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LING 4160A/ENGL 6000C: Language in Society
Fall 2010
W 5-6:15 & 6:30-7:45
WH 262
CRN 81897 (4160A), 81898 (6000C)
3 semester hours
Dr. Lee
Campbell
College of
Arts and Sciences
Department of English
Valdosta State
University
Valdosta, GA
31698-0025
West Hall 216
229-333-7351 (office)
229-333-5946 (Department)
229-259-5529 (fax)
jlcampbe@valdosta.edu
http://www.valdosta.edu/~jlcampbe
Office hours: T 3:30-5:30, W 4-5, R 12-2, and by appointment
1. COURSE DESCRIPTION: A study of the nature of language and its use in society, including
psychological and sociocultural variables in conversation, language
varieties, multilingualism, world Englishes, and the development of language policy.
Prerequisite or co-requisite: ENGL 2060 or 2080, 2110 or 2110H, 2120 or
2120H, 2130 or 2130H.
2. GENERAL GOALS: Language in Society is a course
in sociolinguistics, the study of the relationship between linguistic variables
(such as accent, word forms, lexicon, and language use in oral and written
discourse) and social variables (such as geographic region, socioeconomic
class, ethnicity, age, gender, and situation). The study of sociolinguistics addresses
some of the most basic questions concerning language that confront teachers,
administrators, writers, and readers:
Why, for example, do different language varieties exist? How in fact do language varieties
differ? What is a “standard”
variety? Why do minority varieties of
English and minority languages persist?
What is the history of bilingualism in the United States?
Besides
addressing these and other questions important to any student of language and
literature, Language in Society will train students to look at language as it
is looked at in linguistics: (a) objectively, without prejudice and
preconception; (b) methodically, with an awareness of the levels of language
use; (c) critically, with an awareness of the relationships between language
and sociocultural situation; and (d) minutely, with attention to sounds,
intonation, word forms, and so on.
English majors and all users of English benefit from a greater and
more accurate understanding of the way in which the language works among
those who speak it.
3a. EDUCATIONAL OUTCOMES FOR
UNDERGRADUATE STUDENTS: Undergraduate
students who successfully complete LING 4160A
i.
will demonstrate an understanding of how relationships
between language and society manifest themselves in different ways in
language and literature, such as
a.
regional varieties
b.
socioeconomic class varieties
c.
ethnic varieties
d.
gender styles
e.
situational styles (English outcome 4; core outcomes 2, 6, 7)
ii.
will demonstrate an understanding of major concepts and methods
in the study of oral and written language, such as linguistic and social
variable, group reference, and accommodation (English outcomes 1, 4; core
outcomes 6, 7)
iii.
will demonstrate skills in the analysis of oral and written
language in situations of use (English outcome 2; core outcome 7)
iv.
will demonstrate an understanding of language and sociopsychological identity, multilingualism, and
language restrictionism in the United States
(English outcome 4, core outcomes 2, 7)
v.
will demonstrate writing skills in argument, organization,
style, editing, and mechanics (English outcome 2, core outcome 4)
vi.
will demonstrate speaking skills (English outcome 2; core
outcome 4)
vii.
will demonstrate the ability to employ contemporary
technologies for writing and research (English outcome 3, core outcome 3)
viii.
will demonstrate an awareness of ethical issues in the
development of language policies (English outcome 4; core outcome 8)
3b. EDUCATIONAL OUTCOMES FOR GRADUATE
STUDENTS: Graduate students who
successfully complete ENGL 6000C
i.
will demonstrate an advanced understanding of how
relationships between language and society manifest themselves in different
ways in language and literature, such as
a.
regional varieties
b.
socioeconomic class varieties
c.
ethnic varieties
d.
gender styles
e.
situational styles (English outcome 4; core outcomes 2, 6, 7)
ii.
will demonstrate a superior understanding of major concepts
and methods in the study of oral and written language, such as linguistic and
social variable, group reference, and accommodation (English outcomes 1, 4;
core outcomes 6, 7)
iii.
will demonstrate advanced skills in the analysis of oral and
written language in situations of use (English outcome 2; core outcome 7)
iv.
will demonstrate a superior understanding of language and sociopsychological identity, multilingualism, and
language restrictionism in the United States
(English outcome 4, core outcomes 2, 7)
v.
will demonstrate advanced writing skills in argument,
organization, style, editing, and mechanics as they produce a written project
worthy of presentation or publication (English outcome 2, core outcome 4)
vi.
will demonstrate advanced speaking skills (English outcome 2;
core outcome 4)
vii.
will demonstrate a superior ability to employ contemporary technologies
for writing and research in sociolinguistic resources (English outcome 3,
core outcome 3)
viii.
will demonstrate an awareness of ethical issues in the
development of language policies (English outcome 4; core outcome 8)
4.
