Introduction to SociolinguisticsChapter One: Overview: What is sociolinguistics? What do sociolinguists study?
Defining sociolinguisticsSociolinguistics is the study of the complex relationship between language and societyIt is concerned with describing how people use language in social contextsIt is based on real-life data of language use Research in sociolinguistics often tries to address social problems such as miscommunication, bias, oppression, success and failure, effectiveness, conflicts, professional training.
No single or dominant theory or method of analysis in sociolinguistics: diverse and eclectic fieldBroad field of study, looking at language-in-use, based on analyses of naturally-occurring, real-life empirical data materials (recordings, surveys, questionnaires, etc.)
Defining sociolinguisticsSociolinguistics and the sociology of language (see Hudson, p. 12)Macro- and micro-sociolinguistics (see Coulmas, p. 13)Wardhaughs position on the relationship (p. 13)Discussion p. 15, esp 1, 2, 4, 5 and 6
Relation between language and societySociety: a fuzzy notion in sociolinguistics.It can mean the national group (i.e. the conventional definition), but can also be more loosely defined as community, group or network.This collectivity may vary in size and be formed by such things as age, interest, family, gender, ethnicity, occupation, geography, social position, etc.
language and society connections ...Several possible connections, or relationships:1. Social structure (e.g., age, region, education, class, religion, occupation) determines linguistic structure2. Linguistic structure (a specific language) determines social structure (this is known as The Sapir-Whorf Hypothesis)3. Dialectical relationship between language and society: state of flux4. No relationship (e.g. Chomskian view) worth studying
Knowledge of language useA major theme in sociolinguistics is being able to discover, and describe, what it entails to use and understand language appropriately - within the groupAppropriacy is centrally concerned with the choices the people make: of codes, topics, turn-taking styles, registers, jargon, politeness markers, swear words, etc. (Holmes, p. 11)
Cultural knowledgeCultural knowledge is therefore all-important Cultural knowledge entails knowing how groups (family, friends, colleagues, fellow citizens, etc.) behave (or are likely to behave), what is normal (and abnormal) behaviour (remember that using language is a form of behaviour!), what is expected in a multiplicity of social settings.
Norms, values, attitudes (which are all cultural products and thus culturally constructed in different communities) are reflexively related to language; that is, they are all displayed through language, but also sustained, or changed, challenged and modified through language.These are dynamic and collectively definedDiscussion, p. 12
One of the most influential linguists of the 20th centuryInterested in grammaticality: how humans use a finite set of structures and rules to produce an infinite number of grammatically correct sentencesWe are hard wired to learn abstract deep structures; this ability is innate to humansNoam Chomsky
ChomskyKnowledge of language: competence and performanceBut linguistics should concern itself with the former, rather than the latter, argued Chomsky (see p. 3)Study of linguistics should focus on Ideal speaker-listener, homogeneous speech community, possessing perfect knowledge of language
Dell Hymes: Challenges Chomsky ideas on language ..Dissatisfied with Chomskys definition of competence: too narrow, too abstract, too sterile, and most importantly: too asocialHymes broadened the competence notion to include knowledge of appropriate language use in the social and cultural context (i.e. not only syntactic correctness, which Chomsky emphasized)
Hymes views (contd)Knowing a language: not only grammar but also knowing about use in contexts, hence communicative competence (major influence on foreign language teaching in 1970s and 1980s)Hymes: We need to merge ethnography (the study of humans in social and cultural groups) and linguistics (the study of language), to produce an ethnography of speaking - the forerunner of sociolinguisticsA good deal of sociolinguistic research has adopted Hymes ethnography of speaking approach
Ferdinand de Saussure (1857-1913)Chomskys competence-performance distinction was taken from Ferdinand de Saussures distinction between langue (group knowledge) and parole (individual knowledge)de Saussure: the father of modern linguistics, saw the study of language in new waysLanguage is organic, (not atomistic) and should be studied as suchDiachronic and synchronicParadigmatic and syntagmatic
Major topics in sociolinguistic research (since the mid 1960s)Like linguistics, sociolinguistics is a broad and eclectic field:Although sociolinguists are united by their interest in the social use of language, their fundamental belief in empirical data collections, and insist on focusing on how people USE language in the social contextsthere is nevertheless no single dominant analytic method or theory, no specific goal or leader figure in the field, no one dominant research topic
There is a cluster of major topics. These include:Dialects and regional variation: What? Where? Why? Social significance?Describing styles of talking (amongst certain groups in various contexts): informal, friendly chat, job interviews, doctor-patient consultations, teaching, etc.Bilingualism and multilingualism: How learned? How used? Social meaning of using more than one language?Networks and language use within the network: How are new members acculturated, sanctioned, what are the rules of the network, etc.
Major research areas, continuedCulture and language: how the two interrelate, and why (Sapir-Whorf Hypothesis)Intercultural communication: problems and solutionsPoliteness: How? Mapping and explaining gradations of politenessChild language, sub-group discourse (elderly, teenagers, hiphoppers, truckers, gays, etc.)Language and identity (how identity is accomplished via language)Talk and conversation - how talk works: topics, beginnings, turns, ends ..Gender and language - men and women interacting: differences?Racism, sexism, ageism, and disadvantage - how language plays a role, and how it can alleviate problemsLanguage planning - for educators, teacher trainers, schools, nation states, regions, etc (What should be taught and what not? How? Why?)
Principles for sociolinguistic investigation (p. 18)The cumulative principleThe uniformation principlePrinciple of convergenceSubordinate shiftStyleshiftingAttentionVernacularFormality