Linguistics 212: Introduction to Language, Culture, and Society

Spring 2014, T/Th 9-10:20am (S01) / 10:30-11:50am (S02), Eliot 103

(Last updated 1/28/14)

Instructor Lal Zimman
Blog posts & responses (15% total): Included in the course
Email address lalzimman@reed.edu
website is a blog where I will post announcements, changes to the
Office Eliot 100A syllabus, and relevant links. You will also write 5 brief blog posts
Office hours Monday 11am-12:30pm (~250 words each) yourself over the course of the semester. These
Wednesday 1-2:30pm might fit into one of the following categories:
Phone (503) 777-7228 (7228 on campus)
1) Language in the news: When linguistic issues come up in the
COURSE DESCRIPTION news, post a link with about one paragraph that tells us what
This course extends the material you learned in LING 211 through a kind of perspective a sociolinguist would take on this issue,
focus of the way language works in sociocultural context. We will given the material we’ve covered in class.
draw on your knowledge of the major fields of linguistics to 2) Examples of class concepts from media: If you find examples of
investigate the ways language and cultural practice are intertwined linguistic phenomena we have discussed in music, film, TV, etc.
at the levels of phonetics/phonology, morphosyntax, that can be viewed/heard online, post a link and explain how it
semantics/pragmatics, and discourse. We will draw on several exemplifies that particular feature/idea/style/etc.
disciplinary traditions over the course of the semester, including 3) A response to an assigned reading that builds on or contests the
sociolinguistics, linguistic anthropology, and social theory that may author’s argument, that connects that reading to a previous
or may not be explicitly linguistic in focus. assignment, or that applies the ideas from the reading to a new
context. These must be posted before the class period in which
Prereq: LING 211 or equivalent/instructor permission we discuss that reading.
Group: B 4) Strong questions that you think will spark discussion in class
and tell us how you might begin to answer it. These must also
Class website: http://people.reed.edu/~lalzimman/LING212/ be posted before the class period when we discuss that topic.
5) Give a substantive response to another student’s blog post that
Class blog: http://blogs.reed.edu/ling212spring2014 in some way builds on their analysis.

Data analyses (40% total): We will do four data analyses this

COURSE REQUIREMENTS semester, each of which deals with a different type of sociolinguistic
analysis. Each of your analyses will be approximately 5 pages in
Blog posts (5 @ 3% each) 15% length. More detailed instructions will be available for each
Data analyses (4 @ 10% each) 40% assignment approximately two weeks before its due date.
Analysis #1: Language attitudes
Analysis #2: Dialect features 1) Analysis #1: Language attitudes (due 2/17)
Analysis #3: Discourse & interaction 2) Analysis #2: Dialect features (due 3/14)
Analysis #4: Mock varieties 3) Analysis #3: Discourse & interaction (due 4/11)
Discussion leading (2 @ 10% each) 20% 4) Analysis #4: Mock varieties (due 5/12)
Participation 5%
Final essay exam 20%
Discussion leading (20%): Twice this semester, you will act as a
discussion leader for one class period. You have three duties as
discussion leader: first, you should do a particularly close reading of
the assigned materials, including any optional readings, to assure
that you have a strong command of their content. Second, you
should prepare a handout that outlines the most important concepts
from the required readings and identifies a few discussion questions.
If there are optional reading assignments, you should summarize
those readings for your classmates in the handout and during our
class discussion. Third, you will help me facilitate class by going
over the material outlined in your handout and introducing your
discussion questions. You must email your handout to me by 10pm
the night before class.
Participation (5%): As always, participation is a crucial part of
this conference course. This portion of your grade reflects your
regular prepared contribution to class discussions.
Final essay exam (20%): The final exam for this course is a take-
home essay test that you will have one week to complete. During
the last week of classes, you will be given several essay prompts to
choose from and will write responses to two of them of
approximately 5 pages each. The prompts will require you to draw
on course readings in order to make a solid, sociolinguistically-
grounded argument in response.
CLASS POLICIES
1. Formatting: All work should be double-spaced, typed, and
formatted in 12 point Times New Roman font (or similar). All
materials should be submitted through email. You may also be
asked to submit audiovisual materials electronically when
applicable.
2. Feedback: I am happy to give feedback on your analyses if you
submit a draft to me at least 3 days before the deadline. The
(final drafts of) assignments you turn in will be returned with
comments within two weeks of their submission or the due date.
3. Late work: Late assignments will be penalized one full letter
grade per calendar day. Extensions will be offered under
appropriate conditions, but must be requested prior to the due
date in question.
4. Attendance: Attendance is crucial, beyond being a necessary
pre-condition for class participation. If you miss more than two
class periods, speak with me to discuss a plan for covering
missed material and avoiding future absences.
5. Accommodations: If you qualify for accommodations because
of a disability, speak to me as soon as possible and submit the
necessary documentation in a timely manner so that your needs
can be addressed. You must go through Disability Support
Services to receive accommodations; I cannot grant them until I
have heard from someone in that office. Email disability-
services@reed.edu or call 503-517-7921.
6. Names and pronouns: Class rosters are provided with your
name as it appears in the college’s records, but I will happily
honor your preferred name and pronouns and expect all
members of the class to do the same.
 LING 212 Introduction to Language, Culture, and Society
Class Schedule (Spring 2014)

