FINAL 2023 Flashcards
Anthro final (106 cards)
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.
2
Q
Minority langauges
A
Seen as unpatriotic, uneducated, or separatists
3
Q
“mock” spanish
A
This is used as a form of racism;
- bad accents
-incorrect signs and texts
-borrowing obscene phrases
4
Q
ideology
A
a system of beliefs characteristic of a particular class or group.
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.
6
Q
Sign Language
A
visual language that does not use spoken word
*seen as clannish and treated as a foreign language
7
Q
Foreign Language
A
Treated as diversity problem.
-Barriers to efficiency, national unity, and civic participation
8
Q
bilingual language
A
fluency in and use of two languages
9
Q
English-Only programs
A
- Function to restrict access to less desirable people.
- English-only policies are a way to advocate racist ideologies without having to be held accountable for publicly promoting racism
10
Q
assimilation
A
common language is necessary for national unity and economic productivity
11
Q
British English
A
12
Q
American English
A
- Free from British vices: pompous and antiquated; class distinctions
- De facto standard language
- Tied to an American Identity
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
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.
15
Q
Thomas Gallaudet
A
- Evangelical minister and used sign language to teach religion
16
Q
Deafness
A
social problem and individual affliction
*deaf community was seen as a danger to “national unity”
17
Q
Manulaism
A
The use of sign language as a means of communication :
- handshakes
-orientation
-location
-movement
-facial expression
18
Q
Oralism
A
focused instruction on the goal of using spoken language
- lip reading
-speech
mimicking mouth shapes
19
Q
Language and Education the Deaf Study
A
- anger and frustration at their failure in language due to oral instruction.
- showed that deaf children were more likely to drop out of school
20
Q
Rehabilitation Act of 1973
A
- Required federal programs to provide sign interpreters
- sign language is recognized as a second language in most major universities
21
Q
Mock Spanish (expressions)
A
grassy-ass; casa de peepee;fleas navidad
22
Q
linguistic features of Mock Spanish
A
- misuse of Spanish morphology
- suffix -o, -tio/ita el, mucho, grande - Hyperangelicized pronunciations
- “fleas navidad”
-“grassy-ass”
23
Q
inner-sphere
A
The world of private life, intimacy, family and close community
24
Q
outer sphere
A
the world of strangers, work, school, and other public situations
25
white public space
Whites are free to speak however they like
- allowed to abuse and corrupt the Spanish language without consequence
-**disorderly language becomes invisible and unproblematic**
26
direct indexicality
cosmopolitanism, regional authenticity, sense of humor and congenial personality
27
indirect indexicality
relying on negative stereotypes of Chicanos and Latinos
- stupid, politically corrupt, sexually loose, lazy, dirty, and disorderly
28
covert racism
Not direct racism, relies on indirect associations; perpetuates negative stereotypes
29
Double-standard
Whites have power to abuse and corrupt Spanish language without consequence
30
sexuality
the quality of being sexual or possessing sex
31
gender
Males or females viewed as a group; the property or fact of belonging to these groups
32
language ideology
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
33
gender roles
a set of social and behavioral norms that, within a specific culture, are **widely considered to be socially appropriate for individuals of a specific gende**r.
34
gender socialization
**gender roles must be learned**; not universal, differ between cultures
35
Disney stereotypes of men
Men are doctors, waiters, advisors to kings, thieves, hunters, servants, detectives and pilots; sometimes bad and become good
36
Disney stereotypes of AAVE speakers
- **unemployed**, show no purpose in life beyond making music or pleasing themselves
- most likely to be evil
- appear in animal rather than humanoid form
37
Disney stereotypes of French speakers
-truly "French" characters are associated with food preparation
- two personality types: irascible and the sensual rascal
38
Disney Stereotypes of Mothers
- 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
39
disney stereotypes of women
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
40
disney stereotypes of lovers
- **no male romantic leads** with foreign accents
- **only young lovers are presented,** never middle aged couples with children or later stages in life.
