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Anthony Di Fiore, Chair SAC 4.102, Mailcode C3200 78712 • 512-471-4206

Elizabeth L. Keating

Professor Ph.D., University of California, Los Angeles

Elizabeth L. Keating

Contact

Biography

I am a linguistic anthropologist who studies culture and communication. I am especially interested in investigating the impacts of technology on language and the role of language in maintaining social inequality. I completed my Ph.D. in Anthropology at the University of California, Los Angeles in 1994. I am currently a Professor in the Department of Anthropology and in the past have been Director of the Science, Technology and Society Program in Liberal Arts.

 

Research Interests:

I have a wide range of research interests in linguistic anthropology, including language and social hierarchy, virtual environments, societal impacts of technologies, visual language, multimodality, and language practices in the cross-cultural work place. I am currently conducting research on (1) cross- cultural misunderstandings among engineers collaborating virtually from four continents, (2) computer gamers’ emerging skills and use of language as they participate in multiple environments, and (3) language, culture and identity.

One major part of my research focuses on the impacts of technology on language practices. This research is important to anthropology because it answers questions about how and why cultures change over time due to innovations and how new cultural practices emerge and are disseminated through communities of people. Integrating anthropological analysis of how participants actually use technology can provide those designing and using new technology with information that can influence its effectiveness. I started researching impacts of technology on language practices with the help of members of the Austin Deaf community, who in 1999 began innovating with webcameras to communicate using their native language, sign language. Sign language had to be adapted from use in three dimensional space to the more constrained (but ultimately more powerful in terms of distance communication) two-dimensional webcam space. I have also researched computer gamers and engineers who are adapting to new technologically-mediated interactional spaces for play and work, and most of all for communicating, and the linguistic work they do to connect very different environments together.

A second major part of my research focuses on the way language is used to maintain social hierarchies and social inequalities. Between 1990 and 1997, I conducted fieldwork in Pohnpei, Micronesia, a society with a complex hierarchical ranking system that is maintained through a process common to many languages—the grammatical marking of relative social status in language, and through marking social distinctions in space, on the body, and through gestures. Human systems of social status marking are highly complex and dynamic processes and are quite context- and situation- dependent, but people often think of social status as something that is static and transcends social situations.

 

Additional affiliations: STS

Courses taught:

Culture and Communication, Language in Culture and Society, Introduction to Graduate Linguistic Anthropology
Conversation Analysis and Narrative, Discourse Analysis, Language and Gender in Interaction, Language and Power, e-Society, Knowledge, Power and Practice in Science Technology and Society

Interests

Linguistic anthropology, language and status, American Sign Language, new communication technologies, computer-mediated interaction, multimodal communication, visual anthropology; Oceania, Micronesia, US

ANT 307 • Culture And Communication

31420 • Fall 2014
Meets TTH 200pm-330pm CLA 0.112
(also listed as LIN 312C )
show description

The ability to learn and use language is a quintessentially human characteristic—one that distinguishes homo sapiens from other animal species. Language is simultaneously generated through and generative of social life; the former is a primary resource that we humans use in both the structuring and accomplishment of the latter. These dynamics form the subject of study of linguistic anthropology.

This course is an introduction to linguistic anthropology. It is impossible in a single semester to provide a complete overview of all topics that linguistic anthropologists address, so this course covers selected topics, the selection of which is aimed to illustrate how linguistic anthropologists go about doing their work: the range of topics they examine, the kinds of questions they ask, the types of approaches and methods they utilize, and the sorts of conclusions they reach.

ANT 392N • Intro To Grad Ling Anthropol

31910 • Spring 2014
Meets M 200pm-500pm SAC 4.116
show description

An Anthropology Core Course, this course is an introduction to the theoretical and methodological foundations of the study of language from a sociocultural perspective. Topics discussed include linguistic, philosophical, psychological, sociological and anthropological contributions to the understanding of verbal and non-verbal communication as a social activity embedded in cultural contexts. No prior training in linguistics is presupposed. Readings include both ethnographic studies and theoretical work about language.

