Tuesday, February 13, 2018

Lavender Speech and Drag Glossary as a Community of Practice


READ THIS ARTICLE (linked here):

Lavender linguistics is a term used by linguistics and advanced by William Leap to describe the study of language as it is used by gay, lesbian, bisexual, transgender, and queer (LGBTQ) speakers. It "encompass[es] a wide range of everyday language practices" in LGBTQ communities. "Language", in this context, may refer to any aspect of spoken or written linguistic practices, including speech patterns and pronunciation, use of certain vocabulary, and, in a few cases, an elaborate alternative lexicon.

  • Theories about the reasons for differences in language use

Traditionally it was believed that one's way of speaking is a result of one's identity, but it is also the case that the way we talk is a part of identity formation, specifically suggesting that gender identity is variable and not fixed.

  • Language use as performance

Shared ways of speaking can be used to create a single, cohesive identity that in turn help organize political struggle. Sexuality is one form of social identity, discursively constructed and represented. This shared identity can in some cases be strengthened through shared forms of language use and used for political organizing. Language can be used to negotiate relations and contradictions of gender and sexual identities, and can index identity in various ways, even if there is no specific gay or lesbian code of speaking.

Gay men and lesbians may, through the use of language, form speech communities. A speech community is a community that shares linguistic traits and tends to have community boundaries that coincide with social units. Membership in speech communities is often assumed based on stereotypes about the community as defined by non-linguistic factors. Speakers may resist culturally dominant language and oppose cultural authority by maintaining their own varieties of speech.

Gender performativity relates to speech in that people may consciously or unconsciously modify their speech styles to conform with their gender role, which men often pick speech styles that reflect the culturally defined standards of masculinity. Gay men may be associated with 'femininity' in their speech styles because others perceive that their speech performance doesn't conform with their gender.

For example, in the west, parodies of gay styles are heard as hyper-feminine, supporting the notion that gay speech is feminine. However, because many speech varieties associated with 'masculinity' are learned and not biological, certain gay men may be using a wider variety of speech than a stereotypical 'masculine' male.

According to Judith Butler in Gender Trouble, these stylistic innovations are made possible by the ‘iterability’ of speech and are used to index elements of identity that often do not conform with the gender binary. Conversely, lesbian women already have a wider variety of speech available yet refrain from using a distinctive style of speech. Masculinity, and speech associated with a heterosexual male, is constrained by cultural expectations for men to avoid 'abjection' (as further elaborated in Gender Trouble); power differences amongst the genders may lead to speakers adopting different speech styles that conform with their identities, or expected gender performances (e.g. adolescent males often use the term 'fag' to police one another, which challenges their sexual orientation through gender performance, and reinforces the avoidance of the 'abject' or femininity). 'Masculine' speech is associated with non-feminine sounding speech and because some gay men may not wish to identify with straight masculine speech in some contexts, they may access other speech styles to convey their identity (because the possibilities have two options, 'masculine' or 'feminine,' to be not-'masculine' is often associated with 'feminine'). The boundary between 'masculine' and 'feminine' is maintained by cultural norms and societal orders, that do not permit masculinity to include femininity.

In a particular example of how this process of language community formation happens in a specific LGBTQ community, transsexuals and transvestites may use vocabulary that includes members and excludes non-members to establish social identity and solidarity and to exclude outsiders. As these social groups are particularly likely to be viewed negatively by outsiders, the use of a private language can serve to keep membership in the group a secret to outsiders while allowing group members to recognize their own.

Some members of a community may use stylistic and pragmatic devices to index and exaggerate orientations and identities, but others may deliberately avoid stereotypical speech. Gender is frequently indexed indirectly, through traits that are associated with certain gender identities. In this way, for example, speaking forcefully is associated with masculinity but also with confidence and authority. Similarly, LGBTQ speech has a relationship with the speaker's community of practice. Speakers may have a shared interest, and respond to a mutual situation, and through communicating regularly they may develop certain speech norms. The innovative speech norms, that LGBTQ folks may use within their communities of practice, can be spread through institutions like schools where person of many classes, races, and genders, come together. These particular speech traits may be spread through the adoption of use by people with association to LGBTQ identities. (certainly this is true for the drag speech on Drag Race)

  • Goals of distinctive language use among gay men

People often are members of multiple communities, and which community they want to be most closely associated with may vary. For some gay men, the primary self-categorization is their identity as gay men. To achieve recognition as such, gay men may recognize and imitate forms of language that reflect the social identity of gay men, or which are stereotypically considered to be characteristic to gay men. For example, the use of female pronouns dissociates gay men from heterosexual norms and designates them in opposition to heterosexual masculinity. The reason for using female pronouns and the frequency of use may vary, however. For example, they may be used only in jest, or may be used more seriously to stabilize a group of gay men and bond its members together.

  • Goals of distinctive language use among lesbians and heterosexual women

The development of gay identity may differ for men and women. For many women, regardless of orientation, female identity is more important than sexual identity. Where gay men need to distance themselves from heterosexual masculinity, due to the strict enforcement of male roles in Western society, lesbians may be more concerned about sexism than about lesbian identity. (this may also be due to the ‘intersectionality’ of lesbian identity, since they are already marked as women).

