NC State University

ANT 254, LANGUAGE AND CULTURE

NOTE: You must view the taped lectures to pass this course. There are also tests that must be scheduled through the DELTA DE Proctor. See below for instructions.

Useful Links

Homework Assignments (see chart above)	Electronic Reserve Readings
Homework No. 7 in PDF format	Useful Vocabulary List
Introduction to Phonetics Chapter

 

Course Objectives:

This course is an introduction to the broad field of language and culture. It focuses on language as the object of study, rather than on language as an instrument to another end. While the study of language is one of the oldest concerns of liberal arts education, it did not become a social science discipline until this century. Anthropologists were instrumental in this development and they have continued to maintain their vital concern with human languages. In this course you will become aware of the importance of language in everyday affairs. You will also understand the nature and function of your native language within specific social and cultural contexts. Analytic methods of linguistic science also will be reviewed and their applications to anthropological issues are highlighted. Some of the readings also address U.S. Spanish language and education issues. Finally, you will, by the end of the course, have a better understanding of how language affects our thinking and behavior within our own society and as members of the world community. This is a reading intensive course, but I promise you will have learned a lot of useful information, ideas, theories and methods by the end that will connect with most of your other coursework.  I have set up the course requirements to reflect the amount of work I am expecting from you, so that if you complete all the seven homework assignments and do the term paper, your chances of a very good grade are high.

PLEASE NOTE: THIS IS NOT AN 'ONLINE' COURSE. YOU MUST GET THE LECTURES BY ACQUIRING THEM THE NC STATE UNIVERSITY BOOKSTORES. They will "loan" them to you for a refundable deposit.  You order the books through the NCSU Bookstores.

PROCTORING TESTS: Please note that you will have to have your tests proctored. To schedule your exam, follow the link on the page entitled “Click here to schedule your appointment online.” You will be prompted to create a login name and password, and then you can use the system to schedule, reschedule, or cancel your exams from home. You are encouraged to schedule all your exams, including your final exam, as early on as possible. Take note that DELTA Testing Center is on Centennial Campus, Building VENTURE II, Suite 500. Information with directions to the Proctoring facility on Centennial Campus are on the local proctoring link given. If you have any questions with the system, feel free to email John Pugh at deproctor@ncsu.edu, or call at 919-513-1513.

Local Proctoring
The Delta Testing Center is located in Venture IV, Suite 140 on Centennial Campus. All testing appointments are now made online, and everything you need to know about proctoring for your tests through the DELTA Testing Center (directions to the office, link to the online scheduling system, parking instructions, office hours, what to do if you don't live close to campus, etc) is located on the Local Proctoring page of the DE website.  The Local Proctoring and remote proctoring page URL is http://distance.ncsu.edu/students/localproctor.html.

Appointment times are on a first-come, first-served basis, and students are strongly encouraged to schedule their exams at least a week in advance, especially during finals when they are at 100+% capacity for several days. For local proctoring appointment times are on a first-come, first-served basis, and students MUST SCHEDULE THEIR EXAMS by September 15. If not, there may not be space available. 

Remote Proctoring
Students outside of a 50-mile radius are allowed to use a remote proctor instead of coming into the DELTA Testing Center. All information on this process is found on our Remote Proctoring page (http://distance.ncsu.edu/students/remoteproctor.html).  Please note both the Student Proposed Proctor form and Proctor Agreement Forms are online.

***Very Important Change Concerning Remote Proctor Approval***

 In looking at the past few semesters, DELTA has found that about half of the remote students did not start the proctor approval process until 48 hours or less before their first exam. Waiting till the very last minute puts everyone in a bind (instructor extensions, frantic emails, etc), so we are now putting a time limit on when we will be approving proctors.  All students submitting a proposed proctor for approval by the DELTA Testing Center must do so by September 15, 2009.  No proctors without a verifiable email address such as hotmail, Gmail, etc will be approved.

I can be reached via email: tmwallace@mindspring.com.  There are seven homework assignments and one term paper. Most of them ought to be transmitted via email. You can access the Homework Assignment information through my website at: http://www4.ncsu.edu/~twallace.  NOTE: When you email me the homework assignments 1-6, please send them as pasted-in messages to the email, except for assignment No. 7.  That is best handled as an attachment, given the special characters you may want to use in that one.  For the other assignments, I'd prefer not to have to open file attachments, though you may send a copy as an attachment as a backup. But, please DO send me the term paper as an attachment in order to preserve the formatting. 

