DOCSLIB.ORG

Impoliteness-Related Bibliography

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Impoliteness-Related Bibliography Jonathan Culpeper IMPOLITENESS-RELATED BIBLIOGRAPHY [N.B. These items have not been double-checked for accuracy] Abrahams, Roger D. (1962) Playing the dozens. Journal of American Folklore 75: 209-220. Adams, James S. (1965) Inequity in social exchange. In: Leonard Berkowitz (ed.) Advances in Experimental Social Psychology, Vol. 2. London and New York: Academic Press, pp. 267-299. Adams, Karen L. (1999) Deliberate Dispute and the Construction of Oppositional Stance. Pragmatics 9(2): 231-248. Afifi, Walid. A. and Judee K. Burgoon (2000) Behavioral violations in interactions: The combined consequences of valence and change in uncertainty on interaction outcomes. Human Communication Research 26: 203-233. Ainsworth, Janet (2008) Linguistic features of police culture and the coercive impact of police officer swearing in police-citizen street interaction. Register and Context. Al-Khatib, Mahmoud A. (1997) Provoking Arguments for Provoking Laughter: A Case Study of the Candid Camera TV Show. Text 17(3): 263-299. Alberts, J.K., Kellar-Guenther, Y. and Corman, S.R. (1996). That’s not funny: Understanding recipients’ responses to teasing. Western Journal of Communication, 60, 337-357. Allan, Keith (1990) Some English Terms of Insult Invoking Sex Organs: Evidence of a Pragmatic Driver for Semantics. In: Savas L. Tsohatzidis (ed.). Meanings and Prototypes:Studies in Linguistic Categorization. New York: Routledge. Allan, Keith and Kate Burridge (1991) Euphemism and Dysphemism: Language Used as Shield and Weapon. New York and Oxford: Oxford University Press. Allan, Keith and Kate Burridge (2006) Forbidden words: Taboo and the Censoring of Language. Cambridge: Cambridge University Press. Aman. R. (1980) Clean up your fexing language! Or, how to swear violently without offending anyone. Maledicta 4: 5-11. Anderson, Carolyn M. and Matthew M. Martin (1999) The Relationship of Argumentativeness and) Verbal Aggressiveness to Cohesion, Consensus, and Satisfaction in Small Groups. Communication Reports 12(1): 21-31. Anderson, Craig A. and Brad J. Bushman (2002) Human aggression. Annual Review of Psychology 53: 27-51. Anderson, Craig A., William E. Deuser and Kristina M. DeNeve (1995) Hot temperatures, hostile affect, hostile cognition, and arousal: Tests of a general model of affective aggression. Personality and Social Psychology Bulletin 21: 434-448. Anderson, Elizabeth (2000) Beyond homo economicus: New developments in theories of social norms. Philosophy and Public Affairs 29 (2): 170-200. Anderson, Luvell & Ernie Lepore. 2013. What did you call me? Slurs as prohibited words: Setting things up. Analytic Philosophy 54. 350–363. Angouri, J., & Tseliga, T. (2010). “You Have No Idea What You are Talking About!” From e- disagreement to e-impoliteness in two online fora. Journal of Politeness Research. Language, Behaviour, Culture, 6(1), 57-82. Angouri, Jo & Miriam Locher. (2012) Theorising disagreement. Journal of Pragmatics 44. 1549–1553. 1 Jonathan Culpeper Archer, D. (2011). Cross-examining lawyers, facework and the adversarial courtroom. Journal of Pragmatics, 43(13), 3216-3230. Archer, Dawn Elizabeth. 2008. Verbal Aggression and Impoliteness: Related or Synonymous? In Derek Bousfield & Miriam A. Locher (eds.), Impoliteness in language: Studies on its interplay with power in theory and practice, 181–207. Berlin/New York: Mouton de Gruyter. Ardington, A. (2011). Tourist Advertising of Australia: Impolite or Situation-appropriate? Or a Uniquely Aussie Invite Lost in Translation. In: B. Davies, M. Haugh, & A. J. Merrison, Situated Politeness, New York: Continuum, 253-280. Arendholz, J. (2013). In Appropriate Online Behavior: A Pragmatic Analysis of Message Board Relations (Vol. 229). John Benjamins. Arundale, Robert B. 2010. Constituting face in conversation: Face, facework and interactional achievement. Journal of Pragmatics. 