Most studies of lesbian speech patterns focus on conversational patterns, as in Coates and Jordan (1997) and Morrish and Saunton (2007). Women draw on a variety of discourses, particularly feminist discourses, to establish themselves as not submissive to heteropatriarchy by using cooperative all-female talk, which is marked by less distinct turns and a more collaborative conversational environment. Often the conversational bond between women overrides their sexual identities. However, the content of lesbian discourse can separate those who use it from heteronormativity and the values of dominant cultures. Discourse involves resisting dominant gender norms through more subtle creation of solidarity, and not necessarily resisting “gender-typical” linguistic behavior.

An example of a distinctive way of speaking for a female community is that of female bikers. Dykes on Bikes, a mostly lesbian group, and Ladies of Harley, a mostly heterosexual group, have demonstrated shared experiences. Though the two cultures differ, both have a focus on female bonding and motorcycles and have a shared female biker language. Their shared language helps to establish their shared identity in a largely male-dominated domain and to mark boundaries between them and traditional femininity. (Speech community or community of practice?)

  • Code switching

Code-switching, can indicate which identity individuals want to put forward as primary at a given time. Choices of language use among gay men depend on the audience and context, and shift depending on situational needs such as the need to demonstrate or conceal gay identity in a particular environment. Likewise, lesbians may foreground lesbian identity in some contexts but not in others. “Exploratory switching” can be used to determine whether an interlocutor shares the speaker's identity. For example, a gay man might use certain key words and mannerisms generally known by the community as a test to see whether they are recognized by the interlocutor. This allows the gay man to establish solidarity with a community member previously unknown to him without having to disclose his orientation to a heterosexual and potentially hostile person. However, inconsistency of language use between different sub-groups of the LGBTQ community, along with the existence of non-members who may be familiar with a gay mode of speech, can make such exploratory switching unreliable. (Non-gays are part of gay speech communities!)

People may also switch use code-switching to comment on society or for entertainment. Black drag performers often use stereotypical “female white English” to disrupt societal assumptions about gender and ethnicity and to express criticisms of these assumptions. Imitations do not necessarily represent actual language use of a group, but rather the generally recognized stereotypical speech of that group. In the language of drag performers, language play is also marked by juxtaposition of contradictory aspects such as very proper language mixed with obscenities, adding to the queens' and kings' deliberate disruption of cultural and linguistic norms.

  • Queer Speech Community?

Rusty Barrett suggests that the idea of the homogeneous speech community could perhaps be more accurately replaced by one of a queer community based on community spirit or a queer cultural system, since language use varies so greatly. Kulick proposes, instead of studying speech communities that he concludes "do not and cannot exist" because of methodological problems, researchers should study "language and desire" through examining repression in the context of linguistics, considering both what is said and what is not or cannot be said. Kulick addresses the need for consideration of the role of sexuality in sexual identity, unlike some lavender linguists who neglect sexuality in favor of linguistic features that might be more likely than sexuality to legitimize gay identity.

  • Gay male speech patterns & Comparison to female speech

Gay speech has stereotypically been thought of as resembling women’s speech. In her work Language and Woman’s Place, Robin Lakoff not only compares gay male speech with women’s speech traits, but she also claims that gay men deliberately imitate these traits. According to Lakoff, stereotypical gay male speech takes on the characteristics of women’s speech including an increased use of superlatives, inflected intonation, and lisping. Later linguists have reevaluated Lakoff's claims and concluded that these characterizations are not consistent for women, but rather reflect common beliefs about how women speak.

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  • Traits believed to characterize the speech of gay men

Robert J. Podesva, Sarah J. Roberts, and Kathryn Campbell-Kibler have studied differences in gay male speech by examining the following traits in their study, Sharing Resources and Indexing Meanings in the Production of Gay Styles:

Duration of /æ/, /eɪ/
Duration of onset /s/, /l/
Fundamental frequency (f0) properties (max, min, range, and value at vowel midpoint) of stressed vowels
Voice-onset time (VOT) of voiceless aspirated consonants
Release of word-final stops
While the researchers found some correlation between these speech traits and sexual orientation, they clarify that these traits characterize only one of the many speech styles used by gay men.

  • Lesbian speech patterns

Distinguishing characteristics of lesbian speech are much debated however, in experiments, self-identified lesbians tended to speak at a lower fundamental frequency, and with lower pitch variation than did self-identified heterosexual women.

Robin Queen argues that analyses have been too simplistic. She suggests that a uniquely lesbian language is constructed through the combination of sometimes-conflicting stylistic tropes: stereotypical women's language (e.g. hypercorrect grammar), stereotypical nonstandard forms associated with the (male) working class (e.g. contractions), stereotypical gay male lexical items, and stereotypical lesbian language (e.g. flat intonation, cursing).