41
disney stereotypes of fathers
-Comic characters
- wider set of linguistic choices available to them
42
disney stereotypes of foreign accents (Swedish, cockney, asian, polish, Jews )
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
43
dinnertime narratives #1
*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
Dinnertime narratives #2
- Primordial means for **negotiating, maintaining, transforming, and socializing gender identities **
-cumulative effect on children, everyday occurrence over time
45
Dinnertime Narratives #3
1. Protagonist
2. Introducer
3. Primary Recipient
4. Problematizer
5. Problematizee
46
Introducer
- 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
Primary Recipient
-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
Problematizer
- **Challenges** some element of the story
-Fathers most often challenge the mother
49
Problematizee
-Target of problematization
-mock disbelief
-incompetence
-Fathers rarely problematized as protagonist ; almost never characterized as incompetent
50
"Father Knows Best"
- Fathers are often primary recipients and can more often pass judgement
- mothers are most often the target of father's judgement
51
reports
52
stories
53
language and identity
-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
linguistic supremacy
- Some languages or language varieties are treated as better than others.
55
myth of standard English
-links standard English speakers to good people
56
Oakland School Board resolution
-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
Educational problems associated with Oakland schools
58
rumors
- Teachers used ebonics in instruction
-students taught ebonics
59
linguistic Society of America
-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
Reality
- 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
Ebonics
"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
Black language
-black language=southern U.S. English + west African languages+ unique elements
63
Afrocentric (ethnolinguistic) view
most of the distinctive pronunciation and grammatical features represent continuities from Africa
- restructured English to patterns of Niger-Cong languages
64
Eurocentric (dialectologist) view
Learned English from the dialects of white settlers quickly and successfully with little influence from African linguistic heritage.
65
Creolist view
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
simplified consonant clusters
-running- running
- test- tes
- stand- stan
*does not allow deletion of second consonant unless both consonants are either voiceless or voiced
67
creolist view
68
simplified consonant clusters
69
metathesis
- ask - ask
- pretty-perty
- prescription- prescription
70
copula absence
- Linking verb
- he say he [is] not ready
- I [am] taller than most people
- the birds [were]there
71
"s" absence
- she keep her distance, I keep mine
-she think she cute
72
multiple negation
- she don't believe nothin I tell her
- there isn't no other way
-I didn't go nowhere today
73
"done"
- 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
tenses and aspects
- "when" and habitually or not
75
miscommunication
don't share the same assumptions about language even though everyone is speaking the same language - clash of language ideologies
76
intercultural miscommunication
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
communication of respect
- Achieved, often unconsciously
- paralinguistic cues
- different languages interpret the same cues differently
78
paralinguistic cues
79
socially minimal service encounters
Just the basics, negotiation for exchange ; characterizes restraint politeness
80
socially expanded service encounters
The basics, plus interpersonal involvement; characterizes involved politeness
81
restraint politness
an unwillingness to impose on others, indirectness, hedging, apologies
82
involvement politeness
express approval of others and emphasizes solidarity through interactions
- compliments, jokes, agreement, demonstration of personal interest, and offers
83
African American culture
socially expanded service encounters; involvement politeness
84
Korean culture
-socially minimal service encounters ; restraint politeness
- with the exception of involvement politeness for Korean store owners and customers who know each other.
85
"culture capital"
socialization class values ; asserting one's social position through an aesthetic appreciation (home decoration, clothing, cosmetics
86
class roles
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
degradation rituals
88
cliques
Friendship circles whose members tend to identify each other fas mutually connected
- hierarchical structure dominated by leaders and are exclusive
89
popular girls
fourth grade girls who regularly eat lunch and play together.
90
leaders
Janis and Emi
- assertive control acts, demands, setting frame of play, and allocating role to others; speak in directives
91
directives
An utterance intended to indicated the speaker's desire to regulate the behavior of the listener
- get the listener to do something
92
mitigated speech
-Hedging
- asking for permission
-providing justification for actions
93
social status
position in group : hierarchy, I.e leaders, tag-along girl
94
embodied practices to index social status
- 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
linguistic practices to index social status
- references to events and objects: European vacations, games, brand name clothing and shoes .
96
format tying
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
covert social exclusion
- Relational aggression
- (threat of) withdrawal of friendship
-gossip
- negative body language or facial expressions
- sabotaging someone else's relationships
98
direct social exclusion
Explicit and direct verbal speech
- insults
-bald imperatives
-stories in which target is portrayed in a negative way
99
bullying
- 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
social exclusion
children articulate inequality with respect to their own understanding of social class
101
social exclusion of Angela
- 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
debate between Deborah tanner and Candy Goodwin
103
Men's style of communication
104
amplification
105
Women's style of communication
106
"manslainin"/"man-interruptions"