Textbooks:

Salzmann, Zdenek, Language, Culture and Society: An Introduction to Linguistic Anthropology, 4th edition. Boulder, Westview Press, 2007.

Although the Salzmann text is a good one, it does not cover all the topics I go over in the course in as much depth as I would like. Consequently, you should rely heavily on the electronic reserve room readings that are now online. You will use these readings to answer questions from the eight homework assignments listed in the syllabus. I will also be testing heavily from them, and less so from the Salzmann book. Use the Salzmann text as a kind of topic outline that helps you keep the ideas ordered and where you can always find basic definitions of key terms. The meat of the readings comes from the online readings. Thus, I am trying to state as explicitly as possible that the electronic reserve room readings are really the main text and Salzmann is the backup, with one exception, chapters 4 and 5 of Salzmann have basic information on linguistics (phonology, morphology and syntax) for which there are no online readings.

Christine Keannally, The First Word: The Search for the Origins of Language. New York: Viking, 2007. (To be covered on the Midterm.)

This new book is a well written, fascinating account of current thinking on the origin of human speech. The very strong control on this topic by Dr. Noam Chomsky is loosening and genetic research is propelling us toward re-thinking accepted linguistic science from the last 50 years. You won't need to read the whole book for the course, but you may want to.

Walt Wolfram and Natalie Schilling-Estes, Hoi Toide on the Outer Banks; The Story of the Okracoke Brogue. Chapel Hill, U. of North Carolina Press, 1997. (To be covered on the final exam.)

The Wolfram&Schilling-Estes text on sociolinguistics among Ocracoke inhabitants is a good case study with some interesting findings about the so-called "Elizabethan" dialect of people from the Outer Banks.

Lucy Tse, Why Don't They Learn English: Separating Fact from Fallacy in the US English Debate. New York: Columbia University, 2001. (To be covered on the final exam.)

Immigration, education and language is such an important topic currently, this book is sure to answer many questions.

Optional Book: Elizabeth Hess, Nim Chimpsky: The Chimp Who Would be Human, New York: Bantam, 2008

Homework Assignments for ANT 254. You must download the homework assignment questions from the website using the chart listed above or go to the outline and click it there. By the way, if you see any mistakes or errors in the homework, please don't hesitate to let me know.

Some of the films we will see in the course, available through the NCSU Library Media Center:

• Indian by Birth

• The Okracoke Brogue

• Voices of North Carolina

• American Tongues

COURSE OUTLINE

Electronic Reserve (http://www.lib.ncsu.edu/reserves/) readings: A list of the readings located in Electronic Reserves is attached to the end of the syllabus. They are accessible 24/7 with your unity computing account. Every student enrolled at NCSU automatically gets a unity account. For problems with ER, please contact Kim_Duckett@ncsu.edu.

Lesson One. Introduction to the Course (Homework No.1) Powerpoint SET 1

A. Defining Linguistic Anthropology

B. The Discipline of Anthropology: and the rest of the discipline

C. The Concept of culture

D. Ethnography and culture

E. Basics of Language: grammar, idiolects and dialects

READINGS: Salzmann, Chapter 1, D. Bates; Robert Jurmain (and Nelson, Kilgore and Trevathan); Don Maloney; Tim Wallace; Richard Reeves-Wellington; Richard Hudson; News and Observer (Dennis Rogers); Dennis Preston.

Lesson Two. Animal/Human Communication Systems (Homework No. 2) Basics of Language Lecture Set 2

A. Design features of languages DESIGN FEATURES of Communication Systems Powerpoint Notes

B. Animal communication basics

C. Primate studies: Viki, Washoe, Kanzi, Koko, Nim (See E. Hess: Nim Chimpsky: The Chimp Who Would be Human (Optional))

READINGS: Salzmann, chap. 2, Sue Savage-Rumbaugh, C. Kenneally, ch. 1-4; Joel Wallman, Primates World, Talk with Chimps.