Sometimes lesbians deliberately avoid stereotypical female speech, according to Queen, in order to distance themselves from "normative" heterosexual female speech patterns. Clothing and physical mannerisms, however, are seen as more likely indicators of a woman's sexual orientation. Because femininity is a marked style, adopting it is more noticeable than avoiding it, which may add to the lack of socially salient styles for lesbians in contrast with socially identifiable stereotypically gay male speech styles.


  • Transgender speech patterns

Transgender people, or people whose gender identity does not match their assigned sex at birth, often develop distinctive speech patterns as they transition out of their assigned sex and into their real gender.

Transgender-specific speech patterns that are gender non-specific include "decoupl[ing] the specific corporeal characteristics of [genitals] from the masculinity [or femininity] entailed by words like dick [or other terms for genitals].” Referring to genitals as a transgender person requires a suspension of the gendered reality of traditional Eurocentric anatomical standards; describing clitorises as 'cocks,' vaginas as 'front holes,' penises as 'girl dicks' or 'clits' both subverts societal expectations of the genitals themselves, and deconstructs the binarism of genital descriptions. This in turn helps normalize intersex experiences, as genital, reproductive, endocrine, and secondary sexual characteristics do not always follow binary, easily categorizable rules, and blurring the line between "vagina" and "penis" both allows transgender individuals to describe themselves more comfortably and validly and intersex individuals to make their own decisions about intersex surgery, or genital reconstructive surgery, as consenting adults and to be more visible and accepted in medical and social communities as non-conforming to binary sex descriptors.

  • Multiplicity of social identity

Identities emerge in a time series of social practice, through the combined effects of structure and agency. Because social identities are not static, the speech community model, which was traditionally employed as a sociolinguistic framework in the study of language and gender, is not as reliable as the community of practice model, the new framework emerged from practice theory. Also, because social identities are not static, speech styles are actively subject to change, such that one's speech styles have different social meanings across time. Similarly, it is possible for an individual to engage in multiple identity practices simultaneously, and move from one identity to another unconsciously and automatically, and thus the term polyphonous identity. An individual's speech styles can change not only across time, but also across space, depending on which social identity the individual is attempting to engage in under a given situation.

  • Examples of non-Western sexual identities and their language use

According to many language scholars, it is misleading to assume that all sex and gender roles are the same as those that are salient within Western society or that the linguistic styles associated with given groups will be like the styles associated with similarly identified Western groups.

Bakla
Baklas are homosexual Filipino men, but the concept of bakla identity does not map cleanly to Western male homosexuality. With baklas, as with other non-Western sexual minority groups, sexual identity is very closely related to gender identity. Baklas often assume female attributes and dress like women. They also use female terms for themselves and occasionally for their body parts and are sometimes referred to and refer to themselves as not being "real men".

Although they have contact with other gay cultures through technology, bakla culture remains fairly distinct. They have their own rapidly shifting linguistic code called Swardspeak, which is influenced by Spanish and English loan words. This code mostly consists of lexical items, but also includes sound changes such as [p] to [f]. Some baklas who move to the United States continue to use this code, but others abandon it, regarding it as a Filipino custom that is out of place abroad and replacing it with aspects of American gay culture.

Hijras

Hijras are Indians who refer to themselves as neither man nor woman. Some describe hijras as a "third sex". Their identity is distinct from a Western gay or transgender identity, though many hijras have male sexual partners. There is a distinctive mode of speech often attributed to hijras, but it is stereotypical frequently derogatory. It is often the standard for Hijras to adopt feminine mannerisms, feminine gender agreement when addressing the self or other Hijaras, and pronouns, depending on context and their interlocutors, to create solidarity or distance. They also use stereotypically male elements of speech, such as vulgarity. Hijras often refer to themselves as masculine in the past tense and females in the present. Their combined use of masculine and feminine speech styles can be seen as reflecting their ambiguous sexual identities and challenging dominant sexuality and gender ideologies. Thus, hijras use grammar as a form of resistance against gender roles.


DRAG GLOSSARY in Progress


Beating your face: To apply the perfect amount of makeup on the face, resulting in a flawless look, i.e., “her face is beat for the gods.”

Busted (adj.): the act of appearing to be unkempt, messy, unrefined, unpolished, or poorly presented.

Bye Felicia: An expression used to dismiss someone. This person is usually irrelevant and annoying. The term is a reference from the film Friday.

Camp (adj.) Exaggerated comical presentation of femininity, sometimes presented as satire. Traditional camp inspired by Hollywood idols (see Uber-Femme), as well as caricatures like the drag queen Divine, in the movie Hairspray.

Clock (v.): (a) To spot what someone is trying to hide; (b) to call out a person’s flaws; (c) to uncover or reveal the truth in a situation. For example, “You cannot clock that mug,” or “Phi Phi clocked Willam for his five o’clock shadow.”

Condragulations: The drag queen version of “congratulations.”

Death drop (n.): A fall, drop, or descent backward onto one’s back with one’s leg folded underneath, in dramatic style. Usually part of a dance routine. This move is part of the voguing style of dance.

