Books

Goodwin, Marjorie Harness. He-Said-She-Said: Talk as Social Organization among Black Children.

Duranti, Alessandro, Linguistic Anthropology (recommended)

Reader (available at Westwood Copies - 1001 Galey, Suite 104, tel. 310-208-3233)
Course Packet for Anthropology 242/ Applied Linguistics M207 (required)

Disk : contains data, transcripts, and assorted articles
Reserve Readings (optional) are in the Anthropology Reading Room

Class Format:
Lecture
Discussion of Readings: Students will present questions for class discussion based on articles for the week.
Data Seminars
Presentation of Original Student Work related to the Readings

Supplies
During the quarter you will need transparencies to Project Images and Transcripts for the Class on the OHP

Jan. 8 Week 1

Introduction to the Ethnography of Communication & and an Embodied View of Language Displays in Advertisements

FIRST PROJECT DUE second class period Jan. 15 : Get together a group of 2-3 people for the assignment. In a short 2 page essay contrast the way in which a product is presented for two differing audiences; they can be differing in gender, ethnicity, or social class (or combinations of these features). It would be great if we could have some cross cultural ads for similar products, though be sure the ad includes people so we can deal with frame attunement (Kendon) and gender display (Goffman). Find an ad for a product which could be neutral (i.e., an electric toothbrush, scotch, computers, cars, airlines or a faucet -- but preferably not MILK!-overdone!) whose presentation differs according to the audience to whom it is addressed and discuss how the text and use of space, and in particular body positioning and adornment in the ad are relevant to that targeted audience. Indicate the sources of your ads. In other words, for the same product use two different ads and compare the presentation of gender, ethnicity, or social class used in association with the product. Since the assignment is intended to get people to look at the body, proxemics, and gesture in relation to written text, try to get ads where you can analyze different presentations of self, Williamson, Goffman, Kendon, and Berger might help inform your discussion. Include the ads in your paper and make a transparency of your ad. We need to be able to see them as a group as you do your presentation on the overhead projector.

Jan. 15 Week 2

Alternative Approaches in Cultural and Linguistic Anthropology Multiple Sign Systems and Context

1. Class Presentations of Ads Analysis
2. Reading:
Duranti: Linguistic Anthropology: History, Ideas, and Issues
Goffman: Gender Display
Kendon: The role of visible behavior in the organization of social interaction
Williamson: Signs Address Somebody
On Reserve
*Gumperz: Introduction to Directions in Sociolinguistics
*Goodwin and Duranti: Rethinking Context: An Introduction
*Berger: Ways of Seeing.
*Turner: Cosmetics: The Language of Bodily Adornment

Jan. 22 Week 3

Organizing Perspectives: Method and Theory in Linguistic Anthropology

Topics:
How can cultural anthropology inform the study of language practices? (See Geertz, Goodenough if possible *=optional)

What constitutes the appropriate Unit of Analysis in Linguistic Anthropology?
How do researchers compare in their approaches in understanding culture?
How do we acquire culture?
How do Hutchins and Quinn differ in the ways they analyze human cognition?
a. What are the differences in their methodologies?
b. What is the role of the material world and tools in processes of thought?
What is thick description in analysis of discourse (read Geertz?)

Reading:
Goffman: "On Face-Work: An Analysis of Ritual Elements"
Ochs and Schieffelin: "Language Socialization: Three Developmental Stories"
Hutchins: "Learning to Navigate"
Quinn: "Convergent Evidence for a Cultural Model of American Marriage"
Goodwin and Goodwin, "Seeing as a Situated Activity"
On Reserve
*Goffman:"The Neglected Situation"
*Goodenough: Culture, Language and Society.
*:Ochs and Schieffelin The Impact of Language Socialization on Grammatical Development
*Pinker: The Language Instinct
*Geertz: Description: Toward an Interpretive Theory of Culture

Jan. 29 Week 4

Conversation Analysis, Cognitive Anthropology and Ethnomethodology Topics

How does conversation analysis differ in methodology from traditional speech act theory (Brown and Levinson) and cultural anthropology?
How does cognitive anthropology (i.e., Quinn, see also Psathas article) and ethnomethodology differ in their aims and approaches?

