LING/WISE 2F80: GENDER DIFFERENCES IN LANGUAGE AND LANGUAGE USE Instructor: Karen Woodman Office: A228 Telephone: 688-5550, ext. 3126 Office hours: Tuesday & Thursday 11:30-12:30 Lectures: Thursday 19:00 - 21:00 [TH257] Seminar 1: Thursday 18:00 - 19:00 [TA346] Seminar 2: Thursday 21:00 - 22:00 [TA346] OBJECTIVES: To explore gender in the structure and use of language at different levels of linguistic analysis (speech style/pronunciation, vocabulary, sentence construction, discourse) and in different social and cultural contexts. Examples from English as well as a wide range of other languages. Discussion of selected cultural variables and their relationship to language. COURSE FORMAT: The subject material will be presented in the form of lectures and in-class discussions. Seminars and assignments will allow for the discussion and development of concepts encountered during lectures and to further explore individual topics. REQUIRED TEXTS: (1) Coates, J. (1986). Women, men and language. Longman: London. (2) Graddol, D. and J. Swann (1989). Gender voices. Blackwell: Oxford, UK. (3) King, R. (1991). Talking gender: A guide to non-sexist communication. Copp Clark Pitman Ltd.: Toronto. SUPPLEMENTARY TEXTS: (1) Hall, K., Bucholtz, M. and B. Moonwomon. (1992). Locating power: Proceedings from the Second Berkeley Women and Language Conference - Vol. 1 Berkeley Women and Language Group: Berkeley, CA. (2) Hall, K., Bucholtz, M. and B. Moonwomon. (1992). Locating power: Proceedings from the Second Berkeley Women and Language Conference - Vol.2. Berkeley Women and Language Group: Berkeley, CA. READINGS Selected additional texts as well as additional required readings will be made available through the Reserve Desk. These include: (1) Tannen, D. (1990). You just don't understand. Morrow: New York (2) Tannen, D. (1994). Gender and discourse. Oxford University Press: New York. (3) Faludi, S. (1991). Backlash. Crown: New York. (4) Coates. J. and D. Cameron (1988). Women in their speech communities. Longman: London. (5) Schieffelin, B. and E. Ochs. (1986). Language socialization across cultures. Cambridge University Press: Cambridge. (6) Cameron, D. (1990). The feminist critique of language. Routledge: London (7) Cameron, D. (1985). Feminism and linguistic theory. MacMillan: London (8) Hill, A. O. (1986). Mother tongue, father time. Indiana University Press: Bloomington. (9) Spender, D. (1985). Man-made language. Routledge: Boston EVALUATION Case Study - Literature review 10% - Ethics proposal 5% - Case study 25% - Class Presentation 5% Seminar Presentations 2 x 10% Quiz 10% Final exam 20% Participation 5% [Note: Participation in both class and seminars is important. Attendance will be monitored and it will be reflected in your Participation mark.] COURSE OUTLINE: Date Topic September 14 Lecture [L]: Introduction: Gender and language Readings for Lecture [R]: Coates (Introduction, Chp 1) Seminar topic and/or readings [S]: No seminars September 21 L: Language, sex and/or gender R: Graddol & Swann (Chp. 1), Cameron [The feminist critique of language: 1-28] S: The necessity for reform: King (Chp 1); Hill (Linguists and Laypeople) September 28 L: Language and gender: Linguistic gender R: Corbett (pp 1-6, 307-318) S: False Generics: King (Chp 2); Cameron (Feminist critique of language: Chp 7) October 5 L: Historical background - The study of Gender & Language R: Coates (Chp. 2 & 3) S: Pronouns in English: King (Chp 3); Cameron (Feminist critique of language: Chp. 16) October 12 L: Theories of Gender and Language R: Graddol & Swann (Chp. 6, pp 190-195); Cameron (Feminism and linguistic theory: Chp 2) S: Unequal word pairs: King (Chp 4); Cameron (Feminist critique of language: Chp 9) October 19 L: Quiz R: Lecture notes, seminars, readings (Sept 14- Oct. 19) S: Feminizing French discourse: King (Chp 6) October 26 L: Doing case studies: Methods of analysis R: Coates [pp. 61-86], Wardhaugh (Chp 10 & 12) S: Job Titles: King (Chp 5); Cameron (Feminism and linguistic theory: Chp 8 & 9) November 2 L: Movie: He said/she said [Kevin Bacon] R: Tannen (You just don't understand: Chp 1,2) S: Terms of Address: King (Chp 7); Cameron (Feminism and linguistic theory: Chp 17) November 9 L: Language and gender: Gender-specific languages R: Philips, Steele & Tanz (26-49),: Coates (Chp. 8) S: Non sexist visual images: King (Chp 8) A: Due - Literature