Dick Van Dyke (n.) A Lesbian who is so butch, she might as well be a man (insulting) As in: Is that a guy? No, she's a dick van dyke.  Antonym: Uber femme

Drag daughter (n.): See Drag mother.*

Drag mother (n.): Also drag daughter, drag family. An experienced drag performer who acts as a mentor and guide to someone who wants to learn the art of drag. Often, the new drag queen, who is referred to as the drag mother’s drag daughter, takes the last name of her drag mother to pay homage to her. A drag family is made up of a drag mother and all of her drag daughters.*

Drag Family (n.) see Drag mother*

*There is sub-cultural variation here, as drag queens of color tend to define their drag families and drag family members as having real and full fictive kin relationships, these can include people that are not drag queens but are important in the culture: costumers, choreographers, those that support the lifestyle (the person that took me off the streets, that taught me how to be a gay man, that showed me how to be a proud black man, my real family, the people that are there for me, the girls I take care of, etc.)

Dusted (adj.): The act of looking polished, flawless, or perfect. The opposite of “busted.”

Feeling the fantasy: The giddy feeling you get when you absolutely love what you are doing in a particular moment.

Fishy (adl./adv.): A term used to describe a drag queen who looks extremely feminine or one who convincingly resembles a biological woman. The term refers to the supposed scent of a woman’s vagina, which is colloquially likened to the smell of fish. (As feminists, we don’t love this word, but drag doesn’t take itself seriously, so we shouldn’t either. Besides, fish is healthy and delicious.)

For the gods (adv.): Abbreviated use of the phrase “fit for the gods,” used to qualify an act done perfectly or flawlessly—e.g., (a) “Her face is painted for the gods,” (b) “That dress is clinging to her like a second skin because it is tailored for the gods.”

Gag (v.): To react intensely, usually as a result of shock; may also be used as an exclamation—e.g., “I am gagging on that three-foot-high wig!”

Giving me life: A phrase that shows how much you enjoy something.

The house down: Another term used for an exclamation point at the end of a sentence to indicate how extra fabulous something is—e.g., “Kennedy is dancing the house down.” Another usage is the house-down boots.

Hunty (n.): A contraction of the terms “honey” and “cunt,” used as a term of endearment among drag queens.

Kai kai (n.): The circumstance in which two drag queens engage in sexual activity in drag. Not to be confused with kiki.

Kiki (n.): A term used for gossip, small talk, chatting, or a heart-to-heart.

Let them have it!: A phrase that refers to impressing people with your fabulous drag.

The library is open: A phrase announcing that a queen is about to share some criticisms about another person or queen. These criticisms are known as reads. See Reading.

Mug (n.): A queen’s face.

No tea, no shade: A phrase meaning “No disrespect.”

Paint (v.): To apply makeup to one’s face—e.g., “It takes two hours to paint my mug.”

Reading (v.): To wittily and incisively expose a person’s flaws (e.g., “read them like a book”), or exaggerating or elaborating on them; an advanced form of the insult. Another usage is to read someone to filth, which just means that you are being extra nasty with your insults.**

**"Reading" usually comments on and critiques someone by their unacceptable appearance or behavior: how fat they are, how they smell, or how promiscuous they are- categories by which women and their sexuality are policed; revealing male-dominated, hetero-normative cultural practices.

Realness (n.): A likeness that is deemed to be as close as possible to a specific category or genre—e.g., “She is serving warrior princess realness.”

Serve (v.): To present oneself in a certain way. See Realness.

Shade (n.): The casting of aspersions. A form of insult. Subtly pointing out a person’s aws or faults. Derived from the term “reading”—e.g., “I don’t tell you you’re ugly, but I don’t have to tell you because you know you’re ugly,” a quote from the movie Paris is Burning

Shady (adj.): Possessing a blunt and insulting manner.

Sickening (adj.): Incredibly amazing; excessively hot.

Slay (v.): To achieve something spectacular. Sometimes also written as slay the children with the same meaning.

Tea (n.): A back-formation from the letter T for “truth”; refers to gossip, news, information, or true facts, e.g., “What’s the tea?”

Throwing shade: The act of criticism delivered in a blunt and insulting manner, e.g., “Tyra was throwing shade at the other queens on the show.”

Tuck (v.): To arrange one’s male genitalia in a way that they are not visible so that one resembles a woman; (n.) the result of a man containing his genitalia (typically with duct tape and multiple pairs of pantyhose) so that they are not visible.

Turn the party: To captivate, enthrall, and overwhelm an audience with one’s fabulosity.

Uber-Femme (n.) Exaggerated femine portrayal usually associated with Hollywood icons like Greta Garbo, Joan Crawford, Marlene Dietrich. Also a term for an extremely flamboyant homosexual. Antonym: Dick Van Dyke.

Werk (v.): (a) A term meaning to “work your body”; (b) to strut, especially on the runway; (c) to give an outstanding presentation.

