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Language in the USA
This page intentionally left blank Language in the USA This textbook provides a comprehensive survey of current language issues in the USA. Through a series of specially commissioned chapters by lead- ing scholars, it explores the nature of language variation in the United States and its social, historical, and political significance. Part 1, “American English,” explores the history and distinctiveness of American English, as well as looking at regional and social varieties, African American Vernacular English, and the Dictionary of American Regional English. Part 2, “Other language varieties,” looks at Creole and Native American languages, Spanish, American Sign Language, Asian American varieties, multilingualism, linguistic diversity, and English acquisition. Part 3, “The sociolinguistic situation,” includes chapters on attitudes to language, ideology and prejudice, language and education, adolescent language, slang, Hip Hop Nation Language, the language of cyberspace, doctor–patient communication, language and identity in liter- ature, and how language relates to gender and sexuality. It also explores recent issues such as the Ebonics controversy, the Bilingual Education debate, and the English-Only movement. Clear, accessible, and broad in its coverage, Language in the USA will be welcomed by students across the disciplines of English, Linguistics, Communication Studies, American Studies and Popular Culture, as well as anyone interested more generally in language and related issues. edward finegan is Professor of Linguistics and Law at the Uni- versity of Southern California. He has published articles in a variety of journals, and his previous books include Attitudes toward English Usage (1980), Sociolinguistic Perspectives on Register (co-edited with Douglas Biber, 1994), and Language: Its Structure and Use, 4th edn. -
Fear and Threat in Illegal America: Latinas/Os, Immigration, and Progressive Representation in Colorblind Times by Hannah Kathr
Fear and Threat in Illegal America: Latinas/os, Immigration, and Progressive Representation in Colorblind Times by Hannah Kathryn Noel A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (American Culture) in the University of Michigan 2014 Doctoral Committee: Associate Professor Evelyn A. Alsultany, Co-chair Associate Professor María E. Cotera, Co-chair Associate Professor María Elena Cepeda, Williams College Associate Professor Anthony P. Mora © Hannah Kathryn Noel DEDICATION for Mom & Dad ii ACKNOWLEGEMENTS I could not have accomplished this dissertation without the guidance of my co-chairs, and graduate and undergraduate mentors: Evelyn Alsultany, María Cotera, María Elena Cepeda, Mérida Rúa, Larry La Fountain-Stokes, Carmen Whalen, Ondine Chavoya, Amy Carroll, and Anthony Mora. Evelyn, thank you for the countless phone calls, comments on every page of my dissertation (and more), advice, guidance, kind gestures, and most of all your sensibilities. You truly went above and beyond in commenting and helping me grow as a teacher, scholar, and human. María, thank you for standing by my side in both turbulent, and joyous times; your insight and flair with words (and style) are beyond parallel. Maria Elena, thank you for your constant guidance and keen constructive criticism that has forced me to grow as an intellectual and teacher. I will never forget celebrating with you when I found out I got into Michigan, I am beyond honored and feel sincere privilege that I have been able to work and grow under your mentorship. Mérida, I would have never found my way to my life’s work if I had not walked into your class. -
I What Ls,.Amerlgall'! EIGLISH? in Our Multicurtural Heritage
400.mi,ion people fl,f,:l,ll-tely speak Englishas their tirsr tunguage. English The second section in this chapter explores English as a global language-one is.rhe.tirst runguage fbr the majority of citizens of the United stntes, the united lhat reflects the multicultural influences in a common tongue. The section begins Kingdom, canada, Australia, stutn arri"u, New zealano, rr"ronJ, ,nd the many with an essay by one of the leading linguistic authorities on the topic of the global- islunds in the caribbeal. throughout tt. *orrJ a, u p.ere*ed izntion of the English language, David crystal. crystal explains the factors that second language, lausht "*t"nriu"iy it is th.e dominant ranguaie for internationut drive a language to become global and why globalization--despite what some crit- entertainment, .o--unications, science, diplomacy, meailcini and business. fnt"r"rtingfy, ics may claim-could be good for the planet. His piece is countered by another countries in some where English i: preferred spoken noted language 1?r_,1" language, it is the official ran- authority, Barbara wallraff, who argues that English is not really guuge, including the Marshail Islands, philippines, cam"roon, the and Zimbabwe. lhe global language, at least not in the way many people think. There are different This chapter takes a croser look at "linglishes" English usage rocally in the United states, and they are not all the same, posing a challenge to true universal un- und globally around the world. Is .arr".i"., there ,ulr, u tt ing a, nrgurt ,,r ena tlcrstanding. -
