A Man Without Words? What is it to have a language? Assignment HERE

ASSIGNMENT:

Considering the guided discussion below, after reading  Man Without Words, write a 2-3 page reaction paper considering the following: (an expository paper will have an introduction with a clearly stated thesis, body paragraphs which elaborate on and support this thesis through example, and a conclusion- citation can be made from the book simply, which page numbers in the body text). 

 What is human language, and how does communication in Deaf Culture meet or challenge this definition? Is it possible for a man to not have language? How do Schaller's experiences as a teacher help us understand the nature of human language? Support your position with examples from the text. 

Anthropological linguists agree on the following comparison of ape and human language:

Communication in both animals and humans consists of signals. Signals are sounds or gestures that have meaning to those using them.

Human communication consists of both signals and symbols. Symbols are sounds, gestures, material objects, or written words that have specific meaning to a group of people.

Key differences between human communication and that of other primates are that (1) humans have an open vocal system while other primates have a closed vocal system, and (2) humans have a larger bank of symbols to use in communication.

Human have a more complex "grammar" than apes and are able to manipulate that grammar to maneuver complex social contexts with communication.

QUESTIONS (Man Without Words)

• Is language a definitive quality of Human Beings?
• What would life be like for a 'languageless" man?
• Is he "languageless"-the notion of "homesign" in deaf culture?
• what is the difference between language and communication?
• What would be the quality of thoughts, feelings without language?
• How much can one comprehend of culture and society without language?
• Can one acquire language as an adult?

 children keep learning homesign (link)
       
       Homesign (link)
        
        

Concepts (Man Without Words):

·      (p28) what is the impact of living without “names” for things? If you don’t have a name, what is your sense of self?

·      (p32) he did not seem to see signs as symbols, but rather as mimes or gestural commands

·      (p49) IMPORTANCE OF HUMAN CONTACT –human seem to need attention, the need to spend time with someone else as social beings-outweighs intelligent content

WHAT IS LANGUAGE?

·      (p57) made up of signs

·      (p63) how is it learned?

o   Names 

o   Sysntax

o   Tense

o   Adjectives

o   Verbs (don’t need these because they are easily mimed)

·      Learning: 1-2 word stages

·      (p79) language learning in isolation of culture is impossible

·      (p86) VISUAL THINKING and deaf culture-creates a rich visual culture

·      *p89) Audiological versus cultural deaf

·      (p90) language as a membership card to culture

·      (p98) language draws the boundaries created by humans, not nature

·      (p156) entrance into language is the entrance into the human family

·      (p160) Orality & education


Deaf language & Deaf Culture:

Culture and language intertwine, with language reflecting characteristics of culture & patterning the thoughts of deaf individuals which see the world through "visual language". 

• Learning about the culture of Deaf people is also learning about their language. 
• Deaf people use American Sign Language (ASL) to communicate with each other and with hearing people who know the language. ASL is a visual/gestural language that has no vocal component. ASL is a complete, grammatically complex language. It differs from a communication code designed to represent English directly. ASL is not a universal language, however. There are signed languages in other countries (e.g., Italian Sign Language, Chinese Sign Language, Swedish Sign Language).
• American Deaf culture centers on the use of ASL and identification and unity with other people who are Deaf. 
• A Deaf sociolinguist, Dr. Barbara Kannapel, developed a definition of the American Deaf culture that includes a set of learned behaviors of a group of people who are deaf and who have their own language (ASL), values, rules, and traditions. 
• In 1913, George W. Veditz, president of the National Association of the Deaf, reflected in an old movie the sense of identity ASL gives Deaf individuals when he signed, "As long as we have deaf people on Earth, we will have signs, and as long as we have our films, we can preserve our beautiful sign language in its original purity. It is our hope that we all will love and guard our beautiful sign language as the noblest gift God has given to deaf people." HMMMM...

