Annað
- Höfundur: Allan Bell
- Útgáfa:1
- Útgáfudagur: 2013-10-13
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- Format:ePub
- ISBN 13: 9781118593943
- Print ISBN: 9780631228660
- ISBN 10: 1118593944
Efnisyfirlit
- 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.
- 1.1 What is language?
- 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
- 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
- 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
- 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
- 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
- Exercise 2.9 Bilingual language use questionnaire
- 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
- Low status
- Unfavourable demographics
- Exercise 3.5 Immigrant parent–child debate
- Example 3.1 Pasifika language shift
- Institutional opposition
- 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
- 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
- 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
- 4.1 Pidgins and creoles
- Jargons
- Pidgins
- Creoles
- Attempting definitions
- Exercise 4.1 What is a pidgin or creole?
- Example 4.1 Making words in Sranan
- Comparing theories
- Exercise 4.2 Debating creole genesis
- Exercise 4.3 From acrolect to basilect
- Example 4.2 Attitudes to creoles
- 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
- Example 4.3 ‘Women, fire and dangerous things’
- 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
- 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
- Classic diglossia
- Example 5.2 Code switching in Kenya
- 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
- ‘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
- 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
- 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
- Table 6.2 The SPEAKING taxonomy
- Exercise 6.4 Topic and language choice
- Exercise 6.5 New genres on the internet
- Table 6.3 Roles in language production
- Exercise 6.6 Applying and critiquing production roles
- Table 6.4 Audience roles
- Exercise 6.7 Applying and critiquing audience roles
- Sociolinguists and speech acts
- Politeness
- Exercise 6.8 Complaints and witnesses
- Exercise 6.9 Face attack in a Kenyan hospital
- Exercise 6.10 Question or request?
- Exercise 6.11 Compliments and gender
- 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
- 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
- Doing sociolinguistic interviews
- 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
- 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?
- African American Vernacular English
- Example 7.4 The grammar of AAVE
- Ethnic variation in Englishes worldwide
- 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’
- 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
- Step 4: getting the data: how to interview
- Step 5: processing the data
- 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
- 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
- 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
- Consonants
- Vowel change
- Figure 8.3 Two views of the US Northern Cities Chain Shift
- 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
- 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
- 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
- Language change in the press
- Sexist language
- Celebrity accents across the lifespan
- 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
- Dialect maps
- 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
- 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
- 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
- Exercise 9.6 Tourism and local language
- Determinism
- Dynamism
- Exercise 9.7 Debating origins
- 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
- Processes of language ideology
- 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
- 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
- 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
- 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
- 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
- Step 6: coding the data
- Step 7: data analysis
- Step 8: data interpretation
- Step 9: writing up
- 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
- Genesis
- Frames for stylization
- Table 11.1 Approaches to stylization
- Taking the initiative
- The force of stylization
- Critiques
- Exercise 11.4 Stylizing ethnicity
- 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
- 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
- Staged performance
- The sociolinguistics of performance
- Example 11.3 Sample performance projects
- Doing a performance project
- Exercise 11.6 Analysing performance language
- 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
- Babel revisited
- References
- References
- Index
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