42: 2078-2105. Austin, J. Paddy M. (1987) The Dark Side of Politeness: A Pragmatic Analysis of Non- cooperative Communication. Unpublished PhD dissertation. Christchurch: University of Canterbury. Austin, J. Paddy M. (1990) Politeness revisited—the dark side. In: Alan Bell and Janet Holmes (eds) New Zealand Ways of Speaking English. Clevedon and Philadelphia: Multilingual Matters, pp. 277-293. Avorgbedor, Daniel K. (1994) Freedom to Sing, License to Insult: The Influence of Halo Performance on Social Violence among the Anlo Ewe. Oral Tradition 9(1): 83-112. Avtgis, Theodore, Andrew S. Rancer and Philip P. Amato (1998) Self-Handicapping Orientation and Tendencies toward Verbal Aggressiveness. Communication Research Reports 15(2): 226-234. Ayoub, Millicent R. and Stephen A. Barnett (1965) Ritualized Verbal Insult in White High School Culture. Journal of American Folklore 78: 337-344, Ball, Donald. (1965) Sarcasm as sociation: the rhetoric of interaction. Canadian Review of Sociology and Anthropology 2. 190–198. Baratta, Alex. (2014) Military impoliteness as an (eventually) unmarked form: A comment on Journal of Pragmatics 60. 17–23 Baron, Robert A. and Deborah R. Richardson (1994) Human Aggression. New York: Plenum. Barringer, Bob. (1998) Adding Insult to the Inquiry: A Study of Rhetorical Jousting in Beowulf. In: Geardagum (ed.). Essays on Old and Middle English Language and Literature, 19-26. Batchelor, Susan, Michele Burman and Jane Brown (2001) Discussing Violence: Let’s Hear It From The Girls. Probation Journal 48: 125-134. Baumeister, R.F. (1997) Evil: Inside human violence and cruelty. New York: Freeman. Baumeister, R.F., Boden, J.M. and Smart, L. (1996) Relation of threatened egotism to violence and aggression: The dark side of high self-esteem. Psychological Review, 103 (1): 5-33. Baumeister, R.F., Stillwell, A. and Wotman, S.R. (1990) Victim and perpetrator accounts of interpersonal conflict: Autobiographical narratives about anger. Journal of Personality and Social Psychology, 59 (5): 994-1005. Beaudry, Mary C. (1979) Insult and Slander in Seventeenth-Century Virginia. Folklore and Folklife in Virginia 1: 42-51. Beebe, Leslie M. (1995) Polite fictions: Instrumental rudeness as pragmatic competence. In: James E. Alatis, Carolyn A. Straehle, Brent Gallenberger and Maggie Ronkin (eds) Linguistics and the Education of Language Teachers: Ethnolinguistic, Psycholinguistics 2 Jonathan Culpeper and Sociolinguistic Aspects. Georgetown University Round Table on Languages and Linguistics. Georgetown: Georgetown University Press, pp. 154-168. Beebe, Leslie M. (1997) Rude Awakenings: Ways of Responding to Rudeness. In: L.F. Bouton (ed.). Pragmatics and Language Learning. Urbana-Champaign: University of Illinois. 1- 35. Bell, David M. (1997) Innuendo. Journal of Pragmatics 27 (1): 35-59. Bell, Eugene C. and Roger N. Blakeney (1977) Personality correlates of conflicts modes. Human Relations, 30 (9): 849-857. Bell, N. (2009). Impolite responses to failed humor. Humor in interaction, 143-163. Benoit, William L. and Pamela J. Benoit (1990) Aggravated and Mitigated Opening Utterances. Argumentation 4(2): 171-183. Berger, Arthur A. (1993) An anatomy of humor. New Brunswick, NJ: Transaction Publishers. Berger, Charles R. (1994) Power, dominance, and social interaction. In: Mark L. Knapp and Gerald R. Miller (eds) Handbook of Interpersonal Communication. Thousand Oaks, CA: Sage, pp. 450-507. Berkowitz, Leonard (1993) Aggression: Its Causes, Consequences, and Control. Philadelphia: Temple University Press. Bernal, Maria (2008) Do insults always insult? Genuine politeness versus non-genuine politeness in colloquial Spanish [¿Insultan los insultos? Descortesía auténtica vs. descortesía no auténtica en el español coloquial]. Pragmatics 18 (4): 775-802. Bettenhausen, Kenneth and J. Keith Murnighan (1985) The emergence of norms in competitive decision-making groups. Administrative Science Quarterly 30 (3): 350-372. Bianchi, Claudia. (2014) Slurs and appropriation: An echoic account. Journal of Pragmatics 66. 