EWAA = English with an Accent, 2nd edition (online copy through the library)

WEEK 1: INTRODUCTIONS • EWAA, Ch. 5: “Language subordination” (pp. 66-74)

T 1/28 Introduction to the course • EWAA, Ch. 11: “Hillbillies, hicks, and southern belles” (pp.
214-233)
Th 1/30 Linguistic performance and
Optional reading:
sociolinguistic competence • Preston, “Language attitudes to speech” (pp. 480-492)

Required reading:
• Hymes, “On communicative competence” (pp. 53-73)
WEEK 3: CONTEXT AND ACTION
• EWAA, Ch. 2: “Language in motion” (pp. 27-40) T 2/11 Language, community & place

Optional reading: Discussion leader: ____________________________________

• EWAA, Ch. 1: “The linguistic facts of life” (pp. 5-22)
• Suzanne Kemmer’s notes on chapter 3 of de Saussure’s A
Course in General Linguistics (focus on langue vs. parole):
http://www.ruf.rice.edu/~kemmer/Found/saussureessay.h
tml
Required reading:
• Gumperz, “The speech community” (pp. 43-52)
• Eckert & McConnell-Ginet, “Think practically and look
locally: Language and gender as community-based
practice” (pp. 461-491)

Optional reading:
• Basso, “Speaking with names: Language and landscape
WEEK 2: LINGUISTIC BELIEF SYSTEMS among the Western Apache” (pp. 99-130)
T 2/4 Standardness
Th 2/13 Performativity, speech acts, & politeness
Discussion leader: ____________________________________
Required reading:
Discussion leader: ____________________________________
• Wolfram & Schilling, “Dialects, standards, and vernaculars”
Required reading:
(pp. 1-27)
• Duranti, “Speaking as social action” (pp. 214-244)
• Bourdieu, “The production and reproduction of legitimate
• Brown & Levinson, Selection from Politeness (pp. 311-323)
language” (pp. 43-65)
Optional reading:
Optional reading:
• Pomerantz, “Preference in conversation: Agreeing and
• EWAA, Ch. 4: “The standard language myth” (pp. 55-63)
disagreeing with assessments” (pp. 246-261)

Th 2/6 Language attitudes & ideologies

WEEK 4: LINGUISTIC DIVERSITY
Discussion leader: ____________________________________
Required reading: M 2/17 Data analysis #1 due
T 2/18 Linguistic relativity
WEEK 6: REGIONAL CHAIN SHIFTS
Discussion leader: ____________________________________ T 3/4 Youth, class & the Northern Cities Vowel
Required reading: Shift
• Whorf, “The relation of habitual thought and behavior to
language” (pp. 363-381) Discussion leader: ____________________________________
• Salzmann, “Language and culture” (pp. 49-75) Required reading:
• Eckert, Vowel shifts in Northern California and the Detroit
Optional reading: suburbs [web; see Detroit only, at bottom of the page]:
• Segel & Boroditsky, “Grammar in art” (pp. 1-3) http://www.stanford.edu/~eckert/vowels.html
• Eckert, “Adolescent language” (pp. 361-374)
Th 2/20 Indigenous and endangered languages • Gordon, “Tales of the northern cities” (pp. 412-414)
• Van Herk, “Fear of a black phonology: The Northern Cities
Guest speaker: Jenny L. Davis Shift as linguistic white flight” (pp. 157-161)
Required reading:
• Other reading TBA Optional reading:
• EWAA, Ch. 12: “Defying paradise: Hawai’i” (pp. 235-244) • Eckert, Ch. 5 of Linguistic Variation as Social Practice (pp.
102-138)

