Objectives :: Assignments
:: Grading :: Technology :: Text and Materials
Course
Objectives
This course is
designed to introduce you to some of the fundamental concepts of
linguistic anthropology. A crucial aspect of linguistic
anthropology is the ability to analyze language as both an abstract
system of symbols as well as one which is grounded (embedded,
submerged, inextricably entwined, stuck-in, mired-in, [you get the
idea]) in culture, cultural norms, social norms, power, ideology,
and any number of varying contexts. That is, this course aims to
give you the tools to analyze language as both a somewhat
“fixed or static system” (the abstract part) and as an always
“moving or dynamic system” (the context/culture part).
During the first
part of the semester, after gaining a sense of how linguistic
anthropology came to exist and how it differs from cultural
anthropology, we will focus on the structural aspects of natural
languages (i.e. any language that isn't "artificial"). You will learn
the basics of phonological, morphological, syntactic, and pragmatic
analysis. You will be doing homework on a weekly basis which requires
you to apply your brand-new skills to real life language situations and
contexts. The skillset or toolbox you learn in these first few weeks
are fundamental to the rest of the course. Without understanding
how language works – formally (i.e. grammatically) – it is really
difficult to understand the ways in which language serves to limit or
create meaning in our everyday lives. As such, it is critical that
you either come to class with an understanding of the "parts of speech"
or you brush up on them in the first week of class. I expect
students to know and be able to recognize nouns, verbs, adjectives,
subjects, direct objects, and pronouns; moreover, I expect students to
have some idea of what I mean by "subjective or objective case," "first
person versus second person pronoun," and so on. If you are not
comfortable with these terms, please let me know as there are various
texts which I can recommend to you.
The remaining weeks
of class will be focused on examining how cultures, speakers, and
contexts interact with these formal structures of language to create new
meanings, new identities, and “extra” information that may not be
directly encoded in the formal structures of languages. We will
investigate different languages and cultures in an endeavor to
understand both the wide variation and the universal properties across
languages. Toward the latter part of the course, we will be reading
specifically about English and the ways in which language is used to
create and reproduce social and cultural stereotypes, (subordinate)
statuses, and value.
Cell Phone
Policy:
Please be sure to turn off all cell phones when you arrive in class.
When cell phones ring in class, it is disturbing to me which ultimately
makes it disturbing for the entire class since I often lose my train of
thought, etc. Furthermore, for some reason unbeknownst to me (I can
also sense earthquakes seconds before they hit), I can actually hear
the phone even on "vibrator" mode; so, please, just turn it all the way
off. Thanks.