Reading:
Goodwin HSSS, pp. 1-62
Schegloff, and Sacks: Opening Up Closings
Brown & Levinson: Universals of language usage: Politeness phenomena.
Sacks: The Routine as Achievement
On Reserve
*Heritage: "Conversation Analysis"
* Clayman and Maynard: Ethnomethodology and Conversation Analysis"
*Psathas: "Ethnoscience and Ethnomethodology"
*Sacks, Schegloff, and Jefferson, A Simplest Systematics for the Organization of Turn-Taking for Conversation

*Conversation Analysis Exercises and Transcription Assignment (both on disk) due
One paragraph each for Set 1 and Set 3 or Set 5 of CA Exercises . This can be done in groups.

Feb 5 Week 5

Gender and Language and Emotion within Situated Activity

How does Lakoff's methodology compare with the methodology of linguistic anthropology and cultural anthropology?

Reading:
Goodwin HSSS pp. 63-229
Goodwin and Goodwin: Emotion within Situated Activity
Lakoff: Language and Women's Place
Cameron: Theoretical Debates in Feminist Linguistics
On Disk
*Goodwin and Goodwin: Concurrent Operations on Talk (on disk)
*Goodwin: Gender, Ethnicity, and Class in Children's Peer Interaction (on disk)
On Reserve
*Garfinkel: "Passing and the Managed Achievement of Sex Status in an Intersexed Person" in Studies in Ethnomethodology, ch. 7 and appendix.

Project Prospectus Due
This must include
1. A description of the phenomenon that you will be analyzing in your data.
2. A description of the data you will be using;
3. A sample of the data transcribed; ideally provide some data sets
4. The transcription system is on your disk.

Also see HSSS pp. 25-26: see also Duranti, "Transcription " in Linguistic Anthropology,
The more specific you are now, the better feedback for the final project you will receive.

Feb. 12 Week 6

Stories: Alternative Analytic Approaches Topics

How do conversation analysts, cultural anthropologists (Levi-Strauss., as discussed in Hammel), sociologists/anthropologists (Goffman-- he had a joint appointment at U of Penn) and socio-linguists differ in approaches to the study of stories? How does interviewing affect story structure? What is the role of the hearer in various discussions of stories?

Reading:
Goodwin, HSSS pp. 229-287
Goffman: Footing
Labov: The Transformation of Experience in Narrative Syntax
Hammel: The Myth of Structural Analysis
On Reserve
*Sacks: Some Technical Considerations of a Dirty Joke

Assignment: Examine the story of the Couple Who Got Married Three Times (on disk) with respect to participation frameworks and footing. How does the structure of the story compare with stories analyzed by Labov? (2-4 pages) Or analyze a story in some of your own data with respect to footing or participant frameworks.

Feb. 19 Week 7

Language Identity and Ideology

Topics: Code-Switching, Dialects, and Creoles. What the relationship between language choice and identity? Why do we need ethnography to study language variation?

Reading:
Zentella: Multiple Codes, Multiple Identities: Puerto Rican Children in NY City
Kroskrity: An Evolving Ethnicity among the Arizona Tewa: Toward a Repertoire of Identity
Nichols: Networks and Hierarchies: Language and Social Stratification
Rickford: Suite for Ebony and Phonics
On Reserve
*Morgan: More than a Mood or an Attitude: Discourse and Verbal Genres in African-American Culture
*Hill : Hasta la Vista Baby
*Nichols: Creoles of the USA
*Sidnell: AAVE handout

Assignment: Examine the Prosecutor Lisa Lindsey's closing statement in Casandra Rutherford court case (on disk). Address one or more of the following issues: What is the repertoire of identity or range of codes visible in her speech? How does she mark shifts in codes and footing? What forms of multi-modality are involved in her presentation? (2-4 pages of analysis) You may use your own data to address issues of code switching and multimodality as well.