Accent, Standard Language Ideology, and Discriminatory Pretext in the Courts Author(S): Rosina Lippi-Green Source: Language in Society, Vol
Accent, Standard Language Ideology, and Discriminatory Pretext in the Courts Author(s): Rosina Lippi-Green Source: Language in Society, Vol. 23, No. 2 (Jun., 1994), pp. 163-198 Published by: Cambridge University Press Stable URL: http://www.jstor.org/stable/4168513 Accessed: 06/10/2009 10:10 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=cup. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Cambridge University Press is collaborating with JSTOR to digitize, preserve and extend access to Language in Society. http://www.jstor.org Language in Society 23, 163-198. Printed in the United States of America Accent, standardlanguage ideology, and discriminatorypretext in the courts ROSINA LIPPI-GREEN Department of Germanic Languages and Literatures University of Michigan Ann Arbor, Michigan 48109-1275 ABSTRACT Title VII of the U.S. -
English Accent-02-P for WEB.Qxd 8/9/11 17:38 Page 1
English Accent-02-p FOR WEB.qxd 8/9/11 17:38 Page 1 1 2 3 4 Glossary 5 6 7 8 9 *SAE A reference to the idea of a homogenous, standard spoken language in which the 10 * emphasizes the fact that this is in fact an abstraction that is never realized. 11 AAVE See African American Vernacular English. 12 13 Accent A set of phonological features, loosely bundled, that provide clues about the 14 speaker’s geographic origin, social and ethnic allegiances, standing, education, and 15 other characteristics that are socially distinctive in a given language community. 16 Accent hallucination An individual may decide that a speaker has a particular foreign 17 accent on the basis of physical features, when in fact the person in question is a native 18 speaker of English. This phenomenon has been documented in numerous studies 19 (Fought 2006; Kang and Rubin 2009). See also reverse linguistic stereotyping. 20 Accommodation theory In face-to-face conversation between speakers of different 21 language varieties, subconscious or conscious choices are made about whose com- 22 munication system to use and how much to accommodate each other. 23 24 Affirm To approve, agree or uphold, used primarily when a superior court reviews the 25 rulings of a lesser court and finds no wrongdoing. 26 African American Great Migration Between 1910 and 1940, roughly 1.5 million 27 African Americans left the South to escape poverty and racism (the first great 28 migration). After the interruption of WWII, another 1.5 million African Americans 29 moved north, a trend that continued until about 1970. -
Exploring Community Through Literature and Life: Adolescents Identity Positioning in Rural Appalachia
Exploring Community Through Literature and Life: Adolescents Identity Positioning in Rural Appalachia DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Audra J. Slocum Graduate Program in Education The Ohio State University 2012 Dissertation Committee: Dr. Caroline T. Clark, Advisor Dr. Mollie V. Blackburn Dr. Valerie Kinloch Copyrighted by Audra J. Slocum 2012 Abstract This paper centers on three adolescents from rural Appalachia who highlight the complex ways in which adolescents negotiate circulating dominant discourses regarding Appalachian identity. The data is drawn from a year-long critical ethnographic teacher- researcher study in a senior English class located within a rural Appalachian high school. The research objective was to investigate how the students and the teacher socially position themselves, others, the local Appalachian community and communities outside of the region through literacy and language practices in the context of the English class. Data analysis indicates that the adolescents in this study constructed local definitions and identity positionings that complicated the dominant discourses of what it means to be from Appalachia. Central to this work was their reflexive positioning as holding epistemic privilege to describe Appalachian communities and to critique non- Appalachian’s assertion of authority in constructing Appalachia. Appalachian and Appalachian-heritage students’ experiences with language marginalization and monitoring of peers’ language variation were significant in defining insider and outsider positions. This study suggests that centering the literacy practices of the English classroom on affords an examination of local and dominant discourses of Appalachian identity supports adolescents' critical understanding of these available discourses, and i their positioning relative to the discourses. -
© Copyright 2012 Lindsay Rose Russell
