Anthropology 300: 01

Language and Culture

Spring 2020
(17299)

Instructor: Dr. Karen Stöcker Phone: (657) 278-1070

Office: MH 477E E-mail: [email protected]
Class meeting time: Mondays and Wednesdays, 1:00-2:15
Class meeting location: MH 554
Office Hours: Monday and Wednesday 9:00-11:00, Tuesday 2:00-3:00 [except March 17 and
18], and by appointment

Course Description from the Catalog:

Language as a factor in culture. Trends in the study of language and culture.

Prerequisite: Completion of GE Category D.1

Overview of the Course

This course will examine the nexus of language and culture, with special attention to salient
themes in linguistic anthropology. These themes include Communities of Language Users; The
Sapir-Whorf Hypothesis; Multilingualism and the role of Globalization in Language; Language
Ideology; Code-Switching; Technology and Language; Language and Gender; Language and Race
and Ethnicity; Language and Social Class; Performance; Language Death; and Language
Revitalization.

Course Objectives
Through classic and contemporary readings from linguistic anthropology, as well as through
lectures and films, students will be introduced to the topics noted above. Through written
assignments, students will need to demonstrate critical thinking skills and university-level
writing skills (in keeping with the CSUF Faculty Senate’s Student Writing Development Rubric)
as they relate films to readings, and write a major paper (among several choices) that engages
their own opinions and puts these in conversation with salient themes from the assigned
readings.

An additional course objective is to have students apply theories and concepts from the social
sciences to address historical, contemporary, and future problems confronting communities at
different geographical scales, from local to global.

This course meets GE requirements for Area D.4 (Explorations in Social Sciences) and Area Z
(Cultural Diversity).
Student Learning Goals
How Anth 300 Meets General Education Requirement Area D and Area Z

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Area D Explorations in Social Sciences

GE Learning Goals are in black type. How Anth 300 meets them are noted in blue type.

a. Examine problems, issues, and themes in the social sciences in greater depth; in a
variety of cultural, historical, and geographical contexts; and from different disciplinary
and interdisciplinary perspectives. Readings in this course include attitudes about
language as related to geographic region, social class, race and ethnicity, gender, and
more. The social consequences of such language attitudes (called language ideologies)
are examined also. Diversity of languages and the more widespread popularity of some
languages over others is also addressed in the assigned readings as related to shifting
power as a result of historical and economic change.
b. Analyze and critically evaluate the application of social science concepts and theories to
particular historical, contemporary, and future problems or themes, such as economic
and environmental sustainability, globalization, poverty, and social justice. This course
exposes students to issues of linguistic sustainability as tied to environmental
sustainability (in the examination of environmental terms whose decline, through
language death, may also spell the demise of cultural knowledge related to
environmental concerns). Furthermore, the course examines the role of globalization in
language change, as well as the links between language ideology and poverty, and social
justice concerns stemming from prejudice based on language. Globalization is addressed
at length, as the primary impetus for language change and decline.
c. Analyze and critically evaluate constructs of cultural differentiation, including ethnicity,
gender, race, class, and sexual orientation, and their effects on the individual and
society. These constitute units of this class’ curriculum insofar as linguistic
differentiation is tied, inherently, to cultural differentiation. Assigned readings and
course topics include linguistic (and cultural) diversity with regard to ethnicity, gender,
race, and social class. Some discussion of language ideology evident through uses of
derogatory terms based on sexual orientation, and their resulting effects on prejudice in
that realm (and thus on individuals and society), may also be examined.
Microaggressions expressed through language will also be examined, as they relate to
ethnicity, race, and gender.
d. Apply theories and concepts from the social sciences to address historical,
contemporary, and future problems confronting communities at different geographical
scales, from local to global. The Sapir-Whorf hypothesis will be examined at length, from
varied perspectives. The course will begin with varied social science perspectives on
language (including a cognitive perspective vs. a sociolinguistic one). These theoretical
perspectives speak to issues of language change, language death, and language
revitalization that have faced and continue to face many communities around the world,
and speak to both local and global influences on those communities. Students’ major
paper will require that they apply concepts from linguistic anthropology to one of
several options of topics to see how these ideas may be used to evaluate contemporary
issues. They may choose among these options to do so: apply narrative analysis to

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 contemporary song lyrics to evaluate salient cultural themes; compile observational
data regarding microaggressions and analyze the use of language in this phenomenon;
analyze code-switching in bilingual settings to recognize patterns of use; research the
nexus of language and technology to see how specific technological platforms show
evidence of language change; and analyze language and gender in order to update the
existing literature on this topic.

