The Guidebook to Sociolinguistics

Name: The Guidebook to Sociolinguistics
Price: 2080 ISK
Availability: InStock
Author: Allan Bell
ISBN: 9781118593943

Höfundur: Allan Bell (Útgáfa: 1)

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Útgefandi: Wiley Global Research (STMS)

ISBN: 9781118593943

Print ISBN: 9780631228660

Format: ePub

Útgáfa: 1

Höfundar: Allan Bell

Tungumál: English

Útgefið: 2013-10-13

Prent takmörkun á líftíma: 100

Prent takmörkun: 10

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Front Matter
Contents
Figures
Tables
Preface
1 What Are Sociolinguistics?
1.1 What is language?
Exercise 1.1 Language myths
1.2 What is a language?
Naming languages
1.3 What then are sociolinguistics?
Figure 1.1 The shape of sociolinguistics
Table 1.1 Strands of sociolinguistics
Sociology of language
Example 1.1 Sociology of language Choosing languages in Paraguay
Critical-constructivist sociolinguistics
Example 1.2 Critical-constructivist sociolinguistics Language politics on Corsica
Ethnographic-interactional sociolinguistics
Example 1.3 Interactional-ethnographic sociolinguistics Interethnic miscommunication
Variationist sociolinguistics
Example 1.4 Variationist sociolinguistics: the deviant case of Nathan B.
1.4 Neighbouring and overlapping fields
1.5 A guide to the guidebook
The book’s trajectory
General reading
Doing sociolinguistics
Exercise 1.2 The Guidebook Quiz
References
2 A Profusion of Languages
2.1 Being multilingual
Exercise 2.1 English only
Who is bilingual?
How multilingualism arises
Exercise 2.2 Class language profile
Exercise 2.3 Shifting sociolinguistic boundaries
The values of multilingualism
Exercise 2.4 Multilingualism in your area
2.2 Six dimensions of bilingualism
1: Individual versus social
2: Productive versus receptive
3: Primary versus secondary
4: Additive versus subtractive
5: Stable versus dynamic
6: Indigenous versus immigrant
Exercise 2.5 Interviewing a bilingual
2.3 Approaches to multilingualism
The sociology of language
Ethnolinguistic vitality
Figure 2.1 A taxonomy of the structural variables affecting ethnolinguistic vitality Source: Giles, Bourhis and Taylor (1977: 309)
Critical/constructivist approaches
Exercise 2.6 Bias to monolingualism
Example 2.1 Hindi and English in India
2.4 Language surveys and censuses
2.5 The case of Canada
Controversy over questions
Comparing French and English
Table 2.1 The standing of the French and English languages in Canada, 2006 census
Language transfer
Exercise 2.7 Census mis-reporting?
The place of Québec
Table 2.2 The standing of French and English in Québec compared to the rest of Canada, 2006 census, in percentages
The uses of censuses
Exercise 2.8 Censuses in Canada and elsewhere
2.6 Research activity: A bilingual survey
Exercise 2.9 Bilingual language use questionnaire
2.7 Summary
2.8 Further reading
References
3 Language Shift and Maintenance
3.1 Introducing language contact
Exercise 3.1 Occasions of language contact
3.2 Language functions
Exercise 3.2 Language function profiling
Official and national languages
Exercise 3.3 Problematizing ‘language functions’
Malawi
Table 3.1 The functions of Chichewa and English in Malawi
Exercise 3.4 Languages on official websites
3.3 Shifting languages
Low status
Unfavourable demographics
Exercise 3.5 Immigrant parent–child debate
Example 3.1 Pasifika language shift
Institutional opposition
3.4 Maintaining and revitalizing languages
Reversing language shift
Table 3.2 Fishman’s Graded Intergenerational Disruption Scale, GIDS. In this rather opaque terminology, ‘Xish’ refers to the minority group and their language, and ‘Yish’ to the majority and their language. The scale is implicational, meaning that each successive stage presupposes the presence of the preceding stages.
Exercise 3.6 Applying the intergenerational scale
Exercise 3.7 For and against language revitalization
Linguistic human rights
Exercise 3.8 Linguistic human rights
3.5 The case for Māori
A short history of language shift
The Treaty, te reo and television
Example 3.2 Legal statements on protecting te reo Māori
Exercise 3.9 Language as ‘treasure’
Māori revitalized?
Figure 3.1 Shifts in the percentage of adults who can speak Māori well/very well, by age group, 2001–6
Exercise 3.10 Media and language revitalization
3.6 Research activity doing a project (1) – the setup
Table 3.3 Nine steps to a research project
Step 1: Aims and rationale
Step 2: Literature review