Feb. 26 Week 8

Language, Institutions, and Power

Topics: Language as Symbolic Power. How does the structure of space and interaction in total institutions shape the individual? How does the turn taking and types of exchange within the courtroom differ from ordinary interaction? How do professions construct and impose ways of viewing experience?

Reading:
Thompson: Introduction to Language and Symbolic Power by Bourdieu
Foucault: The Eye of Power and Docile Bodies
Atkinson and Drew: Examination: A Comparison of the Turn-taking Organisation for Conversation and Examination.
Goodwin: Professional Vision
Duranti: Hierarchies in the Making
On Reserve
*Drew, P., & Heritage, J. (1992). Analyzing Talk at Work: An Introduction.
*Goffman: parts of Asylums: Essays on the Social Situation of Mental Patients and Other Inmates.

Assignment: Look at turn taking and questions addressed by Cornelius Pitts to Ms. Was. in the Casandra Rutherford Court Case (on disk). How do question-answer sequences in this course case compare with question answer sequences in ordinary talk? How is power instantiated? Issues of footing are also important in this data. The transcript begins about 4 minutes into the tape. Or use your own data and look at issues of power in exchanges.

March 5 Week 9

The Politics of Language: Interethnic Communication and Literacy

Topics:What is the Ebonics controversy about? What is the bilingual education controversy about? What responsibilities do researchers have to the people they research?
Can an ethnography of communication approach inform school policy?

Reading:
Cameron et al.: Ethics, Advocacy and Empowerment: Issues of Method in Researching Language.
Pease-Alvarez, C., & Vasquez, O.:Language Socialization in Ethnic Minority Communities
Schmid: The Politics of Language in the late Twentieth Century; the Future of Language Politics in the U.S.
Mehan, H: The Construction of an LD Student
Gutierrez et al.: Rethinking Diversity: Hybridity and Hybrid Language Practices in the Third Space.
*Morgan:The African-American Speech Community: Reality and Sociolinguists.
On Reserve
Van Dijk: Principles of Critical Discourse Analysis

Guest Speaker: Kris Gutierrez, Graduate School of Education

March 12 Week 10

Presentation of Projects

Projects will be presented with highlights of your research projects (which may include projects based on data included on the disk) transcripts of selected sequences and video.

Note: A folder on articles from Jacob Mey's A Concise Encyclopedia of Pragmatics is available in the Anthropology Reading Room. The summary articles include Power and Language, Speech Act Theory, Discourse, Cognitive Anthropology, Pragmatics, National Language, Official Language.

Leading Class Discussion: Students (groups of 2-3) will be assigned (or volunteer) to lead one class discussion on the readings. Discuss what you see as the main prospects and problems with various articles and provide a handout with a set of questions which the article evoked. Everyone should come to class prepared with their own observations about what alternative paradigms offer.

Everyone should feel free to bring some of their own data for discussion when we are dealing with topics which relate to your current research. This will allow you to get feedback from others about your work.

Talks of Interest: There will be two Friday talks sponsored by the Center for Language, Interaction, and Culture. They are from 10:00-12:00 and occur in Haines 332.

Friday, February 1: Adam Kendon: Semantic Themes in Pragmatics Gestures in Neapolitan Speakers of English
Friday March 1: Sandra Thompson: Repair of Overstatement and Other Utterances Leading to Possible Misapprehension

Project

A most important part of this course is the research project. Note that you must hand in a prospectus for your projects including samples of the data you will use the fifth week of class. This will allow time for comments on your projects before you turn them in and it is too late to revise. You should have transparencies of crucial data and diagrams typed in 18 point (large) type for your presentation the last day of class. If you are using audio or especially video examples, prepare a segment tape so we do not spend valuable discussion and presentation time in class looking for examples. Treat the presentation sessions of projects as preparation for presentations of papers at meetings.

