Why Do Linguistics?: Reflective Linguistics and the Study of Language

Half Title
Series Page
Title Page
Copyright Page
Dedication
Contents
List of figures
Preface to the second edition
Acknowledgements
Publisher's Acknowledgements
Introduction
	Background to the book
	What do we mean by linguistics?
	How the book is organized
	About the material
	About naming
Part I: Reflective linguistics
	Chapter 1: About noticing:: Becoming a linguistic ethnographer
		1.1 Introduction: The lift on the left
		1.2 Paying attention
		1.3 Naming what you notice
			1.3.1 Text – ‘the stuff of communication’
			1.3.2 When is a text not a text?
			1.3.3 Why is our graffiti a text?
		1.4 How language encodes relationship
		1.5 Lost in translation
		1.6 Styling as an act of identity
		1.7 Conclusion
		Task
		Suggested reading
	Chapter 2: About correctness: What is ‘good’ language?
		2.1 Introduction
		2.2 Standard and non-standard varieties; well-formed and ill-formed utterances
		2.3 Correctness, context, community
		2.4 The transience of standardness: Or, in Lisbon and São Paulo do they speak good Portuguese or bad Latin?
		2.5 ‘Here even the beggars speak English!’: Language prestige and subjectivity
		2.6 Conclusion
		Tasks
		Suggested reading
	Chapter 3: About belonging:: How does language enact community?
		3.1 Introduction
		3.2 Small talk
		3.3 Performing politeness
		3.4 The case of ‘sorry’
		3.5 Community of practice – identity and identification
		3.6 Being a physicist
		3.7 Conclusion
			3.7.1 An encounter in super-diversity
		Tasks
		Suggested reading
	Chapter 4: About diversity:: How do societies organize language?
		4.1 Introduction: The Big Fight on NDTV
		4.2 Dealing with diversity
		4.3 Language and state control
		4.4 Language shift, language attitudes, language prestige
		4.5 Language configuration and social structure
		4.6 New perspectives on code choice: Using the available resources
		4.7 Conclusion
		Tasks
		Suggested reading
	Chapter 5: About difference:: Do all languages work the same way?