35–44. Blas Arroyo, José Luis (20010 ‘‘No diga chorradas...’’. La descortesía en el debate político cara a cara. Una aproximación pragma-variacionista. Oralia. 4: 9-45. Blas Arroyo, José Luis. (2013) “No eres inteligente ni para tener amigos… Pues anda que tú” [“You are not even clever enough to have any friends… Look who’s talking!”]: A quantitative analysis of the production and reception of impoliteness in present-day Spanish reality television.” In Nuria Lorenzo-Dus & Pilar Garcés-Conejos Blitvich (eds.), Real Talk: Reality Television and Discourse Analysis in Action, 218–244. New York: Palgrave Macmillan. Bleyle, C. D. W. (1995) Semantic Prerequisites and Options for Threats. The SECOL Review 19(2): 184-201. Blish, James (1972) The Climate of Insult. Sewanee Review 80: 340-346. Blitvich, P. G. C. (2009). Impoliteness and identity in the American news media: The “Culture Wars”. Journal of Politeness Research. Language, Behaviour, Culture, 5(2), 273-303. Blitvich, P. G. C. (2010). A genre approach to the study of im-politeness. International Review of Pragmatics, 2(1), 46-94. Blitvich, P. G. C. (2010). Introduction: The status-quo and quo vadis of impoliteness research. Intercultural Pragmatics, 7(4), 535-559. Blitvich, P. G. C. (2010). The YouTubification of politics, impoliteness and polarization. In: T. Rotimi (Ed.), Handbook of Research on Discourse Behavior and Digital Communication: Language Structures and Social Interaction, Hershey, PA: IGI Global. 540-563. Blitvich, P. G. C., Bou-Franch, P., & Lorenzo-Dus, N. (2013). Identity and impoliteness: The expert in the talent show Idol. Journal of Politeness Research, 9(1), 97-121.
Load more

Recommended publications
  • Development of Phonetic Variants (Allophones)
    Journal of Phonetics 52 (2015) 152–169 Contents lists available at ScienceDirect Journal of Phonetics journal homepage: www.elsevier.com/locate/phonetics Research Article Development of phonetic variants (allophones) in 2-year-olds learning American English: A study of alveolar stop /t, d/ codas ⁎ Jae Yung Song a, , Stefanie Shattuck-Hufnagel b, Katherine Demuth c,d a Department of Linguistics, University of Wisconsin-Milwaukee, WI 53211, USA b Speech Communication Group, Research Laboratory of Electronics, Massachusetts Institute of Technology, Cambridge, MA 02139, USA c Department of Linguistics, Centre for Language Sciences (CLaS), ARC Centre of Excellence in Cognition and its Disorders (CCD), Macquarie University, Sydney, New South Wales 2109, Australia d The Santa Fe Institute, Santa Fe, NM 87501, USA ARTICLE INFO ABSTRACT Article history: This study examined the emergence of the phonetic variants (often called allophones) of alveolar phonemes in Received 26 June 2014 the speech production of 2-year-olds. Our specific question was: Does the child start by producing a “canonical” Received in revised form form of a phoneme (e.g., /t/ with a clear closure and a release burst), only later learning to produce its other 28 May 2015 phonetic variants (e.g., unreleased stop, flap, and glottal stop)? Or, does the child start by producing the Accepted 11 June 2015 appropriate phonetic variants in the appropriate contexts and only later learn that they are phonetic variants of the same phoneme? In order to address this question, we investigated the production of three phonetic variants Keywords: (unreleased stop, flap, and glottal stop) of the alveolar stop codas /t, d/ in the spontaneous speech of 6 American- Language development English-speaking mother–child dyads, using both acoustic and perceptual coding.
