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language and ethnicity Flashcards

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Proverbs and Idioms flashcards
1
Q

What is meant by ethnicity?

A

a person’s cultural background/identity, reflecting your community, language and perhaps religious beliefs

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2
Q

What is an ethnolect?

A

refers to the form of language used by a particular ethnic group e.g Pakistanis, White British and Black British

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3
Q

What are pidgins?

A
  • pidgins evolve from elements of different languages and develop into a simplified form used for basic communication, they tend to contain basic grammar + limited vocabulary e.g. Thai Pidgin English
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4
Q

What are creoles?

A
  • creoles evolve from contact between a European language and a local language, they contain more complex grammatical structures + a wider vocabulary e.g. Jamaican patois
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5
Q

What is language contact?

A

it occurs when different ethnic groups have contact e.g. through immigration or colonisation

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6
Q

What is MLE?

A
  • Multi-cultural London English is a mixture of London English and Jamaican Patois
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7
Q

What is Multicultural British English?

A
  • Rob Drummond (2016) coined MBE, initially called Multicultural Urban British English but dropped the ‘urban’ due to racialised and negative connotations
  • MBE can be found in different areas of the UK; however, anecdotal evidence would suggest that it is widespread, particularly among young people involved in specific social practices, such as grime music
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8
Q

What are some linguistic features of MBE?

A
  • monophthongisation (flattening) of the vowel sounds in words such as price, mouth and face
  • raised position of the tongue in the mouth of the vowel sounds in face
  • lowered position of the tongue in the vowel sounds in price
  • very fronted pronunciation of the vowel sound in goose
  • DH-stopping = using ‘d’ for ‘th’ in words such as them
  • TH-stopping = using ‘t’ for ‘th’ in words such as three
  • article simplification - using ‘a’ for all indefinite articles, regardless of whether the next sound is a vowel
  • man as a pronoun
  • use of pragmatic markers e.g. ‘you get me’, ‘innit’
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9
Q

British Black English - Ife Thompson

A
  • BBE is a combination of Jamaican patois and West African creole with English + has had an important impact on British and global culture
  • West African languages had already combined with English vernacular due to the need for communication by enslaved Black people who had been brought from Africa to Caribbean plantations
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10
Q

What is code-switching?

A
  • when someone alternates between 2 or more languages or dialects
  • it also refers to someone moving between different registers, either formal or informal
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11
Q

What is inter-sentential code switching?

A
  • occurs at either the beginning or end of a sentence and is most commonly used by fluent bilingual speakers
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12
Q

What is intra-sentential code switching?

A
  • happens in the middle of a sentence, and the speaker is often unaware that they have done it
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13
Q

What is extra-sentential code switching?

A
  • inserting a word/tag phrase from one language into another
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14
Q

Gary Ives (2014) - West Yorkshire study

A
  • looked at code-switching between English and Punjabi
  • interviewed a group of 8 teenage boys who identified as Pakistani although they were born in the UK and asked them about why they thought they spoke a certain way
  • the boys identified themselves as ‘British Asian’ with one stating that he was ‘fully British’
  • they also used several words and phrases that reflected their group identity, including ‘sick’, ‘heavy munch’, ‘shotta’ and ‘swag’
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15
Q

Gary Ives (2014) - South London study

A
  • identified the following as examples of BBE:
  • bare
  • bredrin
  • bruv
  • calm
  • ends
  • hype
  • some of these words have American, Jamaican and Afro-Caribbean influences
  • code switching can contribute to friendship and underline a group identity
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16
Q

Roger Hewitt (1986) - White Talk, Black Talk

A
  • analysed speech patterns between white and black children in London, girls tended to have more interracial friendships than boys, however in the second area, which had a different demographic, a much higher percentage of both boys and girls had interracial friendships
17
Q

Janet Holmes - code switching

A
  • explored the surprising negativity associated with their second language, even when they don’t necessarily speak that language extensively
  • also underlines the fact that code switching is a sign of group membership, especially when it comes to shared ethnicity
18
Q

Viv Edwards (1986) - language in a black community

A
  • observed 45 British born young people whose parents were Jamaican immigrants and who lived in the West Midlands
  • observed the frequency of patois usage and found that the speakers used this to assert their ethnic identity and to express ‘warmth, friendship and solidarity’
19
Q

What is meant by ‘jafaican’?

