Investigating “self-conscious” speech: The performance register in Ocracoke English

Schilling‐Estes, Natalie

doi:10.1017/s0047404598001031

Cited by 45 publications

(33 citation statements)

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“…It sensitizes the child to the various orderings in society, as these are made substantive in the various roles she/he has to play. Sociolinguistic scholarship on styling and stylization processes provides a diverse range of perspectives on the link between the individual and her/his social context (Labov 1972;Ladegaard 1995;Schilling-Estes 1998Eckert 2000Eckert , 2003Eckert , 2008aEckert , 2008bCoupland 2001). The concept of stylization and the related discourse opens up a discussion on the extent to which 'speakers own their speech and commit to its content and to its pragmatic and semiotic implications' (Coupland 2001, 347).…”

Section: Language Identity and Sociocultural Contextmentioning

confidence: 99%

They’re my words – I’ll talk how I like! Examining social class and linguistic practice among primary-school children

MacRuairc

2011

Language and Education

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The central role played by language in mediating school experience and the prestige accorded to standard language varieties within the field of education provide the broad rationale for this paper. This qualitative study, based on a friendship focus-group design, was conducted in two groups of 12-year-old children from contrasting 'ideal type', socioeconomic groups over a period of one school year. The study examines the children's use of and attitude to language variation. A six-point typology of linguistic styles is identified based on specific patterns of usage among the participants. The study provides an insight into the levels of stratification that exist with respect to language use among children and the complex interdependence of a range of factors contributing to the persistence of linguistic continuity and discontinuity between schools and different social/gender groups.

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Section: Language Identity and Sociocultural Contextmentioning

confidence: 99%

They’re my words – I’ll talk how I like! Examining social class and linguistic practice among primary-school children

MacRuairc

2011

Language and Education

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“…Further research may divulge underlying social dynamics responsible for this linguistic configuration, perhaps related to participation in the tourism industry, increased mobility, or other factors. Potentially, some speakers may be performing to accommodate outsiders' expectations of Caribbean speech, and thusly producing artificially high levels of copula absence for a particular form or environment, thus undermining trends in aggregate analysis (Schilling-Estes, 1998). This is certainly possible, given the code-switching observed in SPE.…”

Section: Discussionmentioning

confidence: 99%

A quantitative sociolinguistic analysis of Bahamian copula absence

Reaser¹

2004

JPCL

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The study of isolated Bahamian enclaves provides essential data with which to address sociolinguistic questions: Do monoethnic enclaves foster ethnolinguistic distinctiveness and if so, which features and structures demarcate these varieties? How homogenous is linguistic patterning in the Bahamas, given the non-continuous settlement, subsequent urbanization of some areas, and the ethnic diversity and segregation still apparent in Bahamian society? To what extent does copula absence in out island speech communities align with potential donor sources such as Southern White Vernacular English, African American Vernacular English, and Gullah? The comparison of previous analyses of other parts of the Bahamas with new data from Abaco Island reveals the multiplicity of linguistic patterning in the Bahamas. Cherokee Sound and Sandy Point, historically isolated monoethnic enclaves, represent two dissimilar linguistic situations. Cherokee Sound involves a transplant community of approximately 165 white loyalists founded in the late 1700s. Sandy Point represents the traditional Afro-Bahamian community of approximately 400 residents settled by ex-slaves in the 19th century. This study reveals variation within the copula systems of Bahamian varieties sensitive to ethnicity, urban-ness, and regionality, as well as the multiple input varieties and diverse histories of the speech communities. , and three anonymous reviewers. I alone am responsible for and remaining shortcomings.

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“…Since solidarity is based on the perception of shared knowledge and experiences (Schilling-Estes 1998;Coupland 2007), bases for establishing solidarity can vary, depending on the characteristics of the audience involved. Solidarity may be built on experiences that are common to women universally, but there are experiences that are shared by only a subgroup of women, such as an ethnic group, which may have unique elements of history, cultural practice, and experiences.…”

Section: Methodsmentioning

confidence: 99%

Woman to woman

Rahman

2011

EWW

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Professional female comedians frequently face harassment from male fellow performers and from male audience members who take a sexist attitude, essentializing women as psychologically and temperamentally unsuited to the profession of comedy. This paper examines a strategy that African American female comedians employ to overcome the obstacles they face in performing before mixed gender African American audiences. While implementing features that emphasize their African American and female identity, the comedians direct their performances toward women in the audience, employing features and practices comparable to those researchers associate with close female friends in conversation. Intensive use of a strategy that includes taking stances such as confidence sharing and using gendered terms to directly address female audience members establishes solidarity with the women who are listening. Having a large portion of the audience as allies discourages the occurrence of sexist harassment.

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Investigating “self-conscious” speech: The performance register in Ocracoke English

Cited by 45 publications

References 0 publications

They’re my words – I’ll talk how I like! Examining social class and linguistic practice among primary-school children

They’re my words – I’ll talk how I like! Examining social class and linguistic practice among primary-school children

A quantitative sociolinguistic analysis of Bahamian copula absence

Woman to woman

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