Final section 3 Flashcards
Language and Identity
how to identities are ascribed to speakers, how speakers identify through language
Language 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 a primary language of African American students in 1996
Reality of Ebonics
teachers use ebonics to teach children how to write and read standard english
Rumors of Ebonics
teachers used ebonics in instructions and taught students ebonics
educational problems associated with Oakland schools
71% black students placed in special education
64% repeated grade
19% did not graduate
21% truancy rate
Linguistic Society of America
unanimously approved a resolution describing ebonics as “systematic and rule-government like all natural speech varieties”
Ebonics
“ebony” and “phonics” (black english, african american english (vernacular))
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
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
Simplified Consonant Clusters
does not allow deletion of second consonant unless both consonants are either voiceless or voiced (ex: running->runnin; test->tes; stand->stan)
Metathesis
ask->aks; pretty->perty; prescription->perscription
Coupla Absence
linking verb (drop the linking verb) (ex: he say he [is] not ready)
“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 been work (until recently, he worked over a long period of time)
Tenses and Aspects
“when” and habitually or not
present progressive: he runnin
present habitually progressive: he be runnin
present intensive habitual progressive: he be steady runnin
present perfect progressive: he bin runnin
present perfect progressive with remote inception: he BIN runnin
Miscommunication
don’t share the same assumptions about language even though everyone is speaking the same language
Intercultural Miscommunication
service encounters between Koreans (feel antagonized) and African Americans (feel taken advantaged of) in Los Angeles
Communication of Respect
achieved, often unconsciously; different languages interpret the same cues differently
Socially Expanded Service Encounters
the basics plus interpersonal involvement, characterizes involved politeness
Socially Minimal Service Encounters
just the basics, negotiation for exchange, characterizes restraint politeness
Restraint Politeness
an unwillingness to impose on others, indirectness, hedging, apologies
Involved Politeness
express approval of others and emphasizes solidarity through interactions
Paralinguistic Cues
choices of words and topics, proxemic distance, and timing of utterances, intonation, speed of speech, loudness, emphasis, etc.
African American Culture
socially expanded service encounters, involvement politeness
Korean Culture
socially minimal service encounters, restraint politeness
