1. CLASS 5 - 25/03/19 PROF. DR. DANIEL FERRAZ
Questões Sociolinguísticas do Inglês/ Sociolinguistic Studies of English
CLASS /03/19
PROF. DR. DANIEL FERRAZ

2. DISCUSSIONS SO FAR... GEORGE YULE (2010) HUDSON ( 1980)
BLOMMAERT (NOW)
GENERAL VIEWS ON SS
HISTORICAL VIEWS ON SS
ESTABLISHMENT OF THE FIELD
TO BE CONSTRUCTED TODAY...
-STANDARD LANGUAGES
-DIALECTS/ SOCIAL DIALECTS
-DIGLOSSIA AND ISOGLOSSES
-PIDGEONS AND CREOLES
-AAVE – BLACK ENGLISH
-VARIATION WITHIN AND ACROSS LANGUAGE(S)
- SS= LANGUAGE AND SOCIETY
- LINGUISTICS X SOCIOLINGUISTICS
-LINGUIST X SOCIOLINGUIST
-IMAGINARY X REAL WORLD
CHILDREN AND BILINGUALISM
LANGUAGE AS SOCIAL ALL THE WAY
ENGLISH – VARIATION>IDENTITY
ENGLISH + MULTILINGUAL
TWEETOPOETICS>>>LGG IS POLITICAL ALL THE WAY
-SOCIAL, POLITICAL AND POWER DIMENSIONS
-TEACHER EDUCATION
-LANGUAGES AND LANGUAGE TEACHING
HISTORICAL PERSPECTIVE
LINGUISTICS VS SOCIOLINGUISTICS

3. TODAY – LAB CLASS

4. Dynamics of the class= CLASS PRODUCTION 3
GET TOGETHER IN TRIOS >>>ONE COMPUTER
GET BOTH TEXTS – BLOMMAERTS
GET ALL GROUPS’ S ( )
CHECK GROUPS ON BOARD

5. OBJECTIVE
OPTION 1 – WORK ON SOCIOLINGUISTICS TEXT BY BLOMMAERTS (EXCELLENT!!! INSIGHTFUL!!! CONTEMPORARY!!) – IN THIS CASE, EACH GROUP WILL RECEIVE SOME PARTS OF THE TEXT TO PUT TOGETHER.
OPTION 2 – WORK ON TRUMPS TWEETPOETICS (SHORTER TEXT, POLITICAL VIEW OF LGG,INSIGHTFUL) – IN THIS CASE, EACH GROUP WILL WORK ON THE WHOLE TEXT AND CONNECT IT TO BRAZILIAN POLITICS (TWEETS, FACEBOOK, WEBSITES)

6. RULES
ONE HOUR TO WORK
DELIVER A FINAL ‘PRODUCT’’ – REPORT, ESSAY, CRITIQUE, ORAL PRESENTATION, ETC.
20 MINUTES TO CLOSE
HUBS CANNNOT COMMUNICATE ORALLY – ONLY THROGH THE INTERNET!!!
EACH GROUP/HUB HAS 2 S TO BE SENT TO THE CENTRAL HUB (DANIEL) – TO BE READ ORALLY TO EVERYONE

7. BEFORE YOU START RESPONSE PAPERS – EALUATION 1
READ ONE GOOD EXAMPLE

8. NEXT CLASSES CLASS/DATE GUIDELINES 01/04 – NO CLASS
NO CLASS (PROJETO NACIONAL DE LETRAMENTOS – USP)
08/04 – LECTURES (PLEASE COME)
MORNING – ANDREA COTRIM – LGG, BLACK ENGLISH, RACE
EVENING – ANA DUBOC – ENGLISH AND SUPERDIVERSITY
15/04 - NO CLASS
SEMANA SANTA
22/04 – Lgg variation
ECKERT +
HAND IN RESPONSE PAPER 1

9. JAN BLOMMAERT CONTEMPORARY SOCIOLINGUISTICS
What sociolinguistics has to offer to English studies will be defined by new developments, not by older ones. The new developments challenge the study of language at a fundamental level; the questions they raise cannot be avoided (P. 131)

10. ENGLISH AND GLOBALIZATION

11. ENGLISH AND OTHER LANGUAGES
It means that English, wherever it occurs in the world nowadays, occurs in a multilingual environment and as part of multilingual repertoires. Put simply, it means that, whenever we look at English, we also need to look at the other languages with which it co-exists and co- occurs (P. 131)

12. ENGLISH IS NOT FIXED: WHAT IS ENGLISH????
Language, as we have seen, is no longer a fixed thing; it is also no longer a unified thing, and globalization processes again prompt us to take this seriously

13. One answer given by researchers to these questions is that terms such as “English” obscure our analytical jargon and jeopardize empirical precision; instead, we should talk about “languaging” (Jörgensen 2008) – the kind of dynamic “bricolage” people perform when they communicate, gathering and creatively deploying any available useful communicative resource (P. 132).

14. SO WE SHOULD TALK ABOUT... LANGUAGING (JONGERSEN)
TRANSIDIOMATC PRACTICES (JACQUEMENT)
POLYLINGUALISM (JORGENSEN)
METROLINGUALISM (PENNYCOOK AND OTSUJI)
TRANSLANGUAGING (CANAGARAJAH)

16. NATIVES AND NON NATIVES NON NATIVES TO NON NATIVES;;;
In ELF, the perspectiveis that “English is being shaped at least as much by its non-native speakers as by its native speakers” (Seidlhofer 2005: 339), and a systematic study of ELF should show the specific features and thresholds of English when used in non-native–non-native exchanges, now no longer measured by the yardstick of the mythologized native speaker (P. 135)

18. IMPORTANT....MULTILINGUAL SETTINGS
Several of these points undoubtedly are an effect of the particular sociolinguistic intensity that characterizes multilingual communities of speakers. This is why, while the points have general validity, they have particular relevance for the study of English, for the reason given at the outset. English can no longer be seen as detached from the multilingual environments in which it operates, and the effects shown by the work discussed here are bound to appear, perhaps in different ways, elsewhere too. Their fundamental nature turns them into inescapable topics for reflection in English studies (P. 137).

19. z
GLOBAL FLOWS....

20. danielferrazusp@gmail.c om
End notes om

21. THANK YOU!!!