© Copyright 2012 Lindsay Rose Russell WOMEN IN THE ENGLISH LANGUAGE DICTIONARY Lindsay Rose Russell a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2012 Reading Committee: Anis Bawarshi, Co-Chair Colette Moore, Co-Chair Candice Rai Program Authorized to Offer Degree: Department of English University of Washington Abstract Women in the English Language Dictionary Lindsay Rose Russell Chairs of the Supervisory Committee: Professor Anis Bawarshi and Associate Professor Colette Moore Department of English “Women in the English Language Dictionary,” is at once a historical account and rhetorical analysis of how women have been involved in the English dictionary from its bilingual beginnings in the early modern period to its present-day array of instantiations. Departing from well-worn accounts of the English dictionary as a series of more-or-less discrete texts created by more-or-less famous men to constitute a near-neutral record of the entire language, “Women in the English Language Dictionary” conceives, instead, of the English language dictionary as a rhetorical genre, the form, content, audience, exigence, and cultural consequences of which are gendered and gendering. As a focused analysis of the emergence and evolution of a genre, “Women in the English Language Dictionary” finds that women—as an abstract construction and as a social collectivity—were integral for the framing of early dictionaries’ exigencies and for the fashioning of audiences invoked by the genre. Women signal major shifts in the genre’s purposes and participants, shifts heretofore neglected in favor of generic phases delimited by changes in form and content. -
Ideologies of Language: Authority, Consensus and Commonsense in Canadian Talk About Usage
IDEOLOGIES OF LANGUAGE: AUTHORITY, CONSENSUS AND COMMONSENSE IN CANADIAN TALK ABOUT USAGE Jaclyn Marie Rea B.A., University College of the Fraser Valley, 1995 M.A., Simon Fraser University, 1998 THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY In the Department of English O Jaclyn Marie Rea 2006 SIMON FRASER UNIVERSlTY Summer 2006 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. Approval Name: Jaclyn Marie Rea Degree: Doctor of Philosophy (English) Title of Thesis: Ideologies of Language: Authority, Consensus and Commonsense in Canadian Talk about Usage Examining Committee: Chair: Dr. Margaret Linley Assistant Professor of English Dr. Janet Giltrow Senior Supervisor Professor of English University of British Columbia Dr. Richard Coe Professor of English Dr. Kathy Mezei Professor of Humanities Dr. Gary McCarron Internal External Examiner Assistant Professor School of Communication Dr. Margery Fee External Examiner Professor of English University of British Columbia Date Defended/Approved: Tun.&/UG SIMON FRASER UNIVERSITY~i bra ry DECLARATION OF PARTIAL COPYRIGHT LICENCE The author, whose copyright is declared on the title page of this work, has granted to Simon Fraser University the right to lend this thesis, project or extended essay to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. The author has further granted permission to Simon Fraser University to keep or make a digital copy for use in its circulating collection, and, without changing the content, to translate the thesislproject or extended essays, if technically possible, to any medium or format for the purpose of preservation of the digital work. -
Beyond the Comfort Zone: Monolingual Ideologies, Bilingual U.S
BEYOND THE COMFORT ZONE: MONOLINGUAL IDEOLOGIES, BILINGUAL U.S. LATINO TEXTS by SONJA S. BURROWS A DISSERTATION Presented to the Department ofRomance Languages and the Graduate School ofthe University of Oregon in partial fulfillment ofthe requirements for the degree of Doctor ofPhilosophy June 2010 ii University of Oregon Graduate School Confirmation of Approval and Acceptance ofDissertation prepared by: Sonja Burrows Title: "Beyond the Comfort Zone: Monolingual Ideologies, Bilingual U.S. Latino Texts" This dissertation has been accepted and approved in partial fulfillment ofthe requirements for the degree in the Department ofRomance Languages by: Robert Davis, Chairperson, Romance Languages Analisa Taylor, Member, Romance Languages Monique Balbuena, Member, Honors College Holly Cashman, Member, Not from U of 0 David Vazquez, Outside Member, English and Richard Linton, Vice President for Research and Graduate Studies/Dean ofthe Graduate School for the University of Oregon. June 14,2010 Original approval signatures are on file with the Graduate School and the University of Oregon Libraries. 111 © 2010 Sonja S. Burrows IV An Abstract ofthe Dissertation of Sonja S. Burrows for the degree of Doctor ofPhilosophy in the Department ofRomance Languages to be taken June 2010 Title: BEYOND THE COMFORT ZONE: MONOLINGUAL IDEOLOGIES, BILINGUAL U.S. LATINO TEXTS Approved: ---------------------- Robert. 1. Davis This project examines reader reception ofU.S. Latino-authored narratives that engage in varying degrees oftextual code switching and bicultural belonging. The analysis builds on the argument that these narratives, as part ofa larger body ofminor literatures, playa role in revolutionizing traditional Anglo-American discourses of knowledge by marginalizing the monolingual and monocultural reader historically positioned as the prototype ofcultural literacy in the United States. -
Gentle Romances, 2014