Lesson Three. Evolution of Speech   Origins of Language Lectures

A. Early hominid communication

B. The evolution and development of human speech

C. The brain and human language

D. Polygenesis vs monogenesis of language?

E. Human language acquisition

F. Cognitive and language development in babies and children

G. Critical age hypothesis

H. Bilingualism and second language learning

READINGS: Salzmann, chap. 6, C. Keannally, ch. 5, 8, 10, 11, 13; Jeannine Heny, Tracy Staton; Breyne Moskowitz, René Appel & Pieter Muysken

Lesson Four. Comparative Linguistics (Homework No. 3) Comparative Linguistics

A. The use of Comparative Linguistics in Prehistory

B. Comparative Linguistics and Classification systems

C. Language families: Indo-European and other families

READINGS: Salzmann, ch. 7;  Paul Thieme, Edward Hall; See Film-The Linguists

Lesson Five. Historical Linguistics  Historical Linguistics

A.    The Development of English

B.    Types of Linguistic Change

C.    Examples of Semantic Changes

                                READINGS: Salzmann, ch. 7 cont.

THE MID-TERM EXAM WILL COVER ALL THE MATERIAL UP THROUGH THE ABOVE LESSON (Lesson 5). Click here for Mid-Term Study Guide.

Lesson Six. Writing Systems  Powerpoint SET 6

A. Pictographic systems

B. Chinese characters

C. Syllabic systems (Cherokee and Japanese)

D. Alphabetic systems

READINGS: Salzmann, chapter 11, Vivian Cook, Joseph & Lenore Scott; James Stanlaw: A Ligniusitc Mstyrey form the Itnernet

Lesson Seven. Language and Social Context (Homework No. 4) Language and Social Context PowerPoint Notes (These notes include comments relevant to Lessons 8 and 9 also.) See films: American Tongue; The Ockracoke Brogue; Indian by Birth; Voices of North Carolina

A. Dialects and styles

B. History and dialects

C. African American English origins

D. Pidgins and Creoles

READINGS: Salzmann, chap 8, Fern L. Johnson, Vivian Ducat, Robert A. Hall, Arthur Spears, Jerry Craddock, Kathy Forde, begin the Wolfram Hoi Toide book and finish by the end of the semester.

Lesson Eight. Ethnography of Communication. (Homework No. 5)

A. Sociolinguistics: sociological vs. anthropological perspectives

B. Speech and Gender

C. Speech and social class

D. Folklore and oral Traditions

READINGS: Salzmann, chapters 9, 10, 12; Begin the Lucy Tse book Why don't they speak English?, Carol Eastman, Elinor Keenan, Paul Farhi, Daniel Maltz & Ruth Borker

Lesson Nine. Speech and Politics.

A. Language and immigrants

B. English Only movement in the USA

C. Standard/National/Official/Vernacular languages

D. Politics and national languages

E. Nationalism and multilingualism

READINGS: Salzmann 13; Finish Lucy Tse book, Ralph Fasold, Jane Hill, Nancy Conklin and Margaret Lourie

Lesson Ten. Language and Thought and Linguistic Relativity or World View and Language) (Homework No. 6) (In homework assignment number six you will be asked to draw a tree diagram-chart.  The best way to do this if you don't have a tree-diagramming program is to use a table formatting tool from your word processor. You'll probably have to email this to me as an attachment.)

Language and Thought PowerPoint Notes

A. Sapir-Whorf Hypothesis

B. Language and cognition

C. Linguistic categories and their study

READINGS: Salzmann, ch.3, Peter Farb, James Spradley & David McCurdy

Lesson Eleven. Phonetics in Anthropological Linguistics Fieldwork (Homework No. 7) (In homework assignment number 7, you are asked to use phonetics.  Try and use the phonetics chart found under symbol in WORD program or crtl-w key in WordPerfect for those you can find. Phonetics and morphology only appear to be complicated, but the tools you learn will be very useful in the classroom teaching ESL.)  I have linked the syllabus with a copy of HW7 in Adobe Acrobat pdf format to help preserve the phonetic symbols.  You might try it and see if it prints out better. One of my former students sent this tip along for those of you wanting to add phonetic characters to your document.

