Today Expert Rounds Socratic Method & media example Power in the courtroom & media example Metapragmatics Communication in Practice transcript exercise Philips recap and discussion Debate activity, if there’s time

Expert Rounds We have 2 more days of readings left (Day23 and Day 25). All those who have not assigned any expert rounds so far should do so NOW.

No C122 Final Exam or Classes This Week Language and identity in school Mertz, "Linguistic Ideology and Praxis and US Law School Classrooms (385-394) Philips, "Participant Structures and Communicative Competence" (395-411) 23 W 11/12 TH 11/13 Footing, language use and the building of social structure Goffman, "Footing" (412-415) Goodman, "An Association for the 21st Century" (416-428) 24 M 11/17 T 11/18 Presentations of fieldnotes Discussion of ethnographies   Due: Fieldnotes II, Recording, and Transcripts 25 W 11/19 TH 11/20 Language variation, building of institutions, identity, and resistance Monaghan, "Signing" (429-432) LeMaster & Monaghan, "Variation in Sign Languages" (433-437) Monaghan, "The Founding of Two Deaf Churches" (438-453) M 11/24-TH 11/27 Thanksgiving Break: No class 26 M 12/1 T 12/2 Exam II Review 27 W 12/3 TH 12/4 EXAM II 28 M 12/8 T 12/9 Ethnography groups present 29 W 12/10 TH 12/11 Due: Portfolio including final ethnography M 12/15 through F 12/19 FINALS WEEK No C122 Final Exam or Classes This Week

Mertz: “Linguistic Ideology and Praxiz and US Law school Classrooms

The Socratic method What are the elements characteristic of the Socratic method?

The Socratic method What are the elements characteristic of the Socratic method? Socratic method (also known as method of elenchus, elenctic method, or Socratic debate), named after the classical Greek philosopher Socrates, is a form of inquiry and discussion between individuals, based on asking and answering questions to stimulate critical thinking and to illuminate ideas.

In Groups of 4 How does the Socratic exchange in law school classrooms help make students into lawyers? How can language used in educational settings reinforce existing social orders? What’s the connection to power? Can you think of some group or institution in which you were taught a special vocabulary or type of speaking? How did it affect your thinking, behavior, and membership in the group? How did students in the article resist changing their speech and thought patterns? What verbal strategies do people use to resist power?

Metapragmatics Pragmatics is the way we achieve things through communication. Metapragmatics is the set of social and cultural understandings that inform the ways we achieve things through communication. How we know what to do in order to get what we want

Metapragmatics, contd. Function = Pragmatics: The ways we achieve our goals (social business) through communication. The rules of function = Metapragmatics: The social understandings that tell us how to use language in specific situations. Your mom telling you, “Say ‘thank you’ to the nice lady” is metapragmatic. She is teaching you how to talk in a specific situation, based on cultural norms. Form (Syntax) Meaning (Semantics) Function (Pragmatics)

Communication in Practice Exercise: Applying Theory to a Transcript Men and women are of different socio-linguistic subcultures (M&B 164) Girl interrupted The men are trying to gain power through interrupting Write a paragraph based on the following transcript. Find a pattern, describe the social business, then connect the pattern to larger social/cultural issues of identity, power, and/or values Theoretical claim Pattern can be multiple instances or one especially rich point Factual claim

Aliyah: Press this. This how you shoot Aliyah: Press this. This how you shoot. Taylor: Tell her to move to look around. Jordan: NAW, SHE LOOK LIKE THIS! Aliyah: NO::: This back thing! This how you shoot. Michael: ((jokingly)) I’m a goon. I kill people for fun. Michael: MAN WHAT THE HELL! WHAT THE FUCK ARE YOU DOING? Pearl: WHAT AM I DOING? Taylor: You got to look around. Taylor: Tell her how you look around. Michael: Awe, shit, Taylor you tryna get me killed. Give me this- (..) the fuck- Pearl: Y’all got me playing murderous games. I hope you taking into account I’m not a murderer. Michael: Shit, I am. Aliyah: I’m not, so:::- Pearl: You a fuckin’ pretty boy. Aliyah: Let me see. Pearl: Be quiet. Michael: I’m a pretty boy murderer. Michael: Is you really about that life? AW, SHIT, I WASN’T EVEN LOOKING! Aliyah: Hell yeah! Get his ass real! Quit talkin shit. Pearl: How you pick it up? Taylor: Hold square. Hold it. Michael: My name ain’t trigga for nothing. Huh. My name ain’t trigga for nothing, huh? Aliyah: WHY IS YOU TAKING TREY SONGZ? Michael: My name ain’t trigga for nothing. Aliyah: I don’t understand. Taylor: You funny ((laughing)), you funny with the pistol. Michael: These N***s be thinkin- everybody be thinkin bro-like don’t judge a book by its cover man (..) Don’t. You have me mistaken. Michael: Come here. Pearl: How do you aim? I don’t how to aim…with what? Michael: Where the hell she at? Taylor: You gotta move around- This how you look around and stuff. Moving the right one. Michael: Yeah, you gotta move the right one.

Philips: “Participant Structures and Communicative Competence”

Native American Boarding Schools: A Reminder

Differing metapragmatic expectations At home, Native American kids learn through: Observation Supervised participation Private, self-initiated testing They fail in private At school, kids learn through: Question and answer Without opportunity to observe No opportunity to practice They fail in public

Different participant structures Participant structure: the way interaction is organized In public activities on the reservation: There is no single leader People don’t do things alone Participation is by choice There is no division of “performer” and “audience” At school: The teacher is the boss Students must answer questions alone Activities are not by choice Teacher or student “performs” alone while others watch

Activity (if time) In class debate – divide in half, each half must defend one side: Educators should make a concerted effort to teach dominant Anglo forms of communication to Warm Springs students at an early age. Educators should adapt to the culturally distinctive modes of communication among the Warm Springs students, all the way through high school.

Recap Metapragmatics determine the values placed on particular ways of doing things Classrooms in general are a major source for metapragmatic power structures It’s important to connect the theories we’re learning in class to the data you find in your fieldnotes Different participant structures can either empower or disempower people from different backgrounds

Preview Goffman “Footing” Tons of terms to learn for this one: speaker, animator, author, principal, production format of an utterance, footing, code switching Try to think of ways these things apply to your own life Goodman “And Association for the 21st Century” Pay attention to how Goodman is applying the ideas from Goffman in her ethnography This is a good example of theory applied to ethnographic fieldwork