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Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium, TN Sonja Schröder, Grundstudium, TN Language and Gender Prof. Penelope Eckert Prof. Sally McConnell-Ginet

Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

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Page 1: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Tielke Vogt, Hauptstudium, LN

Svenja Follmann, Hauptstudium, LN

Julia Selzer, Grundstudium, TN

Meike Tadken, Grundstudium, LN

Judith Mertens, Hauptstudium, TN

Sonja Schröder, Grundstudium, TN

Language and Gender

Prof. Penelope Eckert

Prof. Sally McConnell-Ginet

Page 2: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Contents

1. Constructing gender (Tielke)

2. Linking the linguistic to the social (Svenja)

3. Organizing talk (Julia)

4. Making social moves (Meike)

5. Positioning ideas and subjects (Judith)

6. Working the market: use of varieties (Sonja)

Page 3: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Constructing gender- Introduction

The study of language and gender got started as a result to an article by Robin Lakoff entitled “Language and woman’s place” Difference approach Dominance approach

Later: consideration of context What is the nature of the diversity among men

and among women? How do these diversities structure gender?

Page 4: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Constructing gender- Sex vs. Gender

Sex: biological categorization based primarily on reproductive potential

Gender: social elaboration of biological sex – gender as social construction

Page 5: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Constructing gender- Learning to be gendered (1)

Dichotomous beginnings: It’s a boy! It’s a girl By the (different) treatment and expectations

from others children learn to adapt to their gender role – a child learns to be male or female

Learning asymmetry Males are more engaged in enforcing gender

difference than females Result: behaviour and activities of boys are more

valued than that of girls, and boys are discouraged from having interest in girl’s behaviour or activities

Tomboy vs. Sissy

Page 6: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Constructing gender- Learning to be gendered (2)

The heterosexual market End of elementary school: beginning of a social market structured system of social evaluation Matches are initially short lived – the number of “trades”

(with the “right” Partner) establishing one’s value This activity precedes actual sexual activity

Developing desire Gender: conscious element of desire Girls: want to feel small and delicate, learn to display

their emotions to others at the appropriate time Boys: want to feel big and strong, learn to control their

emotions

Page 7: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Constructing gender- Conclusion

Gender is learned It is not only learned but taught and enforced

Gender is collaborative We can not accomplish on our own

Gender is not something we have, but something we do Children often do gender quite consciously, later

their gendered performances become second nature

Gender is asymmetrical Inequality is built into gender at a very basic level

Page 8: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Linking the linguistic to the social- Introduction (1)

Dominant ideology and linguistic conventions are not static

They are rather constructed, maintained, elaborated, and changed in action and talk

Change happens in the accumulation of action throughout the social fabric e.g. “Sir“ – not female aquivalent

Page 9: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Linking the linguistic to the social - Introduction (2)

Embedded in history are not only the things said and done, but also: identities and status of the people who have said

and done them Individual act enters into a broader discourse

Our contributions can be seen as an offer to a market

Page 10: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Linking the linguistic to the social - Social locus of change

Change comes in subtle ways Gender order and linguistic conventions exercise a

constraint on our thoughts and actions Change = interruption of patterns Change can be intentional or unintentional We perform gender in our minutest acts

Accumulation of those acts leads to maintaining gender order

Page 11: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Linking the linguistic to the social- The speech community

Def.: a community sharing rules for the conduct and interpretation of speech, and rules for the interpretation of at least one linguistic variety

Speaker of the same language may have difficulty communicating if they do not share norms for the use of that language in interaction e.g. English and Pakistani speakers of English in

London

Page 12: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Linking the linguistic to the social- Communities of practice

Participants develop ways of doing things together They develop practices: common knowledge and

beliefs, ways of relating to each other, way of talking within communities of practice linguistic may spread within and among speech communities

People participate in society through participating in a range of communities of practice

Page 13: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Linking the linguistic to the social- Face

Def.: the positive social value a person effectively claims for himself by the line others he has taken during a particular contact

Everyday conversational exchanges are crucial in constructing gender identities as well as gender ideologies and relations

