Sociolinguistics 8

Inequality – linguistic and social

8 types of linguistic inequality

1. High/low power2. Positive/negative bias in language3. Standard/non-standard dialects4. Nice/nasty accents5. Linguistic competence/incompetence6. Pragmatic competence/incompetence7. Conversational power/solidarity8. Affinity/lack of affinity for language

Benign inequality

• Unequal power is inherent in social structure.

• In most cases it’s accepted by both sides.

• In such cases it’s benign.

• We signal it linguistically – In relation to our addressee.

Illegitimate power

• But it can be illegitimate and language gives powerful support.

• (policeman to black doctor in Southern States of US). P: What's your name, boy? D: Dr Pouissant. I'm a physicianP: What's your first name, boy.D: Alvin.

Solution: legislation, education

• Why is language so hard to resist?– Because it’s part of our shared culture.– It reinforces inequality by repetition.– It transmits inequality to the young.

• Solution: – Ban discriminatory language use.– Train those in work to avoid it.– Educate the young to understand and avoid

it.

2. Bias in language

• This concerns how we refer to other people (not necessarily the addressee).

• It can be legitimate,– e.g. criminal/daring, terrorist/freedom fighter – but even these words can be mis-applied.

• But the bias can also be illegitimate, – E.g. man/woman, he/she treat male as normal

MAN means Person

P e r s o n

M an W o m an

M AN W O M AN

s e n s e s e n s e

3. Standard/non-standard

• Most modern societies have selected one variety as the “standard” variety for:– Public writing– Education– Public and formal occasions

• In some cases (e.g. English) this is also the native dialect of professional families.– ? 10% of population

Standard and non-standard

Standard• I did it.• Those books• I didn’t see anybody.

Non-standard• I done it.• Them books• I didn’t see nobody.

Diglossia and education

• But in some countries the standard is not spoken natively by anyone.– E.g. German-speaking Switzerland

• In such countries– everyone learns the standard at school.– the standard is always presented as a

complement, not a competitor, to the local non-standard.

The solution in the UK

Education• Teach Standard English at school

– As a complement to Non-standard.– Describe the forms explicitly.– Treat the alternatives as equal but different.

• This is already the official government view.– Thanks to linguists.

• Exactly what needs to be taught?– Call in the linguists!

Accent and dialect

• Dialect shows in writing.– E.g. Standard, Non-standard (London, …)

• Accent doesn’t – just pronunciation.– E.g. RP, London, Liverpool, …

• Only about 2% speak RP (based on Trudgill PhD)

– Standard can be combined with many different accents

• E.g. your lecturers

• Accent is important for self-classification.• Schools should not teach accent.

4. Speaker evaluation

• People do evaluate speakers on the basis of their accent or dialect.– Often the evaluation is negative.

• Research methods:– E.g. subjective reaction tests –

• Listen• Evaluate speaker e.g. for intelligence, friendliness

• For example, which speaker is a solicitor?• This speaker?

Or this one?

Prejudice and classification

• We classify people in terms of person-types.

• We can then inherit a lot of information • Classification is essential to survival.• But inherited information can be wrong.

– Generally true, but not in this case.• Bad luck.

– Not even generally true.• Prejudice.

Prejudice in a picture

P e r s o n

L i ve r pudl i an L o ndo ne r l o w

P e r s o n X l o w

jo b-s tatus

jo b-s tatus

Solution

• Education.

• Discuss and undermine prejudices.

• Especially those relevant to education:– Teachers’ prejudices about pupils.

• E.g. RP therefore clever.

– Pupils’ prejudices about teachers.• E.g. RP therefore boring.

5. Linguistic (in)competence

• Babies know no language.

• Educated adults know a lot.

• Children and uneducated adults know less.

• Some people know more language than others.

• E.g. two 11-year olds.

A letter about a school trip

Dear perant's

There is a school trip to an Animal farm on the 18th of march.

We will be going on minney bus it costs 3 pound. They will be staying all day so they will need a pack lunch. There are some shops there so they can bring some money. I wouldn't bring a lot thoe because if they lose it it's a lot they've just lost

Another one

Dear ParentsA visit has been arranged for the Year 6

class J12, to Mountain Peaks Field Study Centre, on July 18th, leaving school at 9.30 am. This is an overnight visit. Your child will be travelling by coach and will be accompanied by Mrs Medway the class teacher and her assistant Miss Skinner.

Solution

• Education• Teach language explicitly at school.

– Vocabulary– Grammar

• But what is this language?– Call in the linguists!

• This helps the weaker children who can’t learn just from ‘exposure’.

• This is government policy in England.– With help from linguists.

6. Pragmatic (in)competence

• Institutions have special conventions for using language.

• E.g. in schools:– You answer adults’ questions even if they

obviously know the answer.• Like middle-class homes.

– You use the present tense for literary works, even if the events are in the past.

• Romeo loves Juliet• Shakespeare presents Romeo as a sensitive soul.

Solution

• Education

• Teach the conventions explicitly.

• Which means that you should be aware of the conventions.

• Call in the linguists!

7. Conversational strategies

• One theory about conversation management:– Males aim at power– Females aim at solidarity

• For example: he fights for power so he can talk about his hospital experience.

Mother and daughter

• Whereas these women don’t care about power, but do care about differences of opinion.

Is there a problem?

• Men interrupt more, and are less likely to be interrupted, than women.

• If one person dominates conversation or meetings or …., there is a problem:– For others, who can’t contribute– For them, if others consider them boring

• Solution: education??

Affinity for language

Females are better at language.• They develop a little faster as infants.• They develop a lot faster as adolescents.• They score much higher marks at school

than boys at all ages. – Especially for writing.

• They’re more likely to study:– Foreign languages– Linguistics

Solution

• Education

• Teach boys– more explicitly– with clearer structures

• Boys enjoy grammar.

• But linguistics is a science where girls shine.

• So linguistics is good for everyone.