Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Lingu francas are languages used b wide groups of people to facilitate communication between cultures that traditionally use separate languages; English is the lingua franca of much of the world, as people from Sweden to China to Egypt learn it to facilitate international communication. Pidgins and creoles are bastardizations of two or more languages from a merging or meeting of cultures.
National and official languages can be established to ease communication within a nation, but they do not always represent the real linguistic situation. Official/national languages require planning for documentation and to ensure that the language will serve the nation's needs. Norway had a difficult time selecting which dialect to make the official language, for example. Linguists play a role in this by helping to track and classify linguistic varietals and determine the effects of official changes. Language is different in the Southern U.S. than it is in the Northeast, though people in both regions speak English (regional variations), and Hasidic Jews of New York have different language patterns than their nearby non-Jewish neighbors (social variation). Social dialects can also be observed in things like rap culture, "text speak," and more, and some of these can be similar to odes that people can switch between.
Gender and age can greatly achieve the perceived appropriateness or even the applicability of certain language, and language also often makes inherent assertions or limitations about gender and age. Mr. / Mrs. is a basic example of gender differentiation in language, while a word like "mankind" is gender exclusionary. Similar issues can exist for age in many languages.
Thus sociolinguistics is far more than an arcane academic field of study; rather, sociolinguistics offers a unique opportunity to make a real difference in society. Now, for a concrete example that you as students should be able to understand and appreciate. Sociolinguistics has profound implications for teaching and has played a huge role in understanding the poor educational performance of lower-class inner-city children (Labov, 1972). Sociolinguists have found that language
To this point, Chouliarki (2000) argues that "the facilitation of deliberative processes among audiences is a matter not only of changing institutional arrangements (towards a regulation of marketized media) but also of changing the mode of articulation of media discourse itself; even though the latter may be a consequence of the former, each is a sine qua non-for deliberative democracy." (Chouliarki, 293) To an extent then, these approaches to language
Language and Social Grouping Language is used differently in different geographic groups, ethnic, age, gender, and socioeconomic groups (Williams, 2010). Geographic groups use the same languages in different dialects that belong to the particular geographic regions. Within each language are many different dialects that have been formed with different geographic locations and cultures. Shared words, experiences, cultures, and expressions are ethnic and shared elements of the social fabric. Language of a common
Interviews can certainly be shaped by culture-specific nuances, but, at the same time misunderstandings may accrue due to other factors in other words, cultural differences may not be the only or accurate attribution to communicative difficulties in interview situations. There are too many other complexities that may be responsible for initiating miscommunication. Gomperz and Cook-Gomperz (2008) distinguish between socio-linguistics and linguistic anthropology but Sarangi concludes that: "A selective characterization
It outlines those programs and benefits to be offered on campuses to help service international students more effectively. Japanese students are here identified. Since they speak English as second language, they have more stress, requiring more time to read their textbooks, receiving the abuse from students that are enrolled with them in classes or who are being taught by them when they serve as graduate assistants. This causes miscommunication
(Linton) One Turning Point One prominent turning point for the opposition of bilingualism occurred with Peal and Lambert's (1962) study, as after their study, "bilingualism became recognized as having a cognitive advantage. (Palij and Homel, 1987; cited by Takakuwa, 2000) Peal and Lambert (1962; cited by Takakuwa, 2000) studied ten-year-olds from French schools in Montreal, Canada, and found that on 15 out of 18 measures of intelligence, scores of their