years (Cushman Text)?

Answer 52

Maintained their identity of being Cherokee, helped them to strengthen their notion of peoplehood

Question 53

What happened to the syllabary after Sequoyah died? Did it die with him or not (Cushman Text)?

Answer 53

It did not die out with him, still used today

Question 54

Why was it so fast that Cherokee picked up the writing system? How did non-Cherokee try to say that the writing system was too complicated to learn, yet Cherokee were learning it quickly (Cushman Text)?

Answer 54

it was difficult for non-Cherokee to learn the writing system because they had trouble seeing the standardized arrangement of the syllabary and connecting that the characters had much more meaning than the sound they represented, and it has cultural logics, meanings and values to the people that make it more understandable to them

Question 55

What happened to Cherokee after the Trail of Tears? Did it die out or survive (Cushman Text)?

Answer 55

Many cherokees entered lands assigned to them in Indian territory, while other remained in Georgia and other states, they were basically split up and spread out; Sequoyah helped keep the spirit of peoplehood alive, it reflected the social advancement of the Cherokee (even as it was threatened by outsiders) and worked as a stabilizing tool for the tribe, used as an instructional resource and an institutional and national resource for peoplehood

Question 56

What kind of print materials were there in Sequoyan? And what kind are there today (Cushman Text)?

Answer 56

There were newspapers, manuscripts, books (school books, government books, minor publications, ect.), manuscripts; that and digital sources that work as tools to help teach the language and writing system

Question 57

Did Sequoyan die out in the 20th century or is it thriving today? How much is Seqoyan used today and what do contemporary Cherokee think of the value of Sequoyan today (Cushman Text)?

Answer 57

No one under the age of 40 spoke the language daily as of 2001, not thriving but efforts to revive the language has helped and the outlook is hopeful, have a full immersion school program for language revitalization

It is on an upswing of usage today, it is important for protecting the culture, heritage, identity, traditions, and history of Cherokee; linguistic identity is in the Cherokee language

Question 58

What is the world view of the Pirahã? How is knowing about it relevant to understanding our own?

Answer 58

The piraha view the world only in the present, they do not think or worry about the past or the future.

It is relevant because it helps us realize how much of our thoughts and perceptions of life is based on thinking of the past in the future; it affects our relationships, how we spend our time, what we worry about, our appreciation for events; the difference in how our societies view the world create a very different life experience

Question 59

How does language change phonologically? Syntactically? Lexically? Semantically?

Answer 59

ph: Siberian or Montana tribes may say different phonemes that are tied to gender ID
mor: men get longer morphemes, ladies reduced forms lower status
lexical: Japanese example,