1. Means to cathegorize people in a way they haven´t seen themselves.
2. Code-switching
2.1. It´s a verbal strategy used when speakers change their linguistic code for
2.1.1. Cultural solidarity.
2.1.2. Cultural distance.
2.1.3. As an act of cultural identity
2.2. With this, speakers can
2.2.1. Show emphaty.
2.2.2. Mark a sense of own difference.
2.2.3. Change the footing in a conversation.
2.2.3.1. It´s the stance adopted with others in a conversation.
2.3. Kramsch´s view explains code-switching.
3. Discourse style
3.1. is determined by
3.1.1. Context
3.1.2. Discourse community´norms.
3.2. shows
3.2.1. The way we speak
3.2.2. The way we listen and intercat with the speaker.
3.2.3. The expressions of individual & group identity.
3.3. can be
3.3.1. Formal or informal
4. Stereotypes
4.1. Reflect the stereotypical representations of the ethnic or social groups. (often POSITIVE).
4.2. Allow people generalize about themselves and othe rpeople they meet, to operate more efficiently.
4.3. During contact with members of different cultures, stereotypes´ dependence must be broken.
4.3.1. to encourage flexibility on cross-cultural communication.
4.3.1.1. Mutual understanding can be possible when a mutual cognitive environment is shared.
4.3.1.2. Misunderstandings can happen in some situations:
4.3.1.2.1. With strong accents or deficient pronunciation.
4.3.1.2.2. With different communication rules.
4.3.1.2.3. When there´s lack of fluency.
4.3.1.2.4. With errors because of group identity or expectations.
4.3.1.2.5. There´s an unfamiliar discussion topic.
4.3.1.3. The essential communicative process can be explained in terms of reconstructing the meaning of a message.
4.3.1.3.1. The inferential moel of communication by Sperber & Wilson (1986),mentions that:
5. Choice of the language
5.1. Keeps a sense of group identity.
5.2. Marks boundaries between ethnic groups.
5.3. One language is used for public functions and the other is for family interaction.
5.3.1. "Terms of endearment"
5.4. Can "be seen an assertion of individual identity in opposition to a limiting sense of social identity"(IEXPRO, 2020,p. 18) , linguistically enforced.
5.5. Shows identity related to ethnicity.
6. Applying labels
6.1. Speakers use labels to define themselves.
6.2. Labels can refer to different sets of characteristics.
6.3. Can involve non-verbal signs or specific dialects.
6.4. Can be used to identify their ethnic group memebership.
7. Sociolinguistics
7.1. Studies the relation between language and society.
7.2. Takes in to consideration: social class, educational level, age, sex, ethnic, origin, etc.
7.2.1. LINGUISTIC VARIETY
7.2.1.1. Social class (according to Bernstein), shows how cultural system & linguistic system relate to create social relations.
7.2.1.1.1. Restricted code is context dependent and elaborated code is context-independent.
7.2.1.1.2. Speakers of different social classes, speak differently.
7.2.1.2. Brice Heath studies showed that:
7.2.1.2.1. Childre learn some costums, skills and beliefs durin early enculturation experiences.
7.2.1.2.2. In higher class societies, encouraging children to reading from home is more common than in lower class groups.
7.2.1.3. Social class is very important in education.
7.2.1.4. Labov studied the relationship between language use and social class.
7.2.1.4.1. They interrupt less than men.
7.2.1.4.2. A person´s occupation is related to his/her linguistic behaviour.
7.2.1.5. Use prestige forms of the language.
7.2.1.5.1. As a way to achieve some status denied to them because of some factors: occupation, social status, etc.
7.2.1.6. Women´s language
7.2.1.6.1. Their way to speak with other women is considered a co-operative finction.
7.2.1.6.2. Language is man-made, which puts women in disadvantage.
7.2.1.7. Classroom implications
7.2.1.7.1. It´s reflected in how teachers expect women to behave and talk (use of the language), the way they treat male and female students, and the attention paid to them. Also it can be seen in the materials used (coursebooks and other materials).