Language, society and power : an introduction

Cover
Title
Copyright
Dedication
Contents
List of figures
List of images
List of tables
Transcription conventions
Preface to the fifth edition
Preface to the fourth edition
Preface to the third edition
Preface to the second edition
Preface to the first edition
Acknowledgements
1 Language?
	1.1 Introduction
	1.2 Why study language?
	1.3 What is language?
		1.3.1 Language: a system
		1.3.2 Language: a system with variation
		1.3.3 The potential to create new meanings
	1.4 The ‘rules’ of language: prescription versus description
	1.5 Power
		1.5.1 Ideology
	1.6 ‘Political correctness’
	1.7 Summary
	Further reading
2 Language thought and representation
	2.1 Introduction
	2.2 Language as a system of representation
		2.2.1 Different kinds of language
		2.2.2 Signs and structure
	2.3 Linguistic diversity
		2.3.1 Semantics
		2.3.2 Syntax
	2.4 The Sapir-Whorf hypothesis
		2.4.1 Linguistic relativism and determinism
		2.4.2 Numbers and things
	2.5 One language, many worlds
	2.6 A model for analysing language
		2.6.1 Transitivity
	2.7 Summary
	Further reading
3 Language and politics
	3.1 Introduction
	3.2 What is ‘politics’?
	3.3 Politics and ideology
	3.4 Three persuasive strategies
	3.5 Fracking: introducing linguistic tools
		3.5.1 Contrasts
		3.5.2 Three-part lists and parallelism
		3.5.3 Pronouns
		3.5.4 Presupposition
		3.5.5 Metaphor and intertextuality
	3.6 Words and weapons: the politics of war
		3.6.1 Toys and politics
	3.7 Language, ideology and metaphor
		3.7.1 Student as customer
	3.8 Twitter and political agency
	3.9 Silly citizenship
		3.9.1 ‘Terrorism alert desk’
	3.10 Summary
	Further reading
4 Language and the media
	4.1 Introduction
	4.2 Mass media
	4.3 Manufacture of consent
		4.3.1 Filtering the facts
	4.4 News values
		4.4.1 Actors and events
	4.5 Experts and the news
	4.6 News online
		4.6.1 Presentation of news on the internet
		4.6.2 The inverted pyramid
		4.6.3 Commenting on the news
	4.7 Tweeting news
	4.8 Fake news
		4.8.1 ‘Fake news’ as delegitimising accusation
		4.8.2 Fabricated news reports to misinform
		4.8.3 Fabricated news reports to entertain
		4.8.4 Comedy news shows
	4.9 Summary
	Further reading
5 Linguistic landscapes
	5.1 Introduction
	5.2 Defining the linguistic landscape
		5.2.1 Space and meaning
		5.2.2 Different kinds of signs
		5.2.3 Top-down and bottom-up as a continuum
	5.3 Signs and multilingualism and power
		5.3.1 Invisible language
	5.4 Signs and ideology
	5.5 Transgressive signs: graffiti
	5.6 Online landscapes
		5.6.1 Twitter
		5.6.2 Instagram
		5.6.3 Emoji
		5.6.4 Memes
	5.7 Summary
	Further reading
6 Language and gender
	6.1 Introduction
	6.2 What is gender?
	6.3 Inequality at the lexical level
		6.3.1 Marked terms
		6.3.2 ‘Generic’ he
		6.3.3 Sexism in word order
		6.3.4 Semantic derogation
	6.4 Differences in language use: doing being a woman or a man
		6.4.1 Tag questions
	6.5 Gossip
		6.5.1 Gossip and men
		6.5.2 Features of men’s talk
	6.6 Gender and power
		6.6.1 Do women talk more than men?
		6.6.2 Gender or power?
	6.7 Gendered talk: performing identity
		6.7.1 ‘Dude’
		6.7.2 Mate
		6.7.3 Variation
	6.8 Summary
	Further reading
7 Language and ethnicity
	7.1 Introduction
	7.2 What do we mean by ‘ethnicity’?
	7.3 Ethnicity, the nation state and multilingualism
	7.4 Racism and representations of ethnicity
		7.4.1 Ethnicity online
		7.4.2 Reclaiming terms
	7.5 Ethnicity and language variation
		7.5.1 ‘Wogspeak’ HRT
		7.5.2 African-American English syntax
		7.5.3 Lumbee English syntax/rhoticity
		7.5.4 Gang identity creaky voice
		7.5.5 Ethnolect or repertoire?
	7.6 Ethnicity and identity
		7.6.1 Mexican ethnicity and code switching
		7.6.2 African-American ethnicity and lexicon
		7.6.3 Welsh turfing practice
		7.6.4 Situated ethnicity
	7.7 Consequences for ethnolects
		7.7.1 Caribbean English
		7.7.2 Australian Aboriginal English
	7.8 Crossing
	7.9 Superdiversity
	7.10 Summary
	Further reading
8 Language and age
	8.1 Introduction
	8.2 What do we mean by age?
	8.3 Early life stage
		8.3.1 Language used to talk to children
	8.4 Adolescent life stage
		8.4.1 What teenagers do?
		8.4.2 Multiple negation
		8.4.3 ‘Like’ as a discourse marker
		8.4.4 Computer-mediated communication and adolescents
	8.5 Middle life stage
	8.6 Later life stage
		8.6.1 Representations of older people
		8.6.2 Self-representation of older people
		8.6.3 Language used to talk to older people
		8.6.4 Construction of age in a travel agency
		8.6.5 Learning to use the internet
	8.7 The creep of ageism
	8.8 Summary
	Further reading
9 Language, class and symbolic capital
	9.1 Introduction
	9.2 What is social class?
	9.3 Attitudes to class
		9.3.1 Social class as other
		9.3.2 ‘Chavspeak’
		9.3.3 Representations of social class
		9.3.4 Pittsburghese
	9.4 Linguistic variation
		9.4.1 New York City
		9.4.2 Norwich
		9.4.3 Glasgow
		9.4.4 London
	9.5 Intersection of social class and other variables
	9.6 Social networks
	9.7 Communities of practice
	9.8 Symbolic capital
	9.9 Revising the British social class model
		9.9.1 Power and access to symbolic capital
	9.10 Summary
	Further reading
10 Global Englishes
	10.1 Introduction
	10.2 What does global English mean?
	10.3 Learning English
		10.3.1 Two models
		10.3.2 ‘Lingua franca core’
	10.4 Inside the inner circle
	10.5 ‘Singlish’
	10.6 Indian English
	10.7 Pidgins and creoles
	10.8 Linguistic marketplace
		10.8.1 Call centres and English
	10.9 Linguistic imperialism
	10.10 What do language varieties mean in the global context?
		10.10.1 Repertoires
		10.10.2 Discourse in advertising and linguistic landscapes
	10.11 Summary
	Further reading
11 Projects
	11.1 Introduction
	11.2 Things to bear in mind with data collection
		11.2.1 What is data?
		11.2.2 Transcribing
		11.2.3 Data analysis
	11.3 Projects
	11.4 Research resources
		11.4.1 Where to find published research
		11.4.2 Other resources
	Further reading
Glossary
References
Index