ANT 307 • Culture And Communication

31265 • Fall 2013
Meets TTH 200pm-330pm CLA 0.112
(also listed as LIN 312 )
show description

The goal of this course is to introduce students to the fascinating world of human communication as it emerges within particular cultures and shapes habits, thoughts, and emotions. Students will be able to  sharpen their skills and develop new skills in meta-level analysis of how people use language and other symbolic forms to maintain power or to express identity. Understanding how the everyday language people use is interpreted is an essential part of successful cross cultural communication. We look at both the principles of everyday communication and the many creative ways people use these principles in different cultures. Language shapes unique ways of thinking and of interpreting the world.

 

ANT 393 • Language And Power

31635 • Fall 2013
Meets M 200pm-500pm SAC 4.116
show description

This course explores notions of power as they emerge and are constructed in language, ways in which linguistic exchanges can express relations of power, and the role that power can play in the structure of human interaction. Readings include both ethnographic studies and theoretical work about language and power across a range of disciplines and cultures. Early on in the course students will collect language data from a context of their choice, and this data will be analyzed both collaboratively and individually in terms of the concepts and issues examined in the readings and in class discussions.

ANT 393 • Anthropology Of Lang & Gender

31520 • Spring 2012
Meets TH 200pm-500pm SAC 4.116
(also listed as LIN 392, WGS 393 )
show description

 This course explores ideas about gender as they emerge through language and embodied behavior, and the role gender plays in the structure of human interaction and human society. Readings include both ethnographic studies and theoretical work about language and gender across a range of disciplines and cultures. Early on in the course students will collect language data from a context of their choice, and this data will be analyzed both collaboratively and individually in terms of the concepts and issues examined in the readings and in class discussions.

ANT 307 • Culture And Communication

30940 • Fall 2011
Meets TTH 200pm-330pm BUR 216
(also listed as LIN 312 )
show description

The ability to learn and use language is a quintessentially human characteristic—one that distinguishes homo sapiens from other animal species. Language is simultaneously generated through and generative of social life; the former is a primary resource that we humans use in both the structuring and accomplishment of the latter. These dynamics form the subject of study of linguistic anthropology.

This course is an introduction to linguistic anthropology. It is impossible in a single semester to provide a complete overview of all topics that linguistic anthropologists address, so this course covers selected topics, the selection of which is aimed to illustrate how linguistic anthropologists go about doing their work: the range of topics they examine, the kinds of questions they ask, the types of approaches and methods they utilize, and the sorts of conclusions they reach.

ANT 393 • Esociety: Cul, Tech And Comm

31210 • Fall 2011
Meets TH 900am-1200pm SAC 4.116
show description

 This course is an introduction to aspects of culture and sociality as they are emerging through technological or computer mediated means. The goals of the course are to introduce students to emerging issues in creating and participating in electronically mediated interactions, and to develop skills in investigating and understanding the roles that technology plays in mediating sign systems that influence culture and ways of thinking. We will also look at the role that culture plays in understanding technology. Readings discussed include linguistic, philosophical, psychological, sociological, technical, and anthropological contributions to the understanding what we are coming to know as E-Society.

ANT 392N • Intro To Grad Ling Anthropol

31520 • Spring 2011
Meets W 900am-1200pm SAC 4.116
(also listed as LIN 396 )
show description

An Anthropology Core Course, this course is an introduction to the theoretical and methodological foundations of the study of language from a sociocultural perspective. Topics discussed include linguistic, philosophical, psychological, sociological and anthropological contributions to the understanding of verbal and non-verbal communication as a social activity embedded in cultural contexts. No prior training in linguistics is presupposed. Readings include both ethnographic studies and theoretical work about language.

ANT 307 • Culture And Communication

30030 • Fall 2010
Meets TTH 200pm-330pm BUR 116
(also listed as LIN 312 )
show description

The goals of this course are to introduce students to the study of language use from a sociocultural perspective and to develop skills (through collecting language data) in analyzing the role that language plays in the construction of culture and in the interpretation of human interaction. Topics discussed in lectures and readings include ethnicity, identity, power, status, and gender as these ideas are constructed and negotiated through language.


ANT 393 • Anthropology Of Lang & Gender

30365 • Fall 2010
Meets TH 900am-1200pm EPS 1.128
(also listed as LIN 392, WGS 393 )
show description

This course explores notions of gender as they emerge and are constructed in language in interaction, and the role that gender plays in the structure of human interaction. Readings include both ethnographic studies and theoretical work about language and gender across a range of disciplines and cultures.

