Week 1

Linguistic Anthropology, Language as a non-neutral medium

●​ Ontological commitment
○​ What’s the theory of language in linguistic anthropology that makes it a coherent, albeit
diverse, field of study?
●​ 3 properties of language
●​ Language is a code for representing experience
○​ Language is a form of social organization
○​ Language is a system of differentiation
●​ The higher-order ontological commitment (that is, what cuts across these 3 approaches to
language) is a theory of language as a non-neutral medium
●​ Classificatory bias
○​ Languages differ in the ways they routinely classify experience or divide up the natural
and cultural world
●​ The Principle of linguistic relatively
○​ Everyone who is observing something, we’re looking at the same thing. However, it can
be the same physical evidence but we dont’ gather meaning the same way, we dont’
interpret the same way
■​ Interpretaiton is culturally situated
●​ Habituation: language is a habit, something we do not question, something we take for granted,
automatic
○​ Notion of habitus
■​ Habitual modes of behaviour, acquired peculiarities
■​ Using habitus to describe language as a system of dispositions that operate within
fields
●​ Hollywood, academia, etc
○​ Regional and class distinctions
●​ Linguistic bias
○​ We are so shaped by the environment that we’re surrounded by, How do we change that?
■​ Reflexivity
●​ Language is a code that can reflect upon itself (metalanguage)
○​ Meta: language about language
■​ Make new linguistic habits
●​ Classificatory bias
●​ Conversation analysis: language is social organization
○​ The way we conversate reveals the social structure
Week 2

10/08
●​ System of differentiation: studying the linguistic basis of social prestige, and the differencetial
access that speakers have to socially prestigious linguistic varieties
○​ Linguistic anthropologists concerned with HOW language functioned as a system of
social differentiation → more of a focus on processes of differentiation
●​ Language ideologies
○​ Any ideas about languages are positioned, imbued with sociopolitical as well as personal
investments
○​ Certain type: standard language ideology
■​ A bias toward an abstracted, idealized, homogenous spoken language which is
imposed and maintained by dominant bioc institutions which is imposed and
maintained by dominant bloc institutions and which names as its model the
written language, but is drawn primarily from the upper middle class
○​ Nonstandard
■​ Perceived as linguistic inadequacies
■​ The standard language, presented as universally available, is commodified and
presented as the only resource which permits full participation in the capitalist
economy and an improvement of one’s place in its political system
●​ Linguistic profiling→ John Ball (the guy that did the phone calls)
○​ If you’re black, people on the phone can tell your race and will be less likely to give you
a callback
●​ Language ideologies
○​ Definitions
■​ Sets of beliefs about language articulated by users as a rationalization of
justification of perceived language structure and use
■​ Refers to the situated, partial, and interested character of conceptions and uses of
language
■​ These conceptions (explicitly articulated or embodied in communicative practice)
represent attempts to rationalize language use
●​ These attempts are always constructed from the sociocultural expereince
of the speaker
■​ The cultural system of ideas about social and linguistic relationships, together
with their laoding or moral and political interests
○​ Kroskrity’s five levels of organization
■​ Language ideologies represent the perception of language and discourse that is
constructed in the interest of a specific social or cultural group
■​ Language ideologies are profitably conceived as multiple because of the plurality
of meaningful social divisions within sociocultural groups that have the potential
to produce divergent perspectives expressed as indices of group membership
 ■​ Members’ language ideologies mediate between social structures and forms of
talk
●​ Iconization: hearers take an aspect of lang and view it as a pictorial
guide to the nature of a group of speakers
○​ ex) Western European linguists “misinterpreted” South African
Khoisan clicks as degraded animal sounds rather than
phonological units
●​ Fractal recursivity: when an opposition, salient at some level of
relationship, is projected onto some other level
●​ Erasure: of differentiation is a selective ignoring of othen “unruly forms
of variation that do not fit the models of speakers and linguists
○​ When European colonial linguists erase African multilingualism
in order to produce lingusitic maps analogous to those of Europe,
○​ One nation one language
■​ Language ideologies are productively used in the creation and representation of
various social and cultural identities
●​ ex) the White Afrikaner Nationalist project and the “coloured” recreation
and reclamation of Afrikaans, or as some would put it, Afrikaaps
○​ It is not Dutch or from Africa, pure new language
●​ The gay male subculture known as bears, the dominant language
ideology deprecates those who talk “all flamboyant” or “like queen,” and
elevates those who talk like “real men” or in Spain, “hombres sin
plumas”