The values, behaviors, and traditions of Deaf culture include:

• Promoting an environment that supports vision as the primary sense used for communication at school, in the home, and in the community, as vision offers individuals who are deaf access to information about the world and the independence to drive, travel, work, and participate in every aspect of society.
• Valuing children who are deaf as the future of deaf people and Deaf culture. Deaf culture therefore encourages the use of ASL, in addition to any other communication modalities the child may have.-NON-STANDARD-LINGUISTIC COMPETENCE
• Support for bilingual ASL/English education of children who are deaf so they are competent in both languages. STANDARD-LINGUISTIC COMPETENCE
• Inclusion of specific rules of behavior in communication in addition to the conventional rules of turn taking. For example, consistent eye contact and visual attention during a conversation is expected. In addition, a person using sign language has the floor during a conversation until he or she provides a visual indicator (pause, facial expression, etc.) that he or she is finished. COMMUNICATIVE COMPETENCE
• Perpetuation of Deaf culture through a variety of traditions, including films, folklore, literature, athletics, poetry, celebrations, clubs, organizations, theaters, and school reunions. Deaf culture also includes some of its own "music" and poetry as well as dance.
• Inclusion of unique strategies for gaining a person's attention, such as:
• gently tapping a person on the shoulder if he or she is not within the line of sight,
• waving if the person is within the line of sight, or
• flicking a light switch a few times to gain the attention of a group of people in a room- COMMUNICATIVE COMPETENCE.

American Tongues: A Viewing Guide-Read for 1/18

AMERICAN TONGUES (Link to video)
Study Guide

INTRODUCING THE VIDEO

Dialects are an important part of all of American society, and that the film reflects how dialects function throughout the country. How does English vary, what are the kinds of attitudes Americans have about dialects, and the controversies that surround their use.

The terms accent and dialect are used interchangeably in the video to refer to language variation associated with regional and social differences among speakers of a language. These differences can occur not only in pronunciation, but also in grammar, vocabulary, and conversational style.

Post-Viewing Discussion 

I. The Nature of Dialect Differences

Dialects are a natural, inevitable part of cultural and regional differences in American society. Furthermore, all communities have dialect differences of one type or another. Viewers should reinforce these facts by citing different scenarios from the video and by citing dialect differences around them.

QUESTIONS:

What kinds of dialect differences do you notice in this area?

When you travel someplace outside of the region is there anything in particular people notice about your speech?

A man from Ohio says that in his area they speak "just plain American, no dialect, no accent...straight out of the dictionary." Does this man speak a dialect? Do you speak a dialect?

B. Reasons for Dialect Differences

Dialect differences come from a number of different sources, including historical settlement patterns, migratory routes, contact with other language groups, and physical and social separation.

[1] Settlement Patterns

(ƒ) One of the Boston men discussing the relative literary merits of Charles Dickens and Jane Austen says that "we came over here with the first load of bricks," and that "I have been here for 350 years." This refers to the historical affinity that New England has with early groups of settlers in America. In a similar way, the Tangier Island speech can be traced back to its settlement hundreds of years ago, demonstrating the influence of settlement patterns in the development of a dialect.

QUESTIONS:

(ƒ) What does the Boston Brahmin gentleman mean when he says "I've been here 350 years...We came over with the first load of bricks"? How might this be reflected in the language of some parts of New England?

Do you know where the original settlers from your area came from? Are there any features of the local dialects you think can be traced to these early settlers?

[2] Migration

The map of the United States shows how the English-speaking population migrated westward from its original settlement areas along the East Coast. Notice how dialect patterns tend to follow broadly-based migratory routes.

QUESTIONS:

As the United States was settled, what were some of the major trends in the movement of people? Do you see a relation between the major routes of movement and some of the dialects of English?

What major routes of migration affected this area? Can you see these major routes in the local dialect?

[3] Contact with Other Languages

Notice how word like pau hana ('work is finished') from Hawaiian), snickelfritz ('rowdy child' from German), and jambalaya ('spicy rice dish' from French) are used in areas where there is fairly close contact with other languages.