TEXTS AND MATERIALS: There are two required texts:
·
Walt Wolfram and Natalie Schilling-Estes, American English: Dialects and Variation,
2/e (Blackwell, 2006). Abbreviation: AE.
·
Susan
Dicker, Languages in America: A
Pluralist View, 2/e (Multilingual Matters, 2003). Abbreviation: LA.
Class
members may be assigned additional readings on subjects not treated in these
texts, such as world Englishes and politeness. They will probably be made available via
VSU’s online instructional medium, BlazeView.
The
class will take advantage of BlazeView: members will post written assignments
to it, receive commentary on them from the instructor via BlazeView, and
complete a comprehensive, objective final on it. So everyone needs to be
or become adept with BlazeView.
Members
may communicate with the instructor through his regular email address
(jlcampbe@valdosta.edu), via the mail tool in BlazeView, or on the course’s
general discussion board on BlazeView.
5.
ASSIGNMENTS: Educational outcomes presented above will
be achieved as students complete the following assignments:
·
objective,
open-book comprehensive final exam (on BlazeView)—30 points (outcomes i, ii, iv, viii)
·
attendance
and participation in small-group work—14 points (outcomes i,
ii, iii, iv, vi, viii)
·
proposal
of subject for case study: overview of social variables—4 points (outcome v)
·
discussion
of relevant variables and secondary research—4 points (outcomes i, ii, iii, iv, v, vii)
·
draft
of sample findings section(s)—4 points (outcomes i,
ii, iii, iv, v, viii)
·
rough
draft of case study—4 points (outcomes i, ii, iii,
iv, v, vii, viii)
·
oral
presentation of case study—4 points (outcome vi)
·
final
draft of case study—36 points (outcomes i, ii, iii,
iv, v, vii, viii)
6. ATTENDANCE: This course may present
students with new and challenging material, so attendance is crucial. The instructor will attempt to take
attendance twice every meeting: at 5 PM and after our break for the first 14
weeks (the last meeting is devoted to presentations, which count for four
points). Members will score .5 point
for each half of the class they attend for a possible 14 points total. There are no excused absences: if a member
misses an entire class (equivalent of one week), for whatever reason, one
point is lost.
7.
CIVILITY: Late arrivals,
early exits, ringing cell phones, and grumpy behavior are disruptive. Arrive
on time, do not leave early, turn off cell phone ringers, and cheer up.
8.
GRADING: The grading
system is based on a four-point GPA-like system according to which
·
4.0 = A+
excellent
·
3.5 = A-
·
3.0 = B
good
·
2.5 = B-
·
2.0 = C
average
·
1.5 = C-
·
1.0 = D
weak
·
0.5 = D-
When applied to the final exam and case
study, worth 30 and 36 points, the scale looks like this:
·
30/30 or
36/36 = A+
·
26.25/30
or 31.5/36 = A-
·
22.25/30
or 27/36 = B
·
18.75/30
or 22.5/36 = B-
·
15/30 or
18/36 = C
·
11.25/30
or 13.5/36 = C-
·
7.5/30
or 9/36 = D
·
3.75/30
or 4.5/36 = D-
·
0/30 or
0/36 = F
Final grades will be determined on the
following scale:
·
100 = A+
·
87.5 =
A-
·
75 = B
·
62.5 =
B-
·
50 = C
·
47.5 =
C-
·
37.5 = D
·
Below
37.5 = F
Note that this grading system is not based on percentages; scoring a 2
of 4 on an assignment or a 15 of 30 on an exam, for example, should not be understood as 50 percent, which
is an F in other systems. In this 4-point system, a score 2 of 4 or
15 of 30 is a C. Final grades are calculated by simply
totaling points earned. In order to
estimate one’s grade at a certain time, one must total points earned and then
consider the number of possible points left to be earned, the number of those
points that might realistically be earned, and the number of points needed
for a certain grade.
9.
ACADEMIC INTEGRITY: The
final exam, to be completed on BlazeView, should be done individually,
although members may wish to collaborate in studying for it. The exam itself should not be done collaboratively.
