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First chap. Hill- 1. Race is biological 2. Individuals are 'racist' 3. Racism will 'die out' because of education, and increasingly mixed races. 4. Segregation occurs because people want to be with their own kind |
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| Critical theories of racism |
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Hill Chap 1:
1. Response to folk theory 2. Collective racism, systematic racism 3. Racial categories are constructed vs. biological- taxonomy, hierarchy, resources move to top of hierarchy |
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| Language, ethnicity and citizenship |
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Urciuoli- Puerto Ricans -Language is directly tied to class -abandonment (horizontal something) -power bilingual -Comfort with language |
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-Hill Chap 2: -Referentialism -Standard -Performative -Personalist |
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| -Hill Chap 2: "Cerveza"- literal meaning of indexical references, disregards social context |
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| -Hill Chap 2: ideology that language derives meaning from intention of the speaker |
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| Words can be used as tools/actions: Hate Speech, hurt, madates, etc. Not just 'truth' |
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Broad and narrow definitions of bilingualism |
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| Samant- Arab americans- self-definited bilinguilism vs. 3rd party judgement |
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| Ideologies about bilingualism |
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| Social perceptions of bilingualism differ from nation to nation, in US: Immigrant, poor, illiterate. |
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Discrimination against non-native speakers of English |
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| -Urciuoli: Employment, etc. |
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| Switching back and forth between dialects, languages, etc. based on social context or intent |
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| Lippi-Green: analysis and description of the structure of morphemes and other units of meaning in a language |
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| grammatical structure of sentences |
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| Meaning ascribed to language |
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Milroy and Milroy: Description: objectively looking at dialects, Presciption marks 'correct' grammar on standard |
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Lippi-Green/Milroy Ie: Aks/Ask ain't/amn't double negatives Power |
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| Writing is easier to standardize, more stagnant than spoken word. "Proper=written". |
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| Words consist of arbitrary combinations of sounds, gestures, meanings. |
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| Process of standardization |
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Milroy- 1. Selection 2. Codification 3. Elaboration of function 4. Acceptance 5. Maintenance? |
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Hill Ch. 2 Type 1: Purely academic, incorrectly Type 2: Immoral Type 2: |
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Three major regional dialect areas in the US |
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| Wolffram- North/South/Midland+West |
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Main factors that lead to formation of regional dialects in the US |
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| Cultural separation, economic separation, |
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Language attitudes toward regional variation |
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| Southern- dumb but nice, northern = educated but mean |
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Relationship between literacy and the standard language |
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| Standard English speakers have a higher literacy rate for a variety of reasons we just talked about |
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| Linguistic variation and discrimination in the schools |
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| Heilman: Appalachian kids, self-fulfilling prophecy, lowered expectations/resources, special ed classes, etc. |
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Features of AAVE discussed by Labov |
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| Labov- Habitual Be/been?, Roticity, Drop the 'ing", Copula- 'to be' |
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Relationships of residential segregation, poverty and AAVE use |
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| being proficient in 2 or more dialects |
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| Lippi-Green: Any utterance which can occur in any language given that a native speaker would use |
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| SOCIAL CONTEXT! indexical behavior or utterance points to (or indicates) some state of affairs. For example, I refers to whoever is speaking; now refers to the time at which that word is uttered; and here refers to the place of utterance |
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Using at least three examples, explain the relationship between standardization and prescriptio |
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| 4 ways to revitalize a language |
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| 1. Standardization 2. Bilingual Education 3. Language Next 4. Master- Apprentice |
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