Wednesday, February 7, 2018

Language, Dialect and Accent (definitions)

What is a Language?
Hockett's Design Features:
Vocal-auditory channel. Refers to the idea that speaking/hearing is the mode humans use for language. When Hockett first defined this feature, it did not take sign language into account, which reflects the ideology of orality that was prevalent during the time. This feature has since been modified to include other channels of language, such as tactile-visual or chemical-olfactory.
Broadcast transmission and directional reception When humans speak, sounds are transmitted in all directions; however, listeners perceive the direction from which the sounds are coming. Similarly, signers broadcast to potentially anyone within the line of sight, while those watching see who is signing. This is characteristic of most forms of human and animal communication.
Transitoriness Also called rapid fading, transitoriness refers to the idea of temporary quality of language. Language sounds exist for only a brief period of time, after which they are no longer perceived. Sound waves quickly disappear once a speaker stops speaking. This is also true of signs. In contrast, other forms of communication such as writing and Inka khipus (knot-tying) are more permanent.
Dfl.jpg
Interchangeability Refers to the idea that humans can give and receive identical linguistic signals; humans are not limited in the types of messages they can say/hear. One can say "I am a boy" even if one is a girl. This is not to be confused with lying (prevarication). The importance is that a speaker can physically create any and all messages regardless of their truth or relation to the speaker. In other words, anything that one can hear, one can also say.
Not all species possess this feature. For example, in order to communicate their status, queen ants produce chemical scents that no other ants can produce (see animal communication below).
Total feedback Speakers of a language can hear their own speech and can control and modify what they are saying as they say it. Similarly, signers see, feel, and control their signing.
Specialization The purpose of linguistic signals is communication and not some other biological function. When humans speak or sign, it is generally intentional.
An example of non-specialized communication is dog panting. When a dog pants, it often communicates to its owner that it is hot or thirsty; however, the dog pants in order to cool itself off. This is a biological function, and the communication is a secondary matter.
Semanticity Specific sound signals are directly tied to certain meanings.
Arbitrariness ** languages are generally made up of both arbitrary and iconic symbols. In spoken languages this takes the form of onomatopoeias. In English "murmur", in Mandarin "mao" (the higher tone) (cat). In ASL "cup", "me" "up/down", etc. There is no intrinsic or logical connection between a sound form (signal) and its meaning. Whatever name a human language attributes an object is purely arbitrary. The word "car" is nothing like an actual car. Spoken words are really nothing like the objects they represent. This is further demonstrated by the fact that different languages attribute very different names to the same object.
Signed languages are transmitted visually and this allows for a certain degree of iconicity. For example, in the ASL sign HOUSE, the hands are flat and touch in a way that resembles the roof and walls of a house.[3] However, many other signs are not iconic, and the relationship between form and meaning is arbitrary. Thus, while Hockett did not account for the possibility of non-arbitrary form-meaning relationships, the principle still generally applies.
Discreteness Linguistic representations can be broken down into small discrete units which combine with each other in rule-governed ways. They are perceived categorically, not continuously. For example, English marks number with the plural morpheme /s/, which can be added to the end of any noun. The plural morpheme is perceived categorically, not continuously: we cannot express smaller or larger quantities by varying how loudly we pronounce the /s/.
Displacement Refers to the idea that humans can talk about things that are not physically present or that do not even exist. Speakers can talk about the past and the future, and can express hopes and dreams. A human's speech is not limited to here and now. Displacement is one of the features that separates human language from other forms of primate communication.
Productivity Refers to the idea that language-users can create and understand novel utterances. Humans are able to produce an unlimited amount of utterances. Also related to productivity is the concept of grammatical patterning, which facilitates the use and comprehension of language. Language is not stagnant, but is constantly changing. New idioms are created all the time and the meaning of signals can vary depending on the context and situation.
Traditional transmission Also called cultural transmission. While humans are born with innate language capabilities, language is learned after birth in a social setting. Children learn how to speak by interacting with experienced language users. Language and culture are woven together.
Duality of patterning Meaningful messages are made up of distinct smaller meaningful units (words and morphemes) which themselves are made up of distinct smaller, meaningless units (phonemes).
Prevarication Prevarication is the ability to lie or deceive. When using language, humans can make false or meaningless statements.
Reflexiveness Humans can use language to talk about language.
Learnability Language is teachable and learnable. In the same way as a speaker learns their first language, the speaker is able to learn other languages. It is worth noting that young children learn language with competence and ease; however, language acquisition is constrained by a critical period such that it becomes more difficult once children pass a certain age.