Face can be “lost” and “saved” Link to gender order: desire to avoid face-threating

situations or acts

Page 14: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Linking the linguistic to the social- Linguistic resources

Language = highly structured system of signs Gender embedded in these signs:

Primary: gender can be content of a sign Secondary: associated meaning The way someone talks: tone and pitch of

voice, patterns of intonation, choice of vocabulary, pronunciation, and grammatical patterns

Page 15: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Linking the linguistic to the social- Phonology

Phoneme /s/ In North America generally pronounced with tip of

tongue at the alveolar ridge behind the upper teeth A pronunciation against the edge of the front teeth

(slight lisp) is stereotypically associated with women or gays

Page 16: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Linking the linguistic to the social- Gender in grammar (1)

Some languages force the speaker to specify gender e.g. English: third person pronoun

Grammatical gender: when a language has noun classes that are relevant for certain kinds of agreement patterns In many Indo-European languages grammatical

gender has complex connections to social gender BUT: no perfect correspondence

Page 17: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Linking the linguistic to the social- Gender in grammar (2)

Especially problematic when referring to nouns wih a pronoun e.g. “le professeur” can refer to a woman, even if

it is a masculine form, but one tends to switch to a feminine pronoun (elle)

In English, cats are usually referred to as “she” and dogs as “he”

Speakers assign masculine respectively feminine attributes according to grammatical gender

Page 18: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Organizing talk- Introduction (1)

Men are encouraged to talk on all occasions, speaking being a sign of masculine intelligence and leadership

The ideal woman is submissive and quiet, silent in her husband‘s presence e.g. Araucanian culture of Chile: at gatherings

men do much talking, women sit together listlessly, communicating only in whispers or not at all

Page 19: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Organizing talk- Introduction (2)

A person‘s contribution to an ongoing discussion is determined not simply by the utterance the person produces, but by the ways in which that utterance is received and interpreted by the others in the conservation

The right to speak depends on the right to be in the situation, and the right to engage in particular kinds of speech activities in that situation

Page 20: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Organizing talk- Introduction (3)

Example:

Joking about men‘s impatience with discussing relationships has already made it to the top among discourses of gender, but joking about women‘s impatience with babies has not

Page 21: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Organizing talk- Men vs. Women

Men Most technology is

designed by men It is primarily men who

have the authority to engage in conversation that effect large numbers of people

Perform speech acts that change people‘s civil status

Women Women in medical

practice, schools, social work, etc.

Cannot be priests in the Catholic Church, but the Protestant ministry is feminized

No woman has ever given a state of the union address in the US

Page 22: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Organizing talk- Looking like a professor

The words of a person who doesn‘t appear to be a professor are less likely to be taken as authoritive than the same words coming from someone who does look like a professor Many men don‘t recognise women as professors

Many women wrote novels and poems under a man‘s name in order to be published e.g. George Eliot - real name: Mary Ann Evans)

Page 23: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Organizing talk- Speech activity

Lecturing,sermonizing,gossiping,talking dirty,joking,arguing,therapy talk,small talk,etc.

There are some speech activities that occur in all speech communities, while others may be specific to, or more common in , particular communities

Page 24: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Organizing talk- Gossip vs. Arguing (1)

Gossip derives from Old English god sib

( = supportive friend or godparent) Gossip is supposed to characterize much of

women‘s talk Many people - esp. men - think that gossiping

means talking bad about others BUT: just any informal talk among close women

friends

Page 25: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Organizing talk- Gossip vs. Arguing (2)

Arguing: in most English-speaking countries- men argue, women quarrel or bicker (zanken)

Quarreling has a more personal orientation in general and is seen as more emotional

Arguing is essentially focused in the subject matter- involves giving reasons and evidence

In many Italian-speaking communities of practice lively and loud arguments involving both women and men are frequent

Page 26: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Making social moves- Contents

Speech act theory Functions of talk and motives of talking: gender

oppositions Politeness Affective and instrumental talk Intimacy and autonomy, cooperativeness and

competitiveness Speech acts embedded in social action

What is a compliment? Evaluation of face work “Do they really mean it?” What’s the key?

