Language Ideologies: Practice and Theory.

Language Ideologies: Practice and Theory. Bambi B. Schieffelin. Kathryn A. Woolard. and Paul V. Kroskrity. eds. New York: Oxford University Press, 1998. 338 pp.     

Language: Origins, definitions and chimpanzees

Language and its evolutionary origins are examined in the light of empirical data from studies on artificial language acquisition, human language acquisition in the chimpanzee and the definitional problems surrounding language. Rather than providing solutions, questions are raised in regard to the various approaches to the problems of language origin and definitions of language.     

Ideologies of Language: Some Reflections on Language and U.S. Law

I present two U.S. court cases in which I participated as a linguistic anthropological "expert" to show how language ideologies of the law both influence legal outcomes and conflict with "scientific" ideas about language. One case was the murder trial of a young Mixtec-speaking Indian from Oaxaca; the other was a civil suit brought by four Hispanic women dismissed from an elder-care center for speaking Spanish on the job. I identify in the linguistic ideologies of both cases a principle of "referential transparency" that takes the essential business of words, regardless of the linguistic code, to be communicating propositional information. In the second case, 1 describe a further notion of "linguistic paranoia" in which speaking a language other than English is taken as inherently insulting or threatening. I relate these implicit ideological threads to the legal outcomes, to the restricted notions of potential "language rights" that might emerge from such ideologies, and to the clash between theoretical and judicial perspectives on language. [Keywords: U.S. law, language rights, linguistic ideology, expert witnesses, linguistic anthropology]     

Levers for Language Growth: Characteristics and Predictors of Language Trajectories between 4 and 7 Years

Background

Evidence is required as to when and where to focus resources to achieve the greatest gains for children’s language development. Key to these decisions is the understanding of individual differences in children’s language trajectories and the predictors of those differences. To determine optimal timing we must understand if and when children’s relative language abilities become fixed. To determine where to focus effort we must identify mutable factors, that is those with the potential to be changed through interventions, which are associated with significant differences in children’s language scores and rate of progress.

Methods

Uniquely this study examined individual differences in language growth trajectories in a population sample of children between 4 and 7 years using the multilevel model for change. The influence of predictors, grouped with respect to their mutability and their proximity to the child (least-mutable, mutable-distal, mutable-proximal), were estimated.

Results

A significant degree of variability in rate of progress between 4 and 7 years was evident, much of which was systematically associated with mutable-proximal factors, that is, those factors with evidence that they are modifiable through interventions with the child or family, such as shared book reading, TV viewing and number of books in the home. Mutable-distal factors, such as family income, family literacy and neighbourhood disadvantage, hypothesised to be modifiable through social policy, were important predictors of language abilities at 4 years.

Conclusions

Potential levers for language interventions lie in the child’s home learning environment from birth to age 4. However, the role of a family’s material and cultural capital must not be ignored, nor should the potential for growth into the school years. Early Years services should acknowledge the effects of multiple, cascading and cumulative risks and seek to promote child language development through the aggregation of marginal gains in the pre-school years and beyond.     

Language: Life without numbers

If your language did not have words for numbers, would you be able to think about numeric quantities? An Amazonian culture where number words are limited to one, two and many has provided new insights to the interaction between thought and language.     

Language and imagery: effects of language modality

Across spoken languages, properties of wordforms (e.g. the sounds in the word hammer) do not generally evoke mental images associated to meanings. However, across signed languages, many signforms readily evoke mental images (e.g. the sign HAMMER resembles the motion involved in hammering). Here we assess the relationship between language and imagery, comparing the performance of English speakers and British sign language (BSL) signers in meaning similarity judgement tasks. In experiment 1, we found that BSL signers used these imagistic properties in making meaning similarity judgements, in contrast with English speakers. In experiment 2, we found that English speakers behaved more like BSL signers when asked to develop mental images for the words before performing the same task. These findings show that language differences can bias users to attend more to those aspects of the world encoded in their language than to those that are not; and that language modality (spoken versus signed) can affect the degree to which imagery is involved in language.     

Archaeology and Language I: Theoretical and Methodological Orientations

Archaeology and Language I: Theoretical and Methodological Orientations. Roger Blench and Matthew Spriggs. eds. New York: Routledge, 1997. 388 pp.