"This is a trick for entering IPA symbols into Microsoft Word. It is very simple, each IPA symbol has a corresponding hexadecimal number. These numbers are conveniently displayed in a chart, I found one at this website: http://www.phon.ucl.ac.uk/home/wells/ipa-unicode.htm#alfa. It is under the section "Unicode decimal and hex numbers for IPA symbols." All you have to do is type the hex digits into Word using a Unicode font "Lucida Sans Unicode" is the most common. Press Alt+X and Word will replace the string of hex digits to the left of the cursor with the character you specified. So let's say you need to enter in the upside down V looking thing that corresponds to the vowel in "bud." All you need to do is look for the corresponding hex digits, type them in, and then press ALT+X. The keystrokes would be: 028C[Alt+X]. Other word processors are capable of the same thing as long as you use a Unicode font. The only difference would be the keystroke used to convert the hex digits to the IPA symbol."  (From Paul B., Summer 2006)

A. Phonetics

B. Phonology

C. Morphophonemic problem solving

READINGS: Salzmann, chapters 4-5, Colette Craig

THE FINAL EXAM COVERS ALL MATERIAL, LECTURES AND READINGS FROM LESSON FIVE FORWARD.  IT IS NOT A CUMULATIVE TEST. Click here for the Final Exam Study Guide.

 

COURSE REQUIREMENTS

The final grade will be computed by adding the points accumulated during the semester on the following elements:

1) homework assignments (30 points) (see due dates below)

2) semester paper (10 points) (see due dates below)

3) mid-term exam (30 points) (see due dates below)

4) final exam (30 points) (see below)

Explanation of Course Requirements:

A. Homework Assignments:

There will be seven homework assignments given out over the course of the session. The intent of these assignments is to have the student read in advance of the lecture material and try out some of the ideas ahead of time; consequently, it would be inappropriate to grade students unfairly on material they have not yet covered in class. Assignments are graded as if they were all perfect, i.e., with a score of 100. Late assignments will not be accepted except for unusual circumstances, so late homeworks will get a zero score. The due dates for the homework assignments are as follows (some flexibility is permitted in turning them in, but try to turn them in as close to the date as possible.

In homework assignment number six you will be asked to draw a tree diagram-chart.  The best way to do this if you don't have a tree-diagramming program is to use a table formatting tool from your word processor.

In homework assignment number 7, you are asked to use phonetics.  Try and use the phonetics chart found under symbol in WORD program or crtl-w key in WordPerfect for those you can find. Phonetics and morphology only appear to be complicated, but the tools you learn will be very useful in the classroom teaching ESL.

I have linked the syllabus with a copy of HW7 in Adobe Acrobat pdf format to help preserve the phonetic symbols.  You might try it and see if it prints out better. One of my former students sent this tip along for those of you wanting to add phonetic characters to your document.

"This is a trick for entering IPA symbols into Microsoft Word. It is very simple, each IPA symbol has a corresponding hexadecimal number. These numbers are conveniently displayed in a chart, I found one at this website: http://www.phon.ucl.ac.uk/home/wells/ipa-unicode.htm#alfa. It is under the section "Unicode decimal and hex numbers for IPA symbols." All you have to do is type the hex digits into Word using a Unicode font "Lucida Sans Unicode" is the most common. Press Alt+X and Word will replace the string of hex digits to the left of the cursor with the character you specified. So let's say you need to enter in the upside down V looking thing that corresponds to the vowel in "bud." All you need to do is look for the corresponding hex digits, type them in, and then press ALT+X. The keystrokes would be: 028C[Alt+X]. Other word processors are capable of the same thing as long as you use a Unicode font. The only difference would be the keystroke used to convert the hex digits to the IPA symbol."  (From Paul B., Summer 2006)

B. Semester Paper:

For the term paper you are to produce a descriptive and analytic report on the political and social issues affecting language use and practice in one of the countries mentioned below. The idea here is to describe and analyze how a country has dealt with its multilingual issues. What is the official language policy; what language is used in business, among friends, in government, in education in the courts, for lovers? How has language use changed over time? If there are ethnic dialects how are they spread out geographically in the country, how did it get that way? What kind of language planning has there been? What kind of political and social problems are there from national multilingualism; what has the country done to try and smooth out those problems? I expect every paper to take a particularly long look at what language policy is used in the schools and universities and why is it that way?

