Slide 2 Preview of Webinar Response to Questions & Comments
-The persistence of language ideology -Review a-prefixing -Review
r-dropping -Dialect and the media North Carolina Language History
Introduction to Regional Dialects Regional Dialects of the
Carolinas, including: Language and dialect endangerment Outer Banks
language history Appalachian language history Cherokee language
Slide 3 On the Persistence of Language Ideology We are socialized
into beliefs about language and language differences. This ideology
is expressed in common terms such as good and bad English, correct
and incorrect, proper and improper, grammatical, and ungrammatical
Language prejudice and discrimination are common and pervasiveand
typically tolerated even by those who proactively pursue social
equality in other areas Language bias and prejudice is most
effectively confronted by inductive learning about language
patterning and an understanding of history, culture, and society
The two most-frequently mentioned benefits from our curriculum
(from both students and teachers) focus on the themes of language
patterning and language prejudice Slide 4 Reviewing A-Prefixing
From the workbook 1.The team was playing real hard. 2. The team won
by playing great defense. 3. The team was remembering the game.
Slide 5 1___ The Kings Speech was surprising. 2 ___ Walt was
planning new sentences. 3 ___ They kept on working on dialects Can
you Apply A-Prefixing? Slide 6 Understanding R- Dropping Rules for
r- dropping: After a vowel: e.g. fear, far, porch, NOT program,
ride Not before a vowel: e.g. fear nothing but NOT fear everything
From the workbook 1.The teacher picked on three students for an
answer 2.Four cars parked far away from the fair Applying the Rule
3.Three features of this here exercise are patterned. Slide 7 6
From the Atlas of North American English The Atlas of North
American English (Labov et al. 2006) Slide 8 Dialect Quizzes A quiz
for the US: http://www.pbs.org/speak/seatosea/americanvarieties/
map/map.html http://www.pbs.org/speak/seatosea/americanvarieties/
map/map.html OR: tiny.cc/nkzf5 A quiz for North Carolina:
http://ncsu.edu/linguistics/ncllp/dialectquiz.php OR: tiny.cc/4187d
Slide 9 8 The Southern Shift hit kids set bed Danny grade beatin
Guy wipin Slide 10 9 The Northern Cities Vowel Shift Slide 11 10
head desk boss busses block socks mat The Northern Cities Shift
Slide 12 Native American History Paleo-Indians: 10,000 BCE Stone
weapons for hunting large animals (woolly mammoths) Buried dead in
mounds Migratory First permanent Native American settlements: 1000
BCE Pottery Bow hunting Agriculture At least 34 languages; 4 major
groups Iroquoian, Algonquian, Siouan, and Muskogen Lexical
contribution: Pamlico, Roanoke, Croatan, Hatteras, Waccamaw,
Catawba, Pee Dee, Cheraw, etc. Pocosin, woodchuck, raccoon, pecan,
hominy, kayak, hickory, etc. Slide 13 Native American Language
Groups Slide 14 Native American Languages Slide 15 European
Settlement English Lost Colony (Manteo), 1584-1587 Jamestown, VA,
1607 Bath, NC, incorporated March 8, 1705 Scots-Irish (ca. 1740)
Great Wagon Road Coastal settlement Germans and Moravians (ca.
