This course investigates some of the foundational topics and debates in the development of linguistic anthropology.
We will focus primarily on the central arena in which linguistic insights have been applied to cultural phenomena:
the ongoing question of whether particular linguistic structures and practices provide evidence for cultural universals
on the one hand or for cultural relativism on the other. Moving from traditional cognitive- and semantic-based approaches
to those concerned with practice and interaction, we will read work from the canon of linguistic anthropology as well as
more recent research that offers innovative perspectives on these classic topics. We will trace the fieldıs shift from
a focus on cognition and "worldview" to an emphasis on sociopolitical processes and ideologies, considering along the way
how traditional linguistic-anthropological questions can be illuminated by an ethnographic focus on discourse,
which in recent decades has become the central object of linguistic-anthropological study.
This course serves as a companion to Linguistics 228, Discourse and Culture, but neither course presupposes the other.
Prerequisite: Graduate student standing with background in linguistics, anthropology, or both.
| Cultural analyses (2@30%) | 60%
| Contributions to class discussion | 10%
| Reading responses | 10%
| Presentation of reading | 10%
| Presentation of cultural analysis | 10%
| |
Detailed information about all requirements will be distributed separately. Brief descriptions of each requirement appear below.
Foley, William A. (1997). Anthropological linguistics: An introduction. Oxford: Blackwell.
Gumperz, John J., and Stephen C. Levinson. (1996). Rethinking linguistic relativity. Cambridge: Cambridge University Press. (G&L in syllabus)
A reading packet available from AS Notes.
To allow you to explore different perspectives on language and culture, during the course you will write two short papers, each focusing on some aspect of the cultural analysis of language. Your analysis should engage with some issue related to the course readings and discussions and should focus on spoken or written discourse data from any language you know (including English). You may either collect data specifically for these assignments or you may use any previously collected data that you may have access to. Each paper should be approximately 5 to 7 pages long (double-spaced, 12pt). More specific guidelines for each paper will be distributed separately.
Contributions to discussionAn important part of your graduate education is the development of your ability to explore ideas with others. It is therefore crucial that you contribute to the discussion during every class period. Don't contribute only when you have a fully worked-out answer in polished form (which is rare for most of us in any case); the classroom is a space where you can try out off-the-wall ideas, ask what you think are stupid questions (but probably aren't), and otherwise take intellectual risks. If group discussion is difficult for you, the reading responses may help you formulate your ideas in advance. If it comes easily to you, please take care not to dominate the floor--make sure others have a chance to participate as well.
Reading responsesEach Thursday of Weeks 2-8 you will hand in short written responses to the assigned primary readings (no response to Foley is required, although your responses can relate information in Foley to the primary readings). Your responses should address each of the required readings (and optionally the recommended readings) and should total no more than 500 words or so, typed and double-spaced (12pt). You can address any aspect of the readings for that week: raise a question about something that's unclear, add supporting or challenging evidence for an author's argument, link the reading to ideas you've encountered earlier in the class. You are not required to provide a written response to the reading you present to the class. Note: I can only accept hard copies of the responses; please don't email them to me.
Presentation of readingYou will sign up to give a 15-minute presentation of one of the course readings. The presentation should be designed to provide a concise overview of the reading and, more importantly, to suggest its implications for the course topics and to stimulate discussion among the class members. More detailed guidelines will be distributed separately.
Presentation of cultural analysisAt the end of the course, you will provide a 10-minute oral presentation of your second cultural analysis. The class members will provide written feedback on your presentation which will help you develop the written version of the analysis.
For comments about this page, contact bucholtz@linguistics.ucsb.edu.
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