Area Z Cultural Diversity

1. Demonstrate understanding of the ways in which culture, difference, and otherness are
socially constructed and fundamental to social interaction in an inter-connected world.
This concept is fundamental to cultural anthropology and key to linguistic anthropology
as well. Given that this course examines the link between culture and language, the
social construction of culture (and its evidence through the examination of language and
communication) will be a theme that permeates the course as students study linguistic
diversity with regard to geographic region, gender, race and ethnicity, gender, and other
salient aspects of identity and diversity.
2. Demonstrate reflection and appreciation of the complex relationships that various
factors such as gender, ethnicity, race, sexual orientation, religion, class, and
exceptionality bring to a discussion of society and culture. As noted above, concepts
such as gender, ethnicity, race, and social class, as they are evident in the use of
language and attitudes about speakers, are central concepts in this course.
3. Demonstrate a critical understanding of how power, privilege, and oppression play out
across a range of cultures, human experiences, including but not limited to one’s own
experiences. This concept is vital to the whole course, but especially the second half,
regarding what happens when a culture loses its language and how that affects (or may
affect) people on a global scale. Respect for cultural diversity and, by extension,
linguistic diversity, are vital to curtailing language death as the world is experiencing it at
an alarming rate at the current time. Globalization is the primary driver of this change,
and it endangers the languages of less powerful groups of individuals. In that ways, it
mirrors other forms of oppression of less privileged people.
4. Recognize how one’s cultural histories and practices mediate one’s own sense of self
and relationship to others. This concept is included in explanations of how language
change has come about and how it is that languages spoken by people in power have
led to the demise of languages spoken by less powerful groups. The history of language
shift – as resulting from global historical, political, and economic processes – is a key
theme of the course. Students are encouraged to see how the language or languages
spoken by their families have been affected by these processes.
5. Describe and understand how to enact ethical and transformative frameworks and
modes of exchange and communication that promote rights, social justice, equity, and
inclusiveness. The final unit, on language revitalization, examines how to ensure less
privileged language communities are involved in and central to designing language
revitalization methods that work for their particular culture. Considerations of ethics are

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 also included toward the beginning of the course, with regard to methods used in
studying linguistic anthropology.

GE Writing Requirement
The writing requirement for this course is met by assigned papers including a response paper to
a film and a paper requiring in-depth engagement with the assigned readings on one of three
possible topics. I will comment on all written work to explain the grade earned, and also offer
suggestions for future writing work. Written work constitutes a significant percentage of the
total grade.

Course Requirements
Students are responsible for keeping up with assigned readings and participating actively in
discussions about them. Students will write brief “before” and “after” papers in order to trace
changes in their understandings of the connection between language and culture. Students will
also write one 4-6 page response paper to a film (out of at least four opportunities), and one
major paper (approximately 5-8 pages) related to a salient concern (gender and language,
language ideology, and language revitalization) about which students will do a close reading
(from the assigned readings) of various scholars’ views and then outline a solution to the issue
at hand. In this manner, they will meet the General Education writing requirement. Students
will also bring song lyrics to class for an in-class activity regarding communities of language
users and a myth or story for an exercise related to narrative analysis. The “after” paper will be
due on the final exam date. Students will also be responsible for preparing and presenting
open-ended Discussion Questions, on ten separate class dates (19 possible dates to turn these
in are marked on the syllabus in green), related to the assigned readings (you must attend class
on that day to turn in discussion questions).