WEEK 5: LINGUISTIC VARIATION & POWER Th 3/6 Marketplaces, slang & the California
T 2/25 Power Vowel Shift

Discussion leader: ____________________________________ Discussion leader: ____________________________________

Required reading: Required reading:
• Foucault, “The discourse on language” (pp. 215-237) • Eckert, Vowels and nail polish: The emergence of linguistic
• Irvine, “When talk isn’t cheap: Language and political style in the preadolescent heterosexual marketplace (pp.
economy” (pp. 248-267) 189-195)
• Eckert, “Vowel shifts in Northern California and the Detroit
Th 2/27 Linguistic variation & social class (NYC) suburbs”: http://www.stanford.edu/~eckert/vowels.html
• Bucholtz, “Word up: Social meanings of slang in California
Discussion leader: ____________________________________ youth culture” (pp. 243-267)
Required reading:
• Bernstein, “Social class, language, and socialization” (pp. Optional reading:
167-178) • Bucholtz et al., “Hella Nor Cal or totally So Cal? The
• Labov, “The social stratification of (r) in New York City perceptual dialectology of California” (pp. 325-352)
department stores” (pp. 40-57)

Optional reading: WEEK 7: RACE, ETHNICITY, & COMMUNITY

• Labov, “Class differentiation of the variables” (pp. 129- T 3/11 African American English
170)
Discussion leader: ____________________________________
Required reading:
• EWAA, Ch. 10: “The real trouble with Black language” (pp.
182-213)
• Sidnell, “African American Vernacular English” [web]
Optional reading:
• Morgan, “Theories and politics in African American English”
(pp. 325-345)
• Silverstein, “Indexical order and the dialectics of
sociolinguistic life” (pp. 193-229)
Th 3/27 Parody
Discussion leader: ____________________________________
Required reading:
• Barrett, “Indexing polyphonous identity in the speech of
African American drag queens” (pp. 313-331)

Optional reading:
Th 3/13 Race & ethnicity, con’t. • Butler, “Conclusion: From parody to politics”

Discussion leader: ____________________________________ WEEK 10: STYLE

Required reading: T 4/1 Sociolinguistic style
• Fought, “A majority sound change in a minority
community: /u/-fronting in Chicano English” (pp. 5-23) Discussion leader: ____________________________________
• Hill, “Language, race, and white public space” (pp. 680- Required reading:
689) • Schilling-Estes, “Investigating stylistic variation” (pp. 375-
401)
Optional reading: • Podesva et al., “Sharing resources and indexing meanings
• Bucholtz, “The whiteness of nerds: Superstandard English in the production of gay styles” (pp. 175-190)
and racial markedness” (pp. 84-100)
Optional reading:
F 3/14 Data analysis #2 due • Campbell-Kibler, “Intersecting variables and perceived
sexual orientation in men” (pp. 52-68)

WEEK 8: SPRING BREAK Th 4/3 Discourse style

Discussion leader: ____________________________________

WEEK 9: GENDER, SEXUALITY & SOCIOLINGUISTIC Required reading:
THEORY • Tannen, “New York Jewish conversational style” (pp. 454-
T 3/25 Indexicality 469)
• D’Arcy, “Like and language ideology: Disentangling fact from
Discussion leader: ____________________________________ fiction” (pp. 386-419)
Required reading:
• Ochs, “Indexing gender” (pp. 335-358) Optional reading:
• Eckert, “Variation and the indexical field” (pp. 453-476) • Bucholtz, “From stance to style: Gender, interaction, and
indexicality in Mexican immigrant youth slang” (pp. 146-
Optional reading: 170)
WEEK 11: PERFORMANCES & MODALITIES • Heath, “What no bedtime story means: Narrative skills at
T 4/8 Performance home and school” (pp. 49-76)

Discussion leader: ____________________________________ Optional reading:

Required reading: • EWAA, Ch. 16: “Case study 1: Moral panic in Oakland” (pp.
• Bauman & Briggs, “Poetics & performance as critical 303-317)
perspectives on language and social life” (pp. 59-88)
• Schilling-Estes, “Investigating ‘self-conscious’ speech: The
performance register in Okracoke English” (pp. 53-83) WEEK 13: CONTROLLING LANGUAGE
T 4/22 Language policy
Th 4/10 Signed languages
Film: Through Deaf Eyes Discussion leader: ____________________________________
Required reading: Required reading:
• Bayley et al., “Variation in American Sign Language: The • EWAA, Ch. 8: “The information industry” (pp. 130-144)
case of DEAF” (pp. 81-107) • EWAA, Ch. 17: “Case study 2: Linguistic profiling and fair
housing” (pp. 322-329)
F 4/11 Data analysis #3 due
Optional reading:
• EWAA, Ch. 9: “Real people with a real language: The
WEEK 12: LINGUISTIC INTEGRATION workplace and the juridical system” (pp. 130-144)
T 4/15 Multilingualism, immigration & language
Th 4/24 Political correctness and verbal hygiene
shift
Discussion leader: ____________________________________
Discussion leader: ____________________________________
Required reading:
Required reading:
• (tentative) Andrews, “Cultural sensitivity and political
• Clyne, “Multilingualism” (pp. 301-314)
correctness: The linguistic problem of naming”
• Lo, “Codeswitching, speech community membership, and
the construction of ethnic identity” (pp. 461-479)

Optional reading: WEEK 14: (MIS)APPROPRIATION

• EWAA, Ch. 13, “The other in the mirror” (pp. 248-253) T 4/29 Crossing & authenticity
• EWAA, Ch. 14: “¡Ya basta!” (pp. 255-276)
• EWAA, Ch. 15: “The unassimilable races: What it means to Discussion leader: ____________________________________
be Asian” (pp. 281-300) Required reading:
• Cutler, “Yorkville crossing: White teens, hip hop, and
Th 4/17 Language in education African American English” (pp. 428-442)
• Rampton, “Language crossing and the redefinition of
Discussion leader: ____________________________________ reality” (pp. 290-317)
Required reading:
• EWAA, Ch. 6: “The educational system: Fixing the Optional reading:
message in stone” (pp. 78-97)
 • Sweetland, “Unexpected but authentic use of an ethnically-
marked dialect” (pp. 514-536)

Th 5/1 Mock varieties

Discussion leader: ____________________________________

Required reading:
• One of the following:
• Meek, “And the Injun goes ‘How!’ Representations
of American Indian English in white public space”
(pp. 93-128)
• Ronkin & Karn, “Mock Ebonics: Linguistic racism in
parodies of Ebonics on the Internet” (pp. 360-380)
• Chun, “Ideologies of legitimate mockery: Margaret
Cho’s revoicings of Mock Asian” (pp. 263-289)

WEEK 15: READING PERIOD (5/5-5/11)

WEEK 16: FINALS (5/12-5/15)

