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anthropology 104 > FINAL 2023 > Flashcards

FINAL 2023 Flashcards

Anthro final

1
Q

Language Ideologies

A

set of beliefs about language articulated by users as a justification of perceived language structure or use
2. Tell us how people should dtalk
3. affects how we view and think about other people.

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2
Q

Minority langauges

A

Seen as unpatriotic, uneducated, or separatists

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3
Q

“mock” spanish

A

This is used as a form of racism;
- bad accents
-incorrect signs and texts
-borrowing obscene phrases

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4
Q

ideology

A

a system of beliefs characteristic of a particular class or group.

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5
Q

Native American languages

A

Forced Native Americans to speak English; Policy shifted from resettlement to assimilation like boarding schools and English-only classrooms.

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6
Q

Sign Language

A

visual language that does not use spoken word
*seen as clannish and treated as a foreign language

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7
Q

Foreign Language

A

Treated as diversity problem.
-Barriers to efficiency, national unity, and civic participation

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8
Q

bilingual language

A

fluency in and use of two languages

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9
Q

English-Only programs

A
  1. Function to restrict access to less desirable people.
  2. English-only policies are a way to advocate racist ideologies without having to be held accountable for publicly promoting racism
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10
Q

assimilation

A

common language is necessary for national unity and economic productivity

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11
Q

British English

A
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12
Q

American English

A
  1. Free from British vices: pompous and antiquated; class distinctions
  2. De facto standard language
  3. Tied to an American Identity
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13
Q

The Merian Report (1928)

A

Criticized practice of braking up families and boarding schools ; Recognized English-only policy as counterproductive socially, educationally and culturally

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14
Q

Indian Reorganization Act (1934)

A

Recognized the rights of tribes to use Native American languages as a medium of instruction in federally funded schools.

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15
Q

Thomas Gallaudet

A
  1. Evangelical minister and used sign language to teach religion
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16
Q

Deafness

A

social problem and individual affliction
*deaf community was seen as a danger to “national unity”

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17
Q

Manulaism

A

The use of sign language as a means of communication :
- handshakes
-orientation
-location
-movement
-facial expression

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18
Q

Oralism

A

focused instruction on the goal of using spoken language
- lip reading
-speech
mimicking mouth shapes

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19
Q

Language and Education the Deaf Study

A
  1. anger and frustration at their failure in language due to oral instruction.
  2. showed that deaf children were more likely to drop out of school
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20
Q

Rehabilitation Act of 1973

A
  1. Required federal programs to provide sign interpreters
  2. sign language is recognized as a second language in most major universities
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21
Q

Mock Spanish (expressions)

A

grassy-ass; casa de peepee;fleas navidad

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22
Q

linguistic features of Mock Spanish

A
  1. misuse of Spanish morphology
    - suffix -o, -tio/ita el, mucho, grande
  2. Hyperangelicized pronunciations
    - “fleas navidad”
    -“grassy-ass”
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23
Q

inner-sphere

A

The world of private life, intimacy, family and close community

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24
Q

outer sphere

A

the world of strangers, work, school, and other public situations

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25
Q

white public space

A

Whites are free to speak however they like
- allowed to abuse and corrupt the Spanish language without consequence
-disorderly language becomes invisible and unproblematic

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26
Q

direct indexicality

A

cosmopolitanism, regional authenticity, sense of humor and congenial personality

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27
Q

indirect indexicality

A

relying on negative stereotypes of Chicanos and Latinos
- stupid, politically corrupt, sexually loose, lazy, dirty, and disorderly

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28
Q

covert racism

A

Not direct racism, relies on indirect associations; perpetuates negative stereotypes

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29
Q

Double-standard

A

Whites have power to abuse and corrupt Spanish language without consequence

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30
Q

sexuality

A

the quality of being sexual or possessing sex

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31
Q

gender

A

Males or females viewed as a group; the property or fact of belonging to these groups

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32
Q

language ideology

A
  1. a set of beliefs about language articulated by users or as a justificaiton perceived lanuage structure or use
  2. taken-for-granted in everyday life
  3. tell us how people should talk
  4. affects how we view and think about other people
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33
Q

gender roles

A

a set of social and behavioral norms that, within a specific culture, are widely considered to be socially appropriate for individuals of a specific gender.

