Gender Stereotyping and Language - Assignment Example

Language in Society Gender Stereotyping and Language Language and gender is a field of study in linguistics, and related fields that looks into the varieties of speech linked to a particular gender, or social norms for the use of such gendered language. A wide range of speech related to a specific gender is sometimes known as a genderlect.The study of language and gender began with a book entitled “Language and woman’s place” written by Robin Lakoff in the year 1975(Christie, 2000). In his article, Lokofff identified a variety of feature attributed to women’s language use, some of which can be directly pointed out in this article. This marked the beginning of studies related to variability of speech between men and women; both sex-related and gender-related. Gender stereotypes are basic generalizations about the gender attributes, variations and the roles of individuals or groups. Gender stereotypes can be both positive and negative, perpetuated when people automatically apply assumptions based on gender to others in disregard of evidence to the contrary.Looking at the linguistic behavior of both women and men across languages; we will identify many specific differences. Gender stereotypes can be identified in the use of language in diverse contexts. Historically, Language forms may maintain old attitudes which portray men as morally, intellectually, spiritually or absolutely superior to women. Men and women are socially diverse in that society places special social roles for them, expecting different patterns of behavior (Trudgill, 1992). This may cause offence in today’s society, so we view these forms as appropriate for change. For example, terms such as men, man or mankind depict male as the norm-the term for the species or people in general is identical to that referring to one sex only. It had been so different three years ago, the night shed met Stefan de Vaux. Thered been a party. Bella always threw a party when shed sold a picture because poverty, shed explained, was a great inspiration. Shed been wearing a brilliant blue caftan, her fair hair twisted on the top of her head, the severity of it accenting her high cheekbones, the little jade Buddha gleaming on its silver chain round her neck. Claire, pale from England and the illness that had allowed her to come to Tangier to recuperate, had been passed from guest to guest - "Ah, youre Bellas cousin" - like a plate of canapés, she thought ruefully, attractive but unexciting. Until Stefan de Vaux had taken her out onto the balcony and kissed her. "Well?" hed said softly, in his lightly accented voice, letting her go at last, and she had just stood there, staring at him, at his lean, outrageously handsome face, his laughing mouth, amber brown eyes. "Angry? Pleased? Shocked?" And shed blushed furiously, feeling all three. This article can be analyzed to reveal whether men and women speak differently, and to explore the nature of masculinity and femininity and their association to ideologies conveyed in language. Women supposedly speak in emphatic language that includes the use of italics. For example, the speaker in the article uses the words ‘so different’ or ‘ruefully’ to create emphasis in her speech. Use of redundant qualifiers, also linked to women’s language is evident in the phrases ‘attractive but unexciting’, ‘lightly accented voice’, ‘outrageously handsome face’ and ‘amber brown eyes’. The speaker employs the use of direct quotation when she talks of “Ah, youre Bellas cousin", "Angry? Pleased? Shocked?" and "Well?" in her description of the conversations between characters. Use of special lexis of color can be identified in the phrases ‘a brilliant blue caftan’ and ‘silver chain’. Women use questions more often in speech as a rhetorical means of engaging the other partner’s conversational contribution or of getting attention from others conversationally. This can be spotted in the article where the speaker asks the rhetorical questions “Angry? Pleased? Shocked?" Generally, It has always been observed that (other factors equal) female speech tends to be appraised as more "correct" or more "prestigious” or having less use of slang. Women are also less likely to use socially-stigmatized forms or sexist language compared to men. The interpretation of gender differences in the use of language and the degree to which such differences are emphasized seemingly has a strong political component (Goodenough, 1981). For example, the conclusion that men are more competitive and women more cooperative in conversations is political. The article could also be examined to illustrate how language plays a major role in portrayal of women as inferior to men or subjective to men .for instance, the voice in the article uses the phrase ‘had been passed from guest to guest …like a plate of canapés’ in reference to the character Claire. This phrase emphasizes the stereotype that women are supposed to be submissive. Another example can be seen in the sentence ‘Shed been wearing a brilliant blue caftan, her fair hair twisted on the top of her head, the severity of it accenting her high cheekbones, the little jade Buddha gleaming on its silver chain round her neck.’ .this highlights the stereotype that women are supposed to look pretty and be looked at. Language Change Language change refers to the permanent alterations the features of a language over time in terms of its semantics, phonetics; syntax including other features. This change may be attributed to various factors. To begin with, speakers may use economy in their speech in an effort to make their articulation effective and efficient. This change can also be due to language contact-borrowing of words and language forms from foreign languages or changes in the medium of communication. Analogy i.e. dropping word forms by likening different structures of the word to the root may also lead to language change. During speech, groups of speakers may reflect new situations, objects and places leading to change in language. There are different types of language change which apply to any spoken language. A lexical change focuses the continuous influx of new words, borrowed