Required Texts
Ahearn, Laura M. 2017. Living Language: An Introduction to Linguistic Anthropology, 2nd edition.
Malden, MA: Wiley-Blackwell. ISBN: 978-1119060604 [Referred to as “Ahearn” on the
syllabus, but see the Writing Guidelines on Titanium for how to cite it in papers; The edition
number matters. If you have the first edition, the chapter numbers will not match up to what is
on the syllabus.] This book is available for free, in digital form, from the library, through this
link: https://ebookcentral.proquest.com/lib/fullerton/detail.action?docID=4714036

Harrison, David K. 2007. When Languages Die: The Extinction of the World’s Languages and the
Erosion of Human Knowledge. Oxford: Oxford University Press. ISBN: 978-0-19-537206-9
[Referred to as “Harrison” on the syllabus, but see the Writing Guidelines on Titanium for how
to cite it in papers]
This one is also be available online, through the library, at this link:
https://ebookcentral.proquest.com/lib/fullerton/detail.action?docID=416046

A limited number of copies of these books (two copies of Ahearn’s book, and four copies of
Harrison’s book) are on reserve in the library, if you are unable to purchase or rent them or if

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you do not have your own copy in time to meet deadlines of assigned readings. Ahearn’s
book is available to you from the library in ebook form for free.

Additional Readings will be posted on Titanium.

Evaluation of Coursework
“Before” paper (2 pages) 10
Select Your Major Paper 5
Bring song lyrics to class 10
Bring a myth or fairy tale to class 10
Response paper to a film (4-6 pages) 25
Major paper (5-8 pages) 35
“After” paper (2 pages) 10
Active participation* in class discussions 30
(This includes 5 points for the discussion on the last day)
Bring Discussion questions 50
(5 points x 10 times, out of 19 opportunities to do so)
TOTAL 185

* See the Classroom Policies for an explanation of what constitutes adequate participation.

Grading Scheme
100-93% = A
92 - 89 = A-
88-86 = B+
85 - 83 = B
82 - 79 = B-
78-76 = C+
75 - 73 = C
72 - 69 = C-
68 – 66 = D+
65 – 63 = D
62 - 59 = D-
58 and below = F

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Classroom Policies:
1. Technical Requirements
Students are expected to
A. Have basic computer competency which includes:
a. the ability to use a personal computer to locate, create, move, copy, delete,
name, rename, and save files and folders on hard drives, secondary storage
devices such as USB drives, and cloud such as Google Drive (Titan Aps) and
Dropbox;
b. the ability to use a word processing program to create, edit, format, store,
retrieve, and print documents;
c. the ability to use their CSUF email accounts to receive, create, edit, print, save,
and send an e-mail message with and without an attached file; and
d. the ability to use an Internet browser such as Chrome, Safari, Firefox, or Internet
Explorer to search and access web sites in the World Wide Web.
B. Have ongoing reliable access to a computer with Internet connectivity for regular course
assignments
C. Utilize Microsoft® Office 2013 (for P.C.) or 2011 (for Mac) including Word, PowerPoint,
and Excel to learn content and communicate with colleagues and faculty; have the
ability to regularly print assignments
D. Maintain and access at least three times weekly their CSUF student email account
E. Use Internet search and retrieval skills to complete assignments
F. Apply their educational technology skills to complete expected competencies
G. Utilize other software applications as course requirements dictate
H. Utilize Titanium to access course materials and complete assignments
I will post assignments and grades, and students will submit papers electronically (with
the exception of discussion questions) through TITANium. Students who do not have MS
Word must use a campus computer lab to upload a paper in MS Word format. Any
student that is unfamiliar with TITANium must come to office hours or seek help in a
campus computer lab well before the deadline of the first paper. I will provide feedback
on papers via TITANium as well. See the document on the title section of TITANium for
instructions for accessing feedback on papers. I will post these as soon after the paper’s
deadline as I am able (usually within one week of submission, if not sooner).
Assignments will be turned in through Turnitin on TITANium so as to assure academic
integrity.

Software for Students

Did you know you can get FREE and low-cost software for being an active CSUF student?
Software downloads and request forms can be found on the CSUF Student Software website.

2. Late Assignments: I will not accept late papers. All papers and discussion questions are due
at the time class begins on the date listed, and you must attend and participate in class that
day to have your paper or discussion questions accepted. There are enough paper
opportunities and response paper opportunities that you can plan ahead to choose

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assignments to complete on time and with deadlines on dates when you will be able to attend
class. If you are unable to make it to class, plan on doing one of the other assignments, instead.
Students may not rewrite papers to raise grades, but I welcome studentsw to bring a draft to
office hours well before the deadline, to receive feedback and suggestions.