The length of the paper must be at least six, typed, double-spaced pages (no greater than a Courier Font at 12 pitch), not including the references cited section. You should at least five books or articles in your bibliography and two or three from the Internet. Please make sure you cite where you quote or paraphrase or use ideas from your references. Papers without citations referenced in the body of the text will be graded lower. All papers must have an additional page listing the references cited in the text.

In selecting a country you should probably choose one where you know there are several languages being used routinely in the country. Some of these I suggest are: India, South Africa, Angola, Zimbabwe, Togo, Ghana, Tanzania, Kenya, Uganda, Mozambique, Malawi, Zimbabwe, Papua New Guinea, Russia, P.R.China (mainland), Taiwan, Switzerland, Belgium, Canada, Mexico, Guatemala, Peru, Ecuador, Bolivia,  Finland, Iran, Iraq, Turkey, Lebanon, Syria, Egypt, Jordan, Pakistan, Malaysia, Indonesia, Romania.  I suggest these countries, because their language problems are so obvious it may be easier to find data about them. You may choose other countries, but it may be best to get email me with your country suggestion so I can help you figure it out before you get started. Call me if you have any questions what to look for. Take a look at the online articles by Ralph Fasold and the one by Edward Hall on Ghanaian languages for some ideas. I also suggest you may find many useful things on the Internet.

C. Tests: There will be two tests -- a mid-term (see due dates above) and a final (see due dates above). The exams are NOT cumulative.   The mid-term will not cover the material on "writing" as discussed in Lesson three however, but will be covered on the final exam. The final will not be cumulative, but will cover material from Lesson Six through Eleven. Note that this corresponds to homeworks 1-3 for the mid-term and 4 through 7 for the final. The mid-term and final have about 20-30 short-answer questions.

Grading Scale: A+ = 97+; A=96-92; A-=91-90 ; B+= 89-87 B=86-82; B-=81-80; C+=79-77; C=76-72; C-=71-70; D+=69-67; D=66-62; D-=61-60; F= below 60

In rare cases, a grade of In(complete) can be given due to an extended, excused absence or special problem. These must be mutually agreed to in advance with the student providing a schedule for completing the missed work, and at least 65% of the work for the course must have been completed by the end of the semester for consideration to be given.

End of Course Evaluations: 

Online class evaluations will be available for students to complete during the last two weeks of class.  Students will receive an email message directing them to a website where they can login using their Unity ID and complete evaluations.  All evaluations are confidential; instructors will never know how any one student responded to any question, and students will never know the ratings for any particular instructors.

 

Evaluation website:  https://classeval.ncsu.edu

Student help desk:  classeval@ncsu.edu

More information about ClassEval:  http://www2.acs.ncsu.edu/UPA/classeval/index.htm

OTHER IMPORTANT INFORMATION

Exams and missed tests: All the tests are essay. If you miss a test due to for a good reason or an excused absence, you may be given the opportunity to take a make-up test in the space is available at the DE proctoring Center at a mutually convenient time of if the DE proctor has time to schedule the test with a remote proctor.. 

Incompletes: Incompletes will only be given if the student meets the university requirements outlined in the following document: http://www.ncsu.edu/policies/academic_affairs/pols_regs/REG205.00.13.php

Academic Integrity Statement: Cheating will not be tolerated. Any form of cheating results in an automatic "F" for the test/assignment/homework with which it is connected. Violations of academic integrity may result in an F for the course. For a clear statement of NCSU’s Academic Integrity policy, please visit this website: http://www.ncsu.edu/policies/student_services/student_discipline/POL11.35.1.php

Violations of the Student Honor Code will be reported to the appropriate person in your department/College (advisor, Dean, etc.). Everything turned in should be individual work. NCSU has a policy on academic integrity found in the Code of Student Conduct and you should consult it. Note that this policy includes an Honor Pledge. This means that on tests and other individual student assignments that the teacher expects that the student understands that she or he neither gave nor received unauthorized aid.