Step 3: Design and method
Exercise 3.11 The ethics of sociolinguistic research
3.7 Summary
3.8 Further reading
References
4 Language Birth and Death
4.1 Pidgins and creoles
Jargons
Pidgins
Creoles
Attempting definitions
Exercise 4.1 What is a pidgin or creole?
4.2 Where do pidgins and creoles come from?
Example 4.1 Making words in Sranan
Comparing theories
Exercise 4.2 Debating creole genesis
4.3 The creole continuum
Exercise 4.3 From acrolect to basilect
Example 4.2 Attitudes to creoles
4.4 Language danger and death
Counting languages in danger
Exercise 4.4 An endangered language near you
Discourses of language death
Exercise 4.5 What is lost with a language?
Exercise 4.6 Discourses of endangerment
Processes of language death
4.5 The microlinguistics of dying languages
Example 4.3 ‘Women, fire and dangerous things’
4.6 The cases of gaelic and melanesian
East Sutherland Gaelic in Scotland
Exercise 4.7 On semi-speakers
Creoles of the Pacific
Example 4.4 Ten Commandments in a pidgin
Figure 4.1 Southwest Pacific Ocean
Exercise 4.8 Konstitusin blong Ripablik blong Vanuatu
4.7 Research activity the making of Melanesian Pidgin
4.8 Summary
4.9 Further reading
References
5 Codes and Choices
5.1 Varieties, codes and repertoires
Exercise 5.1 Class language varieties profile
5.2 The speech community
Exercise 5.2 Defining ‘speech community’
Exercise 5.3 Speech communities near you
5.3 Diglossia
Classic diglossia
Example 5.1 Defining classic diglossia
Exercise 5.4 Diglossia in the twenty-first century
Fishman and Fasold extend diglossia
Diglossia: caveats and critiques
Exercise 5.5 Apply and critique diglossia
5.4 Code switching
Example 5.2 Code switching in Kenya
5.5 The sociolinguistics of code switching
Exercise 5.6 Code switching attitudes
Gumperz: interactional code switching
Myers-Scotton: the Markedness Model
Auer: code switching as practice
Example 5.3 Wait, Pino
5.6 The case of Oberwart
‘Peasant men can’t get wives’
Language choice in Oberwart–Felsöör
Table 5.1 Women’s choice of German or Hungarian when speaking to different interlocutors, according to researcher’s observation
Exercise 5.7 Interpreting language choice in Oberwart
5.7 Research activity observation versus self-report
Table 5.2 Women’s choice of German or Hungarian when speaking to different interlocutors, according to self-reported questionnaire
Exercise 5.8 Comparing observation and self-report
5.8 Summary
5.9 Further reading
References
6 Situated Language
6.1 Situations, contexts and domains
Exercise 6.1 Evaluating context
Exercise 6.2 Address systems
Domains of use
Table 6.1 Characterizing domains
Exercise 6.3 Applying and evaluating domain
6.2 Ethnographies of communication
Table 6.2 The SPEAKING taxonomy
Exercise 6.4 Topic and language choice
Exercise 6.5 New genres on the internet
6.3 Speakers in situ
Table 6.3 Roles in language production
Exercise 6.6 Applying and critiquing production roles
6.4 Audiences for language
Table 6.4 Audience roles
Exercise 6.7 Applying and critiquing audience roles
6.5 Speech acts and politeness
Sociolinguists and speech acts
Politeness
Exercise 6.8 Complaints and witnesses
Exercise 6.9 Face attack in a Kenyan hospital
6.6 The sociolinguistics of interaction
Exercise 6.10 Question or request?
6.7 Gender and conversation
Exercise 6.11 Compliments and gender
6.8 The case of slang in Rio
Pragmatic markers
The pragmatics of gíria
Example 6.1 Pragmatic markers in English
Example 6.2 Hustling in Brazilian gíria
‘One normal word in ten’
Exercise 6.12 The image of pragmatic markers
6.9 Research activity ethnographing the class
6.10 Summary
6.11 Further reading
References
7 Variation in Language
7.1 Foundations: New York City
Doing sociolinguistic interviews
Example 7.1 Looking for the fourth floor
Exercise 7.1 Interrogating the New York department stores study
The sociolinguistic variable
Example 7.2 Counting sociolinguistic variation
Figure 7.1 Class × style stratification of ING in New York City (white adults only), percentage of non-standard in variants
Style × social stratification
7.2 Class in language
Figure 7.2 Lower-middle-class crossover: class × style stratification of (r) in New York City percentage of prestige r-ful variants
Exercise 7.2 Sharp and gradient stratification
What is class?
Prestige and counter-prestige
Conflict or consensus?
Exercise 7.3 Class as consensus or conflict
7.3 Ethnicity in language
Example 7.3 A new pronoun in Portuguese