ANT 393 • Language And Power

30635 • Spring 2010
Meets W 900-1200 EPS 1.130KA
(also listed as LIN 396 )
show description

ANTHROPOLOGY 393, LINGUISTICS 396

TOPICS IN LINGUISTIC ANTHROPOLOGY: LANGUAGE AND POWER

Wednesday 9-12, Spring 2010, Unique # 30635, EPS 1.130KA

 

Professor:            Elizabeth Keating

                        Office: EPS 2.206, phone 471-8518, email: ekeating@mail.utexas.edu,

                        Office hours: Tuesday 1-3

 

This course explores notions of power as they emerge and are constructed in language, ways in which linguistic exchanges can express relations of power, and the role that power can play in the structure of human interaction. Readings include both ethnographic studies and theoretical work about language and power across a range of disciplines and cultures. Early on in the course students will collect language data from a context of their choice, and this data will be analyzed both collaboratively and individually in terms of the concepts and issues examined in the readings and in class discussions.

 

Work and Grading: Students will be responsible for short written summaries of weekly class readings to be emailed to the professor and the other seminar members before class, one individual research paper, and an oral presentation.

 

Books & Other Materials:

 

Wetherell, Margaret, Stephanie Taylor, and Simeon Yates. 2001/2005. Discourse Theory and Practice.

            Sage Publications (DTP)

Bourdieu, Pierre. 1994. Language and Symbolic Power, Harvard University Press (LSP)

Drew, Paul and John Heritage. 1992. Talk at Work. Cambridge University Press. (TW)

Anderson, Benedict. 2006. Language and Power. Equinox Publishing (LP)

Pdf’s of some readings on the Blackboard site for the class; please download the journal articles cited

 

Week 1 (January 20) Introduction, Course Mechanics

 

 

 Week 2 (January 27) Introduction, Language and Power

 

Bourdieu (LSP), pages 1-42 (various Introductions)

Kress, Gunther (in DTP), Reading 2. From Sassure to Critical Sociolinguisitcs: the turn towards a

            social view of language.

Potter, Jonathan (in DTP), Reading 3. Wittgenstein and Austin.

Dumont, Louis. 1970. From Homo Hierarchicus, pp. 1-21.

Collins, P.  1993. Black Feminist Thought in the Matrix of Domination  from: Lemert, C., ed. Social Theory.

            San Francisco: Westview Press.

Anderson, B. 2006 (LP) Part I, Power, Chapters 1 and 2

 

 

Week  3 (February 3) Prelude

 

Giddens, A. 1987. Structuralism, Post-structuralism and the Production of Culture, from A. Giddens and J. Turner. Social Theory Today. Stanford: Polity Press

Foucault, M. 1972.  The Unities of Discourse, from: The Archaeology of Knowledge, NY: Pantheon

Weatherall. 2005. Reading 7, 16           

Anderson, B. 2006 (LP) Part II, Language, Chapters 4 and 5

 

 

Week  4 (February 10) Signs, Sentences, Meaning

 

Wetherall et al., Reading 4, 6, 8

Goffman, E.  1956. The Nature of Deference and Demeanor  from: Interaction Ritual: Essays on face-to-face

            Behavior, NY: Pantheon Books

Brown, R. and Gilman, A. 1960. The Pronouns of Power and Solidarity. In Sebeok, T., ed. Style in

            Language. MIT Press.

 

 

 

Week  5 (February 17)   Methodologies, Contexts

 

Weatherall, Reading 9, 11, 12, 22

Goodwin, C. 2007.  Formulating the Triangle of Doom. Gesture, 7(1). pp. 97-118.

Taylor, T. 2006/2009. Beyond Fun. Instrumental Play and Power Gamers. In Play Between Worlds: Exploring

            Online Game Culture. MIT Press           

 

 

 

Week 6 (February 24) Talk at Work: Micro-Analysis of Talk-in-Interaction

 

Drew, P. and J. Heritage, 1992. Analyzing Talk at Work: an Introduction, from Talk at Work, Cambridge

            University Press.