QUESTIONS:

Can you think of other words from other languages that are used in certain regions? Why are certain foreign words used in some regions and not in others?

[4] Physical and Social Isolation

Islands and mountains are natural environments for the development and perpetuation of dialect differences. In a similar way, ethnic and class separation may lead to the development and maintenance of dialect differences. (ƒ)At one extreme, the speech of the fishermen of Tangier Island (off the coast of Virginia) is so distinct as to be almost unintelligible to some speakers from other parts of the country.

QUESTIONS:

What physical conditions about Appalachia or (ƒ) Tangier Island might cause these dialects to become quite distinct? What social conditions might have gone along with the physical separation?

How might you account for the differences in a dialect like Black English?

II. Attitudes About Dialects 

There are a variety of attitudes toward dialects that are illustrated in "American Tongues". Many of the participants reveal traditional mainstream attitudes which view the local dialect negatively. However, there are also some attitudes about vernacular dialects that are positive, and reinforce the local usage. In certain contexts, and for particular social values, these attitudes about the community dialect may be surprisingly positive.

(ƒ) Prestigious speakers are illustrated by the two Boston men discussing Charles Dickens and Jane Austen using the "Brahmin" dialect. Stigmatized dialects are represented by some of the working-class Blacks, the Boston North End teenager, the two New Orleans women discussing how people think they are beautiful until they open their mouths, and so forth.

B. Dialect Prejudice

(ƒ) There are certain stereotypes about dialects that have been perpetuated in the media, including TV and the movies. To a large extent, dialect also contributes to the establishment of a caricature. The Southern journalist comments on the portrayal of Southern characters in early movies, for instance, saying that the character with the Southern accent usually appeared to be less intelligent and was the butt of others' jokes.

QUESTION:

(ƒ) How have dialects been used to create stereotypes in the movies and the media?

Dialect prejudice can be very strong. In the video, two young office workers think that a receptionist with a "yat" accent is not an appropriate representative of their company.

QUESTIONS:

What are some other scenes in "American Tongues" that show prejudice against the speech of a particular region, class, or social group?
How do people feel about themselves when they are constantly told that their dialect is inferior?

C. Dialect Identity

Not all attitudes about local dialects are negative. In fact, these dialects may serve some very important positive functions within a community. Their use can promote a feeling of group solidarity, trustworthiness, and friendliness, all positive attributes.

QUESTIONS:

What are some of the positive reasons for using a local dialect?

How do the two Black girls who tease their friend for being a "school girl" and a "mama's girl" feel about their own language? Are there other cases where people express a love for their community dialect?

III. THE USES OF STANDARD AND VERNACULAR DIALECTS
Speaking a standard dialect certainly has advantages in certain settings, but it can also present a dilemma for a person in terms of local community norms. Not everyone needs to speak a standard dialect for all social occasions. Furthermore, there are consequences that go along with the use of both a standard and local dialect.

QUESTIONS:

What are some advantages to speaking a standard dialect?
Learning a standard dialect can often cause a dilemma for a person because of a conflict between the "outside" world and the local community. Are there any disadvantages to speaking standard English in certain contexts?

Most people adjust their language based on the situation, including their familiarity with people they're talking to and the formality of the situation, as the young woman with the New Orleans "yat" accent demonstrates.

QUESTIONS:

What advantages may come from being able to shift dialects?

Do you shift dialects depending on where you are and the people you're talking to? What are some settings where you might shift your dialect?

There are both negative and positive consequences associated with the use of any dialect, whether it is "standard" English or a local non-standard English variety. Each person must weigh the consequences of different dialects and make choices about appropriate dialect usage on that basis. Dialects are an important aspect of the American heritage representing its different regional, social, and ethnic groups; they also present a dilemma for speakers because of the different values associated with their usage.