10/10
●​ Kroskrity wrote that Language ideologies are productively used in the creation and representation
of various social and cultural identities
○​ Language ideologies underpin some of our most troubling racist practices, like housing
discrimination, when landlords make racial inferences based on “the color of someone’s
voice” followed by racist decisions to deny them housing
●​ The use of metaphor in print media reveals racist discourses and dehumanizing conceptions of
undocumented immigrant workers
●​ Metaphors
○​ Ubiquitous in every day communication
○​ Not just a figurative linguistic expression, it’s a conceptual framework
○​ Everyday metaphor embodies the worldview of those who unthinkingly use metaphor,
that is to say ALL OF US
○​ Unpacking the linguistic ideological power of metaphors to establish sustain, reinforce,
and challenge oppressive power relations
●​ Proactive learning
○​ Communication focuses specifically on students learning how to communicate effecitvely
through writing and through speaking in academic settings
■​ Not gay speech or southern speech, what is academic speech u know
 ●​ Code-switching

Week 3

10/15
●​ Make people confront their own biases to break out of it (“oh i said that??”
●​ “And they can’t codeswitch that well…”
●​ Children from communities of color often have a language gap compared to whites because these
children don’t have enough words that they are incapable of competing with their white counter
parts→ ideology of deficiency
○​ Most of the communities of colored communities are actually bilingual or trilingual
●​ Labov and contextual styles (all systematic and rule governed, showed that style varied on
context→ sociolinguistic breakthrough)
○​ Context A: Casual speech (least formal)
■​ Speakers pay no attention to their casual speech
■​ Use nonstandard or stigmatized forms in their casual speech
○​ Context B: The Interview situation (careful speech)
○​ Context C: Reading style
○​ Context D: Word Lists
○​ Context E: miniimal pairs
■​ Words that have a single diffferentiating element, “rap” and “tap”
■​ Most formal
■​ Pay most attention
●​ Baugh’s situational styles
Familiar (Frequent contact) Unfamiliar (occasional contact)

TYPE 1: familiar exchange TYPE 2: Intracommunity Members of Black Street

Contact Culture

TYPE 3: intercommunity TYPE 4: Outsider Contact Outsiders to Black Street

exchange Culture

○​ Type 1: Depicts speech events that have familiar participants, all of whom are natives of
the black vernacular culture, share long term relationships which tend to be close knit and
self supporting
○​ Type 2: represents speech events where participants are not well acquainted but are
members of the black vernacular culture
○​ Type 3: indicates speech …
●​ Richford’s Addressee and Topic Styleshifts
○​ Built upon Baugh’s word on styleshifting in the AA community
○​ People shift their style from who they talk to AND what they talk about (topic)
 ○​

10/17
●​ Indexicality
●​ The more we stray from stereotypes and dominant thought the more we’re punished
●​ Languaging race
○​ Examining the politics of race through the lens of language
■​ Because language is an under examined yet crucial aspect of racial politics in the
US
○​ Addressing the lack of a critical dialogue on language in the US that recognizes language
as a site of cultural struggle
●​ Obama’s English
○​ Having multiple ways of speaking, style shifting
○​ Code switching
○​ Ability to speak in multiple levels and multiple registers
○​ Signification on prior text and recontextualizing it to the current moment and his use of
hoodwink and bamboozle indexed even further the give and take for the reason why it
resonated with the audience (particular words and phrases can have different layers)
○​ More than any other cultural symbol, Barack Obama’s multifaceted language use allowed
White Americans to create linguistic links between him and famous African American
male historical figures
●​ The process of racial becoming
○​ To become black is to become an ethnographer who translates and searches around in an
effort to understand what it means to be black in North America, for example.
■​ It is a process of entering already pronounced regimes of blackness
●​ Dual indexicality
○​ Direct: what the speaker or author intends to index
■​ I am creative witty, playful, tough
■​ I am cosmopolitan
○​ Indirect: what is lurking in the background​
■​ “I can use Spanish in random, disorderly context even though Spanish speakers
are expected to reject “disorderly” contexts codeswitching and code mixing
■​ I can goof up Spanish, but Spanish speakers must master English
■​ Spanish is neither dangerous nor disorderly when I use it jokingly and, or
incorrectly