Gumperz, J.1992. Interviewing in Intercultural Situations, from Drew and Heritage Talk at Work.

Drew, P. 1992. Contested Evidence in Courtroom Cross-Examination: the Case of a Trial for Rape, from

            Drew and Heritage Talk at Work.

Weatherall, Reading 9

 

 

 

Week 7 (March 3) Theory and Practice: Cross-Cultural Issues

 

Bourdieu, Chapters 1, 3

Bloch, M. Introduction, from M. Bloch, ed. Political Language and Oratory in Traditional Society. NY: Academic

            Press.

Kuipers, Joel. 2007. Comments on ritual unintelligibility.  Text & Talk, 27, 4: 559-566

Gal, S. 1995. Language and the "Arts of Resistance" Cultural Anthropology, Vol. 10, No. 3, pp. 407-424           

 

 

Week 8.  (March 10) Political Field (s)

 

Bourdieu (LSP), Chapters 7, 8, 9

Keating, E. 1998. Honor and Stratification in Pohnpei, Micronesia. American Ethnologist, 25(3):399-411.                                                             http://uts.cc.utexas.edu/~ekeating/Publications/AmerEthnol.pdf

McElhinny, Bonnie. 2003. Fearful, Forceful Agents of the Law: Ideologies about Language and Gender in Police

            Officers’ Narratives about the Use of Physical Force. Pragmatics 13(2):253-284.

 

 

Week 9 (March 17) Spring Break

 

 

Week 10 (March 24) Constructing Authority

 

Bourdieu, Chapter 4, 5

Keating, E. 1997. Honorific Possession: Power and Language in Pohnpei, Micronesia. Language in Society, 26(2):

            247-268. http://uts.cc.utexas.edu/~ekeating/Publications/Honorific%20Possession.pdf

Cohn, Carol. 1987. Sex and Death in the Rational World of Defense Intellectuals. Signs: Journal of Women

                                                in Culture and Society, vol 12, no. 4

 

 

Week 11 (March 31) More Constructing Authority

 

Bourdieu, Chapter 6, 2,

Philips, S. 1993. Evidentiary Standards for American Trials. From J. Hill and J. Irvine, eds. Responsibility and

            Evidence in Oral Discourse, Cambridge University Press

Irvine, J.  1993. Insult and Responsibility: verbal abuse in a Wolof Village. From J. Hill and J. Irvine, eds.

            Responsibility and Evidence in Oral Discourse, Cambridge University Press

 

 

Week 12 (April 7) Gender, Language and Power

 

LaFrance, M. & E. Hahn.1994. The Disappearing Agent from: Roman, Juhasz, and Miller, The Women and

            Language Debate. New Brunswick, NJ: Rutgers Univ. Press.

hooks, b. 1990.  Reflections on Race and Sex  and  Representations: Feminism and Black Masculinity 

            from hooks, b. Yearning: Race, Gender, and Cultural Politics. Boston: South End Press.

Weatherall, Reading 24

Goodwin, M. 2003. The Relevance of Ethnicity, Class, and Gender in Children's Peer Negotiations. In Handbook

            of Language and Gender. Janet Holmes and Miriam Meyerhoff, eds. Pp. 229-51.            Blackwell.

                http://www.sscnet.ucla.edu/anthro/faculty/goodwin/RelevanceEthnicityClassGender.pdf

 

 

Week 13 (April 14) Representations, Reported Speech

 

Bourdieu (LSP), Chapters 10, 11

Keating, E. 2002. Everyday Interactions and the Domestication of Social Inequality, IPRA Pragmatics

            12:3.347-359. http://uts.cc.utexas.edu/~ekeating/Publications/Pragmatics%202002%202.pdf

Schieffelin, B. 2000. Introducing Kaluli Literacy. In Kroskrity, Paul, ed. Regimes of Language:

            Ideologies, Polities, and Identities. Santa Fe: School of Am. Research.

            http://homepages.nyu.edu/~bs4/Bambi--Website_Assets/BBS%20PDFs/IntroKaluliliteracy.pdf

Mertz, Elizabeth. 1994. Legal Language: Pragmatics, Poetics and Social Power. In Annual Review of Anthropology

            23: 435-455.