Syllabus and Reading List Spring 2018

Language and Culture                             Spring 2018

ANTH 2152                                       
T/Th 8:30-10:20
Professor Laurie Greene                          
Room: C102    

Contact Information:

Office Hours: T/Th 10:30-12:20

Office: C107

Email: laurie.greene@stockton.edu (put “ANTH 2152” in subject line)

Texts:

Ahearn, Laura M. (2012). Living Language: An Introduction to Linguistic Anthropology:

 (Wiley-Blackwell Publishers).          

Schaller, Susan. A Man Without Words (1995) (University of California Press)
*Other Articles posted on Blackboard or on Blog :)

Syllabus and Reading List:

            What I have presented here is a “plan” for how we will cover the material in this course. In actuality, each section may take slightly more or less time to cover in class. I reserve the right to alter this syllabus in response to the demands of the course. (ALTHOUGH I WILL TRY MY BEST NOT TO). Please make sure that you know exactly when readings and assignments are due throughout the semester.  It is YOUR responsibility to keep up with any changes to this syllabus. Assignments should be turned in on time in class. Do not email assignments without special permission.

            The learning objectives for this course are:

• Students will understand and be able to discuss the debates surrounding the relationship between language and culture. 
• Students will understand the nature of symbols and that language is the largest and most basic symbolic system in culture.
• Since CULTURE and LANGUAGE are sometimes viewed as the distinguishing traits of humanity, students will debate the nature of human language as compared to animal communication 
• Students will understand how language performs important social roles including expressions of social and cultural identity.

I.       Introduction: Language: some basic questions? (1/16-1/18)

Definitions
Language as Part of Culture
Speech Communities and Communities of Practice
        READINGS:     Ahearn, Chapter 1

• FILM: American Tongues (1/18) (link)

II.  What is Human Language? A Man Without Words? (1/23-1/25)

READINGS:    Schaller, Book (see reading guide on blog)

What do we know when we “know” a language?

Phonology, morphology, syntax, semantics 

            paralinguistics

            nonverbal communication

                        Kinesics

Proxemics

Microsignals

Time

Silence

            Manual languages

DUE: What is it to Have Language? Reaction paper -Schaller (1/25)

III. The Research Process in Linguistic Anthropology (1/30-2/1)

             READINGS:    Ahearn, Chapters 2 (1/30)           

IV.  Language Acquisition and Socialization: (2/6-2/8)

             READINGS:     Ahearn, Chapters 3 (2/6) 
                                            Ochs & Schiefffelin- "Language Acquisition and 
                                                        Socialization:...(Link) (2/8)                 

            

V.   Language Thought and Culture: Sapir/Whorf and Beyond (2/13-2/15)

             READINGS:     Ahearn, Chapter 4 (2/13)

Relationship Between Language & Culture: Exploring the Sapir-Whorf Hypothesis

DUE: Ethnographic Project -My Idiolect (2/13)

VI.  Communities of Language Users  (2/20-2/22)

             READINGS:     Ahearn, Chapter 5 (2/20)    
                                            LeMaster & Monaghan, "Variation in Sign Languages" (pdf)

            Speech Communities, Speech Networks, Communities of Practice

VII. Multilingualism & Globalization: (2/27-3/1)

             READINGS:     Ahearn, Chapter 6 (2/27)
                                            Vice, People of Color Talk About Code Switching (link)
                                            The Economist: Code-Switching (link)
                                            Collins (link)

            Multilingualism

            Code Switching and Mixing

            Diglossia (Ferguson)

VIII. Literacy Practices & Poetics (3/6-3-8)

             READINGS:     Ahearn, Chapter 7 (3/6)

            Orthography

            Literary genres

            Literacy, Codification & Education

            Language Policy & Practice

DUE: Ethnographic Project on Language and Identity (3/8)

IX. Performance, Performativity & Community Constitution: (3/20-3/22)

             READINGS:   Ahearn, Chapter 8 (3/20)

Communities and Gender Performance

NO CLASS Tuesday, March 27th--- Advising Day!