A
  • a derogatory term for what we call MLE
  • the social exclusion implied by the term can be incredibly damaging and create a sense of otherness between different speech communities
20
Q

What is meant by ‘jafaican’?

A
  • a derogatory term for what we call MLE
  • the social exclusion implied by the term can be incredibly damaging and create a sense of otherness between different speech communities
21
Q

Penelope Eckert (2008) - ethnolects

A
  • white varieties of English are often categorised into different dialects, whereas non-white varieties are often collectivised and this reflects the way that the media can often put forward linguistic stereotypes in relation to language and ethnicity
22
Q

Cole and Evans (2020) - phonetic variation and change in the cockney diaspora

A
  • diaspora = the movement of people from their original homeland
  • they explored the emergence of MLE in relation to the cockney dialect
  • cockney features have been maintained alongside the development of MLE features
23
Q

Christian Illbury (2023) - stylising the roadman

A
  • the stylistic identity of the roadman has become exaggerated and stylised
24
Q

John Ogbu (1999)

A
  • Black children should be taught how to use both ‘proper English’ and ‘slang English’, which was essential to remain members of their community
25
Q

Sharma (2011) - style repertoire and social change in British Asian English

A
  • traditionally-based Punjabi social structures were retained, older men and younger women had wider social contacts + changed the way they spoke to accommodate those different social groups, these speakers were called bidialectal
26
Q

Sharma and Rampton (2015)

A
  • observed the topic of the conversation + how it affected pronunciation and accent, focussing on the language used by older + younger British Asian men
  • older men displayed a higher level of variation
  • subjects changed their accents several times in just one conversation
27
Q

Drummond (2012) - aspects of identity in a second language

A
  • investigated the speech habits of Polish immigrants in Manchester
  • concluded that those who wished to stay in the country had changed their pronunciation to accommodate the local accent and sound more like young people local to the area BUT those who wished to return to Poland tended to distinguish themselves from locals in their speech patterns, particularly in the use of the ‘ing’ in words, which they would instead pronounce as ‘ink’
28
Q

Oxbury and De Lew (2020) - style shifting in MLE in an all-girls homework club

A
  • observed five 11 year old girls in East London to see whether their pronunciation changed in different contexts - all girls are multilingual
  • MLE features were used extensively in playground speech
29
Q

Barret (1994) - style shifting and identity

A
  • investigated the language used by African American Drag Queens (AADQs) in Texas
  • they typically used language to manifest their identities: as African American, as gay men and as drag queens
  • they use style shifting so that they can express different identities all at once
30
Q

Pitts (2012) - language as a resistance identity

A
  • linked MLE to a resistance identity = language was being used to express an ethnic identity and those using it wanted to be different from the mainstream, so expressed this through their language use
31
Q

Clark (2003) - black/white borders through linguistic stylisation

A
  • a class of African American teenagers in a Washington high school law class
  • students resisted what we might call standard English and instead performed ‘white linguistic stereotypes’ which they perceived as an elite way of speaking
32
Q

McWhorter - cultural appropriation in language

A
  • a SNL skit used words like ‘yo’, ‘bro’ and ‘no cap’ and characterised it as gen z language when it is AAVE
  • language comes into contact and creates hybridity and the skit isn’t cultural appropriation but language change
33
Q

Baker-Bell (2020) - linguistic injustice

A
  • many black students are shamed if they are Black and speak Black language’ - they are linguistically dehumanised
  • many studies show that Black language is highly developed and functional, yet continues to be stigmatised

english language (16 decks)

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