1750) Present day Winston-Salem area Welsh Present day Onslow Co.,
Pender Co., Duplin Co. areas (Jacksonville, NC) French Huguenots
and Swiss Inland coastal regions: Cape Fear, Neuse, and Tar River
areas Highland Scots Scotland Co., Robeson Co., and Hoke Co., Moore
Co., Cumberland Co. Slide 16 Early British Highland Scots
Scots-Irish Germans Welsh French African Slaves British 15
Scots-Irish Slide 17 Regional Dialects of the Carolinas Slide 18 NC
Dialect Regions Today Slide 19 The Sociohistorical Context and
Transformation of the Outer Banks One of the earliest settlements
of European Americans, 1630s, migration from coastal Virginia via
waterways Longstanding, marine based economy isolated from mainland
Development of unique, iconic coastal dialect; hoi toiders, Banker
speech, Brogue, etc. Mid-twentieth century: the economic base
shifts from a relatively self-sufficient marine economy to one
dependent on the tourist industry Social networks extend beyond the
island; social relationships with mainlanders become more
commonplace Slide 20 Languages of the World Slide 21 Language and
Dialect Endangerment 90% of the worlds language approximately 6,000
languages will become extinct during the twenty-first century
California alone has lost 50 languages during the last century By
comparison, 8% of mammals are endangered and 3% of birds are
endangered When a language dies, history, culture, and essential
scientific data are lost Languages like Cherokee and dialects like
the Outer Banks are considered endangered Slide 22 Research
Findings on the Ocracoke Brogue: Orderly erosion of dialect markers
over generations, except for one group of middle-aged men labeled
the Poker Game Network Gender intersection based on age Unusual
maintenance/intensification of past tense werent regularization
Some features of speech take on iconic status whereas others
operate without much social commentary Slide 23 Location of
Ocracoke Slide 24 Location of Smith Island Slide 25 Comparing
Ocracoke and Smith Island Dissipation vs. Intensification:
Front-gliding of ou in sound (saind) Slide 26 Comparing Ocracoke
and Smith Island Dissipation vs. Intensification: Backing of long i
in tide (as toid") Slide 27 Symbolic Dialect Performance: Ocracoke
Came out there and said, said, "I'm studying speech." I said,
"Well, it's high [hoi] tide [toid] on the sound [saund] side
[soid], last night the water fire [far], tonight the moon shine, no
fish [feesh]. No fish [feesh]. Whatcha suppose the matter, Uncle
Woods? Slide 28 Symbolic Dialect Performance: Smith Island JK:Well,
my mother was from Tylerton. I say, um, house [hIs], brown [brIn],
you know, just as flat and broad as it can be. But they--she still
says house [haUs] and brown [braUn]. FW:Just like--like I would.
JK:Yeah, mmhmm. They say it down [dIn] there... down [dIn], down
[daUn]. I don't know if she says--I don't know about down [dIn]. I
know about house [haUs]. I know about that. FW:Now she would say,
just like this: Would she say house [haUs]? JK:Uhhuh. Yep. And I
say house [hIs]. I heard her say house [haUs], but I say house
[hIs]. Cause that's how Tylerton says that. I can pick up a--I
don't know how to say it, up at Rhodes Point [another Smith Island
community], it seems like they say--use the long uh i [aI]. Like I
say pie [paI]. And maybe that's right, but it's like they go pie
[paI]. It's like a long /ay/ or something in there. I can just pick
it up. I don't even know if I'm saying.. FW:You can't necessarily
copy it, but you can hear it. JK:No, no, I can't say it. Slide 29
Review of Outer Banks Pronunciations Long i: toim and toid for time
and tide Long i for ow: hice and saind for house and sound h with
it and aint: hit and haint Final t after s: oncet, twicet, accrosst
er for ow: feller, yeller, winder ar for ire: far and tar for fire
and tire Slide 30 Review of Outer Banks Grammar Werent for wasnt
Plural absence on some nouns a-prefixing Use of locative to instead
of at Double helping verbs Multiple negation Slide 31 Plural s
Absence LIST A: Nouns that Require -s 1.We caught two hundred cats
2.How many dogs does he have? 3.There are two bucks sitting in the
back yard 4.They have lots of ponies down below 5.They have three
sisters 6.Its about six teachers LIST B: Nouns that Do Not Require
-s to be Plural 1.We caught two hundred pound_ of flounder 2.How
many bushel_ does he have? 3.There are two pint_ sitting in the
back yard 4.here are lots of gallon_ of water 5.They have three
acre_ for building 6.Its about six mile_ up the road Slide 32
Plural s Absence LIST B: Nouns that Do Not Require -s to be Plural
1.We caught two hundred pound_ of flounder 2.How many bushel_ does
he have? 3.There are two pint_ sitting in the back yard 4.here are
lots of gallon_ of water 5.They have three acre_ for building 6.Its
about six mile_ up the road LIST C: Nouns that Require -s 1.We had
pounds of flounder that spoiled 2.Sometimes people use bushels
instead of pounds 3.The pints of ice cream are in the freezer 4.We