words and exit of some old words whereas phonetic and phonological changes focus on variation in sound. Other aspects of language change include semantic change-changes in meaning of existing words, and spelling changes. Mass media, cultural values, demographics, interlingual distance, dialect diversity and literacy also contribute partially to language change. Research into language change is becoming more diversified, with a variety of new approaches which seeking to expand and extend currently available models A majority of contemporary linguistic commentators argue that change in language, like change in society, is an inevitable development .it is frequently regrettable, but on many occasions a way of revitalizing and refreshing a language, giving alternatives which enable exceedingly slight disparities of expression. Language change is not normally taken to be deliberate or conscious, instead relatively automatic. Young populations which are ethnically and socially diverse have contributed to language change and language developments. The choice of vocabulary items exhibits a difference between the older and younger generations in many languages. some old people have diverse conversational preferences, and even though a lot of younger people talk down to the old ones, it appears that linguistic elderliness has very little to do with age, instead more to do with related health, liveliness and movement. Such variations include arbitrary lexical differences between items, one linked to younger age or lower class and the other associated with older age or higher r class. Certain likely difference s in vocabulary includes: Use of ‘y’ in names of family relations among the younger generation, e.g. daddy versus dad or mummy versus mum. Use of short and “y/ie” forms of names instead of full forms are mainly associated with the younger generation e.g. Debbie instead of the full name Deborah. Spellings in ‘I’ are associated with the young people, e.g. Susi to refer to Susie. Vocabulary dealing with technology varies between younger and older people depending on the time the items were introduced e.g. CD goes with younger generation while LP the older. Vocabulary of the older people is accompanied by use of full forms of names or words e.g. television versus telly, refrigerator/fridge, cinema/movies or bicycle versus bike. Some of the vocabulary associated with the older generation include: tube, box, tranny, wireless, radio, ‘record’, disc, LP, vinyl, scraggy, record, record-player, scallywag, deck, stereo, prank, scoot, spiffing and fab. Anti-language and youth Language In today’s society, language used by the youth is mainly characterized by morphological and phonological transformations and use of borrowed words (Gérin-Lajoie, 2011). The language is based on a language which the youth are well versed with, such as English, French, Spanish or Swahili. These languages are not only formed to create a strong sense of identity or separateness but also not to be understood by the wider society. Their development is majorly influenced by urbanization and the spread of youth culture via hip hop and rap music. The language is widely used by youth for instant messaging, social media and day to day conversations. Some of the main features of youth language include extreme semantic changes, Morphological hybridity –use of the ending –ing on French words and manipulations like swapping constants at beginning and end of words (Thomas, 1955). Youth languages have all made the evolution from representing resistance identities to project identities (Gérin-Lajoie, (2011). Resistance identity occurs in a situation where particular groups of people whose social status may be stigmatized, wish to create an identity which opposes the mainstream. Project identity on the other hand comes up when people attempt to redefine their position relative to the broader society by using any existing social or cultural symbols. The languages become legitimized by acquiring a broader speaker/writer base, as evidenced by Internet postings (Ghosh, 1972). Youth languages have led to expansion of vocabularies of their ‘host’ languages as native youth speakers get into adulthood. [025] lol y dont i believe u [3] its trueeee :P well fine then [3] what have YOU been doing [025] i dont kno nothing really [2] when i drink tea [006] ew u do!? [006] hahahha [2] yes b/c it tastes good [2] with milk tea [2] so it’s sugary [2] actually i drink tea with chocolate powder [2] it’s the best thing ever [006] i’ll try it next time... [2] YOU SHOULD TRY IT [002] hahaah what were you on! [002] those are great [999] I was on 1 hours of sleep :P [999] and Blintz 006] thanks darling [999] noooooooo problemo :) [006] hehe ] hehe anywhoo i want to go watch tv and eat more advent calender lol ill ttyl [024] im doing work i leave on wednesday for kenora so i have to get a ton of work done [3] kenora for what? basketball? yeah im being buried in hwk The article above shows samples of instant messaging (IM) conversations which are common with the youth. The language is characterize by use of  abbreviated common words, short forms and expressions to make conversations faster and reduce keystrokes e.g. ‘lol’ for ‘laugh out loud’, b/c for ‘because’ , ‘ttyl’ to mean ‘talk to you later’‘ ‘hwk for ‘homework’. It features emotional language (or emoticons), represented by smiley faces (: P) and symbolic language and some basic use of intensifiers-adverbs that stress meaning and quotative speech.  Non-word fillers, such as hehe, hahaah, hahahha, ew... are also used for this language. References Christie, C. (2000). Gender and language: Towards a feminist pragmatics. Edinburgh: Edinburgh Univ. Press. Gérin-Lajoie, D. (2011). Youth, language, and identity: Portraits of students from English- speaking high schools in the Montreal area. Toronto: Canadian Scholars Press Inc. Ghosh, S. K. (1972). Man language and society. Goodenough, W. H. (1981). Culture, language, and society. Menlo Park,Cal. [u.a.: Benjamin/Cummings. Thomas, C. A. (1955). Language power for youth. New York: Appleton-Century-Crofts. Trudgill, P. (1992). Introducing language and society. London: Penguin Books. Read More