ISBN 978-0-8444-9569-9 Gentle 2014 Romances National Library Service for the Blind and Physically Handicapped Washington 2014 Library of Congress Cataloging-in-Publication Data Library of Congress. National Library Service for the Blind and Physically Handicapped. Gentle romances, 2014. pages cm Includes bibliographical references and indexes. ISBN 978-0-8444-9569-9 1. Blind--Books and reading--Bibliography--Catalogs. 2. Talking books-- Bibliography--Catalogs. 3. Braille books--Bibliography--Catalogs. 4. Love stories-- Bibliography--Catalogs. 5. Library of Congress. National Library Service for the Blind and Physically Handicapped--Catalogs. I. Title. Z5347.L533 2014 [HV1721] 016.823’08508--dc23 2014037860 Contents Introduction .......................................... iii pense, or paranormal events may be present, Audio ..................................................... 1 but the focus is on the relationship. Dull, Braille .................................................... 41 everyday problems tend to be glossed over Index ...................................................... 53 and, although danger may be imminent, the Audio by author .................................. 53 environment is safe for the main characters. Audio by title ...................................... 61 Much of modern fiction—romances in- Braille by author ................................. 71 cluded—contains strong language and Braille by title ..................................... 73 descriptions of sex and violence. But not Order Forms ........................................ -
Why Title VII Should. Protect Speakers of Black English
University of Michigan Journal of Law Reform Volume 31 1998 Against Common Sense: Why Title VII Should. Protect Speakers Of Black English Jill Gaulding University of Ttibingen Follow this and additional works at: https://repository.law.umich.edu/mjlr Part of the Civil Rights and Discrimination Commons, Labor and Employment Law Commons, Law and Race Commons, and the Law and Society Commons Recommended Citation Jill Gaulding, Against Common Sense: Why Title VII Should. Protect Speakers Of Black English, 31 U. MICH. J. L. REFORM 637 (1998). Available at: https://repository.law.umich.edu/mjlr/vol31/iss3/3 This Article is brought to you for free and open access by the University of Michigan Journal of Law Reform at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in University of Michigan Journal of Law Reform by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. AGAINST COMMON SENSE: WHY TITLE VII SHOULD PROTECT SPEAKERS OF BLACK ENGLISH Jill Gaulding* The speech of many black Americans is marked by phrases such as 'we be writin"'or "we don't have no problem&" Because most listeners consider such "Black English" speech patterns incorrect, these speak- ers face significant disadvantages in the job market. But common sense suggests that there is nothing discriminatoryabout employers' negative reactions to Black English because it makes sense to allow employers to insist that employees use correctgrammar. This article argues against this common sense understanding of Black English as bad grammar.The author first analyzes the extent of the job market disadvantagesfaced by Black English speakers and discusses the failure of common sense solutions designed to eliminate Black English speech patterns. -
The Impact of 'Indianism' in English in India
International Journal of Recent Advances in Multidisciplinary Topics 202 Volume 2, Issue 7, July 2021 https://www.ijramt.com | ISSN (Online): 2582-7839 The Impact of ‘Indianism’ In English in India J. Aungston1*, S. John Emmanuel2 1,2Assistant Professor, Department of English, Panimalar Engineering College, Chennai, India Abstract: Indian English is a group of English dialects, or this opinion is based on a surface level examination of lexical regional language varieties, spoken primarily in the Indian similarities. Of course, one must keep in mind that not every subcontinent. Though English is one of modern India’s two official linguistic item is used by every Indian English speaker and that languages, the other being Hindi, only a few hundred thousand Indians have English as ‘their’ language. Indians have made a great deal of regional and educational differentiation exists. English into their own with its own linguistic and cultural ecologies Even so, items can be identified which are widely used. These and socio-cultural contexts. Indians have a lot to gain from operate on various phonological, morphological, lexical and knowing English and the world has a lot to gain from English syntactic levels. knowing Indians. This article highlights how we a global language like English has been made use of by different people of our 3. Phonology country with its phonology and morphology. Phonology is a system of contrastive relationships among the Keywords: Syntax, Lexicon, Morphology, Academic, Ecologies, speech sounds that constitute the fundamental components of a Phonology. language. Indian accents vary greatly. Some Indians speak English with an accent very close to a standard British accent 1.