What is ethnicity?
Exercise 7.4 Defining ethnicity
The ethnicity–language interface
Exercise 7.5 Ethnolect or repertoire?
7.4 Ethnic varieties of English
African American Vernacular English
Example 7.4 The grammar of AAVE
Ethnic variation in Englishes worldwide
7.5 Gender in language
Figure 7.3 Unaspirated stops (p, t, k) in Cajun English, by age and gender ‘Middle/Cajun’ = middle-aged, brought up speaking French, versus ‘Middle/English’
7.6 The case of ING
New England, USA, 1958
New York City, USA, 1966
Norwich, UK, 1974
Table 7.1 Class × gender × style stratification of ING in Norwich, UK, percentage of non-standard in variants
Exercise 7.6 Interpreting gender variation in ING
Wellington, New Zealand, 1992
Table 7.2 Effect of linguistic factors on proportion of in for ING in Wellington, New Zealand
Masculinity and ING in America, 1998
7.7 Research activity doing a project (2) – data collection
Step 4: getting the data: how to interview
Step 5: processing the data
7.8 Summary
7.9 Further reading
References
8 Language in Time
8.1 Age in language
Exercise 8.1 Youth slang in the United States
The sociolinguistic life course
Linguistic change across the lifespan
Exercise 8.2 Elderspeak in the UK
Figure 8.1 Use of inflected future in Montreal French by 21 individuals from the high socioprofessional status group, showing their shift between 1971 and 1984
8.2 Real time and apparent time
The ruse of apparent time
Table 8.1 Real time and apparent time
Age grading versus generational change
Exercise 8.3 Martha’s Vineyard revisited
Lifespan stability versus change
Example 8.1 The Queen’s English
8.3 The linguistics of language change
Discourse change
Figure 8.2 Captain Scott reaches the South Pole
Exercise 8.4 A century of change in news language
Change in syntax and morphology
8.4 Sound change
Consonants
Vowel change
Figure 8.3 Two views of the US Northern Cities Chain Shift
8.5 The social life of language change
Class
Change in sign languages
Figure 8.4 Non-standard American Sign Language sign for DEAF
Figure 8.5 Change in American Sign Language sign for DEAF: Varbrul factor values for nonstandard forms of the sign by age group and region
Gender
Example 8.2 Profile of a change leader
Figure 8.6 Devoicing of /dʒ/ in Buenos Aires Spanish by age and gender
Exercise 8.5 Women and language change
8.6 Markets, networks and communities
Linguistic market
Social networks
Figure 8.7 Strong and weak network ties (solid lines = strong, dotted lines = weak)
Networks and change in Belfast
Figure 8.8 Backing of /a/ in Belfast in words like hat, man, grass, on 5-point scale
Exercise 8.6 Language change and strong/weak ties
8.7 The case of Belten High
The sociolinguistics of jocks and burnouts
Figure 8.9 Negative concord usage at Belten High according to level of participation in school activities
The community of practice
Exercise 8.7 Researching networks, markets and communities
8.8 Research activity language change on the internet
Language change in the press
Sexist language
Celebrity accents across the lifespan
8.9 Summary
8.10 Further reading
References
9 Language in Space
9.1 Dialectology
Dialect maps
Figure 9.1 The isoglosses of Low and High German
A new dialectology
Exercise 9.1 Interpreting the Rhenish Fan
Figure 9.2 Dialect transition in the Fens of East Anglia
9.2 Making space
Routines and interactions
Rural and urban
Exercise 9.2 The geolinguistics of your area
Linguistic landscape
Example 9.1 The sociolinguistics of isolation
Figure 9.3 The linguistic landscape of Berlin
9.3 Dialect contact
Mobility
Exercise 9.3 Dialect mobility in your area
Exercise 9.4 Language and globalization
Diffusing language change
Example 9.2 Diffusion of changes in Danish
Exercise 9.5 Media and diffusion of language change
9.4 Dialect birth
Multicultural European dialects
Table 9.1 Pronunciation of articles before nouns starting with vowels in the Multicultural London English of 16- to 19-year-olds
Koineization
Example 9.3 Dialect contact in Mauritius
9.5 Dialect death
Exercise 9.6 Tourism and local language
9.6 The case of colonial Englishes
Determinism
Dynamism
Exercise 9.7 Debating origins
9.7 Research activity: Linguistic landscape
9.8 Summary
9.9 Further reading
References
10 Valuing Language
10.1 Ideologies of language
Processes of language ideology
Example 10.1 The story of Shibboleth
Exercise 10.1 Iconization in your language
Colonial language ideologies