If you have already begun a project in another class that you want to elaborate upon, use this class to do it. It would probably be most beneficial to you if you worked on data that you have, or are presently collecting, but have not had time to write about previously. If you do not have data, you can use some of the Cassandra Rutherford Court Case (with a rough transcript provided on disk) or the Latina Hop Scotch material (also with transcript). Other ideas are a taped interview between Charlie Rose and Frank Ghery, which I have, and is fascinating for looking at embedded repair (of Rose's questions). Lots of tapes are available as well, including an archaeological field school, children at an ESL class in Columbia, SC, playing hop scotch (which includes a Korean boy teaching others how to play). Talk to me about your interests.

The Office for the Protection of Research Subjects is quite explicit about the need for Informed Consent from people you work with (however class "projects" are exempt). If you are thinking about publication of your work, however, you need to contact the OPRS at 5-7122.

The Idea Behind the Project

Recent studies in linguistic anthropology (as well as work in psychology inspired by Vygotsky) have postulated that the true locus of culture is within the structure of activity. Social life occurs within the series of small activities which we move in and out of throughout the day (and through which identities may shift). Your mission is to provide a description of the social construction of some activity within a particular setting (i.e., an institutional setting). With respect to the project the following questions should be addressed:

How do participants in their various reciprocal roles work to sustain interaction of a particular sort? How do participants manifest the roles they play, or how might they distance themselves from the roles they play through small acts of rebellion? How do people become socialized into these roles (a somewhat difficult question to tackle, unless you can observe situations of apprenticeship or socialization, which would be really interesting and highly significant.) Recently in anthropology (and education) there has been tremendous interest in a dynamic approach to culture which includes how actors in social scenes acquire communicative competence in the roles they play.

What special language or gestural code, dress, use of space and forms of nonverbal communication do people employ to sustain the world they create through interaction in the activity you study? Please try to document the language used as closely as possible. If special dialect or code switching is significant please include this. If you have the opportunity/time/inclination to provide photos or diagrams, include them in the project. Another major thrust in anthropology now (there are now courses in "The Anthropology of the Body" i.e., Nancy Scheper-Hughes at Berkeley) is to describe action, even if it's talk, as "embodied" action, capturing the nuances of how the body is crucial in the co-production of action.

Possibilities for the project might include events such as meetings, service encounters, classes, day care, discussion groups, court cases, games, archaeological field school , archaeology and physical anthropology lab work situations (usually extremely rich for this type of project), play. Here are some more specific ideas for projects: music rehearsals, glamour portrait studios, beauty shops, quilting sessions, service encounters at markets such as the Santa Monica or Pico market (extremely rich for code-switching), storytelling sessions (bedtime stories with children), internet communication.

I have tapes of many different settings if you would like to use them. Data include family dinners, archaeological field sites, court TV, etc.

Some Things to Keep in Mind while Doing your Project

Attempt to look at the activity you have selected as a small form of "situated activity system" in Goffman's terms (the Neglected Situation article), a form of activity which has a moving focus of "visual and cognitive attention." How do the participants in your situation build a world in common for the duration of event you are describing? We want as much as possible to be describing the "co-construction" of naturally occurring discourse, which means that we look at how the talk/behavior of one party influences that of another.
Describe what the activity frame is for the speech event or phenomenon you are interested in. (what is the overall structural organization of the activity). What is the beginning and end of the activity?
Within the activity what are the occasion-specific identities of participants. If relevant describe how the occasion-specific ones (caller/called in a phone call, jump rope jumper/jump rope turner in "double dutch") intersect with aspects of one's identify such as gender, ethnicity, occupation, as these are oriented towards by participants (and show in what ways they are oriented towards in the data).
What are the naturally occurring units within the activity? How do participants move from one turn to another? (there may be nested units within larger ones).
What is the shape of the units of talk (can they be described with respect to a specific grammatical form?) and what prosodic or intonational cues are important in their construction? If there is a type of meter or rhythm to the activity you describe, you could include some form of notation capturing this (as, say, chants in an auction, or vendors' calls).
What forms of alignment or stance toward the activity in progress do participants take up during the course of the talk? How is alignment displayed in the talk itself or in gesture or posture?
If there is quoted speech in your data read the articles on "Footing" which will be helpful in describing the participation frameworks at issue when someone is quoting the talk of another. If activities such as storytelling, gossip, arguing, or the organization of a task occur, you could read ahead in He-Said-She-Said regarding the organization of such activities.
These are some ideas. Of course I am open to many other paths towards achieving the goals you want to achieve in this course as well. The ultimate goal is for students to develop work into publishable form. Though this is difficult, it has been done. (An undergrad who took an equivalent course doing original fieldwork in Vietnamese-American sewing factories in LA, now has a paper s accepted by Urban Anthropology). A socio-cultural anthropologist who did a paper on chanting in an Ethiopian church in LA in this class presented his paper at an African Studies meeting this fall. Many students develop ideas for their MA's or dissertations in this class.