Features of Language:


  • Exists in a number of varieties
    • shared by a community in any number of varieties (show a pattern that can be associated with any number of cultural forces-geography, ethnic group, religion, etc.)
    • people apply social evaluation to the variety of speech and who speaks them
  • Dialect vs Language
    • mutual intelligibility-if we understand each other do we speak the same language?
    • single set of norms or group of related norms?
    • political implications?
  • DIALECT
    • variety associated with a literary tradition?
    • variety associated with a non(sub)/standard?
    • variety associated with differences at all levels of linguistic structure (not just pronunciation)?
    • variety associated with social meaning (marked)?
Same Language?---mutually intelligible
  • Itialian/Sicilian/Dante Allegari (P)
  • Danish/Norwegian/Swedish? (P)
  • Serbian/Croatian?---different writing systems (PRS)
  • Fanti/Twi? (C)
  • Bokmal/Nynorsk (Norway)? (C)
  • Kechua/Aimara (Peru)? (C)
  • Hindu/Urdu (India/Pakistan)?---different writing systems (PRS)
  • Austrian/German? (PC)
  • "Chinese" Mandarin/Cantonese (no mutual intelligibility, same writing system)(none)
  1. Political Distinctions: "a language is a dialect with an army" (Labov)
  2. Religious distinctions
  3. script
  4. other (socio-economic/subcultural)-POWER
POWER vs SOLIDARITY (interplay and social identity)
  • a language is more POWERFUL than any of its dialects
  • however, feelings of SOLIDARITY/GROUP IDENTITY will preserve dialectal variation
Norwegians, Danes & Swedes
  • claims of mutual intelligibility are based on power relationships
    • Denmark long donimated Norway
    • Sweden is most powerful country in the region today
    • Denmark is least powerful today
Linguistic Claims:
  • Danes and Swedes claim to understand Norwegians
  • Norwegians claim to have trouble with Danish
  • Swedes claim to not understand Danish
  • Danes understand Swedes
  • Norwegians say they understand Swedish
Thai & Lao
  • Laotians understand and read Thai (educated)
  • NOT VISA VERSA (prestige is low for Lao and high for Thai)
Italian and Sicilian are the SAME language
  • Not really mutually intelligible, but part of the same nation so considered ITALIAN like may other dialects in the nation (important to national unity)
 The problem with ENGLISH:
  • many varieties which are not always mutually intelligible
  • What is it that UNIFIES English?
    • Cockney
    • S. African
    • Australian
    • Ozarks
    • Black Vernacular 
How else do we determine the difference between language and dialect?
  • STANDARDIZATION
    • codification and elaboration
    • how do we (a nation) select a NORM of communication to standardize? This may be difficult since varieties are rife with cultural meaning.
    • Choices
      • ethnic/political/power associations
      • choose the elite variety (problems)
      • choose lesser variety (problems)?
      • THE CASE OF ISRAEL & HEBREW
  • What is a standard form and how does it function?
    • form with power
    • common-ease of communication
    • unites people
    • form for education (gives standard speakers a higher status from others)
    • Case of ACADEMIE FRANCAISE (institutional mechanism)
    • eliminates or reduces diversity
    • Assertions of Independence:
      • Finns (from Swedes & Russians)
      • Turks
      • Hindi
      • Hebrew
      • Swahili (Tanzania)
  • VITALITY
    •  living community of speakers
    • alive versus dead
      • Latin (dead)
      • manx (dead)
      • Cornish (revived)
      • Hebrew (recreated)
  • HISTORICITY
    • people find a sense of identity through using a particular language
  • AUTONOMY
    • language is felt to be unique/separate by the people who speak it
  • REDUCTION
    • the variety is NOT seen as a separate language because it has low status or limited use (Black English???/ "slangs")
  • MIXTURE
    • feelings about the degree of purity of the langugae
  • DE-FACTO NORMS
    • feelings that there are both good and bad speakers, good speakers represent the norms of proper usage 
      • Parisian French
      • Florentine Italian (Dante Allegari)
LANGUAGES ARE ALL EQUAL STRUCTURALLY, BUT NOT SOCIALLY

DIALECTS
  • Regional Dialects (language always varies along a regional continuum)
  • social dialects: based on socio-economic status
  • styles and registers (developed by people participating in recurrent activities)
    • formal
    • informal
    • social group
    • discrete occupation
MULTILINGUALISM: Cultural Groups where more than one language is spoken
  • Code Switching 
    • Situational: changes according to the situation (no topic change)
    • Metaphorical : changes according to the topic (gives an added SENSE)
    • Affective: rhetorical effect (emotion, emphasis, etc)

  • RULES:
    • Intrasentiential Switching (word order remains the same in the languages used)
    • Matrix Language Frame: a new language is embedded into the frame of the "matrix" language
    • no pattern
    • Subconscious constraints with negative values:
      • texMex
      • Spanglish
      • Tuti Fruti (Panjabi English)
      • BVE
  • DIAGLOSSIA: Where two forms exist side by side and are used in ridgidly defined and separate situation 
    • Latin & Italian in the vatican
    • Tries to minimize code switching by clearly identifying where it should occur.
    • differs from code switching in that code switching is not rigidly defined, but exists on the level of the subconscious to a great extent. Code switchers could not tell you WHY they switch.
    • FERGUSON
      • stable situations for multilingualism
      • tensions between low and high are usually resolved by using an intermediate for (creole mesolect for example)
      • High and Low form
        • high: prestige form, more beautiful, more logical, better able to express things, special power or ritual value-always seen as superior to low, may make High seem like the only REAL language. Learned in formal education. HAS RULES
          • standardized grammar, pronunciation, vocabulary (does not change easily)
          • NOT USED as a medium of ordinary conversation
        • low: learned through normal acquisition, does not take any special training, language associated with children. NO REAL RULES (perception)
          • low levels of standardization leads to great internal variety within low forms.
  • Code Mixing: when codes are mixed within the same utterance
    • may be motivated by a lack of competence
    • MLF