FILM: He Said, She Said (3/29)

X. Language and Gender: (4/3-4/5)

             READINGS:     Ahearn, Chapter 9 (4/3)
                                            Cameron (link)

            Gendered Language Across Cultures?

            Gender Preferential versus Gender Exclusive Language

XI. Language: Race, Class, & Ethnicity (4/10-4/12)

             READINGS:     Ahearn, Chapter 10 (4/10)
                                            Lipski, Spanglish... (link)

                                            "The Only One in the Room" (link) & Key & Peale (link)

            Speech Communities, Speech Networks, Communities of Practice

            Non-Standard Codes in Education

            Black English & the “Ebonics” Controversy

            Spanish Versus Spanglish in Puerto Rican Identity

            Bernstein: Elaborated & Restricted Code 

XII. Language Death & Revitalization: The Politics of Language (4/17-4/19)

             READINGS: Ahearn, Chapters 11 (4/17)

                                 -Attrition, Death, Revitalization
                                  - Creole Languages and Language Change (4/19)
DUE:Community of Practice: Race and Ethnicity (4/17)

FILM: The Linguists  4/24

XIII.Language, Power & Agency (4/26)

             READINGS: Ahearn, Chapters 12 (4/26)
                                        Dor, Englishization & Imposed Multiliongualism (link)
                                        "The Language Gap" (link)

Language & Status (English Only Movement)

Occupational Settings

            Medical

            Legal

            Media/Advertising

Language and Politics

DUE: Reflective Essay: Language and Racism in the Public Sector (4/26)

Requirements:

·         Class Attendance & Participation……………….……………20%

·         Community of Practice Final Paper………….………………40%

·         2 Other Assignments……………............……………………..…40%

Goals:

            The goals of this course are three: (1) to introduce the field of sociolinguistics, (2) to discuss the nature of the relationship between language and culture, and (3) to explore the dynamics of intercultural communication and its attendant policy implications in today’s world. This course is expansive in scope and therefore requires a certain amount of reading, both assigned and independently, some of it theoretical. Please make sure that you attend class (mandatory), that you have read the material, and you are prepared to critically discuss it. Ahearn provides you with many ethnographic examples as illustrations of her theoretical and descriptive points along with references to illustrative studies. CLASS PARTICIPATION is very important. I expect that you will be DISCUSSING and CHALLENGING the perspectives presented in class “lectures”. 

You will also be required to complete FOUR “HANDS –ON-PROJECTS” throughout the course of the semester. The benefit of these assignments comes from performing them, and they will often require you to think creatively. 

Finally, there will be THREE “DEBATES” as part of a team and write three position papers independently. We will go over how to construct these position papers and how to carry out a successful debate. Debates are meant to be fun, spirited and a real learning process. You will be REQUIRED to PRESENT at least one of these debates as a team member. Debating and the crafting of position papers will allow you to enhance the persuasive content of your writing in the following ways:

__demonstrate a strong belief in position

__understand the perspective of your audience

__anticipate and handle all reasonable objections

__argue respectfully

__support opinions with ample detail

__assert positions with clarity

__use credible and effective evidence to sustain arguments

__demonstrate thoroughness by dealing with relevant aspects of a given issue

__occasionally succeed in changing some people’s minds!

*There are also fabulous prizes awarded to the winning team.

Failure to complete one assignment will result in a final course grade of “B”, failure to complete two assignments, a “C”, failure to complete three assignments, a “D”. If you fail to turn in four assignments you will NOT PASS THIS CLASS, regardless of your overall grade average. So, do them!

As stated, attendance is mandatory. Failure to attend 4 classes (without a damn good excuse) will result in failure in this course. Damn good excuses:

Do not be afraid !!! You will in all likelihood survive this class and go on to live long and fulfilling lives.