M 5/12 Data analysis #4 due

Th 5/15 Final essay exam due

 Introduction to Language, Culture, and Society
Class Bibliography (Spring 2014)
1. Andrews, Edna. 1996. Cultural sensitivity and political
correctness: The linguistic problem of naming. American
Speech 71(4). 389-404.
2. Barrett, Rusty. 1999. Indexing polyphonous identity in the
speech of African American drag queens. In Mary Bucholtz, A.
C. Liang & Laurel Sutton (eds.), Reinventing Identities: The
Gendered Self in Discourse, 313–331. Oxford, UK & New York:
Oxford University Press.
3. Basso, Keith H. 1988. Speaking with names: Language and
landscape among the Western Apache. Cultural Anthropology
3(2):99-130.
4. Bauman, Richard & Charles L. Briggs. 1990. Poetics and
performance as critical perspectives on language and social
life. Annual Review of Anthropology 19. 59–88.
5. Bayley, Robert, Ceil Lucas & Mary Rose. 2000. Variation in
American Sign Langauge: The case of DEAF. Journal of
Sociolinguistics 4(1). 81–107.
6. Bernstein, Basil. 1972. Social class, language, and
socialization. In Pier Paolo Giglioli (ed.), Language and Social
Context: Selected Readings, 167–178. London: Penguin.
7. Bourdieu, Pierre. 1977. The economics of linguistic exchanges.
Social Science Information 16(6). 645–668.
8. Bourdieu, Pierre. 1991. The production and reproduction of
legitimate language. In John B. Thompson (ed.), Language and
Symbolic Power, 43–65. Cambridge, UK & New York: Harvard
University Press.
9. Brown, Penelope & Stephen C. Levinson. 2006[1987].
Politeness: Some universals in language use. In Adam
Jaworski & Nikolas Coupland (eds.), The Discourse Reader,
311-323. New York: Routledge.
10. Bucholtz, Mary. 2001. The whiteness of nerds: Superstandard
English and racial markedness. Journal of Linguistic
Anthropology 11(1). 84–100.
11. Bucholtz, Mary. 2006. Word up: Social meanings of slang in
California youth culture. In Jane Goodman & Leila Monaghan
(eds.), A Cultural Approach to Interpersonal Communication,
243–267. Malden, MA & Oxford, UK: Blackwell.
12. Bucholtz, Mary. 2009. From stance to style: Gender,
interaction, and indexicality in Mexican immigrant youth slang.
In Alexandra Jaffe (ed.), Stance: Sociolinguistic Perspectives,
146–170. Oxford, UK & New York: Oxford University Press.
13. Bucholtz, Mary, Nancy Bermudez, Victor Fung, Lisa Edwards &
Rosalva Vargas. 2007. Hella Nor Cal or totally So Cal?: The
perceptual dialectology of California. Journal of English
Linguistics 35(4). 325–352.
14. Butler, Judith. 1999[1990]. Conclusion: From parody to
politics. Gender Trouble: Feminism and the Subversion of
Identity, 181–190. New York: Routledge.
15. Campbell-Kibler, Kathryn. 2011. Intersecting variables and
perceived sexual orientation in men. American Speech 86(1).
52–68.
16. Chun, Elaine W. 2004. Ideologies of legitimate mockery:
Margaret Cho’s revoicings of Mock Asian. Pragmatics 14(2-3).
263–289.
17. Clyne, Michael. 1997. Multilingualism. In Florian Coulmas
(ed.), The Handbook of Sociolinguistics, 301–314. Malden, MA
& Oxford, UK: Wiley-Blackwell.
18. Cutler, Cecilia A. 1999. Yorkville crossing: White teens, hip hop
and African American English. Journal of Sociolinguistics 3(4).
428–442.
19. D’Arcy, Alexandra. 2007. Like and language ideology:
Disentangling fact from fiction. American Speech 82(4). 386–
419.
20. Duranti, Alessandro. 1997. Speaking as social action. In
Linguistic Anthropology, 214-244. Cambridge, UK: Cambridge
University Press.
21. Eckert, Penelope. 2006[1996]. Vowels and nail polish: The
emergence of linguistic style in the preadolescent heterosexual
marketplace. In Deborah Cameron & Don Kulick (eds.), The
Language and Sexuality Reader, 189–195. New York:
Routledge.
22. Eckert, Penelope. 2000. Outline of variation at Belten High. In
Linguistic Variation as Social Practice, 102-138. Malden, MA:
Wiley-Blackwell.
23. Eckert, Penelope. 2004. Adolescent language. In John R.
Rickford & Edward Finegan (eds.), Language in the USA:
Themes for the Twenty-first Century, 361–374. Cambridge, UK
& New York: Cambridge University Press.
24. Eckert, Penelope. 2008. Variation and the indexical field.
Journal of Sociolinguistics 12(4). 453–476.
25. Eckert, Penelope & Sally McConnell-Ginet. 1992. Think
practically and look locally: Language and gender as
community-based practice. Annual Review of Anthropology 21.
461–490.
26. Foucault, Michel. 1972. The discourse on language. In The
Archaeology of Knowledge and the Discourse on Language,
215-237. New York: Pantheon Books.
27. Fought, Carmen. 1999. A majority sound change in a minority
community: /u/-fronting in Chicano English. Journal of
Sociolinguistics 3(1). 5–23.
