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Today in class

Today in class. Project Babel – timeline, resources, etc. Lippi-Green and ideology break Anzaldua: language, ideology, and rhetorical savvy. Lippi-Green. What does Lippi-Green's definition of language emphasize? How does Lippi-Green define ideology?

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Today in class

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  1. Today in class • Project Babel – timeline, resources, etc. • Lippi-Green and ideology break • Anzaldua: language, ideology, and rhetorical savvy

  2. Lippi-Green • What does Lippi-Green's definition of language emphasize? • How does Lippi-Green define ideology? • What is standard language ideology and what does it do? • What is language subordination and how is it achieved? • What factors affect a person's willingness or refusal to share the communicative burden in a given interaction?

  3. Lippi-Green • language is – among other things – a flexible and constantly flexing tool for the emblematic marking of social allegiances (63) • Ideology: the promotion of the needs and interests of a dominant group or class at the expense of marginalized groups, by means of disinformation and misrepresentation of those non-dominant groups (64, paraphrasing Eagleton)

  4. Lippi-Green • standard language ideology: a bias toward an abstracted, idealized, homogeneous spoken language which is imposed and maintained by dominant bloc institutions and which names as its model the written language, but which is drawn primarily form the spoken language of the upper middle class (64) • language subordination: • devaluation of all that is not (or does not seek to be) politically, culturally, or socially mainstream • validation of the social and linguistic values of the dominant institutions (65) • Communicative burden: responsibility in conversation to “collaborate in the establishment of new information” (70, from Clark’s cognitive model of the communicative act)

  5. Anzaldua • What was your emotional reaction to this essay? • What can you point to in the text that produces this effect (i.e., what are the rhetorical strategies that Anzaldua uses to produce such effects)?

  6. for Wednesday • Review readings • Post responses to microessays to the discussion board by 9pm Tuesday • Read the discussion board before class • Bring explicit statements of 2-3 underlying assumptions about communication that are left largely implicit in microessays on each side of the debate

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