So far we have been introduced to:

1. So far we have been introduced to: • Sapir Whorf hypothesis • Julia Stanley • Robin Lakoff • Trudgill • Cheshire • Mulac • Gomm • Milroy • Goodwin • Bradac et al • Montgomery How many can you confidently identify?

2. A hypothesis holding that the structure of a language affects the perceptions of reality of its speakers and thus influences their thought patterns and worldviews. Theorist?

3. The English language is systematically skewed to represent women as second class citizens • Theorist?

4. These are pairs of terms that historically were differentiated by sex alone, but over time they have gained different connotations.

5. e.g. ‘divine, lovely, adorable, delightful and sweetie’ • Theory and theorist

6. uncertainty and lack of authority e.g. ‘sort of’ • Theory and theorist

7. ‘If you don’t mind please may you..’ • Theory and theorist – 2 options here

8. ‘I’m coming with you, all right?’ • Theory and theorist

9. The men who worked together (while the women worked at home) used non-standard forms. • Where there was a high level of male unemployment, the women used non-standard forms. • Theory and theorist.

10. Where did Milroy carry our his research? • Where did Trudgill carry out his research?

11. This refers to speakers of non-standard varieties who adopt (to some degree) the standard variety. • The speaker is seeking to associate her or himself with the general prestigious dialect within a society. • Theory and theorist.

12. This refers to speakers who choose not to adopt a standard dialect. We use the term ……… …..because the prestige associated with this choice is that gained from within group social identification. • Theory and theorist

13. What is andocentric language?

14. What are diminutive suffixes?

15. What are marked terms?

16. What is a semantic field?

17. What is the word for standard English used by eveyone?

18. E.g. ‘so, really, extremely, definitely’ • Link to a theorist

19. What is ellision?

20. What are mitigated directives?

21. Name three of Lakoff’s findings?

22. What is Lexical Asymmetry?

23. What is meant by a generic term?

24. Men often resist vocally where as women are less likely to cause conflict. • Theory and theorist

25. How did you do? • Check your answers using your bibles and notes.

26. A little bit of acting…

27. Deborah Tannen • Status versus support • Men grow up in a world in which conversation is competitive - they seek to achieve the upper hand or to prevent others from dominating them. For women, however, talking is often a way to gain confirmation and support for their ideas. Men see the world as a place where people try to gain status and keep it. Women see the world as “a network of connections seeking support and consensus”.

28. Deborah Tannen • Independence versus intimacy • Women often think in terms of closeness and support, and struggle to preserve intimacy. Men, concerned with status, tend to focus more on independence. These traits can lead women and men to starkly different views of the same situation. Professor Tannen gives the example of a woman who would check with her husband before inviting a guest to stay - because she likes telling friends that she has to check with him. The man, meanwhile, invites a friend without asking his wife first, because to tell the friend he must check amounts to a loss of status. (Often, of course, the relationship is such that an annoyed wife will rebuke him later).

29. Deborah Tannen • Advice versus understanding • To many men a complaint is a challenge to find a solution: “When my mother tells my father she doesn't feel well, he invariably offers to take her to the doctor. Invariably, she is disappointed with his reaction. Like many men, he is focused on what he can do, whereas she wants sympathy.”

30. Deborah Tannen • Information versus feelings • A young man makes a brief phone call. His mother overhears it as a series of grunts. Later she asks him about it - it emerges that he has arranged to go to a specific place, where he will play football with various people and he has to take the ball. A young woman makes a phone call - it lasts half an hour or more. The mother asks about it - it emerges that she has been talking “you know” “about stuff”. The conversation has been mostly grooming-talk and comment on feelings. Historically, men's concerns were seen as more important than those of women, but today this situation may be reversed so that the giving of information and brevity of speech are considered of less value than sharing of emotions and elaboration. From the viewpoint of the language student neither is better (or worse) in any absolute sense.

31. Deborah Tannen • Orders versus proposals • Women often suggest that people do things in indirect ways - “let's”, “why don't we?” or “wouldn't it be good, if we...?” Men may use, and prefer to hear, a direct imperative.

32. Deborah Tannen • Conflict versus compromise • “In trying to prevent fights,” writes Professor Tannen “some women refuse to oppose the will of others openly. But sometimes it's far more effective for a woman to assert herself, even at the risk of conflict.” This situation is easily observed in work-situations where a management decision seems unattractive - men will often resist it vocally, while women may appear to accede, but complain subsequently. Of course, this is a broad generalisation - and for every one of Deborah Tannen's oppositions, we will know of men and women who are exceptions to the norm.

33. Group Investigations • In the following groups, you are going to investigate a particular gender issue and report back your findings to the rest of the class. • I want you as a group to present your ideas as a power point and to produce a handout for the class detailing your key findings.

34. Group 1 Jess A, Molly, Joe Group 2 Jess E, Lizzy, Matthew Group 3 Jake, Laura, Hannah Group 4 Dougie, Erin, Charlie Group 5 Emma, Sophie, Jess S Group 6 Rachel & Rachel Groups

35. Possible areas of investigation • Interactions in the classroom – male/ female teachers use of praise or greetings • Presentation of gender in children’s books • Interactions between groups of friends / family • Gender interactions during phone ins – tv and radio • Presentation of gender in song lyrics • Presentation of gender in detective fiction • Presentation of gender in job adverts • Presentation of gender in lonely hearts columns • ‘Experience Days’ – how they are sold to different genders • Presentation of gender in sports reports • Presentation of gender in cookery programmes

36. Where to start? • Look back at your gender notes and reflect on whether there are any linguists’ theories that you feel are out of date or could be challenged? • Decide on a possible area of investigation and discuss how you can collect your data. You should all be part of this process. Avoid relying too much on the Internet! • Decide on a particular hypothesis. What do you as a group predict your outcome will be?

37. Data • What kind of data do you need? Be careful of collecting too little or too much • How will you ensure that the data collection is fair? • What about the observer’s paradox? • When and how will you collect your data? • What other social / contextual factors might impact on your data? YOU MUST HAVE YOUR DATA READY FOR MONDAY’S LESSON

38. Analysis • Once you have collected your data you will all need to analyse this in detail. • Use your gender terminology to explore your findings and relate this back to the linguists we have studied in class. Do your findings support or challenge their findings? • What conclusions can you make as a result of your investigation?