    [Show full text]
  • How to Get Published in ESOL and Applied Linguistics Serials
    How to Get Published in TESOL and Applied Linguistics Serials TESOL Convention & Exhibit (TESOL 2016 Baltimore) Applied Linguistics Editor(s): John Hellermann & Anna Mauranen Editor/Journal E-mail: [email protected] Journal URL: http://applij.oxfordjournals.org/ Journal description: Applied Linguistics publishes research into language with relevance to real-world problems. The journal is keen to help make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions which critically reflect on current practices in applied linguistic research. It promotes scholarly and scientific discussion of issues that unite or divide scholars in applied linguistics. It is less interested in the ad hoc solution of particular problems and more interested in the handling of problems in a principled way by reference to theoretical studies. Applied linguistics is viewed not only as the relation between theory and practice, but also as the study of language and language-related problems in specific situations in which people use and learn languages. Within this framework the journal welcomes contributions in such areas of current enquiry as: bilingualism and multilingualism; computer-mediated communication; conversation analysis; corpus linguistics; critical discourse analysis; deaf linguistics; discourse analysis and pragmatics; first and additional language learning, teaching, and use; forensic linguistics; language assessment; language planning and policies; language for special purposes; lexicography; literacies; multimodal communication; rhetoric and stylistics; and translation. The journal welcomes both reports of original research and conceptual articles. The Journal’s Forum section is intended to enhance debate between authors and the wider community of applied linguists (see Editorial in 22/1) and affords a quicker turnaround time for short pieces.
    [Show full text]
  • Applying Phonology in Lexicography: Variant-Synonym Classification In
    Applying phonology in lexicography: variant-synonym classification in Czech Sign Language Hana Strachoňová, Masaryk University, Brno, Czech Republic, [email protected] Lucia Vlášková, Masaryk University, Brno, Czech Republic, [email protected] Sign language (SL) lexicography, as a young field of study within SL linguistics, faces a lot of challenges that have already been answered for the audio-oral language material. In this talk we present a method that is being applied in the ongoing process of data classification for the first Czech SL online dictionary (part of the platform Dictio). Problem: For audio-oral languages, a dictionary entry standardly contains the citation form of a lexeme and all the variants (Čermák 1995). See for example the gender variants in Czech: brambor (potato- masculine) / brambor-a (potato-feminine), hadr (cloth-masculine) / hadr-a (cloth-feminine). However, two (or more) expressions of a different word-forming nature are not considered variants but synonyms (Filipec 1995). See the example pairs in Czech - the first expression comes from the traditional Czech lexicon and the latter originates in English/Latin: jazykověda (linguistics; Czech origin) / lingvistika (linguistics; foreign origin), poradce (consultant; Czech origin) / konzultant (consultant; foreign origin). The common ground of the variant- and synonym-pairs is their shared meaning (brambor has the same meaning as brambora; jazykověda has the same meaning as lingvistika) and in the lexicographic work it is essential to assign each of them the right place in the dictionary entry. What seems as a simple task for spoken languages (basically - common root for variants, different roots for synonyms) becomes a challenge for SLs (still ongoing discussion about the definition of morphemes and lexical roots; see e.g.
    [Show full text]
  • <I>Language Learning
    Language Learning ISSN 0023-8333 EDITORIAL Extending the Reach of Research: Introducing Open Accessible Summaries at Language Learning Emma Marsden (Associate Journal Editor & Incoming Journal Editor), Pavel Trofimovich (Journal Editor), and Nick Ellis (General Editor) University of York, Concordia University, and University of Michigan Open science practices, which include efforts to enhance accessibility to data and ma- terials and to improve the dissemination of findings to broader audiences, have been at the forefront of the open science movement worldwide. Language Learning is proud to extend its support of open science practices by participating in the OASIS (Open Accessible Summaries in Language Studies) initiative, which aims to make language- related research openly available and easily accessible, both physically and conceptually. As part of the OASIS initiative, Language Learning now publishes accessible sum- maries of all accepted articles, including reviews and syntheses. Written in nontechnical We are grateful to the Journal Editors in language sciences who contributed to the guidelines for summary writing. We thank the OASIS team contributors (Sible Andringa, Laura Collins, Aline Godfroid, Suzanne Graham, Carrie Jackson, Rowena Kasprowicz, Ines Martin, Kevin McManus, Luke Plonsky, Andrea Revesz, June Ruivivar, Natasha Tokowicz, Tessa Warren) and the audience of a colloquium entitled “Extending the Reach of Research in the Language Sciences” at the 2018 meeting of the American Association for Applied Linguistics in Chicago, Illinois. An initial collection of over 300 accessible summaries now exists on the OASIS platform (https://oasis- database.org) thanks to an overwhelming collaborative international effort, involving over 20 aca- demics, 10 postdoctoral researchers (including Inge Alferink, Lisa-Maria Muller, David O’Reilly, and Angela Tellier), and doctoral and master’s students too numerous to list here.