 

Week 14 (April 21) Conclusion and Review

Week 15 & 16 (April 28, May 5) Wrapping Up; Class Presentations

 

Other suggested readings:

Silverstein, Michael. 2000. Whorfianism and the Linguistic Imagination of Nationality. In Kroskrity, P. ed.,

            Regimes of Language: Ideologies, Polities, and Identities. Santa Fe: School of American Research.

Wertsch, J. 1985. Extending Vygotsky’s Semiotic Analysis: Propositional and Discourse Referentiality  from:

            Vygotsky and the Social Formation of Mind. Harvard University Press.

Goodwin, Marjorie. 2006. The Hidden Life of Girls. Blackwell

Duranti, Alessandro. 1994 From Grammar to Politics: Linguistic Anthropology in a Western Samoan Village.             Berkeley and Los Angeles: University of California Press.

 

Other Information

 

Religious Holidays:

Religious holy days sometimes conflict with class and examination schedules. If you miss an examination, work assignment, or other project due to the observance of a religious holy day you will be given an opportunity to complete the work missed within a reasonable time after the absence. It is the policy of The University of Texas at Austin that you must notify your instructor at least fourteen days prior to the classes scheduled on dates you will be absent to observe a religious holy day.

 

Special Needs:

Students with disabilities who require special accommodations need to get a letter that documents the disability from the Services for Students with Disabilities area of the Office of the Dean of Students (471-6259 voice or 471-4641 TTY for users who are deaf or hard of hearing). This letter should be presented to me at the beginning of the semester and accommodations needed should be discussed at that time. Five business days before an exam the student should remind me of any testing accommodations that will be needed. See following website for more information: http://deanofstudents.utexas.edu/ssd/providing.php

 

University Electronic Mail Notification Policy (Use of E-mail for Official Correspondence to Students):

All students should become familiar with the University's official e-mail student notification policy. It is the student's responsibility to keep the University informed as to changes in his or her e-mail address. Students are expected to check e-mail on a frequent and regular basis in order to stay current with University-related communications, recognizing that certain communications may be time-critical. It is recommended that e-mail be checked daily, but at a minimum, twice per week. The complete text of this policy and instructions for updating your e-mail address are available at http://www.utexas.edu/its/policies/emailnotify.html. In this course e-mail will be used as a means of communication with you. You will be responsible for checking your e-mail regularly for work and announcements. Note: if you are an employee of the University, your e-mail address in Blackboard is your employee address.

 

Use of Blackboard in this Class:

This course uses Blackboard, a Web-based course management system in which a password-protected site is created for each course. You will be responsible for checking the Blackboard course site regularly for class work and announcements. As with all computer systems, there are occasional scheduled downtimes as well as unanticipated disruptions. Notification of these disruptions will be posted on the Blackboard login page. Scheduled downtimes are not an excuse for late work. However, if there is an unscheduled downtime for a significant period of time, I will make an adjustment if it occurs close to the due date. Blackboard is available at http://courses.utexas.edu. Support is provided by the ITS Help Desk at 475-9400 Monday through Friday 8 am to 6 pm, so plan accordingly.

 

Note about Feedback:

Feedback is an important part of learning. Without feedback on how well you understand the material, it is more difficult for you to make good progress. During this course you will give me feedback on your learning in informal and formal ways, such as assignments or exams. Please let me know when something is not clear. This will enable me to provide additional information when needed or to explain a concept in different terms.

 

Academic Honesty:

Although I encourage you to work together, you are expected to do your own work and acknowledge use of anyone else’s work or ideas. Academic dishonesty includes: (a) copying another student’s work or letting another student copy your work and (b) copying passages or ideas directly from another source and passing them off as your own; that is, without properly referencing them. When scholastic dishonesty is suspected, I am required to notify you and possibly turn the matter over to the Dean of Students office. Penalties for academic dishonesty include a failing grade on the assignment or in this course and possible expulsion form the university. If you have specific questions about these issues, contact the Office of the Dean of Students in FAC 248.