Exams that evidence such collaboration will receive zeros (the
instructor can view start times, end times, and times each question is
answered).
The
written project must avoid plagiarism, both intentional and
unintentional. Papers will be
penalized heavily should the plagiarism be intentional and extensive, lightly
if the plagiarism is unintentional and relatively minor.
10.
SCHEDULE: The following
schedule is tentative. Members are expected to keep up with changes announced
in class. It lists the theme of the week’s class in bold, the reading
assignments for the class underneath, and written work due. AE abbreviates
American English (Wolfram and
Schilling-Estes); LA abbreviates Languages in America (Dicker). Numbers
following these abbreviations refer to chapters.
Week 1: Aug 18
Language Variation and Its Representation
AE “Phonetic Symbols” (xiv-xv)
Week 2: Aug 25
Languages, Dialects, Standards, Vernaculars, and Identity
AE 1
LA 1
Week 3: Sep 1
Origins of Variation and the Melting Pot Mythology
AE 2
LA 2
Week 4: Sep 8
Kinds of Linguistic Variation
AE 3
AE Appendix: An Inventory of
Distinguishing Dialect Features (361-384)
Submit description of case study subject: social variables
Week 5: Sep 15
Regional American Dialects
AE 4
AE 5
Week 6: Sep 22
Class and Ethnic Dialects
AE 6
Week 7: Sep 29
African American English
AE 7
Week 8: Oct 6
World Englishes
reading TBA
Submit discussion of relevant variables and secondary research
[midterm: Oct 7]
Week 9: Oct 13
Gender and Language Variation
AE 8
Week 10: Oct 20
Style Shifting, Code Switching, and Language Learning
AE 9
LA 3
Week 11: Oct 27
Language Policies in Schools
AE 10
LA 4
Week 12: Nov 3
Dialect Awareness
AE 11
Submit sample findings section(s)
Week 13: Nov 10
Official English and Resistance to Official English
LA 5
LA 6
Week 14: Nov 17
Multilingualism
LA 7
LA 8
Submit rough draft of case study
[Thanksgiving
break: Nov 24]
Week 15: Dec 1
Presentations of Case Studies
Submit final draft of case study
Week 16: Final exams Dec 8-10
Complete final exam on BlazeView by 11 PM Dec 10
11.
SPECIAL SERVICES: Class
members requiring classroom accommodations or modifications because of a
documented disability should discuss this need with the instructor at the beginning
of the semester. Class members who require assistance but who are not
registered with the Special Services Program should contact the Access
Office.
12. CASE STUDY OF AN ENGLISH SPEAKER: The written project in Language in Society
is a sociolinguistic case study of a speaker of English who is sociolinguistically interesting: a speaker of a regional
American or other variety, a speaker of a nonstandard socioeconomic class
variety, a speaker of an ethnic variety, or a bilingual speaker of English as
a second language (L2). (There are
probably other possibilities, and these categories of subjects may overlap;
the speaker of a regional variety may speak a nonstandard variety as well. Also note that the variables of age and
gender may be important, and almost everyone style
shifts or code switches.) A
sociolinguistic case study investigates correlations between
·
social
variables, such as
o
regional
affiliation: speakers of regional varieties are typically those who have
lived in the region almost their entire lives and have parents and grandparents from the same region.
o
socioeconomic
class: the social difference between speakers of so-called standard and
nonstandard varieties is primarily one of class; speakers of English with
political and economic power standardized a variety that gained prestige
because it was spoken by the right kind of people.
o
ethnicity
o
gender
o
situation:
language varies according to participants’ perception of the situation’s norms,
purpose, and formality, so language from a case study subject should be
elicited in a number of different ways.
o
social network:
speakers’ language is shaped by who they interact with, especially if their
networks are “dense” and “multiplex” (AE
37).
o
age: slang, for
example, is an age-graded language variety primarily of the young.
o
occupation:
occupation can be the source of subject-specific jargon.
·
linguistic
variables, such as
o
phonology:
variant sounds (consistently used across words), pronunciation of words, and
prosody (intonation, stress, and loudness).
o
morphology:
variant use of the eight English inflections, for example.
o
syntax: variant
phrase and clause structure.
o
lexicon:
variant vocabulary.
o
language
use:
§
style
shifting within an English variety
§
code
shifting between English varieties
§
code
switching between English (L2) and L1
§
maintenance
of L1 spoken language and literacy
Linguistics
is a kind of technical writing, and the final draft of the case study can be
presented in clearly demarcated sections:
1.