Conclusion

Page 27: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Making social moves- Introduction

Social move = speech act which is embedded in social practice, it is a continuing discourse among interactants

Speech acts consist out of two parts: talk and action Each utterance is part of a social situation in which it

occurs Kinds of speech acts: compliment, insult, request,

command, promise etc. A repeated move of a particular type can become an

activity

Page 28: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Making social moves- Speech act theory

Philosopher J. L. Austin initiated the systematic study of speech acts The main question was: How to do things with

words? Performative utterances: words starts a chain of events Judith Butler: speech acts consist out of performative

utterances and other performances which come off, acquire their meaning and do their work

All utterances are actions Three kinds of action:

Locutionary acts Illocutionary acts Prelocutionary acts

Page 29: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Making social moves- Politeness

Everyone has got two faces: positive face and negative face

Positive face: projecting a self that is affiliated with others

Negative face:projecting a self that is a separate individual

Two kinds of politeness: Positive politeness: addressing positive face needs Negative politeness:addressing negative face needs

Politeness depends on the context: what looks like the same kind of act might be positively polite in one context but not in another

Page 30: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Making social moves- Affective and instrumental talk

Three functions of talk: Affective function of talk Referential function of talk Instrumental function of talk

Affective and referential functions are closely interconnected

Women are more interested in affective talk Men are more interested in instrumental talk

Page 31: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Making social moves- Intimacy vs. Autonomy/cooperativeness vs. competitiveness

Women Most interested in

promoting intimacy with others

Women speak in ways that build egalitarian societies

In case of a struggle:girls try to negotiate and satisfy everyone

Men Are interested in

establishing their autonomy

Males engage in speech acts that build hierarchies

In case of a struggle:boys tends to engage in physical tussles over possession rights, raising their voices etc.

Page 32: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Making social moves- What is a compliment? (1)

Compliments: Social moves that live in a landscape of

evaluation Have different functions and possible motivations Are loaded with cultural values Are associated with cultural norms

Criticism and insults inhabit the negative area of the same landscape

A compliment must at least try to make the addressee feel good about themselves

Page 33: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Making social moves- What is a compliment? (2)

What is regarded as a compliment depends on the situation

Like other gifts a compliment can put the complimentee in dept to the complimenter

Classifying a move as a compliment is a matter of situating the move maker and the other participant in a larger social landscape

Page 34: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Making social moves- Evaluation of face work

Evaluation of one another is central to social interaction and to the construction and enforcement of social norms

Receiving a compliment increases self-esteem and warm feelings toward the complimenter

Compliments can flow down a socially asymmetric relation between complimenter and complimentee

But compliments given up the hierarchy are often classified as inappropriate

Compliments are important in constructing and regulating the gender order

Page 35: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Making social moves- “Do they really mean it?” What is the key?

Compliments can be suspected on several different grounds

Compliments are often routine and formulaic Sarcastic compliments Deceptive compliments

People can have mixed motives

Page 36: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Making social moves- Conclusion

There are various kinds of speech acts A conversation between interactants depends on

different influencing factors Women are more polite than men because they are

more other orientated Men are more interested in establishing their

autonomy Social moves are not only in face-to-face

conversational interactions, they can also occur in the mass media

Page 37: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Positioning ideas and subjects- Contents

1. Introduction

2. Women‘s language and gendered positioning

3. Showing deference or respect?

4. Addressing

5. Conclusion

Page 38: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Positioning ideas and subjects- Introduction

Positioning ideas and subjects Discourse: What happens when we talk? How do we “take positions“? Two aspects of discourse positioning:

1. We position ourselves through meaningful content

2. Through the “role“ we take: pupil, judge, clown, sympathetic friend, storyteller, etc.

Page 39: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Positioning ideas and subjects- Women’s language and gendered positioning

Robin Lakoff (American linguist) made experiments in the early 1970s

Typical for women‘s language: Tag questions (e.g. It is terrible, isn‘t it?) Rising intonation on declaratives (e.g. Husband:

When will dinner be ready? Wife: Six o‘clock? The use of various kinds of hedges (“That‘s

kinda sad“ or “it‘s probably dinnertime“)

Page 40: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Positioning ideas and subjects- Women’s language and gendered positioning

Boosters or amplifiers (“I‘m so glad you‘re here“) Indirection (saying something like: “ Well, I have got

a dentist appointment then“.) Diminutives (e.g. panties) Euphemism (going to the bathroom instead of pee

or piss)

powerless language

Page 41: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Positioning ideas and subjects- Showing deference and respect

Showing respect generally looks very much the same as showing deference

Deference involves not only respect: it also implies placing others‘ claims above one‘s own, subordinating own‘s own rights to those of others

Ritual deference Question of position and also status

Page 42: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Positioning ideas and subjects- Addressing (1)

Sensitive indicators of how speakers are positioning the addressees

Comparison: English vs. German English:

Sir, ma‘am, social titles like Dr., Mr. or Mrs.

assign high position and respect First name: indicates familarity, solidarity or that

you do not respect the other person

Page 43: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Positioning ideas and subjects- Addressing (2)

German: “du“ (singular) and “Sie“ (plural) “du“: more intimate, familiar or when you talk to

children “Sie“: shows respect

Several centuries ago: hierarchy was more important

English had distinction, too: “thou“ (singular) and “you“ (plural)

Page 44: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Positioning ideas and subjects- Conclusion

Positioning is a very important part of discourse Differences between women and men Differences because of age and social status as well Question of respect

Page 45: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Working the Market: Use of varieties- Contents

1. Languages, dialects and varieties

2. The linguistic market

3. Language ideologies and linguistic varieties

4. Gender and the use of linguistic varieties

5. Whose speech is more standard?

Page 46: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Working the Market: Use of varieties- Language, dialects and varieties

Children learn a particular language with a particular variety

Children, who have contact to different communities might grow up speaking more than one variety

Bilingualism: learning two languages with two varieties not just grammatically, but strategically

Differences in dialects can be very subtle Grammatical differences Phonological differences by which we

distinguish regional dialects

Page 47: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Working the Market: Use of varieties- The linguistic market

“Right” linguistic varieties can facilitate access to positions and situations of societal power

“Wrong” linguistic varieties can block such access Standard language is normally the language of

societal power also used at the global market Locally based varieties are commonly referred to as

vernaculars and are used at the local market Vernaculars may be distinct languages from the

standard or they may be alternative varieties of the same language

Page 48: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Working the Market: Use of varieties- Language, ideologies and linguistic varieties (1)

Members of elite classes are and speak a more global / standard language Is designed to unite diverse populations Is associated with rationality, stability and with

impersonal and formalized communications Symbolizes the objective knowledge from global

sources Is associated with refinement

One’s linguistic variety can enhance one’s chances in economic life

Page 49: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Working the Market: Use of varieties- Language, ideologies and linguistic varieties (2)

Local language represents membership and loyalty to a local community

Is associated with personal and affective engagement

Knowledge and judgement function in a different realm

Is associated with physical, practical knowledge, roughness and toughness

Page 50: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Working the Market: Use of varieties- Gender and the use of linguistic varieties

Requires access to the communities in which the variety is used and the right to use it

Being in the workplace may provide greater access to certain varieties

Marriage opportunities may also play a role Social networks may also lead to differential

linguistic patterns Modernization tended to affect men´s work before it

affected women´s work Different employment opportunities for women in

general

Page 51: Tielke Vogt, Hauptstudium, LN Svenja Follmann, Hauptstudium, LN Julia Selzer, Grundstudium, TN Meike Tadken, Grundstudium, LN Judith Mertens, Hauptstudium,

Working the Market: Use of varieties- Whose speech is more standard?

It is commonly claimed that women’s speech and grammar is regularly more standard than men’s

Possibly the educational patterns put women more in the standard language market than men

Men use reductions more often than women Socio-economic difference is greater among women

than among men