ANT 307 • Culture And Communication

30365 • Fall 2009
Meets TTH 330pm-500pm WEL 2.308
(also listed as LIN 312 )
show description

ANTHROPOLOGY 307, LINGUISTICS 312

CULTURE AND COMMUNICATION

 

Fall 2009

Tuesday and Thursday 3:30-5 p.m. (Course # ANT 307, 30365; LIN 312, 41420)

Professor:             Elizabeth Keating

                        Office: 2.206 EPS, Phone: 471-8518, email: ekeating@mail.utexas.edu

                       

This course is an introduction to everyday language use in a variety of cultures. The goals are to develop your skills in analyzing and understanding the many creative ways people use language in the formation of culture, in shaping ways of thinking, and in arguing and discussing how to interpret behavior and events. We will use two in-depth cases—a community of Bedouins in the Western Desert of Egypt and the American Deaf community—as examples of very different ways of using language to express culture. Stories and accounts of language use from these two communities will be supplemented by lectures and other materials on language in many different language communities. Each of you will collect everyday language examples for several analytical exercises. You will experience using language data as a basis for examining and questioning concepts such as ethnicity, identity, power, status, and gender as they emerge in everyday communication between people.

                                                                                                                                                                                                                                   

Texts:                        1. Duranti, A. (1996)  Linguistic Anthropology, Cambridge U. Press (LA)

                        2. Abu-Lughod, L. (1986) Veiled Sentiments, University of California Press (VS)

                                    3. Lane, H., Hoffmeister, R. and Bahan, B. (1996) A Journey into the Deaf World, Dawn

                                                Sign Press (DW)

4. materials on the Blackboard site.

 

Requirements: There will be two mid-term exams, each covering about half of the course (no final).  There will be material on the exam from the readings and from lectures, so if you have to miss class be sure to get notes from a fellow student. Each of you will be responsible for three written analytical exercises (3-5 pages). Each of these requirements will be fully explained at the time of assignment. Late assignments will be downgraded one letter grade. All assignments must be typed.

Note: do the readings assigned below before class meets that week. Quizzes will be given regularly on readings.

 

Schedule of Due Dates of Assignments

**Assignment 1 Analytical Exercise Due: September 29

** Assignment 2 Analytical Exercise Due:  October 29

**Assignment 3 Analytical Exercise Due: November 24

 

Schedule of Exams

***Midterm #1 (covering weeks 1-7): October 20

***Midterm #2 (Covering weeks 8-15): December 1

 

Grading: Exams count 45% of the grade, and written assignments 45%. Class participation counts 10%. The class participation grade is made up of: a) participating in discussions in class, b) emailing to Prof. Keating newspaper, magazine, or internet articles concerning some aspect of language and culture, c) pop quiz grades on readings, d) attendance at lectures.

 

 

WEEK #1  (Aug 27) Overview and Introduction to the Course and Course Mechanics

 

                        Note: do readings assigned for next week

 

 

WEEK #2  ( Sept 1, 3) Studying Language and Culture: a beginning

 

Readings:            Lane, Hoffmeister, Bahan (DW): “Author’s Note” and Chapter 1

                                    Duranti (LA) Chapter 2, Theories of Culture

                                    Abu-Lughod (VS) Preface and Chapter 1, Guest and Daughter

                                   

 

WEEK #3  (Sept 8, 10) “Everyday” Symbolic Systems & Messages

 

Readings:             Cook, G. (1992) from the book The Discourse of Advertising, NY: Routledge (Blackboard)

                                                            (Note: begin reading the article at the section entitled “Perfume and Cars”)

                                                Lane, Hoffmeister, Bahan (DW) Chapter 3, The Language of the Deaf-World

Duranti (LA), Meaning in Linguistic Forms, pages 162-166 and 204-213 (section 6.1-6.2; 6.8 to end of chapter)

                                   

 

WEEK #4 (Sept 15, 17) Looking at Language as Action; the Importance of Conversation

 

Readings:             Duranti (LA) Chapter 1, The Scope of Linguistic Anthropology, also pages 236-244 (begin at section 7.4) & Chapter 8, Conversational Exchanges

                                               

                                   

WEEK #5 (Sept 22, 24) How to Study Language; Recording Interaction

           

Readings:            Duranti (LA) Chapters 4 (Ethnographic Methods) & 5 (Transcription: from writing to

                                                digitized images), and pages 290-330 (begin at section 9.2.1),  and pages 340-347

