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What is Sociolinguistics? is a tour through the major issues that define the field, such as region, status, gender, time, language attitudes, interaction, and style, while also exploring the sociolinguistics of multilingualism, culture and ethnicity, language contact, and education, all introduced with excitement, humor, and deep knowledge. "† Explores the sociolinguistics of multilingualism, culture and ethnicity, language contact, and education "† Provides useful and clear learning features including numerous innovative† exercises and project ideas, spotlighted research readings, glossary terms, chapter summaries, and text boxes "† Features a companion website offering PowerPoint slides for instructors and sample answers to questions, as well as links for further study, www.wiley.com/go/vanherk †
Gerard Van Herk is a Canada Research Chair in Regional Language and Oral Text and Memorial University of Newfoundland. He has researched and written on varieties of the English language and is one of the editors of Data Collection in Sociolinguistics: Methods and Applications (with C. Mallinson and B. Childs, 2013).
Table of Contents
|List of Boxes||p. xi|
|Research in the Spotlight||p. xiv|
|Companion Website||p. xvi|
|Types of sociolinguistics||p. 2|
|Background: The history of sociolinguistics||p. 3|
|Summing up||p. 6|
|Other resources||p. 8|
|Language and Society||p. 10|
|Defining "language" in sociolinguistics||p. 11|
|Sociolinguists vs. other linguists||p. 11|
|Sociolinguists vs. normal people||p. 12|
|Language vs. dialect||p. 13|
|What is "society"?||p. 15|
|Summing up||p. 21|
|Other resources||p. 23|
|How regional differences develop||p. 25|
|English, for example||p. 26|
|English worldwide: Linguistic features||p. 30|
|Physical isolation: The case of Newfoundland English||p. 33|
|Linguistic isolation: The case of Quebec French||p. 35|
|Social isolation: The case of African Nova Scotian English||p. 36|
|The social meaning of space||p. 37|
|Summing up||p. 42|
|Other resources||p. 45|
|Social Status||p. 47|
|Determining social class or status||p. 48|
|Summing up||p. 56|
|Other resources||p. 59|
|Apparent time||p. 60|
|Real time studies of language change||p. 63|
|The S-shaped curve of language change||p. 67|
|Subtle sound change: Vowel shifts||p. 68|
|Age: Change across the lifespan||p. 69|
|Acquiring sociolinguistic competence||p. 70|
|Summing up||p. 71|
|Other resources||p. 74|
|Ethnic language varieties||p. 75|
|Ethnic naming and depictions||p. 78|
|Crossing: Using the language of others||p. 80|
|Summing up||p. 81|
|Other resources||p. 84|
|Gender and Identify||p. 85|
|Gender and interaction||p. 86|
|Difference and dominance||p. 89|
|Hon languages encode gender||p. 90|
|Gender and language change||p. 93|
|Identity, performance, and practice||p. 96|
|Language and sexuality (or something)||p. 98|
|Summing up||p. 100|
|Other resources||p. 103|
|Defining and measuring style||p. 105|
|Genre, register, jargon||p. 110|
|Using other people∆s stuff||p. 111|
|Summing up||p. 112|
|Other resources||p. 115|
|Ethnography of communication||p. 117|
|Solidarity and power||p. 121|
|Summing up||p. 124|
|Other resources||p. 126|
|Multilingual societies||p. 128|
|Slimming up||p. 132|
|Other resources||p. 135|
|Language Contact||p. 136|
|Code-switching and borrowing||p. 136|
|Contact languages: Mixed languages, lingua franca, pidgins, Creoles||p. 139|
|Summing up||p. 143|
|Other resources||p. 146|
|Attitudes and Ideologies||p. 148|
|Investigating language attitudes||p. 149|
|Language beliefs (myths, ideologies)||p. 153|
|Reading and responding||p. 156|
|Summing up||p. 159|
|Other resources||p. 160|
|Language as a Social Entity||p. 161|
|Language maintenance, shift, revitalization||p. 162|
|Language policy and planning||p. 167|
|Summing up||p. 172|
|Other resources||p. 174|
|The school as a sociolinguistic community||p. 176|
|What students bring to school||p. 177|
|Languages of education||p. 179|
|What students take from school||p. 182|
|Learning a language at school||p. 183|
|Summing up||p. 183|
|Special extra discussion questions for students in education programs or faculties||p. 186|
|Other resources||p. 186|
|What is Sociolinguistics?||p. 188|
|The sociolinguistics of African American English||p. 189|
|Social status||p. 190|
|Culture and ethnicity||p. 191|
|Gender and identity||p. 192|
|Style and code shifting||p. 192|
|Language contact and Creoles||p. 193|
|Attitudes and ideologies||p. 193|
|Language planning and education||p. 194|
|Summing up (the book, not just the chapter)||p. 194|
|Other resources||p. 196|
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