    [Show full text]
  • Impact of Immersion Teaching on English Sociopragmatic Awareness of Chinese Kindergarten Children: a Polite Study
    International Education Volume 41 Issue 2 Spring 2012 Impact of Immersion Teaching on English Sociopragmatic Awareness of Chinese Kindergarten Children: A Polite Study Lei Zhang China Women's University Rong Yan Beijing International Studies University Follow this and additional works at: https://trace.tennessee.edu/internationaleducation Part of the International and Comparative Education Commons Copyright © 2013 by the University of Tennessee. Reproduced with publisher's permission. Further reproduction of this article in violation of the copyright is prohibited. https://trace.tennessee.edu/internationaleducation/vol41/iss2/3 Recommended Citation Zhang, Lei and Yan, Rong (2012). Impact of Immersion Teaching on English Sociopragmatic Awareness of Chinese Kindergarten Children: A Polite Study. International Education, Vol. 41 Issue (2). Retrieved from: https://trace.tennessee.edu/internationaleducation/vol41/iss2/3 This Article is brought to you for free and open access by TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in International Education by an authorized editor of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. IMPACT OF IMMERSION TEACHING ON ENGLISH SOCIOPRAGMATIC AWARENESS OF CHINESE KINDERGARTEN CHILDREN: A POLITE STUDY Lei Zhang China Women’s University Rong Yan Beijing International Studies University ABSTRACT The purpose of this paper is to examine the impacts of an early partial im- mersion program as compared to a non-immersion program on English socioprag- matic awareness among Chinese kindergarten children six years of age. Of the 128 children who participated in the experiment involving the use of politeness perception tasks, half received three years of English immersion instruction and the other half were non-immersion children.
    [Show full text]
  • Full Article
    467 O'NEIL 2/28/2013 3:54 PM HATE SPEECH, FIGHTING WORDS, AND BEYOND—WHY AMERICAN LAW IS UNIQUE Robert M. O‘Neil* During the waning days of the turbulent presidential campaign of 2012, the issue of free speech was bound to emerge. President Barack Obama chose this moment to declare to the United Nations General Assembly his abiding commitment to the uniquely American value of unfettered expression.1 In a diverse society, he reaffirmed, ―efforts to restrict speech can become a tool to silence critics, or oppress minorities.‖2 The catalyst for this declaration was the appearance of ―a crude and disgusting video‖3 caricaturing the Prophet Muhammad which had triggered violent protests in more than twenty nations, mainly in the Middle East.4 President Obama made clear both his disdain for the video and his unswerving faith in the singularly American insistence on free expression.5 Curiously (or some would say paradoxically) the Obama Administration only weeks earlier had actively supported passage of a resolution in the United Nations Human Rights Council to create an international standard restricting some anti-religious speech; the Egyptian ambassador to the United Nations had lauded this measure by recognizing that ―‗freedom of expression has been sometimes misused‘ to insult religion.‖6 Secretary of State Hilary Clinton had added her view that speech or protest resulting in the destruction of religious sites was not, she noted, ―fair game.‖7 In a recent and expansive analysis of these contrasting events, * University of Virginia and Association of Governing Boards, Albany Law Review Symposium, September, 2012.