Week 4

10/22
●​ Dual indexicality
 ○​ Think about “smoke,” there’s a referential meaning like we see the gray cloud floating up
in the sky, as direct as it can be
○​ Indexicality gets to the social and cultural meaning, what does SMOKE mean?? It means
there’s a fire
■​ Smoke in the dictionary does not say FIRE
■​ Smoke indexes fire
●​ Pattern nature of discourse will reveal indexes huh????
●​ How do Americans read articulate
○​ While there were Americans across all ethnoracial groups who viewed articulate as an
unproblematic compliment, this group was predominantly white
○​ The overwhelming majority of black americans found articulate to be problematic, with
some downright offended and insulted
○​ Third general finding suggested that multiracial Americans seemed not to possess strong
interpretations of either side of the articulate debate
○​ Further, the data suggest that those Black Americans who identified as Black but were
also multiracial - and were socialized in predominantly non-Black communities - also did
not view “articulate” as offensive
○​ Asians, Latinx, Middle eastern etc.
■​ Articulate sometimes about making them the exception to a racist rule, and other
times it’s about casting them and their speech behaviour as white, an identity
category they resist
■​ Language ideologies link articulateness with “standard” English with Whiteness
●​ Occurs bc race and class oinequality overlap to the point at which the
language variety that we think of as standard is straightforwardly
constructed as “white English”
●​ Insights from those on the linguistic margins: bilinguals and multilinguals
○​ “Split view” that depended on their linguistic background as much if not more than their
race, when reading the social meaning of “articulate”
○​ Learned English as a 2nd language, are honored to be referred to as articulate, meaning
that they have mastered English
○​ Show that the underlying cause of Black suspicion and offense when it comes to
articulate is due to broader, ongoing social processes that have as much to do with the
deprecation of Blackness as they do with the linguistic marginalizaiton in general
●​ Considering “articulate” not as an adjective but as a verb
○​ White policing and white paternalistic view of Black Language
●​ Difference in black speech are caused by “intellectual indolence, or laziness, mental and physical
which shows itself in the shortening of words, the elision of syllables, and modification of every
difficult enunciation…its most characteristic feature”
●​ While black Americans are not considered property, they are still denied opportunities to BUY
property
○​ Articulate as a gatekeeping mechanism: racial segregation, cultural assimilation, and
linguistic policing
○​ Dominant white culture insists of “white English” as the price of admission into its
economic and social mainstream
 ■​ What if you had to sound Black to get a loan or mortgage?
●​ Critical disjuncture between White attitudes and behaviours in regard to racial integration and
equity
○​ “White sounding” speakers are rewarded in much the same way that “articulate” speakers
are praised, while “black sounding” speakers are punished (even if speaking in Standard
English)
●​ Obama
○​ Language socialization is both global and multiple
■​ He had access to multiple variety of styles he picked up, he socialized within a
white family
○​ Use of black language forces us to contend with the idea of BL as a symbolic site of
identification as a major resource in the process of “beocmign Black”
○​ Caught between discriminatory discourses of language, race, citizenship, and religion

10/24
●​ How does the Hip Hop community of artists conceptualized and theorized language
●​ The film does a brief history of hip hop and its verbal artistic and musical antecedents
○​ The cipher is the height of community and competition
■​ Seen as a threat to cops, breaking up ciphers
●​ Etic perspective, police viewing it as violent and aggressive
○​ Criminalization of public art???
○​ From within
○​ Had to do with race and policing of black bodies
○​ It requires collaboration, competition is fairly obvious
○​ What terms are you hearing repeatedly?
○​ Major sites identified as key to the development of freestyle rap
■​ Why are they important?
●​

