Linguists as Agents for Social Change

Charity, Anne H.

doi:10.1111/j.1749-818x.2008.00081.x

Cited by 50 publications

(10 citation statements)

References 25 publications

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“…We are currently reaching out to out to colleagues in our institutions and at national conferences to try and spread the word. We urge other linguists to become aware of how linguistic variation is being discussed in neighboring disciplines and to become active in trying to effect change where needed, in the spirit of Charity (2008). Returning to the questions about textbooks posed by Lugg (2012) in section 3.2, many current public speaking textbooks are marginalizing students and providing erroneous information.…”

Section: Discussionmentioning

confidence: 99%

Standard language ideology is alive and well in public speaking textbooks

Cuba

Slocum

2020

Proc Ling Soc Amer

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For more than 50 years, the field of linguistics has recognized the equality of human languages, including all dialects of all languages. In this study we examine how current popular public speaking textbooks handle issues of linguistic variation in English. We looked specifically at textbook discussions of accent, grammar and pronunciation. Unfortunately, we have found that the majority of textbooks we examined serve to maintain the outdated “deficit” model of language variation, to the detriment of students.

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Section: Discussionmentioning

confidence: 99%

Standard language ideology is alive and well in public speaking textbooks

Cuba

Slocum

2020

Proc Ling Soc Amer

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“…And the accessible nature of language provides a wedge for studying the mind, allowing us to probe the nature of learning and mental representation (Fodor 1975;Chomsky 1980), in addition to the interactions between linguistic structure and memory (Frazier and Fodor 1978;McElree, Foraker, andDyer 2003), reasoning ( Johnson-Laird 1983;Geurts 2003;Noveck 2001), mathematics (Carey 2009), and other aspects of extralinguistic cognition (Landau 2000;Perner et al 2003;Gleitman and Papafragou 2005). Exposure to linguistics can help to dispel common language myths that permeate our society (Napoli and Lee-Schoenfeld 2010) and can help to remove bigotry in the form of social, legal, and educational discrimination against people who speak a non-mainstream language or dialect (Labov 1982;Wolfram 1993;Baugh 2007;Charity 2008;Charity et al 2008). Others have tried to bring this focus to secondary school students in the past.…”

Section: Content Goalsmentioning

confidence: 99%

Expanding our Reach and Theirs: When Linguists go to High School

Lidz

Kronrod

2014

Language and Linguist. Compass

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In 2007, we began an outreach program in Linguistics with psychology students in a local majority-minority high school. In the years since, the initial collaboration has grown to include other schools and nurtured a culture of community engagement in the language sciences at the University of Maryland. The program has led to a number of benefits for both the public school students and the University researchers involved. Over the years, our efforts have developed into a multi-faceted outreach program targeting primary and secondary school as well as the public more broadly. Through our outreach, we attempt to take a modest step toward increasing public awareness and appreciation of the importance of language science, toward the integration of research into the school curriculum, and giving potential first-generation college students a taste of what they are capable of. In this article, we describe in detail our motivations and goals, the details of the activities, and where we can go from here.

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“…Com o surgimento da Sociolinguística, nas décadas de cinquenta e sessenta do século passado, ganha impulso a luta contra esse tipo de posicionamento social. O estudo da variação linguística e o objetivo de demonstrar que toda variação obedece a uma lógica, o que desmonta o argumento de um dialeto ou norma ser inferior a outro, são refletidos em estudos e trabalhos como os de Charity (2008) e de Wolfram (2000. O título do primeiro trabalho é bastante significativo a esse respeito ("Linguists as agents for social change" 22 ) e uma citação do segundo revela a mesma linha de ação: "Two concerns should lie at the heart of public education about language: truth and equity.…”

Section: Preconceito Linguístico: O Que Tem Sido Feito Contra Ele? Counclassified

A Criação De Vídeos Como Instrumento Para Divulgação Contra O Preconceito Linguístico

Lima¹

2013

Caderno Seminal

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Este artigo apresenta uma proposta de como abordar a divulgação de ideias a respeito do preconceito linguístico. Muito já se tem escrito sobre esse tema, o que pode terminar gerando um canal de comunicação com a sociedade. No entanto, casos como a "polêmica do livro didático", acontecida em maio/junho de 2011, têm mostrado que esse canal ainda é bastante incipiente, se tanto. A produção de vídeos pode ser vista como um instrumento alternativo para estimular novos canais de comunicação entre a academia e a sociedade. Pontos positivos e dificuldades intrínsecas desse tipo de instrumento são ressaltados nesse artigo, além de considerações de caráter geral sobre a atividade de divulgação de ideias linguísticas. Pretende-se demonstrar que duas linhas de ação distintas podem se encontrar e uma beneficiar a outra, gerando uma terceira linha de ação, voltada para divulgação linguística com base em recursos multimídias.

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Linguists as Agents for Social Change

Abstract: In this article, I examine and promote the role of linguist as agent for social change.

Cited by 50 publications

References 25 publications

Standard language ideology is alive and well in public speaking textbooks

Standard language ideology is alive and well in public speaking textbooks

Expanding our Reach and Theirs: When Linguists go to High School

A Criação De Vídeos Como Instrumento Para Divulgação Contra O Preconceito Linguístico

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