Linguistics 320: Sociolinguistics

Course description

This course is a comprehensive introduction to theoretical frameworks and analytic methods in sociolinguistics. The course will emphasize foundational and contemporary work in linguistic variation and change, examining how this variation can reflect social structures, construct diverse social identities, and allow us to make sense of our surrounding social landscapes. We will discuss how quantitative methods in linguistics can be coupled with insights from linguistic anthropology and sociology to engage questions about the social conditioning of linguistic variation, stylistic practice, language change, and the connection between smaller-scale interactions and macro-social patterns of variation. We will also will examine how ideologies about linguistic variation have been used to invalidate particular ways of speaking and disempower speakers of these varieties, exploring the ways that language can reflect, reinforce, or ultimately contest social inequalities.




Learning goals

Two major sets of learning goals will guide our course. First, through successfully completing this course, you will understand fundamental theoretical approaches to the study of sociolinguistics, become familiar with a variety of analytic methods in sociolinguistic variation, and be able to articulate connections between the quantitative study of linguistic variation and social theoretic perspectives on structure, practice, ideology, and power. You will also be able to draw upon previous work and theoretical frames to pose new research questions in sociolinguistics.

Second, this course is part of the Hewlett Diversity Initiative, which invites us to "investigate social inequalities and diversities within both the US and transnational contexts; distinguish differences such as race, class, ethnicity, gender, and sexual orientation and recognize their historical contingencies; analyze the impact that histories, institutions, and/or social structures have on local issues and on individual and group experiences and identities; critique their individual relations with structures of power and privilege."

As sociolinguistics inherently involves the study of connections between social and linguistic diversity, all of the studies we discuss in this course will address difference in identities, experiences, and symbolic capital that linguistic variation can reflect and produce, across various social dimensions. Crucially, we will approach both of these learning goals by exploring dimensions of sociolinguistic diversity with a critical eye toward the way that linguistic variation, and social ideologies toward language, reflect, produce, perpetuate, or contest hegemonic power structures in society.





Grading Breakdown

Class Engagement (15%)

What you get out of this course will be determined by how much thought, effort, and time you put into it. Much of our class will be based on discussions that engage with the concepts and readings assigned for that class period. There is no assigned textbook for this course. Instead, we will be drawing from an assortment of books, articles, and other media. Each week, we will have a class discussion relating the readings to the topic of the week, listed on the Schedule page. Your demonstrated engagement with these texts and the lecture material will therefore be a critical part of your grade.

5% of your grade will be demonstrated preparation for these course discussions prior to the class period. You will do this by posing a question or extension related to that day's readings on our Canvas forum (the "Discussion" tab) by 9 a.m. the day of the class. You are required to complete this for a total of 10 class periods (about one per week), though you are welcome and encouraged to do more. These should be no more than two sentences long, and should be intellectually interesting questions or thoughts that you would like to pose to the class at large. You may pose new questions or follow up on other students' posts (though you should not provide "answers" per se). You should be prepared to share your rationale for posing the question or your thoughts on it in class.

Your participation in class discussions will be noted and will count for 10% of your grade, which, of course, requires you to be present in class. Please see the WCAS policy for missing class and notify Annette as soon as possible if you must be absent for any reason. I am aware that individuals might be differently comfortable with speaking up in class. While regular participation in class is a course requirement for everyone, if you find that you have not been able to share your thoughts out loud as much as you would like in class, you may choose to do extra reading questions/thoughts to bolster your engagement grade. Please contact Annette if this is the case. This does not take the place of attendance and general in-class attention and engagement.




Squibs (50%)

You will complete four squibs throughout the course. The first squib will be worth slightly fewer points than the following three. Squibs are very short papers (~3-5 double-spaced pages) that make an intellectually interesting argument, explore an idea, introduce a new problem, source of data, or method, or pose a critique, without requiring the traditional research paper format (introduction, background, methods, results, discussion/conclusion). Your squibs must thoughtfully build upon theories and ideas we address in class, with citations, and they can cite additional academic sources. All full citations should be included in a references section at the end of your squib. Your squibs should not be summaries or literature reviews. Instead, you should use previous work to explore a new idea, put forth a new argument, or offer a thoughtful, well-argued critique. The general theme of the squib will be assigned, but you will choose the specific topic. If you would like to explore a different theme than is assigned in the squib, please discuss with Annette. Further guidelines for squibs are provided in the Files section of Canvas.

Squibs should be turned in via Canvas in response to the prompt under the Assignments tab. Due dates and times for each squib will be discussed in class and are posted on the Schedule page and in Canvas. Please plan to share thoughts from your squib in class discussions.




Article Presentation (10%)

With another classmate, you will lead discussion about one reading throughout the quarter. You will sign up for your article in the first week of class, and groups will be assigned according to reading preferences. For the day your reading is assigned, you and your group should read all of the articles assigned for the day extra carefully, including any recommended readings. Then, you will present a brief overview of the key points from your reading to the class, as well as facilitate discussion about the reading and its thematic connections with other readings for the day. Each group will have 15-20 minutes of class time in which to present and discuss. Together, you and your partner should create a visual aid to accompany your presentation, which should be either a handout (outline), or a maximum of 7 powerpoint slides. You should e-mail your completed outline or slides to Annette by 6 p.m. the night before your presentation is scheduled. Both group members should be involved in creating the materials, presenting and leading discussion. You will be asked to report the balance of work between the group members following the presentation, and this will be taken into consideration in grading. If you have time, you are also encouraged to use your classmates' forum questions or comments for that class period to guide your discussion in addition to the materials you prepare.




Final Paper (25%)

This class will not include a final exam. Instead, you will complete a final paper on a sociolinguistic topic of your choosing, due Monday, March 16 at 11:59 p.m. via Canvas. You may conduct an analysis, propose and/or pilot a study, or complete a thorough, well-argued synthesis of literature on some topic that leads you to a new research question. Further information about the paper will be provided throughout the course.

Course Policies

Communication with instructor and graders

Please contact Annette via e-mail for questions, issues, or to set up an appointment outside of the scheduled office hour. Any e-mail sent before 5 p.m., Monday through Friday, will be answered the same day. While there is a good likelihood of a prompt answer for emails sent after 5 p.m., or on weekend days, the only guarantee I make is that after-hours emails will be answered the next business day. All assignments should be submitted in the Assignments tab in the course Canvas page.

Two graders will be assisting with grading in this course. Questions about graded assignments should be directed via e-mail to the grader of the assignment (see the top of this page for grader e-mail addresses) and to Annette.




Late squibs

Squibs that are late will be deducted a full letter grade for each 24 hour period that they are late. No credit will be given for assignments turned in more than 48 hours late, though I will read and provide feedback on these assignments. This does not apply to the reading questions, article presentation, or to the final paper, which must be turned in on the due date, no exceptions.




Academic integrity

All students are expected to comply with Northwestern's principles regarding academic integrity. See this link for more information. Suspected violations will be investigated.




Students with documented disabilities

Any student requesting accommodations related to a disability or other condition should register with AccessibleNU (accessiblenu@northwestern.edu; 847-467-5530) and provide the instructor with notification from AccessibleNU, preferably within the first two weeks of class. All information will remain confidential.