(Week 1)(a & b)

What is sociolinguistics?

DefinitionSociolinguistics is the field that studies the

relation between language and society (Spolsky, 2006).

It studies the relation between the uses of language and the social structures in which the users of language live.

It is a field of study that assumes that human society is made up of many related patterns and behaviors, some of which are linguistics (Spolsky, 2006)

Based on the premise that besides language being used to communicate meaning, it is also used to establish and maintain social relationships.

Who are sociolinguists?

SociolinguistsSociolinguists study the relationship between

language and society (Holmes, 2001).

They are interested in explaining why we speak differently in different social contexts.

They are concerned with identifying the social functions of language and the ways it is used to convey social meaning.

Examining the way people use language in different social contexts provides valuable information about the way language works, as well as about the social relationships in a community, and the way people signal aspects of their social identity through their language (Holmes, 2001).

QuestionWhat about English as a Second Language (ESL) teachers?

Language and ContextSociolinguistics is concerned with

the relationship between language and the social context in which it is used (Holmes, 2001).

Example 1Ray: Hi mum.Mum: Hi. You’re late.Ray: Yeah, that bastard Sootbucket kept us in

again.Mum: Nana’s here.Ray: Oh sorry. Where is she?

Example 2Ray: Good afternoon, sir.Principal: What are you doing here at this

time?Ray: Mr Sutton kept us in, sir.

Question 1:Holmes (2001)i. Identify the words in examples 1 and 2

which reflect the fact that Ray’s relationship with his mother is a friendly one compared to his relationship with the principal.

What does this suggest about the social significance of choice of words?

Question 2:ii. Ray greeted the principal with the words

Good afternoon, sir.

How do or did you greet your school principal?

Would you use the same greeting to your best friend? Why?

Language VariationLanguages provide a variety of ways of

saying the same thing – addressing and greeting others, describing things, paying compliments, etc. (Holmes, 2001)

The choice of one linguistic form rather than another is a useful clue to non-linguistic information. Linguistic variation can provide social information (i.e status, ethnicity, culture, gender, etc.)

VarietyA term used to denote any identifiable kind of language (Spolsky, 2006).

Exercises 1:In most languages, there are many different ways

of addressing people. What are the reasons for choosing a particular form?

Make a list of all the names you are called by people who know you. Do some people call you by more than one name?

What are the reasons why people choose one name rather than another for you.

What are the different ways we say things?Example 1:Holmes (2001)Sam: You seen our ‘enry’s new ‘ouse yet? It’s

in ‘alton you know.Jim: I have indeed. I could hardly miss it Sam.

Your Henry now owns the biggest house in Halton.

Example 2:(a). Refuse should be deposited in the

receptacle provided.(b). Put your rubbish in the bin, Jilly.(c ). Please tender exact fare and state

destination.(d). Give me the right money and tell me

where you’re going.(What non-linguistic and social factors are

likely to account for the different ways of saying the same thing?)

Language ChoiceThere is a range of social influences on

language choice (Holmes, 2001).

Sociolinguists are interested in the different types of linguistic variation used to express and reflect social factors.

These linguistic variation may occur at different levels – ‘word choice’ or vocabulary (exp. That bastard Sootbucket vs my teacher Mr. Sutton), sounds or pronunciation, word-structure (or morphology), and grammar (or syntax) (Holmes, 2001)

Within each of these linguistic levels, there is variation which offers the speaker a choice of ways of expression.

They provide us with different linguistic styles for use in different social contexts.

Choices may even involve different dialects of a language, or even quite different languages (Holmes, 2001).

StyleA variety of language used by an individual appropriate to a level of formality (Spolsky, 2006).

DialectA variety of a language used recognizably in a specific region or (a social dialect) by a specific social class (Spolsky, 2006).

QuestionWhat is the situation in Malaysia?

SOCIAL FACTORSSocial factors have important influences on

the use of a particular language (or linguistic) variety (Holmes, 2001).

In any situation, linguistic choices will generally reflect the influence of one or more of the following components:

(1). The participants:Who is (are) speaking?Who are they speaking to?, etc.

(2). The setting (or social context) of the interaction:

Where are they speaking?, etc.

(3). The topic:What is being talked about?

(4). The function:Why are they speaking?

SOCIAL DIMENSIONSThere are several important dimensions for analysis

which relate to the social factors (Holmes, 2001):(1). A social distance scale – concerned with

participant relationships (how well we know someone).

(The solidarity – social distance scale)Intimate

Distant ----------------------------------------------------High solidarity Low

solidarity

(2). A status scale – concerned with participant relationships (social status)

(The status scale) Superior High

status | | | | Subordinate Low status

(3). A formality scale – relating to the setting or type of interaction (assessing the influence of social setting or type of interaction on language choice)

(The formality scale) Formal High formality | | | | Informal Low formality

(4). Two functional scales – relating to the purpose or topic of interaction (convey objective information and expresses how someone is feeling)

(The referential and affective function scales) Referential High information Low

information content ------------------------------------- content

Affective Low affective High

affective content -------------------------------------- content

QuestionHow do you relate these scales with the situation in Malaysian schools?

What about in the ESL classroom, specifically?