Week 5

10/29
●​ Celebration of Knowledge
○​ https://quizlet.com/333202749/ucla-anthropology-4-midterm-flash-cards/
●​ Raciolinguistics foregrounds “intersectional approaches that understand race as always produced
in conjunction with class, gender, sexuality, religion, citizenship, national, and other axes of
social differentiation used in vectors of oppression
●​ It is imperative to have critical focus on heterosexual men not only in order to grasp the plurality
of masculinities, but also to constantly question how, why and with what linguistic and
semiotic means men produce their heterosexual masculinities in various contexts
 ●​ This collaborative work joins these scholars’ call to question the conditions that enable the
production of racialized heterosexual masculinities by focusing on how young men articulate the
interconnected ideologies of lang, race, gender, sexuality, and how a particular form of masculine
ideology - toughness - emerges in their improvised verbal duels
●​ Macro categories formed from micro interactions from every single day
●​ Hip hop challenging white supremacy ideologies
○​ Kind of racialized identity→ masculine, working class, local) challenges white
domination as it marginalizes other class, gender, and sexual identities
○​ You are reproducing sexism, racism in your circle
●​ Freestyle rap battles
○​ Whiteness if rendered the “other” while black vernancular lang is the dominant language
○​ All discursive space where black lang is the prestige variety where black linguistic and
communicative norms are the standard
●​ Problem with rap talking about race, gender (especially females), and the body (fat jokes)
○​ Mock asian
■​ Mocking their tonality
●​ Chop chop, suey suey u know
●​ Strategies
○​ Emcees in both contexts perform others’ race and gender in at least these 3 creative ways
○​ They can indirectly index race, gender and sexuality BY
■​ Linguistically performing the other​
●​ Mocking Chinese tonality or producing a lisp to stereotypically makr
someone as gay
■​ Culturally defining their opponent thru types of work and sets of sexual activities
and practices
●​ Martial arts, landscaping, oral or anal sex with men
■​ Creating links to popular culture that require specialized knowledge
●​ “It’s Eddie Murphy in Sherman Klump costume” like Cypress Hill when
Cube dissed him or comparisons to Little Witch or Auntie Beatie

Week 6: Interethnic and Intraethnic Communication

11/05
●​ Lo Adrienne, Suddenly Faced with a Chinese Village: The Linguistic Racialization of Asian
Americans
○​ Chinese in public space in suburban california
○​ Her research in describes the increasingly familiar and contested context of the rapidly
diversifying, formerly White subrubs of California
○​ Lo argues that White residents in the community of Laurelton strongly racialized Asian
Americans through language and interpreted their linguistic production through
racializing frames
 ○​ She shows powerfully how Whites used language in coverty racist ways to situate Asian
Americans as illegitimate, peripheral members of the community while centering Whites
as legitimate residents with entitlement, ownership, and authority over Laurelton’s future
growth
○​ White residents “linguistically portrayed Asian Americans as toxic and unwelcome
neighbors” as many believed their community was becoming too Asian
■​ Some White realtors steering White homebuyers away from Laurelton and
toward communities where they might feel more comfortable
○​ Within this racially discriminatory context, Lo shows how White discourses linked
speaking an Asian language with “secrecy” and deception, and public displays of writing
an Asian language as not only “illegible” but “inappropriate”
●​ Signs at the Chinese market, linguistically landscape of Laurelton
○​ Usually on sale
○​ Translations have their nuances
■​ “Brocolli crown”
○​ Signs cater to English speakers
■​ Old timers in Laurelton find illegible?
■​ Everything is translated for the people of Laurelton to be able to understand what
is happening but it is framed as illegible and inappropriate
●​ Lo highlighted the ways that Asian Americans who fit the “model minority” stereotype and who
are often imagined as leading fully assimilated lives were covertly racialized through language
and discourses about language
●​ Through their pronoun use and the ways that they associated categories like “Asian”,
“newcomer,” and “oldtimer” with moral positions
○​ Whites portrayed themselves as the rightful, central members of Laurelton
●​ Recall “yellow peril”
○​ Americans in particular had this fear of Chinese immigration and Asian immigration,
Chinese exclusion acts, threats to the western way of life from democracy to technology
etc.
○​ Whites portrayed well educated multilingual Asians as nefarious businessmen, greedy
newcomers who didn’t care about the community,
○​ Attempts to revitalize commercial areas was seen as threatening and exclusionary
●​ Perez, Zapotec, Mixtec etc
○​ They discuss linguistic practices in communities of Color that are invisible to most
educators
○​ Their chapter is the first scholarly account of trilingual language brokering among
indigenous immigrant youth from mexico
■​ The compelx process of how trilingual speakers codeswithc between and
translate multiiple languages at once
○​ Ex: english, Spanish, and an indigenous language
■​ A great example is what happens at a parent-teacher meeting
○​ Ironically, the three way convergence of mainstream American society’s general, English
monolingualism, combined with their parents’ monolingualism, and their peers’
 bilingualism has produced a generation of indigenous youth who function as trilingual
language brokers
○​ CULTURALLY SUSTAINING PEDAGOGIES
■​ AS THEY ARGUE, indigenous youth who are supported by their parents and
peers have learned to navigate social life in the united states through an
impressive display of language learning that is not often recognized by American
educational institutions
○​ They have accomplished this despite benign labeled as linguistically deficient, being
assumed to be Spanish speaking learners of English as a Second Language, and
experiencing widespread raciolinguistic stigmatization and discrimination from
AMericans, Mexicans, and Mexican Americans alike
●​ Increasingly, indigenous youth in the US are creating youth groups that create their own “terms of
engagement” around issues of linguistic racism
●​ One of these groups, AUtonomos, founded by Oaxacan indigenous youth in Fresno explicitly
provides a space for youth “to reclaim their indigenous identity”

