Identity and group membership
From the study design
In this area of study students focus on the role of language in reflecting and constructing individual and group identities. They learn that language users are able to play different roles within speech communities and to construct their identities through subconscious and conscious language variation according to age, gender, occupation, interests, aspiration and education. While individual identity
can be derived from the character traits that make us unique, our social identities are drawn from membership of particular groups. Students investigate how, as individuals, we make language choices that draw on our understanding of social expectations and community attitudes.
Students develop understanding of overt and covert norms in speech communities. They consider how knowing and being able to exploit overt norms – which are typically associated with Standard English – allows users to construct a prestigious identity associated with their class, education, occupation, social status and aspiration. They also consider how covert norms – those that are given prestige by local groups and are typically associated with non-Standard English – can be just as powerful in constructing identities, establishing those who use them as members of the ‘in’ group, while those who are unable to conform are cast as outsiders. The language features associated with jargon and slang also provide a powerful basis for inclusion and exclusion. Students learn how language can function as a social disadvantage for people in different language communities, and how social attitudes, personal associations and prejudices of individual speakers can lead to discrimination against use of non-standard dialects and accents.
In this area of study students focus on the role of language in reflecting and constructing individual and group identities. They learn that language users are able to play different roles within speech communities and to construct their identities through subconscious and conscious language variation according to age, gender, occupation, interests, aspiration and education. While individual identity
can be derived from the character traits that make us unique, our social identities are drawn from membership of particular groups. Students investigate how, as individuals, we make language choices that draw on our understanding of social expectations and community attitudes.
Students develop understanding of overt and covert norms in speech communities. They consider how knowing and being able to exploit overt norms – which are typically associated with Standard English – allows users to construct a prestigious identity associated with their class, education, occupation, social status and aspiration. They also consider how covert norms – those that are given prestige by local groups and are typically associated with non-Standard English – can be just as powerful in constructing identities, establishing those who use them as members of the ‘in’ group, while those who are unable to conform are cast as outsiders. The language features associated with jargon and slang also provide a powerful basis for inclusion and exclusion. Students learn how language can function as a social disadvantage for people in different language communities, and how social attitudes, personal associations and prejudices of individual speakers can lead to discrimination against use of non-standard dialects and accents.
Activities to complete:
|