Socialect and Occupation - English Language flashcards

Fillmore and Snow (2000)

language in education

• teachers must know how to structure for maximum clarity, strategies for understanding what students are saying

• teachers can assume something wrong with students using unknown language

• teachers play a critical role in language development

Thornborrow (2004)

“one of the most fundamental ways we have of establishing our identity, and shaping other people's views of who we are, is through our use of language”

Holmes and Stubbe (2003)

power and politeness in the workplace

• workplace talk is firming embedded in its social and organisational context

• coworkers share : common assumptions, common reference system, jargon, background knowledge and experience, attitudes towards work and the objectives of their organisation

Wenger (1998)

communities of practice

• any workplace group is “a group who regularly engage with eachother in the service of joint enterprise, and who share a repertoire of resources which enable them to communicate in a verbal shorthand which is often difficult for outsiders to penetrate”

Eckert (2003)

Language of adolescent peer groups

• use of fillers (like or okay)

• rising intonation

• multiple negation

Stenstrom (2014)

Teenage talk

• irregular turn taking

• indistinct articulation (mumbling)

• abbreviations and clippings

• teasing and name calling

• slang, taboo, vulgarisms

Howard Giles

Accomodation theory

• speech is adjusted to suit the conversation

• upward convergence - reduces non standard features, closer to the standard

• downward convergence - increase non standard features, move away from the standard

• mutual convergence - both participants language towards eachothers

• divergence - styles move away, creating and emphasizing distance

Giles and coupland (1991)

In/Out groups

• wide variety of social groups = shape each persons collective identity

• In group - social affiliations a person feels that they belong

• out group - social affiliations a person feels they don't belong

• language, speech, non-verbal communication all show membership

Halliday

Anti-Languages

• extreme socialects, groups placed outside the law

• created by relexicalisation, use the same grammar as the main society

• meanings are inaccessible to a non-user

• viewed in a subculter as part of their identity

• main form = conversation

Coleman

Lexical classification of

• Slang - ephemeral, often colloquial lexis used by the in group

• jargon - professional and official lexis allowing for precision

• cant - Lexis used to obscure meaning from the out group, usually with criminal intent

Brown and Levinson

Politeness theory

• strategies are developed to save the hearers face

• Bald on record - no effort to reduce impact of FTA’s, shock and embarrass, close groups, comfortable

• Positive politeness - expressing friendliness, groups of friends

• Negative politeness - social distance, intruding and awkwardness, imposing on hearer

• off-record indirect - removing yourself from any imposition

Habermas

Institutional power imbalances

“Language is a medium of domination and social force. It serves to legitimise relations of organised power”

Goffman

Facework

• how people present themselves through language footing - speakers stance towards participant

• Face - social value a person claims

• Line - pattern of verbal/non-verbal acts

• FTA’s - Stop a hearers need to be respected, used to dent another speakers face.

  Facework is done to repair our face

• positive face - need to be liked and respected

• Negative face - right not to be imposed or interrupted

Drew and Heritage (1992)

Institutional Talk

key features between talk at work and everyday conversation

• goal orientation

• turn taking rules

• professional lexis

• asymmetry

• allowable contributions

• structure

Barker (2001)

Performativity of identity

“identities are not universal, fixed or essential entities, but are contingent of historically and culturally specific constructions of language”

Berstein

Restricted and Elaborated codes

• restricted - speak with similar interests

  informal, attitude and feeling

• elaborated - individual and their uniqueness, arises with a gap or boundary

  formal, facts and abstract ideas

• Said that the working class use restricted and middle/upper uses elaborated

Milroy

Social Network theory

• speech community members are all connected

• closed network - contacts all know eachother

• open network - contacts don't all know eachother

• multiplex - individuals are linked in several ways (family, job, leisure activities)

• networks are characterised by norms and values

Labov

Prestige

• overt - perceived social norms and behaving in a socially desirable manner (rp)

• covert - flours perceived social norms yet advantageous in certain context/social groups (regional dialect)

Grice

conversational maxims

• successful, co-operative conversations relies on four principles

• quantity - not saying too much, not saying too little

• quality - don't say what you believe to be false, or that you lack evidence for

• relevance - stick to topic, only shift appropriately

• manner - avoid obscurity of expression

Bell

Audience Design theory

• speaker designs language to take the audience into account

• addressees ( ratified, directly addressed)

• auditors ( ratified, not directly addressed)

• overhearers (non-ratified, detectable)

• eavesdroppers (non-ratified, undetectable)

Levy (2012)

Language in the military

• two varieties: officialease and enlistic

• code switching occurs when a speaker alternates between varieties

Ferguson (1959)

Language in the Military

• everyone in the speech community is aware of varieties

• high - standard, official purposes

• low - conversation, friends, family, children

Tajfel and Turner

Social identity theory

• Proposes that when an in-group identity is made or becomes noticeable, people wish to emphasise characteristics of their group, including use of social etc