11/07: Educational Experiences of Indigenous Students

●​ Students speak another language that’s not Spanish, misdiagnosis→ placed in special education
because of lack of awareness of diversity (Oaxacan)
○​ Schools are not aware of the Indigenous diversity in Mexico
●​ How does the experience of non and Indigenous students differ in school
○​ Indigenous students come from families with parents that stay at home (less than
non-indigenous), an important social resource
○​ Oaxacan students have more positive feelings about school
○​ High levels of aspiration, both groups of students reported that they wanted a Masters's
degree
○​ There is a strong correlation between academic engagement and Oaxacan students (like
in clubs and stuff?).
●​ Girls peer group (a diverse group of girls)
○​ Process of marginalization
○​ How is the working-class African-American girl is seated
■​ At the periphery
■​ Forced to flee from a group of kids when told she was unwanted
■​ Greetings and farewells can frame social encounters (here they come in quick
succession, not supportive)
●​ “Shoo shoo” - index her as a pest
●​ “EWWW” elongation of vowels
■​ Negative assessment
●​ The girls making fun of Angela for the way she eats chocolate pudding
○​ Signs of class maybe
■​ Alignment through piling on insults and laughter
●​ Deaf Youth in Iquitos, Peru
 ○​ Live in majority hearing environment, no tech, no Peruvian sign language, illiterate
○​ Alot of exclusionary practices, “go away,” “turning away from individuals
○​