Tuesday, February 6, 2018

Assignment 2/13: get to know your idiolect

"A man whom, in private conversation, I am on the friendliest terms, sometimes becomes a stranger to me when I haear him speak in public"---Paul Valery

Get to Know Your Idiolect

We are all communicators possessing a complex "repretoire" of codes which we choose from as different circumstances arise. To convince yourself that there are no single speakers, try for an entire day to speak in a SINGLE CODE and NOT VARY the way that you speak as context and circumstances change. 

Then report on the following:
  1. Were you successful? If not, explain in detail how and why you failed.
  2. How did you feel about what you were doing as your communicative circumstances changed?
  3. How did others react to your lack of linguistic acuity?
Then, 
  1. Supply AT LEAST TWO brief specific accounts of your linguistic trials. (highlights of your day which illustrate your code fluency)
  2. Describe your IDIOLECT (list the codes in your linguistic repertoire-labeling them-that you identified from this exercise AND describe their characteristics in general terms).


Friday, February 2, 2018

Researching Language and Culture: Methodology

Linguistic Anthropologists draw on an eclectic mixture of research methods. 

  • Participant Observation
  • Interviews
  • Surveys and questionnaires
  • Naturally Occurring Conversations
    • overhearing
    • media
  • Experimental Methods
    • Guising and Matched-Guise tests
    • Peer Interviewing and the Observer's Bias
    • Linguistic Insecurity Tests (measuring hyper-correction)
    • Attitudinal Surveys
    • Conversational analysis
      • CA
      • Goffman
  • Ethical Considerations
    • ethical obligation to the people that they study
    • informed consent
    • reciprocity

Human Language Versus Animal Communication: Are we unique?

Great slide presentation from University of Delaware. If you are interested, make sure you watch the examples of animal communication in the links to the slideshow.

Note the DESIGN FEATURES OF LANGUAGE (Hockett). e will be discussing these later in the term, but they represent one descriptive measure of human language.

Here is another link for Koko LINK

Thursday, February 1, 2018

Language Acquisition or Learning?

How a child learns a language (ACQUISITION) is dependent upon how that culture views the abilities of the child.

ACQUISITION versus LEARNING (secondary)

General approaches to Language Acquisition
1.       Social interactionism
What are the language behaviors that nature provides innately and what are those behaviors that are realized by environmental exposure, which is nurture.
2.       Relational frame theory
The relational frame theory (Hayes, Barnes-Holmes, Roche, 2001), provides a wholly selectionist/learning account of the origin and development of language competence and complexity. Based upon the principles of Skinnerian behaviorismRFT posits that children acquire language purely through interacting with the environment. RFT theorists introduced the concept of functional contextualism in language learning, which emphasizes the importance of predicting and influencing psychological events, such as thoughts, feelings, and behaviors, by focusing on manipulable variables in their context. RFT distinguishes itself from Skinner's work by identifying and defining a particular type of operant conditioning known as derived relational responding, a learning process that to date appears to occur only in humans possessing a capacity for language. Empirical studies supporting the predictions of RFT suggest that children learn language via a system of inherent reinforcements, challenging the view that language acquisition is based upon innate, language-specific cognitive capacities.[4]
3.       Emergentism
Emergentist theories, such as MacWhinney's competition model, posit that language acquisition is a cognitive process that emerges from the interaction of biological pressures and the environment. According to these theories, neither nature nor nurture alone is sufficient to trigger language learning; both of these influences must work together in order to allow children to acquire a language. The proponents of these theories argue that general cognitive processes subserve language acquisition and that the end result of these processes is language-specific phenomena, such as word learning and grammar acquisition. The findings of many empirical studies support the predictions of these theories, suggesting that language acquisition is a more complex process than many believe


Language Acquisition: Cultural Considerations

Stages:
1.       Sounding (up to 4 months)
2.       Babbling (up to 1 year)-phonetic system down
3.       One-Word Stage (holophrastic) (1-2 years)-pointing
4.       Syntactic (2-4 years)
By 5 years of age, children possess the basic structures of language. All the rest is learning new vocabulary & complex grammatical structures.
5.       Conversational Rule Acquisition (beginning, maintaining ending) Age 5-16
a.       Sensitive to context, topic, interests of communicators, etc (social variables)
                                                               i.      Depend upon COGNITIVE, LINGUISTIC & SOCIAL maturation