    [Show full text]
  • Social Dimensions of Language Change
    Social dimensions of language change Lev Michael 1 Introduction Language change results from the differential propagation of linguistic vari- ants distributed among the linguistic repertoires of communicatively inter- acting individuals in a given community. From this it follows that language change is socially-mediated in two important ways. First, since language change is a social-epidemiological process that takes place by propagating some aspect of communicative practice across a socially-structured network, the organization of the social group in question can affect how a variant propagates. It is known, for example, that densely connected social net- works tend to be resistant to innovations, where as more sparsely connected ones are more open to them. Second, social and cultural factors, such as lan- guage ideologies, can encourage the propagation of particular variants at the expense of others in particular contexts, likewise contributing to language change. The purpose of this chapter is to survey our current understanding of the social factors that affect the emergence and propagation of linguistic variants, and thus language change, by bringing together insights from vari- ationist sociolinguistics, sociohistorical linguistics, linguistic anthropology, social psychology, and evolutionary approaches to language change. It is im- portant to note that there are, as discussed in Chapter 1, important factors beyond the social ones discussed in this chapter that affect variant propaga- 1 tion and language change, including factors related to linguistic production and perception, and cognitive factors attributable to the human language faculty (see Chapter 1). 1.1 Theorizing variation and language change As Weinreich, Labov, and Herzog (1968) originally observed, theories of lan- guage that assume linguistic variation to be noise or meaningless divergence from some ideal synchronically homogeneous linguistic state { to be elim- inated by `averaging' or `abstraction' { encounter profound difficulties in accounting for language change.
    [Show full text]
  • LINGUISTICS' Selected Category Scheme: Wos
    Journal Data Filtered By: Selected JCR Year: 2020 Selected Editions: SSCI Selected Categories: 'LINGUISTICS' Selected Category Scheme: WoS Rank Full Journal Title ISSN Journal Impact Factor 1 APPLIED LINGUISTICS 0142-6001 5.741 2 Language Teaching 0261-4448 5.327 3 Computer Assisted Language Learning 0958-8221 4.789 4 MODERN LANGUAGE JOURNAL 0026-7902 4.759 5 LANGUAGE LEARNING 0023-8333 4.667 6 LANGUAGE LEARNING & TECHNOLOGY 1094-3501 4.313 7 International Journal of Bilingual Education and Bilingualism 1367-0050 4.159 8 STUDIES IN SECOND LANGUAGE ACQUISITION 0272-2631 3.988 9 Language Teaching Research 1362-1688 3.899 10 TESOL QUARTERLY 0039-8322 3.692 11 Language Testing 0265-5322 3.551 12 JOURNAL OF SECOND LANGUAGE WRITING 1060-3743 3.538 13 Bilingualism-Language and Cognition 1366-7289 3.532 14 Annual Review of Linguistics 2333-9691 3.512 15 SYSTEM 0346-251X 3.167 16 RESEARCH ON LANGUAGE AND SOCIAL INTERACTION 0835-1813 3.077 17 JOURNAL OF MEMORY AND LANGUAGE 0749-596X 3.059 18 Studies in Second Language Learning and Teaching 2083-5205 3.036 INTERNATIONAL JOURNAL OF LANGUAGE & 19 COMMUNICATION DISORDERS 1368-2822 3.020 20 LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS 0161-1461 2.983 21 ReCALL 0958-3440 2.917 JOURNAL OF MULTILINGUAL AND MULTICULTURAL 22 DEVELOPMENT 0143-4632 2.814 23 ENGLISH FOR SPECIFIC PURPOSES 0889-4906 2.804 24 APHASIOLOGY 0268-7038 2.773 25 International Journal of Multilingualism 1479-0718 2.714 26 JOURNAL OF PHONETICS 0095-4470 2.670 27 Applied Linguistics Review 1868-6303 2.655 28 JOURNAL OF FLUENCY DISORDERS
    [Show full text]
  • Language Development Language Development
    Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development.