Week 7

11/12: Indexicality and Identity Among African American Drag Queens

●​ Susan Gal and Pdesva
○​ Highlight the social construction of gender and sexuality
○​ Complicate our undersatnding of indexicality and
○​ Emphasize the role of language ideologies (and ideologies of race, class, gender,
sexuality etc) in producing linkages between certain styles of langugae and particular
groups
●​ African American Drag Queens and the use of the white-woman style
○​ While some might view the use of the “white-woman” style by African American Drag
Queens as symbolic of the performer’s desire to be “white” and a “woman,” Barrett’s
close examination reveals “an ambivalent, critical, sometimes angry” view of whiteness
(rather than the acceptance of complicity iwth the hegemonic norm)
■​ Performance in a white woman style does not mean conforming to a white
woman
●​ Although the white-woman style is based on stereotypes of hegemonically feminine ways of
speaking, the use of feminine speech among AADQs regularly involves forms of indexical
disjuncture that question normative assumptions about gender, race, and class
○​ Disjuncture includes style shifting between “African American English” and white
woman style in ways that clearly distinguish AADQs from “actual” women, thus
highlighting rifts between their language use and their assumed biographical identity
○​ You’re about to dive into a swimming pool, clap hands together and go in different
directions?? Thinka bout his pose????
○​ Although the use of the white woman style often challenges the racism and homophobia
experienced by AADQs, drag may also index misogynist ideologies resulting in
performances that sometimes uphold normative gender ideologies
■​ For ex) freesytle rap battle
●​ Is drag misogynistic or subverseive??
○​ As Barrett writes, feminist scholars have traditionally argued that drag is inherently a
misogynistic act, primarily because it represents a mockery of women or, at the very
least, a highly stereotyped image of femininity and womanhood
○​ Men are parised for being to control the qualities associated with women, and thus it
reinforces the performer’s masculinity
■​ Barrett argues that these interpretations are relying on a limited understanding of
what drag queens are
 ■​ The stereotyped perception of drag queens are displaying “big tits, fat tummies,
wobbly hits”
○​ Queer theory scholars argue that drag is not “about” women, but rather about the
inversion of subversion f traditional gender roles
○​ In this view,drag queens are praised for demonstrating that gender displays do not
necessarily correlate with anatomical sex and typically see drag as a highly subversive act
that deconstructs traditional assumptions concerning gender identity
■​ Drag exposes the imitative nature of gender, showing that gender is an imitation
without an origin
●​ Polyphony and Identity: identification
○​ Linguistic expressions of identity are always polyphonous in that they are multivoiced
and heteroglossia
○​ Speakers may highlight or downplay linguistic displays that index various aspects of their
identity according to the context and the goals of the speech act
○​ Not a single identity but rather something like what Paul Kroskrity has called a
“repertoire of identity in which any of a multiplicity of identities may be foregrounded at
a particular moment
●​ But back to Barrett, speakers may index polyphonous, multilayered identities by using linguistic
variables that are associated with more than one social category
○​ In the case of AADQs performers typically use language to simultaneously index their
identities as African Americans, as gay men, and as drag queens. Through style shifting,
the linguistic variables associated with different aspects of their identity may co-occur,
creating a voice simultaneously associated with several identity categories. This is what
he means by “performing polyphonous identities”
■​ The concept of an indexical field as developed by Penny Eckert is also important
here
●​ Boxes: social types
●​ Bold: permanent qualities
●​ Gray: stances
●​ It’s about hte qualities people associate these features with, indexing
certain categories
●​ It’s about the stances people take in the interactions
●​ One of the most important concepts in Barrett’s work is the concept of indexical disjuncture,
where the strategic use of distinct language styles simultaneously index distinctive aspects of
one’s identity
○​ Indexical disjunctures are an important factor in forming polyphonous identities
●​ Recall in our study of language ideologies, one of our examples of fractal recursivity was drawn
from the gay male subculture known as “bears” where the dominant language ideology deprecates
those who talk “all flamboyant”
●​ Bear appropriation of (particularly white, Southern, rural) working-class indexical signs
○​ Bearotica, John Bear, The Bear Depot
●​ "How do the authors explain the balance between personal expression and community
expectations in how gay people perform their identity, especially when it comes to the
language and style they use within queer communities?"
 ●​ "How does Susan Gal analyze the role of language as a tool for reinforcing and resisting gendered
power structures in different sociocultural contexts
○​ What does her work reveal about the intersection of language, social class, and gender in
shaping individuals' agency?"

Week 8

11/19: Afrikaaps
●​ Kaaps is presented in the media as laughable
●​ Toeka: the past (noun)
●​ Associate development tof Afrikaans that occurred between white settlers and slaves
●​ First indigenous person dealing with problem of language (Harry the S…?)
●​ Language of the servants and lower class
●​ Standardize Afrikaans to spread Christianity
●​ The Cape Malays
●​ CSP: A needed change in stance and terminology (CULTURALLY sustaining pedagogy)
○​ CSP seeks to perpetuate and foster - to sustain- linguistic, literate, and cultural pluralism
as part of schooling for positive social transformation
○​ CSPs position dynamic cultural dexterity as a necessary good in an or itself
●​ Tenets of CSP
○​ We believe that equity and access can best be achieved by centering the dynamic
practices and selves of students and communities of color in a critical, additive, and
expansive vision of schooling
○​ Instead of being oppressive, homogenizing forces, CSP asks us to reimagine schools as
sites where diverse, heterogenous practices are not only valued but SUSTAINED
○​ In fundamentally reimagining the purpose of education CSP demands a critical ,
emancipatory vision of schooling that reframes the object of critique from our children to
oppressive systems

11/21
●​ Identity formation process in school, relations of belonging and cultural citizenship (not stable)
●​ Cultural citizenship: belonging not just as a legal category, but as look at citizenship as a process
of belonging and a practice that is performed and contested in every day life
○​ Teachers assert a type of citizenship over immigrant children
●​ Schools are systems of reproduction, crucibles in the production of citizens
○​ Spain
●​ Teacher and student site important for character building
●​ Culture as property to minority kids (Moroccan, Roma, Gypsy children)
 ●​ Teachers index students as a whole ethnolinguistic identity or use to construct rigid and unitary
identities for the students
○​ In social studies classes
○​ TOkENIZATION, a student becomes a representative for a national, cultural group
●​ Speaker selection: class participation, “so what do you think?”
○​ Certain kids were being tokened as representatives of their communities, singled out
○​ Tell us 3 weddings stories, the teacher says they’ll tell us “three totally diff stories” from
kids from diff backgrounds
○​ Processes of differentiation
○​ A certain type of story to get the teacher’s approval
■​ Prototypical Spanish wedding
■​ Produced from a sense of double consciousness: looking at ur soul at the
contempt of others (Danielas story)
●​ Exclusion from the imagined national identity
●​ Membership by ethnoprotoype