28. Gordon, Matthew J. 2000. Tales of the northern cities.
American Speech 75(4). 412–414.
29. Gumperz, John J. 2001[1968].The speech community. In
Alessandro Duranti (ed.), Linguistic Anthropology: A Reader,
43-52. Malden, MA: Wiley-Blackwell.
30. Heath, Shirley Brice. 1982. What no bedtime story means:
Narrative skills at home and school. Language In Society
11(1). 49–76.
31. van Herk, Gerard. 2008. Fear of a black phonology: The
Northern Cities Shift as linguistic white flight. University of
Pennsylvania Working Papers in Linguistics 14(2). Article 19.
32. Hill, Jane H. (1998). Language, race, and white public space.
American Anthropologist 100(3):680-689.
33. Hymes, Dell. 2001[1972]. On communicative competence. In
Alessandro Duranti (ed.), Linguistic Anthropology: A Reader,
53-73. Malden, MA: Wiley-Blackwell.
34. Irvine, Judith T. 1997. When talk isn’t cheap: Language and
political economy. In Donald Brenneis & Ronald K. S. MacAulay
(eds.), The Matrix of Language: Contemporary Linguistic
Anthropology, 258–283. Boulder, CO: Westview Press.
35. Labov, William. 2006[1966]. Class differentiation of the
variables. In The Social Stratification of English in New York
City, 129-170. Cambridge, UK: Cambridge University Press.
36. Labov, William. 2006[1966]. The social stratification of (r) in
New York City department stores. In The Social Stratification
of English in New York City, 40-57. Cambridge, UK: Cambridge
University Press.
37. Lo, Adrienne. 1999. Codeswitching, speech community
membership, and the construction of ethnic identity. Journal of
Sociolinguistics 3(4). 461–479.
38. Meek, Barbra A. 2006. And the Injun goes “How!”:
Representations of American Indian English in white public
space. Language in Society 35(1):93-128.
39. Morgan, Maryliena. 1994. Theories and politics in African
American English. Annual Review of Anthropology 23: 325-
345.
40. Ochs, Elinor. 1992. Indexing gender. In Alessandro Duranti &
Charles Goodwin (eds.), Rethinking Context: Language as an
Interactive Phenomenon, 335–358. Cambridge, UK:
Cambridge University Press.
41. Podesva, Robert J., Sarah J. Roberts & Kathryn Campbell-
Kibler. 2002. Sharing resources and indexing meanings in the
production of gay styles. In Kathryn Campbell-Kibler, Robert J.
Podesva, Sarah J. Roberts & Andrew Wong (eds.), Language
and Sexuality: Contesting Meaning in Theory and Practice,
175–190. Stanford, CA: CSLI.
42. Pomerantz, Anita. 2006[1984]. Preference in conversation:
Agreeing and disagreeing with assessments. In Adam Jaworski
& Nikolas Coupland (eds.), The Discourse Reader, 246-261.
New York: Routledge.
43. Preston, Dennis R. 2004. Language attitudes to speech. In
John R. Rickford & Edward Finegan (eds.), Language in the
USA: Themes for the Twenty-first Century, 480–492.
Cambridge, UK & New York: Cambridge University Press.
44. Rampton, Ben. 1998. Language crossing and the redefinition of
reality. In Peter Auer (ed.), Code-Switching in Conversation:
Language, Interaction and Identity, 290–317. New York &
London: Routledge.
45. Ronkin, Maggie & Helen E. Karn. 1999. Mock Ebonics:
Linguistic racism in parodies of Ebonics on the Internet.
Journal of Sociolinguistics 3(3). 360–380.
46. Salzmann, Zdenek. 2006. Language and culture. Language,
Culture, and Society: An Introduction to Linguistic
Anthropology, 49–75. Boulder, CO: Westview Press.
47. Schilling-Estes, Natalie. 1998. Investigating “self-conscious”
speech: The performance register in Ocracoke English.
Language in Society 27(1). 53–83.
48. Schilling-Estes, Natalie. 2006. Investigating stylistic variation.
In J. K. Chambers, Peter Trudgill & Natalie Schilling-Estes
(eds.), The Handbook of Language Variation and Change, 375–
401. Malden, MA & Oxford, UK: Blackwell.
49. Segel, Edward & Lera Boroditsky. 2011. Grammar in art.
Frontiers in Psychology 1. Article 244.
50. Silverstein, Michael. 2003. Indexical order and the dialectics of
sociolinguistic life. Language & Communication 23(3-4). 193–
229.
51. Sweetland, Julie. 2002. Unexpected but authentic use of an
ethnically-marked dialect. Journal of Sociolinguistics 6(4).
514–536.
52. Tannen, Deborah. 2006[1981]. “New York Jewish
conversational style” In Adam Jaworski & Nikolas Coupland
(eds.), The Discourse Reader, 454-469. New York: Routledge.
53. Whorf, Benjamin Lee. 2001. The relation of habitual thought
and behavior to language. In Alessandro Duranti (ed.),
Linguistic Anthropology: A Reader, 363–381. Malden, MA &
Oxford, UK: Blackwell.
54. Wolfram, Walt & Natalie Schilling-Estes. 2006. Dialects,
standards, and vernaculars. American English: Dialects and
Variation, 1–27. 2nd ed. Malden, MA & Oxford, UK: Blackwell.