Exercise 10.2 Language ideologies in Corsica and Singapore
10.2 Language with attitude
Asking about language
Table 10.1 Attitudes to Arvanitika – percentage of people responding yes/no to two language attitudes questions
Exercise 10.3 Unpacking British language attitudes
Asking about speakers
Exercise 10.4 Language attitudes experiment
The matched guise
Exercise 10.5 Analysing the class’s attitudes
Perceptual dialectology
Figure 10.1 Michiganders’ ratings of correctness of English in the continental USA on a 10-point scale: higher numbers are better
10.3 Evaluating individual linguistic variables
Responding to ING
Hearing vowel shifts
Exercise 10.6 Evaluating Valerie
The paradox of near-mergers
Exercise 10.7 Coffee or copy?
Example 10.2 The Coach Test
10.4 The Indexical Cycle
The creation of social meaning
Figure 10.2 The Indexical Cycle: processes of creating social meaning in language Phases 2a and 2b co-occur. Phases 2–3 constitute the process of enregisterment (Agha 2003).
Understanding indexicality
Exercise 10.8 Researching a linguistic stereotype near you
The indexical field
Figure 10.3 The indexical field of the ING variable. Roman type represents the ing variant, and italics in
10.5 Discriminating language
Standard language and language standards
Example 10.3 L’ Académie Française
The processes of standardization
Example 10.4 The enregisterment of RP
Linguistic disadvantage
Exercise 10.9 Broadcasting as language standard
Valuing the vernacular
Exercise 10.10 Verbal hygiene
10.6 The case of Bakhtin
Centrifugal and centripetal language
Example 10.5 Circles of English
Heteroglossia
Example 10.6 Centrifugal language: Billy T. James narrates Prince Tui and the takeaway bar
Example 10.7 Centripetal language: Billy T. James hosting Radio Times
10.7 Research activity doing a project (3) – results and reporting
Step 6: coding the data
Step 7: data analysis
Step 8: data interpretation
Step 9: writing up
10.8 Summary
10.9 Further reading
References
11 Styling Language and Identities
11.1 Two takes on style
Exercise 11.1 News distinctives
Style as linguistic range
Style shift as linguistic variation
Figure 11.1 Quantitative relations of style and social variation
Critique and development
11.2 Audience Design
Genesis
Figure 11.2 Percentage of intervocalic /t/ voicing by four newscasters on two New Zealand radio stations
The model
Figure 11.3 Convergence by Cardiff travel agent on intervocalic /t/ voicing to five occupational classes of clients (Class I highest, Class V lowest)
Exercise 11.2 Bakhtin on response
Exercise 11.3 Critiquing Audience Design
Accommodation theory
Figure 11.4 An interviewer’s accommodation to 10 informants on /t/ glottalization in Norwich
11.3 Referee Design
Frames for stylization
Table 11.1 Approaches to stylization
Taking the initiative
The force of stylization
Critiques
Exercise 11.4 Stylizing ethnicity
11.4 Performing sociolinguistic identities
Doing gender
Exercise 11.5 Performing the diva
Doing ethnicity
Table 11.2 Index of eh usage in interviews between cross-ethnic/gender-matched sample of interviewers and informants (tokens per 10,000 words), New Zealand
Example 11.1 Stylized Asian English
11.5 The case of marlene Dietrich
The non-native performer
‘Falling in love again’: 1930
Table 11.3 Count of non-nativisms in Marlene Dietrich’s performance of ‘Falling in love again’ in The Blue Angel, 1930 (tokens in parentheses are intermediate)
Example 11.2 ‘Falling in love again’ lyrics
Referee Design
‘Falling in love again’: 1964
Table 11.4 Count of non-nativisms in Dietrich’s performance of ‘Falling in love again’, Queen’s Theatre, London, 1964 (tokens in parentheses are intermediate)
Iconization and enregisterment
11.6 Research activity a performance language project
Staged performance
The sociolinguistics of performance
Example 11.3 Sample performance projects
Doing a performance project
Exercise 11.6 Analysing performance language
11.7 Summary
11.8 Further reading
References
12 Theory and Engagement
12.1 The place of the social in sociolinguistics
Exercise 12.1 Sociolinguistics and social theory
Taking the social out
Exercise 12.2 An a-social sociolinguistics?
Putting the social into sociolinguistics
12.2 Structure and agency
Exercise 12.3 Interrogating the third wave
12.3 Towards a socially constituted sociolinguistics
Babel revisited
Exercise 12.4 Reconstructing Babel
A sociolinguistics of voice
References
Back Matter
References
Index