3. Extra Credit Policy: I will offer at least three extra credit opportunities, worth up to five
points each, for a maximum of 10 or 15 points (see below). Extra credit opportunities will
require that students attend an assigned event or view an assigned video clip, and be able to
draw clear, concrete connections between that source and specific concepts from class. Extra
Credit is meant to be additional to required assignments. Students who turn in the required
assignments, including one Response Paper and one Major Paper are eligible to do up to three
extra credit assignments, for a maximum of 15 extra credit points. Students who do not turn in
a Response Paper and/or a Major Paper are only eligible for a maximum of 10 extra credit
points.

4. Workload Expectations:
Page eight of the 2016-2017 Student Handbook
(http://www.fullerton.edu/handbook/_resources/pdfs/csufstudenthandbook.pdf) suggests the
following with regard to expected workload per class:

Units and Hours

One semester unit of credit traditionally requires one hour of in-class time and two hours of out-of-class time per
week. Laboratory and other activity type classes require two or three hours of class time per unit of credit. For
example, a twelve unit class load normally requires an average time commitment of 36 hours per week (12 hours
per week in class and 24 hours or more outside of class). A 15 unit load will require 45 hours per week. The point is
that even a 12 unit load is the equivalent of a full time job devoted to your university studies. If you also work 20-
40 hours per week at another job, you should realize that you may be working the equivalent of nearly two full-
time jobs. A student who takes fifteen units per semester for 8 semesters could graduate in the traditional four
years, if the student is pursuing a 120 unit bachelor of arts program. (The national average is now 5.5 years to
receive a bachelor’s degree). Some baccalaureate programs require more than 120 units (refer to the University
Catalog). Athletes, international students, students on financial aid and other groups of students are required to be
enrolled in 12 units or more to be considered “full-time”.

5. Absence Policy: If you miss class, it is your responsibility to find out what you missed. Any
more than three unexcused absences will affect your grade negatively (with every four
absences, your grade will be lowered). Excused absences are those for which you can provide
timely documentation proving illness, death in the family, or participation in a university-
sponsored event. Students with perfect attendance who find themselves on the border
between two grades at the end of the quarter will be given the benefit of the doubt.

6. Participation: Active participation includes not only frequency, but also quality of
participation, in a manner that demonstrates both completion of assigned work and respect for
classmates and the instructor. Demonstrating respect includes taking care to avoid
monopolizing discussion, interrupting classmates, and taking more than one’s share of time. It
also includes making sure that one’s comments are directly pertinent to the topic at hand.
Texting in class or using phones, laptops, or tablets in class will result in a lowered participation

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grade. Please refrain from coming to class late and leaving early, unless you have a compelling
reason that you have discussed with me prior to class. In a large class, frequent entrances and
exits during class creates distractions for your peers and for your professor.

7. Cell Phone Policy: Please turn off and put away your cell phone (having it on silent or vibrate
is insufficient; do not leave it on your desk where it might distract you, your peers, or me) and
do not access it for the duration of class time. Do not use laptops or tablets during class.
Violations of this policy will have a negative effect on the participation grade.

8. See the following link for campus-wide policies regarding the following topics:
• Students with Special Needs
• The Academic Dishonesty Policy
• Emergency Preparedness procedures
• General Education information
• The campus-wide final exam schedule
http://itwebstg.fullerton.edu/FDC/teaching/syllabus.php

9. Communication with your professor: During business hours and during the week, I will
respond to emails within 48 hours or less. I am under no obligation to respond to emails after
business hours, on weekends, or during holidays. I will answer emails sent outside of business
hours on the next business day, during standard business hours. Please plan your time well, and
remember that many questions might be answered by reading the syllabus carefully, or
accessing documents available to you on Titanium.

Assignments are due on the day under which they are listed. For example, students must
have read Chapters 1 and 2 in the book by Ahearn, as well as the articles connected to
specified URLs, by Monday, January 27, and must bring one open-ended discussion question
about the assigned material.