Materials, Assignment/Evaluation, and Course Schedule
Textbooks for
course: These
textbooks can be purchased in the Hornet Bookstore.
1. Western
Apache Language and Culture, University of Arizona Press, Keith
BASSO (KB)
2. Language
Files. Ohio State University Press. (LF).
3. Out of the
Mouths of Slaves: African American Language and Educational Malpractice,
John BAUGH. (JB)
There are also
several readings which are on reserve at the library. The readings are
listed below with full bibliographic citation; in the syllabus they are
listed as "RR#X." Please note when these readings are due and be sure
to acquire them well in advance.
RR#1: DURANTI,
Alessandro. 1997. The Scope of Linguistic Anthropology out of
Linguistic Anthropology, Cambridge University Press: 1 – 22.
RR#2: BOAS,
Franz. 1974 (n.d.) Introduction to the Handbook of American Indian
Language from Language,
Culture, and Society: A Book of Readings
(Blount ed.). Waveland Press: 9 -28.
RR#3: SAPIR,
Edward. 1974 (1933). Language from Language, Culture, and
Society: A Book of Readings (Blount ed.). Waveland Press: 43 –
63.
RR#4: DURANTI,
Alessandro. 1997. Ethnographic Methods out of Linguistic
Anthropology, Cambridge University Press: 84 – 121.
RR#5: LIPPI-GREEN,
Rosina. 1997. The Myth of Non-Accent out of English with an
Accent: Language, Ideology and Discrimination in the United States.
Routledge Press: 41-52.
RR#6: LIPPI-GREEN,
Rosina. 1997. The Linguistic Facts of Life from English with
an Accent: 7 -29.
RR#7: BRENNEIS,
Donald & Ronald MACAULAY (eds). 1998. Part One Learning Language,
Learning Culture out of The Matrix of Language: Contemporary
Linguistic Anthropology. Westview Press: 7 – 11.
RR#8: HEATH,
Shirley Brice. 1998. What no Bedtime Story Means: Narrative Skills
at Home and School from The Matrix of Language: 12 – 38.
RR#9: OCHS, Elinor,
SMITH, Ruth, & TAYLOR, Carolyn. 1998. Detective Stories at
Dinnertime: Problem-Solving Through Co-Narration from The Matrix
of Language: 39 – 55.
RR#10: FELD,
Steven & SCHIEFFLEN, Bambi. 1998. Hard Words: A Functional Basis
for Kaluli Discourse from The Matrix of Language: 56 – 74.
RR#11: IRVINE,
Judith. 1998. When Talk Isn't Cheap: Language and Political
Economy from The Matrix of Language: 258 – 283.
RR#12:
SILVERSTEIN, Michael. 1998. Monoglot "Standard" in America:
Standardization and Metaphors of Linguistic Hegemony from The
Matrix of Language: 284 – 306.
RR#13: LIPPI-GREEN,
Rosina. 1997. The Standard Language Myth from English with
an Accent: 53 – 73.
RR#14: LIPPI-GREEN,
Rosina. 1997. The Educational System: Fixing the message in stone
from English with an Accent: 104 – 122.
RR#15: LIPPI-GREEN,
Rosina. 1997. The real trouble with Black English from
English with an Accent: 176 – 201.
Breakdown of
Course:
Homework
assignments: 25% (5 assignments, 5% each)
Essay 15%
(instructions to be handed out in lecture)
Exam
I 25%
Final
Exam 35%
TOTAL 100%
Readings:
Doing the reading
in this course is essential to understanding the course. Please
come to class having completed the reading listed for the particular
day. If it seems that people are not coming prepared having read the
assigned reading(s), then I reserve the right to implement pop quizzes.
Assignments
(25%):
There will be five
(5) homework assignments; most of these will occur in the first 6
weeks of the course; the assignments will be handed out and
collected in class. They may not be turned in late without
official documentation of an illness or emergency.
Essay (15%):
Instructions will
be handed out in class on October 19; it will be due November 14 in
class. Late essays will receive a reduction in 5 percentage points
per day it is late including weekends. You may email me your essay
as long as it arrives in my inbox by the beginning of class time
(e.g. 3:00 pm) on Nov. 14, 2005. You may not turn your essay
into the main Anthropology office but you
may
put it into the dropbox located outside of the Anthropology's office
door. If you do the dropbox option, please keep in mind that the box
is only checked once or twice a day, so it may arrive LATE to my campus
mail which is not to your advantage (see late paper policy above).
Thus, you can see that it is in your best interest to bring the essay to
class on Nov. 14 (or before).
Exam I (25%):
Exam I will be on
Wednesday, October 5. This quiz will cover everything that we have done
up until the day of the Exam; however, the main emphasis will be on
formal linguistic analysis and your knowledge of how language works as a
formal system and on the history of linguistic anthropology.
Exam (Final =
35%):
The exams will
not be cumulative; however, at all times we will be building on
skills and knowledge that we are developing from day one. Thus, while
you will not be tested on specific formal linguistic analyses on the
Final, you will undoubtedly use this knowledge to help you answer
questions on the exam. Any exam
can not be made up without officially documented illness or other
traditionally recognized emergency.
Make-up exams will only be given via the testing center in Lassen Hall
(after 5:00 PM only); please keep this in mind. Exams will cover
readings, lectures, discussions, and videos; most typically the exams
will be a combination of short answer, fill-in-the-blank, multiple
choice, and essay questions.
Schedule of
Topics and Readings:
Week |
Dates |
Topic |
Reading
Assignments |
1 |
8/29
8/31 |
Course
Introduction
Overview of
Linguistic Anthropology |
RR#1 |
2 |
9/5
9/7 |
HOLIDAY
Roots of
Linguistic Anthropology |
RR#2 |
3 |
9/12
9/14 |
Roots of
Ling. Anthropology Cont.
Tool Kit |
RR#3
RR#4 |
4 |
9/19
9/21 |
Articulatory
Processes
Phonology |
LF: Ch.
3
LF: Ch.
4; RR#5 |
5 |
9/26
9/28 |
Phonology
Morphology |
LF:
pages 410 – 421
LF: Ch.
5; pages 426 - 431 |
6 |
10/3
10/5 |
Syntax
EXAM I |
LF: Ch.
6 (thru pp. 196)
LF:
pages 432 – 435
|
7 |
10/10
10/12 |
Pragmatics
Semantics |
RR#6
Recommended: LF: Ch. 8
KB:
Intro
KB: Ch.
1
Recommended: LF: Ch. 7 |
8 |
10/17
10/19 |
Semantics
and (new) cultural artifacts
Metaphor
|
KB: Ch.
2
KB: Ch.
4, 5 |
9 |
10/24
10/26 |
Language,
land, & Culture
Discussion |
|
10 |
10/31
11/2 |
Learning
Language, Learning Culture
Continued |
RR#7,
RR#8
RR#9,
RR#10 |
11 |
11/7
11/9 |
Political
Economy of Language
Discussion |
RR#11,
RR#12
|
12 |
11/14
11/16 |
Standard
Ideology
Variable
Economies |
RR#13
JB:
Foreword, Ch. 1, 2 |
13 |
11/21
11/23 |
Language,
Education, & AAVE
HOLIDAY |
JB: Ch.
3, RR#14 |
14 |
11/28
11/30 |
AAVE &
Education
Some AAVE
Specifics |
JB:
Ch. 5, 6
JB:
Ch. 9, 12 |
15 |
12/5
12/7 |
The REAL
trouble
Last Day
Discussion, etc. |
JB:
Ch. 13; RR#15 |
|
|
Final Exam:
Dec. 14 3 pm - 5 pm |
|

Some Noteworthy Notes and FYIs:
Nothing
of note at this point . . .

Technology
Requirements
Students will need an electronic
mail account and computer access to the Web. All CSUS students enrolled in
one or more units can create a SacLink
account for electronic mail and Internet services. Although a home computer
with a high speed modem running Netscape or Internet Explorer would be beneficial,
students can use the Web from one of the campus student labs.
Computing Recommendations
You should be comfortable using
a computer and willing to browse the Web. This class requires online class
participation on the Web assignments and electronic discussions.
You need:
- Macintosh compatible with System
10 (OS X) or higher or Windows compatible Pentium running Windows 98 or XP.
- 128 MB of RAM
- 56K modem or faster connection
- Microsoft Internet Explorer 5
or Netscape 6 (or higher)
- SacLink or other Internet Account
- Word processing skills

Text
and Materials
See Above
|