Week 10
●​ Candy Goodwin’s chapter, exclusionary practices of girls on the playground
○​ Linking the micro to the macro
■​ Linguistic people look at second footage over and over, looking at micro
instances of interaction repeatedly hours and hours of video tape of the same
people interacting as examples of how the macro structures around us are
actually formed
○​ Girls are going across modes: gestures are doing one thing, vocal another→ transmodal,
not multimodal
○​ Sarah constructs moves that openly mock Angela (an African American working-class
girl) by using features of talk associated with wealthy white “Valley Girls,” while
simultaneously producing gestures associated with working-class black “Ghetto Girls.”
○​
●​ What kind of trilingual language practives were the indigenous youth in Perezz’s research
engaged in
○​ Trilingual language brokering
●​ Bear, larger heavy set gay man (in the context of fractal recursivity)
●​ Group of performers Rusty barret study→ drag queens
●​ What kind of identities did drag queens index
○​ Polyphonous identities
●​ Can you define indexical disjuncture
○​ Doesn’t point to the normal expectations
○​ Process-wise
■​ Simultaneously indexing separate identities
■​ Bear drag queen
 ●​ Bears aren’t normally grouped in with drag queens
○​ Prof alim clapping his hands liek swimming
●​ What does an indexical field look like on paper
○​ Constellation of ideologically related meanings and any of them can be indexed
■​ Rob Podesva’s article on gay speech styles
●​ What are organic culturally sustaining pedagogies? What does organic refer to?
○​ Organic refers to because they stem from communities themselves
■​ ex) Carol Lee’s book,
○​ Homogenizing pedagogies that sustain and center all of them linguistic and cultural
diversity that poc brings to education and state
○​ Sustain communities of color and their culture, rather than eradicating
○​ Not just focus on ur stuff, but expand→ multi lingual and cultural
●​ In the context of the US living out the legacies of genocide and various forms of colonialism, the
answer to this question for communities of color has been rather clear: the purpose of
state-sanctioned schooling has been to forward the largely BLANK AND OFTEN VIOLENT
BLANK imperial project, with students and families… (alim, paris, wong 2020)
●​ Cultural pluralism: assumes that there will be many groups and sometimes be distinct,
overlapping, and that is ok
●​ What kinds of stories did teachers ask kids to repeat in Inmaculada Garcia-Sanchez’s lecture
○​ Wedding
●​ What kidns of notions of MOroccan and Roma identities did teachers reproduce when they asked
students to tell these stories?
○​ What does essentializing mean→ you look at somebody and you ascribe chracteristics to
them just bc of what u see in front of u, they must be a part of this group, so they have
weddings in these ways
■​ Teacher would get mad when the students would say different things and force a
stereotypical view
●​ What wre the interactional and literacy strategies that were part of a repertoire of communicative
resources that educators drew on in her work? Can you list them?
●​ Who created the model of Ethnography of Speaking
○​ Last chapter of Articulate while black
●​ Last chapter, Alim and Smitherman suggest that education should not be about creating linguistic
and cultural clones? What do they say it should be about then? Should children learn how to play
the game?
○​ Schooling should be about learning how to change the game, dismantle the game, disrupt
the game
●​ What is communicative competence, Susan Philips chapter
○​ Rules of usage of syntax, learn grammar
○​ U have no idea what tthe cultural language is under the language
■​ There are rules of politeness, or decorum, debate, engagement
●​ How does susan philips’ conclusion connect to the concept of culturally sustaining pedagogies
●​ What kind of script was Afrikaaps first written in→ arabic
●​ The Afrikaaps raciolinguistic movement reclaims what language? The artists are challenging
what kinds of logics? How do they challenge logics of language? How do they challenge logics of
race? How do they challenge logics of race? Challenge logics of land?