		5.1 Introduction
		5.2 Saying what needs to be said: Grammar and conceptual systems
		5.3 Why Yoda sounds other-worldly: Word order and language types
		5.4 Easy sounds and difficult
		5.5 Brothers under the skin? Language families
		5.6 Writing: The technology of language representation
		5.7 ‘My language is special’: Language narratives and ideologies
		5.8 Conclusion
		Tasks
		Suggested reading
Part II: The study of language
	Chapter 6: Essential linguistic tools
		6.1 Approaches to the study of language
		6.2 The study of language meaning: Semantics (and some pragmatics)
		6.3 The study of language form: Morphosyntax, or grammar
		6.4 The sounds of language
			6.4.1 Phonetics
			6.4.2 Phonology
		6.5 Conclusion
		Tasks
		Suggested reading
	Chapter 7: A framework for analysis
		7.1 Introduction
		7.2 Discourse analysis
		7.3 Defining discourse
		7.4 Key concepts
			7.4.1 Context
			7.4.2 Text
			7.4.3 Semiotic Resources
		7.5 Conclusion
		Task
		Suggested reading
	Chapter 8: Speaking and spokenness
		8.1 Introduction: What do we mean by speaking?
		8.2 Representing spoken communication
			8.2.1 Literary representations
			8.2.2 Linguistics representations
		8.3 Spokenness and writtenness
			8.3.1 Interactional characteristics
			8.3.2 Representational characteristics
			8.3.3 Explicitness versus implicitness
		8.4 Speech-like writing
			8.4.1 Political campaigning
			8.4.2 Chatting on Discord
		8.5 Conclusion
		Tasks
		Suggested reading
	Chapter 9: Writing and writtenness
		9.1 Introduction
		9.2 Learning to make use of writing
			9.2.1 Public writing
			9.2.2 Private writing
			9.2.3 Genre awareness
		9.3 Being literate
		9.4 Literacy between friends
			9.4.1 Holiday postcard
			9.4.2 Holiday Facebook post
		9.5 Literacy in diversity
			9.5.1 Reading symbols
			9.5.2 Reading without words
		9.6 Conclusion
		Tasks
		Suggested reading
	Chapter 10: Choosing our words
		10.1 Introduction
		10.2 Naming as a semiotic resource
		10.3 Mode as a semiotic resource
			10.3.1 Power play – modalizing as mitigation
			10.3.2 New times, changed attitudes – modalizing as ideology
			10.3.3 Point of view – thematic modalizing (arrangement)
				Version One
				Version Two
		10.4 Conclusion
		Tasks
		Suggested reading
Part III: Why do linguistics?
	Chapter 11: The subject that isn’t a subject:: How schools deal with language, and why it matters
		11.1 Introduction: What should everyone know about language?
		11.2 How is language dealt with at school?
		11.3 The naming of language
		11.4 Linguists, government and the public
		11.5 What should be the scope of linguistics at school?
		11.6 Why does it matter? Myths and misunderstandings about language
			11.6.1 Subverting and disregarding
			11.6.2 Is speaking a dialect a ‘bad habit’?
		11.7 Conclusion: Language problems versus learning experiences at school
		Tasks
		Suggested reading
	Chapter 12: Translanguaging:: When the mixed code is the code
		12.1 Introduction
		12.2 From languages to language
		12.3 Translingual practice, identity and indexing
		12.4 Sense and nonsense
		12.5 Repertoires
		12.6 Conclusion
		Tasks
		Suggested reading
	Chapter 13: The self and others:: Language and identity
		13.1 Introduction
		13.2 ‘Doing’ identity: Fluidity and flux
		13.3 Performance, control and neopronouns
			13.3.1 Pronoun choice, neopronouns and the structure of English
			13.3.2  Summary: A linguistic view of the pronouns debate
		13.4 Naming and addressing: Who and how?
			13.4.1 How not to address an Andean villager?
			13.4.2 Identity, agency and control: Terms of address at work
		13.5 d/Deaf identity, politics and language
		13.6 Mollies, malchicks and zeks: Cryptolects and anti-languages
		13.7 Conclusion
		Tasks
		Suggested reading
	Chapter 14: Interacting in the digital arena:: Language and social media
		14.1 Introduction
			14.1.2 Some statistics and a bit of history
		14.2 Literacy and the hypertext revolution
		14.3 Has hypertext changed the way we read?
		14.4 We are all critics now
			14.4.1 Profiles, spots and titles: A multimodal analysis
		14.5 Chatting on WhatsApp
			14.5.1 The emoji as a semiotic resource
		14.6 Moments of sharing
			14.6.1 What’s going on, between whom and why?
			14.6.2 From intention to reflection: Choice of semiotic resources
		14.7 Liking, commenting and sharing: Stance and affiliation on social media
			14.7.1 Liking on Facebook
			14.7.2 Performing stance
			14.7.3 Frames, profiles and memes
		14.8 Conclusion
		Tasks
		Suggested reading
	Chapter 15: So why do linguistics?
		15.1 Introduction
		15.2 Why this book and why now?
		15.3 First claim: Linguistics opens up different ways of thinking
		15.4 Second claim: Linguistics is (or should be) general knowledge
		15.5 Third claim: Linguistics empowers
		15.6 Fourth claim: Linguistics is fun
		15.7 Conclusion
Notes
	Introduction
	Chapter 1
	Chapter 2
	Chapter 3
	Chapter 4
	Chapter 5
	Chapter 6
	Chapter 8
	Chapter 9
	Chapter 10
	Chapter 11
	Chapter 12
	Chapter 13
	Chapter 14
References
Glossary
Index