Introduction:
provide an overview of the entire project and why it was undertaken given
your own interests.
2.
Discussion
of relevant concepts and literature: using secondary sources, discuss the
correlations of social and linguistic variables that most interest you and
that will be most relevant for your subject.
3.
Description
of subject and social variables: describe in particular your human subject in
particular and in terms of general social variables.
4.
Purpose:
briefly state exactly what you are interested in finding by studying your
subject. You can phrase these
interests in question form or you can list the specific variables and what
you hoped or expected to find (hypotheses).
5.
Methods:
describe the ways in which you observed the language use of your subject
and/or elicited language from the subject.
Again, language use will vary according to situation, so situations
should vary. Formal, careful speech
can be elicited, for example, by having subjects read word lists. Informal, casual speech can be elicited by
simply conversing with the subject and particularly by prompting
story-telling.
6.
Findings:
present in detail examples of the linguistic variables (at different levels)
that seem to correlate with the social variables you are interested in. Writing in linguistics, as you can see from
the AE text, runs on examples. They are often presented in numbered,
indented lists so that they are easily referred to.
7.
Discussion
of findings: discuss what you found about the subject’s language in light of
your purpose and your own interests.
8.
Conclusion:
return to why the project was undertaken and comment on what you have learned
about language, language use, and languages in the United States.
9.
List
of works cited/references: list only those sources cited in your text.
a.
Undergraduates:
case studies of undergrads should run at least 12 pages and incorporate eight
secondary sources.
b.
Graduates:
case studies of grads should run at least 15 pages and incorporate 12
secondary sources.
The
final draft of the case study will be prepared for by the following
assignments:
·
proposal of
subject for case study: describe the subject and the social variables
associated with the subject. This
assignment should help you write the third part of the final draft: 2-3
pages.
·
discussion of
relevant variables and literature: using secondary sources, explain the
relationship of the linguistic and social variables that you are most
interested in for this case study and provide a list of works cited in MLA or
APA form. For example, if you are
doing a case study on a bilingual and you are interested in the bilingual’s
use of L1, you might want to do some research on what leads to L1 maintenance
and what to L1 loss. A discussion of
this topic will then set up what you find about your subject in particular
with respect to maintenance or loss of L1.
This assignment will help you to write the second part of the final
draft: 4-5 pages.
·
draft of sample
findings section(s): present a draft of a section or two of findings on the
language of the subject. This
assignment will help you write the findings section of your final draft: 2-3
pages.
·
rough draft of
case study: present a full draft of all nine parts of the final case study.
13. INSTRUCTOR: The instructor was born to Canadian parents in
Peoria, Illinois, May, 1960. Born in 1925, his parents told him stories of
Manitoba during the Depression, the “dirty thirties.” The instructor
listened to monophonic Beatles records on a portable turntable; watched the
Vietnam War on the nightly news and his three older brothers’ reactions to
it; played hockey on frozen ponds; saw the first Ali vs. Frazier fight live
on European television; delivered papers spreading the news of Watergate (are
there any paperboys left?); kept score in bowling with a pencil; learned to
drive with a stick in a VW Bug and a three-on-the-tree Dodge; attended his
first rock concert at Soldier Field in Chicago (Emerson, Lake, and Palmer; Foghat; J. Giles, Climax Blues Band) and saw his last a
couple of years ago (Dylan and Haggard); typed college papers on a manual
typewriter; bought his first computer at the age of 30—after completing his
dissertation; and ran off his first class handouts with a ditto
machine. Besides Peoria, the instructor has lived in Vancouver, British
Columbia; Bogotá, Colombia; Geneva, Switzerland; Normal, Illinois; West
Lafayette and Lafayette, Indiana; Milwaukee, Wisconsin; Arkadelphia and Hot
Springs, Arkansas; Valdosta, Georgia; and Riverview, Florida, where he
currently makes a home with his wife and three children born in 1995, 1998,
and 2000, as well as two dogs and three cats.
Riverview is located in the Tampa Bay area, where the instructor’s
wife works. This means he commutes
once a week (to Valdosta and back), usually on Tuesdays and Thursdays. He’s not on campus Mondays or Fridays, so
take advantage of email and the five office hours on T, W, and R.
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