                                   

**First analytical exercise due Sept 29:  (Assignment #1)

 

 

WEEK #6 (Sept 29, Oct 1) Language Socialization

 

Readings:             Ochs and Schieffelin (1984) “Language Acquisition and Socialization: Three

                                                            Developmental Stories and Their Implications,” from R. Shweder and R. Levine, eds. Culture Theory: Essays in Mind, Self, and Emotion (Blackboard)

                        Lane, Hoffmeister, Bahan (DW) Chapter 2, Families with Deaf Children

                        Imam, Syeda Rumnaz  (2005) English as a global language and the question of nation-

                                    building education in Bangladesh, Comparative Education, 41: 471–486.

 

 

 

WEEK #7 (Oct 6, 8) The Ethnography of Communication and Verbal Art

 

Readings:            Abu-Lughod (VS), Chapter 2, Identity in Relationship; Chapter 3, Honor and the

                                    of  Autonomy; Chapter 5, The Poetry of Personal Life

 

**Second Analytical Exercise Due Oct 29:  (Assignment 2)           

                                                

 

WEEK #8 (Oct 13, 15) Verbal Art, continued

 

Readings:            Abu-Lughod (VS), Chapter 4, Modesty, Gender, and Sexuality; Chapter 6, Honor and             Poetic Vulnerability; Chapter 7, Modesty and the Poetry of Love

                                    Lane, Hoffmeister, Bahan (DW), pages 104-123 and 144-161

 

**Oct 20: First Midterm (covering weeks 1-7)

 

WEEK #9 (Oct 20, 22) Language, Ethnicity and Class

 

Readings:             Basso, K. (1979) excerpts from Portraits of the Whiteman, Cambridge University Press

                                                            (Blackboard)

                                                Smitherman, Geneva (1997) “The Chain Remain the Same": Communicative Practices in the Hip Hop Nation, Journal of Black Studies, Vol. 28, No. 1, pp. 3-25 (Blackboard)

                                                Bailey, Ben, Communication of Respect in Interethnic Service Encounters, Language in Society 26.3: 327-356 (Blackboard)

                                               

 

WEEK #10 (Oct 27, 29) Language and Status

 

Readings:            Laitin, David (1989). Language Policy and Political Strategy in India. Policy Sciences 22: 415-436.

                                    Lane, Hoffmeister, Bahan (DW) Chapter 7, Disabling the Deaf-World

                                    Abu-Lughod (VS), Chapter 8, Ideology and Politics of the Sentiment

 

 

WEEK #11 (Nov 3, 5) Multilingualism

 

Readings:            Zentella, Ana Celia (1997) “Bilingualism en Casa” from Growing Up Bilingual: Puerto

                                                            Rican Children in New York. Malden, MA: Blackwell.

                                                Nelson, Cecil L. (1992) My Language, Your Culture: Whose Communicative

                                                Competence? (Blackboard site)

 

           

WEEK #12 (Nov 10, 12)  Language and Technology

 

Readings:            McCloud, Scott, Understanding Comics (selections on Blackboard)

                                                Berger, J. and J. Mohr (1982) The Ambiguity of the Photograph. In Another Way

                                                            of Telling. Writers and Readers Publishing Cooperative, pp. 85-100.

                                                Street, Brian (1995) The Uses of Literacy and Anthropology in Iran, from Social Literacies, Longman: London. (blackboard site)

                                                Cassell, J., and Tversky, D. (2005). The language of Online Intercultural Community Formation. Journal of Computer-Mediated Communication, 10(2), http://jcmc.indiana.edu/vol10/issue2/cassell.html

 

 

WEEK #13 (Nov 17, 19) Language and Gender

 

Readings:            “Attacking Stereotypes in Toyland” (Blackboard)

                                                Eckert, P. & McConnell-Ginet, S. (1995) “Constructing Meaning, Constructing Selves”

                                                            from Hall, K. and Bucholz, M. Gender Articulated. Routledge. (Blackboard)

                                                                       

**Third Analytical Assignment due November 24

 

WEEK #14 (Nov 24) Review

 

Readings:             Duranti (LA), Chapter 10, Conclusions

                                                Lane, Hoffmeister, Behan (DW), Chapter 16, Journey’s End

 