had gallons of water in the skiff 5.The best acres are owned by the
government 6.The beautiful beach goes for miles Slide 33 Plural s
Absence LIST D: Predicting Plural s Absence 1.____She had three
pound__ of fish left 2.____ She had pound__ of fish left 3.____ Its
forty inch__ to the top 4.____ Its inch__ to the top 5.____ There
are rat__ in the yard 6.____ There are six rat__ in that yard No
quantifier No quantifier and not a measure noun Not a measure noun
Slide 34 Werent Regularization Slide 35 Slide 36 Slide 37 How would
an Ococker say the following? 1.You werent going to the dock 2.I
wasnt here last night 3.They werent at the beach this morning 4.We
werent fishing 5.She wasnt sick last week [no change] [I werent
there last night] [She werent sick last week] Slide 38 Research
Findings: 15 Years Later Overall language recession continues in
terms of socially marked features such as the long i of tide and
the ow vowel of sound Selective focusing of features such as werent
regularization remain as a part of the Ocracoke Brogue Changes in
dialect do not occur in the lifespan of middle-aged and older
speakers; younger speakers might show shifts as they establish
their adult roles Generational changes take place within nuclear
family units; families in which both parents are ancestral
islanders may help impede traditional dialect erosion Slide 39 The
Effect of the Dialect Curriculum on Ocracoke The dialect curriculum
we have taught for 18 years on Ocracoke has made a great difference
in language attitudes and the community acceptance of the
traditional dialect. Islanders now view their dialect heritage with
pride and celebrate its unique status. But overall dialect
revitalization has not taken placeapart from a few superficial
vocabulary terms Slide 40 The Relevance of Hyde County for Dialect
Study One of the oldest counties in North Carolina (c. 1700); small
rural communities separated by swampy areas Long-term co-existence
of African-Americans (c. 33% of population in 1740 and 1990 census,
36% in 2010) and European Americans Relative geographic, economic,
and social detachment from other inland regions of North Carolina
85% wetlands, farming, fishing, logging no airport, railroad,
freeway no mall, movie theater, fast food Longstanding sparse
population(1790 census: 4,120; 2010 census: 5,218); little
in-migration Unique coastal dialect-Outer Banks Brogue Slide 41 The
Significance of Region and Culture In the next section (Worksheet
19, Listening Exercise 3) you will be listening to different
generations of White and African American speakers from Hyde
County. Listen to the different generations of speakers and
consider the questions asked in the curriculum 1.How does the
oldest speaker compare with the younger speaker? What changes do
you see across the generations? 2.What do you think is happening in
the Outer Banks Brogue over time in this family? 3.Why do you think
some of these Changes are taking place? Slide 42 Region and Culture
QUEEN FAMILY Slide 43 Comparison of Dialect Vocabulary Slide 44
Dialect Vocabulary and Slang Dialect Vocabulary: The ways in which
speakers of a certain dialect use different words to mean the same
thing. Slang: words or phrases with special connotations of
informality and in-group solidarity that replace words with more
neutral connotations. These words often have a short lifespan.
Slide 45 Comparison of Pronunciation Features Slide 46 Comparison
of Grammar Features Slide 47 The Cherokee Context: The Great
Removal Act (1830) Slide 48 The Trail of Tears Removal Act (1830)
President Jackson: Oklahoma (literally, red people) was established
as the Indian's Promised Land by permanent treaty for as long as
grass grows and water flows 16,000 Cherokee resisted and were
granted land in TN and GA until gold was discovered there Forcibly
removed in 1838 Rev. Bushyhead: The trail where they cried
Approximately 4000 Cherokee died en route (cf. 60% mortality rate
with earlier groups) Slide 49 The Cherokee Syllabary Developed by
Sequoyah in the early 1800s Originally conceived of as a pictogram
system Converted to a syllabary and completed in 1821 Has 85
symbols By 1830, 90% of Cherokee were literate (a rate not reached
by white Americans until 1890) Books, pamphlets, and newspapers
were printed The Cherokee Phoenix began production in 1828 Slide 50
Part of the Cherokee Syllabary Slide 51 Slide 52 Slide 53 Homework
(estimated time: 2 hours) 1.Watch: chapters 26, 27, and 34 2.From
student workbook, complete exercises on pages: 31, 32, 36-37, &
42 3.Read: Teachers Manual Days 3-5 (check answers to exercises)
4.Write a brief reflection on the exercises 5.Watch: Spanish
Voices: http://www.ncsu.edu/linguistics/dialectcurriculum.php In
Webinar box, click on Spanish Voices Write a brief reflection on
Spanish Voices Submit responses to #4 and #6 as a single attached
file or in the body of a single email by 5:00 PM, Friday, March 25
to: [email protected] For a copy of this PowerPoint:
http://www.ncsu.edu/linguistics/dialectcurriculum.php Look in the
Webinar Box-webinar2 Slide 54