    [Show full text]
  • Free Speech Or Hate Speech? a Conversation Regarding State V
    Free Speech or Hate Speech? A Conversation Regarding State v. Liebenguth November 16, 2020 4:00 p.m. – 6:00 p.m. CT Bar Association Webinar CT Bar Institute, Inc. CT: 2.0 CLE Credits (1.0 General / 1.0 Ethics) NY:2.0 CLE Credits (1.0 AOP / 1.0 Ethics) No representation or warranty is made as to the accuracy of these materials. Readers should check primary sources where appropriate and use the traditional legal research techniques to make sure that the information has not been affected or changed by recent developments. Page 1 of 163 Table of Contents Lawyers’ Principles of Professionalism...................................................................................................................3 Agenda ....................................................................................................................................................................6 Faculty Biographies ................................................................................................................................................7 Hate Crime Laws ..................................................................................................................................................10 State v. Liebenguth ................................................................................................................................................26 State v. Liebenguth 181 Conn.App. 37 ..................................................................................................................49 State v. Baccala .....................................................................................................................................................67
    [Show full text]
  • Language Variation and Ethnicity in a Multicultural East London Secondary School
    Language Variation and Ethnicity in a Multicultural East London Secondary School Shivonne Marie Gates Queen Mary, University of London April 2019 Abstract Multicultural London English (MLE) has been described as a new multiethnolect borne out of indirect language contact among ethnically-diverse adolescent friendship groups (Cheshire et al. 2011). Evidence of ethnic stratification was also found: for example, “non-Anglo” boys were more likely to use innovative MLE diphthong variants than other (male and female) participants. However, the data analysed by Cheshire and colleagues has limited ethnographic information and as such the role that ethnicity plays in language change and variation in London remains unclear. This is not dissimilar to other work on multiethnolects, which presents an orientation to a multiethnic identity as more salient than different ethnic identities (e.g. Freywald et al. 2011). This thesis therefore examines language variation in a different MLE-speaking adolescent community to shed light on the dynamics of ethnicity in a multicultural context. Data were gathered through a 12-month ethnography of a Year Ten (14-15 years old) cohort at Riverton, a multi-ethnic secondary school in Newham, East London, and include field notes and interviews with 27 students (19 girls, 8 boys). A full multivariate analysis of the face and price vowels alongside a quantitative description of individual linguistic repertoires sheds light on MLE’s status as the new London vernacular. Building on the findings of Cheshire et al. (2011), the present study suggests that language variation by ethnicity can have social meaning in multi-ethnic communities. There are apparent ethnolinguistic repertoires: ethnic minority boys use more advanced vowel realisations alongside high rates of DH-stopping, and the more innovative was/were levelling system.
    [Show full text]
  • Effects of Instruction on L2 Pronunciation Development: a Synthesis of 15 Quasiexperimental Intervention Studies
    RESEARCH ISSUES TESOL Quarterly publishes brief commentaries on aspects of qualitative and quantitative research. Edited by CONSTANT LEUNG King’s College London Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi- Experimental Intervention Studies KAZUYA SAITO Waseda University Tokyo, Japan doi: 10.1002/tesq.67 & Over the past 25 years second language (L2) acquisition research has paid considerable attention to the effectiveness of instruction on L2 morphosyntax development, and the findings of relevant empirical studies have been extensively summarized using narrative review meth- ods (e.g., Ellis, 2002) as well as meta-analytic review methods (e.g., Spada & Tomita, 2010). These researchers have reached a consensus that (a) integrating language focus into meaning-oriented classrooms is more effective than a purely naturalistic approach, and (b) contextu- alized grammar teaching methods (e.g., focus-on-form instruction, form-focused instruction) is more effective than decontexualized gram- mar teaching methods (e.g., focus-on-formS instruction, grammar- translation method). What is surprising in this vein of L2 acquisition studies, however, is the lack of research in the area of L2 pronuncia- tion development. Pronunciation teaching has been notorious for its overdependence on decontextualized practice such as mechanical drills and repetition, reminiscent of the audiolingual teaching meth- ods of several decades ago (for discussion, see Celce-Murcia, Brinton, Goodwin, & Griner, 2010). Furthermore, very few language teachers actually receive adequate training in the specific area of pronunciation teaching (Foote, Holtby, & Derwing, 2011). 842 TESOL QUARTERLY Vol. 46, No. 4, December 2012 © 2012 TESOL International Association In recent years, several researchers have made strong calls for research on teaching for intelligible (rather than native-like) pronunciation.
    [Show full text]