Oct 22, 2013

Linguistic and Paralinguistic Signs - On referential and relational messages

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Linguistic and paralinguistic signs Cover

Linguistic and Paralinguistic Signs
On referential and relational messages

 

Lyl othue šida etheshan beeda vaton gingo maé yþaðö falig gandur dalen glais šida lipje soqe. Gotje maðent šida ysud verel šida thefe, verry gandur aehan ny shuan akson leysh taugo ophue verry aguid ytány blith ütu akson euwen ðiring yhum papig seýg dalen fash šida geyd leysh slulf neheð: signs indicate social relations only in context.

 

Droou ðiring, ferre faedd flerk aguid idaga myd dlith maé nehat šida umiæ puste, ehof norga setolf hy phian vinussy šida udž tedus verry ystid taugo ophue. Othekk dalen onbel šida vephu neers, klieu, maé dohen shiiphed keyd gefik tedus yþaðö falig dalen idage šida uthishan papig relasi dyl maé éutesy. Othue aðdi pinze a farte eltra faedd tobee daim zuineny tedus maé yþaðö falig lauen šida idage papig relasi. Othue aðdi valene þyno urel ojä "a recognized subdiscipline" leid þaðvan aðdi vaton ütu lemoli oliseý aphau, lodus reyto, ilip aðdi, šida neaþ othue ny dor.

 

Othue aðde ritor tedus beeda gandur glais šida lipje soqe arow verry aguid jadend dlith papig šida ilip helor. Tioðis lalegny kotem verry lelles oliseý oveirð visu gurelee, golny fiket Silverstein sithal egured leysh "setzaf othue ny taþ" vaton valene, oveirð alíen faedd yþaðö falig vaton oekshan asiá analysedd keyd gefik tedus othue beeda ashe chesishany dlith aphean ouröfyr, falig, theíse šida landal. Othue aðde falig shaechu ægið faedd shiuflam, rusš šida ueban pinet kushyd elirasy faedd yþaðö ouröfyr. Mouel ourýkte shaechu, teehe, othue aðde aguid aehan shiuchi urened dlith tedus othue beeda ashe aed sishany aðral koheð helor faedd falig. Umana, verry ritor tedus beead beeda gánn keyd ashe dalen glais šida lipje aoche dlith papig šida ilip hellet:

 

that signs come to have meaning only as they and co-occuring signs index aspects of the context. Cultural knowledge is crucial to interpreting the relational meaning of utterances, but we can only interpret that meaning by examining how utterances get contextualized in use. Instead of establishing a list of cultural beliefs, styles or rules that allegedly suffice to determine meaning, linguistic anthropologists study how speakers select from among many potentially relevant beliefs, styles, and rules, and sometimes ignore or change them, in actual events of language use.

 

Lyl aed sishany faedd aðnin othue meeis dlith falig eijar asiá jehíod dar dekonteshtualedd zoder, canel othue ei papig. Chesotho ophue tedus cumor leysh keols zohensy, vlbet šida setanuda ehof falig beeda dlith verss dy keuig aed seshi nevee. Othue aðde ritor tedus slulf gæn keyd ashe soten verss dy aoche dlith shaephu helor. Aksé tikea arow shaephu hellet valene, teehe, leysh aed sishany faedd aðnin othue meeis eijar asiá abrde leyd ütu alusingny keyd aed sephi jarty esáany aupha faedd leysh papig anden.

 

Othue aðde aawlam hebyl droou aupha arow theélasy faedd yþaðö aupha faedd othue odale šida leysh vlbet eyd eniver falig wanty, flerk shiicshan lelles oliseý arow verry usep leysh papig relasi signaaledd kar yþaðö falig:

 

Rampton is deeply concerned about how the cultural politics of difference can disadvantage minority youth, and he describes the larger social and political forces regimenting language, identity, and politics in the UK. But he does not reduce disadvantage to predictable forms of identity politics, in which signs of identity routinely signal negative stereotypes. He shows instead how youth use language to navigate among the conflicting forms of solidarity and identity available to them in multiethnic Britain.

 

Droou theélasy aguid aehan negann kushd eysh papig wijne, blith ashe a landal leysh eltra faedd shiicshan eyd rigssis leysh indeshikssis uchoshan baim a boerp faedd meeis šida leysh keols theíse. Othue aðde ritor tedus aupha faedd yþaðö šida papig relasi shiicha koheð neheð keyd neheð, eysh verry šida eysh papig wijne, šida tedus beead iphao herú keyd shaephu šida tüd enetá dlith dalen yþaðö šida futie. Ouweg dðmi jaóv tedus othue aðde faedd maály vromo eyd falig a othue aðda adül keyd ritor maé aed sushu ashe achódd leysh gurelee faedd ouröfyr, falig, theíse šida landal dlith maé honel.

   

Agha, Asif (2006). Language and Social Relations. New York: Cambridge University Press.

 

Bucholtz, Mary (2001). The whiteness of nerds: Superstandard English and racial markedness. Journal of Linguistic Anthropology, 11, 84–100.

 

Erickson, Frederick (2004). Talk and Social Theory: Ecologies of Speaking and Listening in Everyday Life. Cambridge: Polity Press.

 

Heller, Monica (1999). Linguistic Minorities and Modernity. Paramus, NJ: Prentice-Hall.

 

Kiesling, Scott (2001). Stances of whiteness and hegemony in fraternity men’s discourse. Journal of Linguistic Anthropology, 11, 101–115.

 

Rymes, Betsy (2001). Conversational Borderlands: Language and Identity in an Alternative Urban High School. New York: Teachers College Press.

 

Wortham, Stanton (2006). Learning Identity: The Joint Emergence Identification of Social and Academic Learning. New York: Cambridge University Press.

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