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34
Q

gender socialization

A

gender roles must be learned; not universal, differ between cultures

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35
Q

Disney stereotypes of men

A

Men are doctors, waiters, advisors to kings, thieves, hunters, servants, detectives and pilots; sometimes bad and become good

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36
Q

Disney stereotypes of AAVE speakers

A
  • unemployed, show no purpose in life beyond making music or pleasing themselves
  • most likely to be evil
  • appear in animal rather than humanoid form
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37
Q

Disney stereotypes of French speakers

A

-truly “French” characters are associated with food preparation
- two personality types: irascible and the sensual rascal

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38
Q

Disney Stereotypes of Mothers

A
  • Parenthood and romance do not intersect
  • stay at home and are presented without hint of ethnicity, race, economics, or regional variations
    -stick closely to middle class values
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39
Q

disney stereotypes of women

A

Almost never shown to work outside of home and are usually mothers, princesses, or daughters;
- When they do work, they are waitresses, nurses, nannies, or housekeepers
- Most likely to show positive motivations and actions
- Show no character development

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40
Q

disney stereotypes of lovers

A
  • no male romantic leads with foreign accents
  • only young lovers are presented, never middle aged couples with children or later stages in life.
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41
Q

disney stereotypes of fathers

A

-Comic characters
- wider set of linguistic choices available to them

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42
Q

disney stereotypes of foreign accents (Swedish, cockney, asian, polish, Jews )

A
  1. Swedish Accent : more lighthearted-interested in the joys of living and eating
  2. Cockney Accent: brash little fellow. Inveterate hecklers. Speech is nasalized possibly because of adenoid trouble. dialect is delivered in a whine…. there is always a slovenliness to the pronunciation.
  3. Polish Accent: slow to though, slow to speech and slow to action. are industrious
  4. Asian Accent:
  5. Jewish Accent: had a yiddish accent
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43
Q

dinnertime narratives #1

A

*Primordial means for socializing gender identities ; cumulative effect on children, everyday occurrence over time

20 middle-class European American Families (1987-1989) 100 past-time narratives: reports an stories

44
Q

Dinnertime narratives #2

A
  • Primordial means for **negotiating, maintaining, transforming, and socializing gender identities **
    -cumulative effect on children, everyday occurrence over time
45
Q

Dinnertime Narratives #3

A
  1. Protagonist
  2. Introducer
  3. Primary Recipient
  4. Problematizer
  5. Problematizee
46
Q

Introducer

A
  • person who requests or initiates story
  • mothers frequently requests stories from children
    -father’s not put in position where they have to account for their behaviors
47
Q

Primary Recipient

A

-Person for whom the story is told
-most often fathers act as “judge of the family”
-fathers self -select as primary recipient
-mothers select father as primary recipent

48
Q

Problematizer

A
  • Challenges some element of the story
    -Fathers most often challenge the mother
49
Q

Problematizee

A

-Target of problematization
-mock disbelief
-incompetence
-Fathers rarely problematized as protagonist ; almost never characterized as incompetent

50
Q

“Father Knows Best”

A
  • Fathers are often primary recipients and can more often pass judgement
  • mothers are most often the target of father’s judgement
51
Q

reports

A
52
Q

stories

A
53
Q

language and identity

A

-How identities are ascribed to speakers
-Projecting and reading identities by the way they talk
-class, ethnicity, nationality, feminine, masculine
-** How speakers identify through language**

54
Q

linguistic supremacy

A
  • Some languages or language varieties are treated as better than others.
55
Q

myth of standard English

A

-links standard English speakers to good people

56
Q

Oakland School Board resolution

A

-Declared ebonics as primary language of African American Students in 1996 ; should be considered when designing curricula.
- Acknowledged that black students enter classroom with a different language variety
- recognize ebonics as a “home” language to many black children.

57
Q

Educational problems associated with Oakland schools

A
58
Q

rumors

A
  • Teachers used ebonics in instruction
    -students taught ebonics
59
Q

linguistic Society of America

A

-Unanimously approved resolution describing ebonics “systematic and rule-government like all natural speech varieties”
- declared Oakland resolution as “linguistically and pedagogically sound”
- descriptive rather than prescriptive

60
Q

Reality

A
  • teachers use ebonics to teach children how to write and read standard English
  • scaffold and facilitate between languages
  • Help teachers understand ebonics and change cultural attitudes about it
61
Q

Ebonics

A

“Ebony” and “phonics” (“lazy English”, “bastardized English,” “poor grammar”,, “fractured slang”, “bad English”)
- black English, African American English, African American vernacular English, black vernacular English

62
Q

Black language

A

-black language=southern U.S. English + west African languages+ unique elements

63
Q

Afrocentric (ethnolinguistic) view

A

most of the distinctive pronunciation and grammatical features represent continuities from Africa
- restructured English to patterns of Niger-Cong languages

64
Q

Eurocentric (dialectologist) view

A

Learned English from the dialects of white settlers quickly and successfully with little influence from African linguistic heritage.