review November 16 L: Nature vs nurture: Physiology and voice R: Graddol & Swann (Chp. 2) S: Hall, Bucholtz & Moonwomon - Vol. 2 (469-489) A: Due - Ethics proposal November 23 L: Nature vs nurture: Brain sex R: Philips, Steele & Tanz (pp. 1-11); Hill (The language gene) S: Implementing reform: King (Chp 9) November 30 L: Nature vs nurture: Socialization & Children R: Coates (Chp. 7) S: Schieffelin & Ochs (Chp. 6-12 - choice) HAPPY HOLIDAYS January 11 L: Nature vs nurture: Socialization & Adults R: Coates (Chp. 6 & 9) S: Language socialization January 18 L: Nature vs nurture: Socialization across cultures, class & age R: Cameron & Coates (Chp. 11); Schieffelin & Ochs (Chp. 1) S: Socialization across cultures January 25 L: Oral traditions S: Hall, Bucholtz & Moonwomon (Vol. 1 - 144-152) February 1 L: Gender & Language use: The sexual division of labour R: Graddol & Swann (Chp. 4); Hall, Bucholtz & Moonwomon (Vol. 1 - 100-118) S: Sexual division of labour February 8 L: Gender & Pop Culture: MTV to graffiti R: Hall, Bucholtz & Moonwomon (Vol. 1 - 207-222) S: Gender, language and Pop Culture February 15 L: Gender & Media: "Women's" magazines & film R: Hall, Bucholtz & Moonwomon (Vol. 1 - 223-239; Vol. 2 - 573-580) S: Gendered language in Film February 18-25: READING WEEK March 1 L: Gender & Media: The Press - Video [N. Chomsky - Manufacturing consent] S: Gender representation in the New Media A: Due: Case study March 8 L: Gender, language and politics R: Lakoff [Talking power] S: Faludi [Backlash] March 15 L: Language and sexuality R: Hall, Bucholtz & Moonwomon (Vol. 2 - 501-514, 560-574) S: Language and sexuality March 22 L: Language planning and gendered language S: Presentations of Case Study findings March 29 L: Gender in Education S: Presentations of Case Study findings April 4 L: Review R: Readings and Lecture notes: Sept-April S: Presentations of Case Study findings - if necessary April 11-24 Final examination (Scheduled in Examination Period) ASSIGNMENTS: Please Note - Late assignments will have 5% deducted per day (including weekends).Assignments WILL NOT be accepted beyond one week past the due date indicated above. [1] SEMINAR PRESENTATIONS: Students will do one seminar in each term. (i) First term: Seminars will develop and add to outlined readings - the presenter(s) are EXPECTED to identify and discuss materials OTHER THAN THE ASSIGNED READINGS to the day's topic (as approved by instructor) (ii) Second term: Relevant readings will be identified and made available BY the presenter(s)choosing that week's topic. Specific topics and readings will be chosen in consultation with the instructor. [2] THE CASE STUDY: [A] Purpose: The purpose of the Case study is to allow you to explore in a hands-on manner issues in gender differences in language and language use by planning a study, collecting data, and analysing and presenting your findings . [B] Contents: The Case study has 4 parts, including: (i) Literature review [e.g., finding out what research has been done on the topic already and how], - Literature review (1500-2000 words) - Typed, double spaced (ii) Ethics proposal [e.g., getting permission from Brock University to do the research] - Brock University Ethics Approval form (iii) Case Study [e.g., how you collected, analyzed and interpreted your data], - Case Study (usually 10-12 pages...it depends on topic, etc) - Typed, double spaced (iv) Class presentation [e.g., explaining your topic and findings to the class] [C] Possible Case Study Topics: - language used by and/or about women in the media (newspaper, radio, TV, movies, music) - gender differences in language use - women/men, women/women, men/men: class or age differences - gender differences in language choice - socialization through language - gay &/or lesbian language - cultural differences in language use - graffiti - any other relevant topic (eg. approved by instructor) [Note: this is NOT an exhaustive list - other topics are certainly possible; if you find another topic of interest, get it approved by the instructor before beginning work] [D] How to do a Case Study - You will be responsible for - identifying a particular source or group for study - monitoring that group or source over a specified period - analysing the data - presenting conclusions in written form - presenting conclusions to the class - Note: It's not as difficult as it looks