Students with Disabilities Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disabilities Services Office of Students located at 1900 Student Health Center, Campus Box 7509, 919-515-7653 (http://www.ncsu.edu/dso/). In accordance with Section 504 of the Rehabilitation Act of 1973 ("Rehab Act"), the Americans with Disabilities Act of 1990 ("ADA"), and state law, North Carolina State University (hereinafter NC State) is required to accommodate an otherwise qualified individual with a disability by making a reasonable modification in its services, programs, or activities. This regulation addresses the eligibility of students for academic accommodations in educational programs, services, and activities at NC State, as well as the provision of such accommodations to students with various types of disabilities. Students desiring special assistance because of any permanent or temporary disability may be eligible for these services. See: http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.1.php or http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.7.php.  Contact Disability Services Office at 513-7653, and consult the website: http://www.ncsu.edu/provost/offices/affirm_action/dss/.

 Anti-Discrimination Statement. The role of all employees and students is to create and maintain a supportive and harassment-free working environment for all members of the campus community. All faculty, staff and students are responsible for understanding and complying with harassment policies: these policies can be viewed at: http://www.ncsu.edu/equal_op.  Also, all faculty, staff and students are responsible for knowing where to obtain assistance for resolving concerns. Members of the campus community are encouraged and should feel free to seek assistance, information, and guidance from their department head, supervisor, the Office for Equal Opportunity (513-3148), Human Resources (515-4300) or the Office for Student Conduct (515-2963). All harassment of any person (either in the form of quid pro quo or creation of a hostile environment) based on race, color, religion, creed, sex, national origin, age, disability, veteran status or sexual orientation also is a violation of state, federal law and/or NC State University policy and will not be tolerated. Retaliation against any person who complains about discrimination is also prohibited. NC State‘s policies and regulations covering discrimination, harassment, and retaliation may be accessed at http://www.ncsu.edu/policies/campus_environ or http://ncsu.edu/equal_op. Any person who feels that he or she has been the subject of prohibited discrimination, harassment, or retaliation should contact the Office for Equal Opportunity (OEO) at 919-515-3148.

 

ANT 254 READINGS

NC STATE U LIBRARIES ELECTRONIC RESERVES

Appel, René, and Pieter Muysken

1987 Language contact and bilingualism. In Language contact and bilingualism. R. Appel and P. Muysken. Baltimore: Edward Arnold.

Bates, Daniel G.

2001 The study of human behavior. In Human adaptive strategies: ecology, culture and politics. D. G. Bates. pp. 1-21. Boston: Allyn and Bacon.

Bauman, Richard, and Joel Sherzer

1989 Introduction. In Explorations in the ethnography of speaking, 2nd.ed. R. Bauman and J. Sherzer, eds. pp. 89-91. Cambridge, Mass.: Cambridge University Press.

Carroll, Raymonde

1988 Cultural Misunderstandings: The French-American experience. In Cultural Misunderstandings: The French-American Experience. pp. ix-xiii; 1-12; 2-39. Chicago: University of Chicago Press.

Cartmill, Matt

1998 The Gift of Gab. Discover (November 1998):56-64.

Carver, Craig M.

1987 The South. In American regional dialects. C. M. Carver. Ann Arbor, Mi: University of Michigan Press.

Conklin, Nancy Faires, and Margaret A. Lourie

1983 Policy and education in a multilingual society. In A Host of Tongues: Language Communities in the United States. N. F. Conklin and M. A. Lourie. pp. 225-260. New York: Free Press, A Division of MacMillan, Inc.

Cook, Vivian

1997 The writing systems of language. In Inside language. V. Cook, pp. 108-135. London: Arnold.

Craddock, Jerry R.

1981 New World Spanish. In Language in the USA. C. A. Ferguson and S. B. Heath, pp. 196-211. Cambridge, Mass: Cambridge University Press.

Craig, Colette Grinevald.

1980. Jacaltec: Fieldwork in Guatemala. In Languages and their speakers. T. Shopen, ed., pp. 2-57. Cambridge Mass: Winthrop Publishers.

Ducat, Vivian

1986 Words from the wise. Atlantic Monthly (September).

Earley, Tony

1998 The Quare Gene: What will happen to the secret language of the Appalachians? The New Yorker (September 21, 1998):80-82, 84-85.

Eastman, Carol M.

1990 Applied sociolinguistics. In Aspects of language and culture, 2nd ed. C. M. Eastman, pp. 180-193. Novato, CA: Chandler, Sharp Publishers.