Course Schedule

Wednesday, January 22
Topic: Introduction; Basic ideas in Linguistic Anthropology

Monday, January 27
Topic: Basic concepts about language and sociolinguistics
Assignment: Ahearn, Chapters 1 and 2 (“The Socially Charged Life of Language” and “Gestures,
Sign Languges, and Multimodality”); and online, this news story on culture and sound:
http://www.bbc.co.uk/news/blogs-ouch-23162903 and these ones on a whistled language:
http://www.scientificamerican.com/podcast/episode/whistled-language-forces-brain-to-
modify-usual-processing/?WT.mc_id=send-to-friend (read it and listen to the brief audio clip) or
this video clip of the same phenomenon:
https://www.facebook.com/BBCTravel/videos/1598915556794905/; and read this article on
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the same topic: http://www.bbc.com/travel/story/20170731-greeces-disappearing-whistled-
language; Bring a practice discussion question about Chapter 1 or 2

Wednesday, January 29
Topic: Methods in linguistic anthropology
Assignment: Ahearn, Chapter 3 (“The Research Process in Linguistic Anthropology”)

Film (in class): The Linguists

“Before” paper due

Monday, February 3
Topic: Language Acquisition and Language Myths
Assignment: Ahearn, Chapter 4 (“Language Acquisition and Socialization”) and (on Titanium):
Myths 5 (“English Spelling is Kattastroffik”) and 7 (“Some Languages are Harder Than Others”);
the document “On Grammar”
Discussion Questions on Chapter 4 of Ahearn’s book

Wednesday, February 5
Topic: Introduction to the Sapir-Whorf Hypothesis
Assignment: Ahearn, Chapter 5 (“Language, Thought, and Culture”) and, on Titanium, “Whorf
Revisited,” buy Guy Deutscher
Discussion Questions on any of the readings assigned for today
Response paper due to “The Linguists,” if you choose to write on that film.

Monday, February 10
Topic: The Sapir-Whorf Hypothesis, continued
Assignment: Harrison, chapter 6 and the following case study and (on Titanium) “Cultural
Constraints on Grammar and Cognition in Pirahã,” by Everett
Discussion Questions on either of the readings assigned for today; note that the assigned
chapter 6 is from Harrison’s book, not Ahearn’s book

Wednesday, February 12
Topic: Communities of Language Users; Microaggressions
Assignment: Ahearn, Chapter 6 (“Communities of Language Users”)
Discussion Questions on Chapter 6 of Ahearn’s book
Select Your Major Paper Option (see the instructions on Titanium, and use the link provided on
Titanium to turn this in)

Monday, February 17
Topic: Communities of Language Users; In-Class activity
Assignment: Bring a typed or printed versions of lyrics to a current pop song you hear
frequently, that plays in the current era; Get started on next week’s readings (but hold off on
discussion questions of those until next week)

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Wednesday, February 19
Topic: Standard American English (SAE)
Assignment: Ahearn, Chapter 11 (“Language, Race, and Ethnicity”), and (on Titanium): Myths 11
(“Italian is Beautiful, German is Ugly”), 13 (“Black Children are Verbally Deprived”), 15 (“TV
Makes People Sound the Same”), and 20 (“Everyone Has an Accent Except Me”);
Discussion Questions on Chapter 11 of Ahearn’s book

Film (in class): American Tongues

Monday, February 24
Topic: Standard American English (SAE), Mock Spanish, and AAVE (African American Vernacular
English)
Assignment: On Titanium, read “Language, Race, and White Public Space” by Hill 2001, and (on
Titanium): Lippi-Green 2003 AAVE, “The Real Trouble with Black English”
Discussion Questions on any of the readings assigned for today

Wednesday, February 26
Topic: Language Ideology, Code-Switching, Multilingualism, and Globalization’s Effects on
Language
Assignment: Ahearn, Chapter 7 (“Multilingualism and Globalization”) and (on Titanium) Behar
2013: “Learning English with Shotaro”
Discussion Questions on any of the readings assigned for today
Response paper due to American Tongues

Monday, March 2
Topic: Language Ideology, continued
Assignment: On Titanium, Lippi-Green 2003b, “Teaching Children How to Discriminate”
Discussion Questions

Wednesday, March 4
Topic: Language Ideology, continued
Instead of coming to class, watch the film, “The Lion King” via Titanium [Watch it with regard
to use of language ideology and accented English, whether or not you are not writing a paper
on this]