65
Q

Creolist view

A

while acquiring English, slaves developed a simplified fusion of English and African languages
- American colony slaves learned pidgins and creoles from Caribbean colony slaves

66
Q

simplified consonant clusters

A

-running- running
- test- tes
- stand- stan
*does not allow deletion of second consonant unless both consonants are either voiceless or voiced

67
Q

creolist view

A
68
Q

simplified consonant clusters

A
69
Q

metathesis

A
  • ask - ask
  • pretty-perty
  • prescription- prescription
70
Q

copula absence

A
  • Linking verb
  • he say he [is] not ready
  • I [am] taller than most people
  • the birds [were]there
71
Q

”s” absence

A
  • she keep her distance, I keep mine
    -she think she cute
72
Q

multiple negation

A
  • she don’t believe nothin I tell her
  • there isn’t no other way
    -I didn’t go nowhere today
73
Q

“done”

A
  • he done work (he finished work a long time ago)
  • He done even work ( until recently, he worked over a long period of time)
74
Q

tenses and aspects

A
  • “when” and habitually or not
75
Q

miscommunication

A

don’t share the same assumptions about language even though everyone is speaking the same language - clash of language ideologies

76
Q

intercultural miscommunication

A

Service encounters between Koreans and African-Americans in Los Angeles
- African Americans feel taken advantage of by Koreans
- Koreans feel antagonized by African American
clash of language ideologies

77
Q

communication of respect

A
  • Achieved, often unconsciously
  • paralinguistic cues
  • different languages interpret the same cues differently
78
Q

paralinguistic cues

A
79
Q

socially minimal service encounters

A

Just the basics, negotiation for exchange ; characterizes restraint politeness

80
Q

socially expanded service encounters

A

The basics, plus interpersonal involvement; characterizes involved politeness

81
Q

restraint politness

A

an unwillingness to impose on others, indirectness, hedging, apologies

82
Q

involvement politeness

A

express approval of others and emphasizes solidarity through interactions
- compliments, jokes, agreement, demonstration of personal interest, and offers

83
Q

African American culture

A

socially expanded service encounters; involvement politeness

84
Q

Korean culture

A

-socially minimal service encounters ; restraint politeness
- with the exception of involvement politeness for Korean store owners and customers who know each other.

85
Q

“culture capital”

A

socialization class values ; asserting one’s social position through an aesthetic appreciation (home decoration, clothing, cosmetics

86
Q

class roles

A

white middle class women are socialized to be more polite than other social groups
- working class people tended to stress the directness and loudness of their language.

87
Q

degradation rituals

A
88
Q

cliques

A

Friendship circles whose members tend to identify each other fas mutually connected
- hierarchical structure dominated by leaders and are exclusive

89
Q

popular girls

A

fourth grade girls who regularly eat lunch and play together.

90
Q

leaders

A

Janis and Emi
- assertive control acts, demands, setting frame of play, and allocating role to others; speak in directives

91
Q

directives

A

An utterance intended to indicated the speaker’s desire to regulate the behavior of the listener
- get the listener to do something

92
Q

mitigated speech

A

-Hedging
- asking for permission
-providing justification for actions

93
Q

social status

A

position in group : hierarchy, I.e leaders, tag-along girl

94
Q

embodied practices to index social status

A
  • How children assert inequality among group members in their everyday talk
  • socioeconomic status as most salient factor
  • exclude people who do not have access to activities and objects
95
Q

linguistic practices to index social status

A
  • references to events and objects: European vacations, games, brand name clothing and shoes .
96
Q

format tying

A

build a next utterance from a prior one
- 2nd speaker makes use of the syntax in prior utterance and provides a mirror utterance with slight changes in meaning affiliating to prior speakers talk

97
Q

covert social exclusion

A
  • Relational aggression
  • (threat of) withdrawal of friendship
    -gossip
  • negative body language or facial expressions
  • sabotaging someone else’s relationships
98
Q

direct social exclusion

A

Explicit and direct verbal speech
- insults
-bald imperatives
-stories in which target is portrayed in a negative way

99
Q

bullying

A
  • negative actions occurring repeatedly over time on the part of one or more persons
  • direct verbal aggression (name calling, threats)
  • indirect aggression (spreading rumors)
  • nonverbal aggression (stares)
100
Q

social exclusion

A

children articulate inequality with respect to their own understanding of social class

101
Q

social exclusion of Angela

A
  • sanctioning through ridicule and exclusion ; degradation rituals
  • construction of Angela’s nonperson and polluted status ; treated as an undesirable member of the group
    -personal and ritual insult
  • stories about exclusion
102
Q

debate between Deborah tanner and Candy Goodwin

A
103
Q

Men’s style of communication

A
104
Q

amplification

A
105
Q

Women’s style of communication

A
106
Q

“manslainin”/”man-interruptions”

A

anthropology 104 (3 decks)

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