Universal Sequence: cross culturally
·         Consonants
o   Front to back (labial are first)
o   Voiced to voiceless
·         Vowels
o   Back to front
o   Low to high
·         Passive Language (always understand more than you can produce)
·         Syntactic Stage
o   Pivot class before open class
§  PC: ritualized greetings, deixis, this/that, possessives & adjectives
§  OC: nouns, verbs (content)
§  PC occurs with OC, or two OC (shows development of grammatical meaning)
·         Neg + sentence (negation)
·         Question words: what/Where (concrete), who, Why/when (abstract: causality, means, temporality)
·         Locatives
o   In/on/under
o   Beside
o   Back/front (inherent to object)
o   Between
o   Back/front (not inherent to object)
How does a child learn Language?
1.       Discover rule
2.       Generalized rule through analogy
3.       Over-generalize rule  (refine)-mouses, goed, doed, comed
4.       Internalize rule

Vocabulary Growth
·         Strategies
o   Broadening/narrowing the sense of reference of a word (mommy, cookie, fluffy(dog))
o   Coining words (summered, souping, make it bell)
Trained Monkey Phenomenon
(imitation-response elicitations)
M: Adam, ask the lady where she can find some toys
A: Lady, where you can find some toys?
M: Adam, ask the lady why she can’t run
A: Lady, why you can’t run?
A: Adam wants some juice?
M (correcting): Can Adam have some juice?
A: Can Adam have some juice? Adam can have cookie too?

Instructional Strategies by Cultures are based on:
1.       Teach prescribed rules of interaction
2.       Norms of communication behavior
3.       Confirm cultural beliefs about language learning and children



American style in Child  Rearing and Language:
·         Speak directly to the child in “baby talk”
·         Consider child someone to directly address-conversational partner
·         MC
o   Self-lowering (baby talk)-asking questions you already know answers to
o   Child-raising; treating child as an equal communicative partner
·         (As opposed to Papua New Guinea, where child is expected to learn how to communicate with larger social group).
·         Interesting questions:
o   How do innate language capacities interact with culturally & linguistically significant aspects of upbringing?
o   Do cultural aspects of bilingual environments have impact on language learning?
§  Anti-chomsky to say that environment has this much or any impact on language learning, which is controlled by the LAD
§  Chomsky learn a UNIVERSAL GRAMMER (UG) despite “poverty of imput”-language is too complex to be explained by the limited signals that children get in the first year of life.
o   Sociolinguistics: not degenerate or poverty ridden input.  It is more about a GENERALIZED SET OF COGNITIVE MECHANISMS. SOCIAL INTERACTION plays a CRUCIAL ROLE
§  Language acquisition makes you a competent member of society
§  Being a competent member of society is realized through language
§  Children take an active role in constructing language capabilities that are USEFUL to them.
§  Peer-peer interactions need to be looked at in addition to adult/child interactions
 USA-Middle Class*
  1. Repeat utterance with expansion (based on middle class values: care givers must instruct children carefully in language and conversational skills – OVERT TEACHING is the duty of the care giver.

2.       Modeling: commenting on semantic content (maintaining child’s word order when possible)
A: Adam milk!
M: Adam has some milk!
A: dat book nice!
M: That is a nice book, what is it about?
A: dat doggie!
M: The book is about a doggie! Good, Adam.
A: Good Adam!

*Others (WC) expect children will naturally learn to speak and do not engage in these behaviors with such frequency. They may instead expand on their own speech supplying REPETITIONS, and VARIANT SYNTAX of their own utterances.

M: What you eating there?
M: What do you have?
M: Are you eating something?
M: Jane, are you eating something?
M: What are you eating there?

Kaluli (PNG)
Children need to be directly instructed
Routines (Elema):
Utterance_______________________”say like that”

Kwara’ae (Melanesia)
Begin talking to infants and including them in conversations. Speak for them by translating their babbling. (overt)

Navaho
Begin talking to children when they say things that make sense (3) Otherwise ignore their words. All learning is passive. (Covert)

Japan
Based on the notion of ‘Omoiyari’- empathy for others, politeness is overtly taught. Teaching is through example and admonition (directives)
1.       Save face by non-expression of feelings
2.       Practice indirectness
3.       Avoid conflict in communication
4.       “lack of response” signals self absorption and is rude. Teach to always respond.
5.       Personal desires are kept in check (do not show emotions)

Samoan
Signal ling emotions and intentions is part of good communication. Have particles, pronouns and affixes which allow you to do this in language. Overtly taught in DIRECTIVES
1.       Learn by age 4: affect markers-express emotion (before neutral ways of expression)

MULTI-LINGUALS AND LANGUAGE ACQUISITION
Children will pass through stages more slowly than monolinguals and will often lag in production. When they do produce they do so at a more “advanced” level. (cognitive advantages)
1.       Do not mix languages (no code noise)
2.       Speak later but in fuller form
3.       Can learn up to 12 languages with no “bleeding”
4.       Critical age is 5/12


·         Despite exposure, children may fail to acquire language under certain social circumstances
o   Attitudes
o   Parents actions in using speech styles
o   Perceived abilities/preferences of children as they become speakers (by parents)



Baby Naming

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