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LIN 207 (19)
Lecture 14

LIN 207 Lecture 14: Language and identity

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LIN 207
Abigael Candelas

Language and identity First half of the course: foundational concepts What is a variable? What kinds of variation are there? How do we study variation? What is the difference between stable variation and a change in progress? This section of the course: language and identity How do people use language to express their identities, relate to others, and communities? Age, social network, class, ethnicity, gender, sexuality, etc This week: age and variation How and when is variation acquired? Is variation part of the grammar that you acquire when you learn a language? How does language use change across the lifespan, and why? How does language change between one generation to another, and why? How is language change associated with identity and social structure? Acquiring variation How is variation acquired? Is variation acquired after children have learned other aspects of their linguistic system? Or is it an integral component of the language acquisition process? Why care how variation is acquired? Chomsky: sociolinguistics is just buttery collecting Competence Performance But many linguists no long accept the competenceperformance distinction In part because of sociolinguistic research Maybe variation isnt due to an an error does sociolinguistics tell us something about the nature of our linguistic system? and what it means to be communicatively competent? Acquiring variation: Roberts 2002 Roberts 2002: are young kids acquiring variation? Focused on (t,d) deletion in Philadelphia English in the speech of kids in daycare, and their caregivers by age 3, children have acquired grammatical and phonological constraints But social constraints take longer to acquire Acquiring variation: Smith et al 2007 Smith et al 2007: Examined caregiverchild interactions in 24 dyads, children aged 2;6 and 4;0 Research took place in Buckie a small town on the NE coast of Scotland All parents in the study had been born and raised in the community Mothers were the primary caregivers for all the children in the study 24 parentchild dyads recorded themselves in everyday interactions Children aged between 2;6 and 4;0
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