Monday, March 9
Topic: Literacy Practices; Language and Technology
Assignment: Ahearn, Chapter 8 and (on Titanium) Heath 2000, Myth 8 (“Children Can’t Speak or
Write Properly Any More”);
Discussion Questions on Ahearn’s chapter 8 or Heath’s article
Major paper due on Language Ideology

Wednesday, March 11

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Topic: Technology and Language, continued
Assignment: Assorted news stories, online, related to technological development and
Indigenous languages:
http://www.smithsonianmag.com/smart-news/new-smartphone-keyboards-bring-indigenous-
languages-and-culture-text-messages-180959274/?
utm_source=facebook.com&utm_medium=socialmedia

http://www.cbc.ca/news/canada/saskatoon/adrian-duke-wikiupedia-phone-app-1.3988502?
cmp=abfb

http://www.konbini.com/en/lifestyle/the-app-designed-to-teach-the-whole-world-the-
indigenous-language-nahuatl/
Response paper due to the Lion King

In-Class activity
You may bring a laptop to class on this day or you may have your phone out to access social
media sites during a guided discussion of this topic, today only.

Monday, March 16
Topic: Performance
Assignment: Harrison, chapter 5
Discussion Questions

Wednesday, March 18 – Class will not meet. Instead of coming to class, watch the film
“Sarabah,” via Titanium
Topic: Performance
Assignment: Ahearn, chapter 9
Film (watch it online instead of coming to class): “Sarabah”

Monday, March 23
Topic: Storytelling
Assignment: Bring a folktale or fairy tale or myth from your childhood
In-Class activity on folktales

Wednesday, March 25
Topic: Performance, continued
Assignment: (on Titanium), Bohannan 2012, “Shakespeare in the Bush”
Discussion Questions
Response paper due to Sarabah

Monday, March 30 – Wednesday, April 1 Spring Recess – Class Will Not Meet

Monday, April 6

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Topic: Language and Gender
Assignment: Ahearn, Chapter 10 (“Language and Gender”)
Discussion Questions

Wednesday, April 8
Topic: Language and Gender;
Assignment: Harrison, pages 228-230 (the short section about gendered speech), and (On
Titanium) Tannen 2012, “Conversation Style: Talking on the Job,” Myth 6 (“Women Talk Too
Much”)
In-class activity: “The Cup”
Discussion Questions on Harrison’s work or Tannen’s work

Monday, April 13
Topic: Language Ideology, revisited; Language and Sexual Orientation
Instead of coming to class, watch the film, “Do I Sound Gay?” on Titanium. Note: there are
some graphic (albeit pixilated) scenes; plan accordingly where you watch it and with whom.
Major paper due on Gender and Language

Wednesday, April 15
Topic: Language Decline and Death
Assignment: Ahearn, Chapter 12 (“Language Death and Revitalization”)
Discussion Questions

Monday, April 20
Topic: Language Death, continued … and maybe zombies
Assignment: Harrison, Chapters 1 and 2
Response Paper due on the film, “Do I Sound Gay?”
Discussion Questions

Wednesday, April 22
Topic: Language Death, continued
Assignment: (on Titanium), Fishman 1996, “What Do You Lose When You Lose Your Language?”
Discussion Questions

Monday, April 27
Topic: Language Revitalization
Assignment: Harrison, Chapter 3
Discussion Questions
In-class activity on language revitalization

Wednesday, April 29
Topic: Language Revitalization
Assignment: Harrison, Chapter 4
Discussion Questions

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Monday, May 4
Topic: Language Revitalization
Assignment: Read the following case study and (on Titanium), Basso 1996, “Stalking With
Stories,” the following news article on language death:
http://www.dailymail.co.uk/sciencetech/article-1248754/Last-member-65-000-year-old-tribe-
dies-taking-worlds-earliest-languages-grave.html
Discussion Questions on Basso’s work
Major Paper due on Language Revitalization

Wednesday, May 6
Topic: Conclusion
Assignment: Come prepared to discuss two main insights you’ve gained from this course.

Final Exam: The exam date for this class is Monday, May 11. Your “After” paper will serve as
your final exam and you will need to turn it in via Titanium by 2:50 pm.

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