**Second Midterm: Dec 1 (Weeks 8-15)

 

WEEK #15 (Dec 1, 3) Wrapping Up

                       

                        Second Midterm and Review of Results

 

 

 

Other Information

 

Religious Holidays

 

Religious holy days sometimes conflict with class and examination schedules. If you miss an examination, work assignment, or other project due to the observance of a religious holy day you will be given an opportunity to complete the work missed within a reasonable time after the absence. It is the policy of The University of Texas at Austin that you must notify your instructor at least fourteen days prior to the classes scheduled on dates you will be absent to observe a religious holy day.

 

Special Needs

 

Students with disabilities who require special accommodations need to get a letter that documents the disability from the Services for Students with Disabilities area of the Office of the Dean of Students (471-6259 voice or 471-4641 TTY for users who are deaf or hard of hearing). This letter should be presented to me at the beginning of the semester and accommodations needed should be discussed at that time. Five business days before an exam the student should remind me of any testing accommodations that will be needed. See following website for more information: http://deanofstudents.utexas.edu/ssd/providing.php

 

University Electronic Mail Notification Policy (Use of E-mail for Official Correspondence to Students)

 

All students should become familiar with the University's official e-mail student notification policy. It is the student's responsibility to keep the University informed as to changes in his or her e-mail address. Students are expected to check e-mail on a frequent and regular basis in order to stay current with University-related communications, recognizing that certain communications may be time-critical. It is recommended that e-mail be checked daily, but at a minimum, twice per week. The complete text of this policy and instructions for updating your e-mail address are available at http://www.utexas.edu/its/policies/emailnotify.html. In this course e-mail will be used as a means of communication with you. You will be responsible for checking your e-mail regularly for work and announcements. Note: if you are an employee of the University, your e-mail address in Blackboard is your employee address.

 

Use of Blackboard in this Class

 

This course uses Blackboard, a Web-based course management system in which a password-protected site is created for each course. You will be responsible for checking the Blackboard course site regularly for class work and announcements. As with all computer systems, there are occasional scheduled downtimes as well as unanticipated disruptions. Notification of these disruptions will be posted on the Blackboard login page. Scheduled downtimes are not an excuse for late work. However, if there is an unscheduled downtime for a significant period of time, I will make an adjustment if it occurs close to the due date. Blackboard is available at http://courses.utexas.edu. Support is provided by the ITS Help Desk at 475-9400 Monday through Friday 8 am to 6 pm, so plan accordingly.

 

Note about Feedback

 

Feedback is an important part of learning. Without feedback on how well you understand the material, it is more difficult for you to make good progress. During this course you will give me feedback on your learning in informal and formal ways, such as assignments or exams. Please let me know when something is not clear. This will enable me to provide additional information when needed or to explain a concept in different terms.

 

Academic Honesty

 

Although I encourage you to work together, you are expected to do your own work and acknowledge use of anyone else’s work or ideas. Academic dishonesty includes: (a) copying another student’s work or letting another student copy your work and (b) copying passages or ideas directly from another source and passing them off as your own; that is, without properly referencing them. When scholastic dishonesty is suspected, I am required to notify you and possibly turn the matter over to the Dean of Students office. Penalties for academic dishonesty include a failing grade on the assignment or in this course and possible expulsion form the university. If you have specific questions about these issues, contact the Office of the Dean of Students in FAC 248.

 

 

 

Publications

Keating, E.L. (2009) Pragmatics and Technology. In . Studies in Pragmatics.
Keating, E.L. (2009) Societal Impacts of Nanomanufacturing. In . Nanomanufacturing, American Scientific Publishers.

Monteiro, M. and Keating, E.L. (2009). Managing Misunderstandings: The Role of Language in Interdisciplinary Scientific Collaboration. Science Communication. Vol. 31, No. 1, 6-28.

Keating, E.L., Edwards, T. & Mirus, G. (2008, September) Cybersign: Impacts of New Communication Technologies on Space and Language. Journal of Pragmatics.
Keating, E.L. (2008) Space Shifting: New Technologies, New Opportunities. Texas Linguistic Forum Texas Linguistic Forum.
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