Farb, Peter

1973 Man at the mercy of language. In Word play: what happens when people talk. pp. 171-182. New York: Alfred A. Knopf.

Farhi, Paul

2000 It's a guy thing. TV advertisers' humor often falls flat with women. Vol. 2000: News and Observer.

Fasold, Ralph

1984 Societal Multilingualism. In The sociolinguistics of society. pp. 1-33. Oxford: Basil Blackwell.

Forde, Kathy Roberts

2000 On the swamp: the politics of language, landscape and Lumbee identity. Independent (December 6, 2000).

Hall, Robert A., Jr.

1982 Pidgin languages. In Human communication: language and its psychobiological bases. pp. 72-79. San Francisco: W.H. Freeman.

Hall, Edward

1983 Ghanaian languages. Accra: Asempa Publishers.

Heny, Jeannine

1985 Brain and language. In Language: introductory readings, 4th ed. V. P. Clark, P. A. Eschholz, and A. F. Rosa, eds. pp. 159-172. New York: St. Martin's Press.

Hill, Jane H.

1998 Language, race, and White public space. American Anthropologist 100(3):680-689.

Hudson, Richard

1984 Ordinary language is good. In Invitation to linguistics. R. Hudson. Oxford: M. Roberston.

Johnson, Fern L.

2000 The linguistic environment of the United States. In Speaking culturally: Language diversity in the United States. F. L. Johnson, pp. 3-23. Thousand Oaks, CA: Sage Publications.

Jones-Jackson, Patricia

1994 Let the church say "Amen": The language of religious rituals in Coastal South Carolina. In The Crucible of Carolina: Essays in the Development of Gullah Language and Culture. M. Montgomery, ed. pp. 115-132. Athens, GA: University of Georgia Press.

Jurmain, Robert, Harry Nelson, Lynn Kilgore, and Wenda Trevathan

1998 Introduction. In Essentials of Physical Anthropology. R. Jurmain, H. Nelson, L. Kilgore, and W. Trevathan, pp. 1-15. Belmont, CA: West/Wadsworth.

Keenan, Elinor

1989 Norm-makers, norm-breakers: Use of speech by men and women in a Malagasy community. In Explorations in the ethnography of speaking, 2nd.ed. R. Bauman and J. Sherzer, eds. pp. 125-143. Cambridge, Mass: Cambridge University Press.

Scott, Joseph  and Lenore Scott

Egyptian Hieroglyphics for Everyone: An Introduction to the Writing of Ancient Egypt. New York: Barnes and Noble Books, 1993.

Maloney, Donald D.

1975 What you should know about "no". In Japan: it's not all raw fish. D. D. Maloney. Tokyo: Japan Times, Ltd.

Maltz, Daniel N., and Ruth A. Borker

1982 A cultural approach to male-female miscommunication. In Language and Social Identity. J. L. Gumperz, ed. Cambridge, Mass.: Cambridge University Press.

Moskowitz, Breyne Arlene

1982 The acquisition of language. In Human communication: language and its psychobiological bases. pp. 121-131. San Francisco: W.H. Freeman.

Preston, Dennis

1998 They speak really bad English down South and in New York City. Myth 17. In Language myths. L. Bauer and P. Trudgill, eds. pp. 139-148. New York: Penguin.

Reeves-Ellington, Richard H.

1993 Using cultural skills for cooperative advantage in Japan. Human Organization 52(2).

Rogers, Dennis

1980 Looking words to get shed of Yankee talk. The News and Observer (November 13, 1980).

Savage-Rumbaugh, E. S.

1992 Language training of apes. In Cambridge encyclopedia of human evolution. pp. 138-141. Cambridge, Mass: Cambridge University Press.

Scott, Joseph, and Lenore Scott

1993 Egyptian hieroglyphics for everyone: An introduction to the writing of ancient Egypt. In Egyptian hieroglyphics for everyone: An introduction to the writing of ancient Egypt. Vol. 12-34, 55-59. J. Scott and L. Scott, New York: Barnes and Noble Books.

Spears, Arthur K.

1990 Black American English. In Anthropology for the 90's: Introductory readings. J. B. Cole, ed. pp. 96-113. New York: Free Press, a Division of Macmillan.

Spradley, James P. , and David W. McCurdy

1988 Cultural Meaning. In The Cultural Experience: Ethnography in Complex Society. pp. 72-85. Prospect Heights, IL: Waveland Press.

Staton, Tracy

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