Your grade will be determined roughly as follows:

Ads Assignment	10%
Conversation Analysis Exercises	10%
Pick two of the following: (15% each) Story structure Assignment Code Switching Assignment Language and Power Assignment	30%
Class participation	10%
Final Project	40%

Table of Contents for Course Reader

Duranti, Alessandro. 2001. Linguistic Anthropology: History, Ideas, and Issues. In Linguistic Anthropology: A Reader. A. Duranti, ed. Pp. 1-38. Malden, MA and Oxford, UK: Blackwell Publishers.

Goffman,Erving. 1979. Gender Display. In Gender Advertisements. Cambridge, MA: Harvard University Press.

Kendon, Adam. 1990. Behavioral Foundations for the Process of Frame-Attunement in Face-to-Face Interaction. In Conducting Interaction: Patterns of Behavior in Focused Encounters. A. Kendon, ed. Pp. 239-262. Cambridge: Cambridge University Press.

Williamson, Judith. 1978. Decoding Advertisements: Ideology and Meaning in Advertising. London: Marion Boyars.

Goffman, Erving. 1974 (1955). On Face-Work: An Analysis of Ritual Elements in Social Interaction. In Language, Culture and Society: A Book of Readings. B.G. Blount, ed. Pp. 224-249. Cambridge, MA: Winthrop.

Ochs, Elinor, and Bambi B. Schieffelin. 2001. Language Acquisition and Socialization: Three Developmental Stories and their Implication. In Linguistic Anthropology: A Reader. A. Duranti, ed. Pp. 263-301. Malden, MA: Blackwell.

Hutchins, Edwin. 1993. Learning to Navigate. In Understanding Practice: Perspectives on Activity and Context. S. Chaiklin and J. Lave, eds. Pp. 35-63. Cambridge: Cambridge University Press.

Quinn, Naomi. 1987. Convergent Evidence for a Cultural Model of American Marriage. In Cultural Modesl in Language and Thought. D. Holland and N. Quinn, eds. Cambridge: Cambridge University Press.

Goodwin, Charles, and Marjorie Harness Goodwin. 1996. Seeing as a Situated Activity: Formulating Planes. In Cognition and Communication at Work. Y. Engeström and D. Middleton, eds. Pp. 61-95. Cambridge: Cambridge University Press.

Schegloff, Emanuel A., and Harvey Sacks. 1973. Opening Up Closings. Semiotica 8:289-327.

Brown, Penelope, and Stephen C. Levinson. 1978. Universals of Language Usage: Politeness Phenomena. In Questions and Politeness Strategies in Social Interaction. E.N. Goody, ed. Pp. 56-3ll. Cambridge: Cambridge University Press.

Schegloff, Emanuel. 1987. The Routine as Achievement. Human Studies 9:111-151.

Goodwin, Marjorie H., and Charles Goodwin. 2000. Emotion within Situated Activity. In Linguistic Anthropology: A Reader. A. Duranti, ed. Pp. 239-257 (originally published as pp. 33-54 in Communication: An Arena of Development, edited by nancy Budwig, Ina C. uzgris and James V. Wertsch, Stamford CT: Ablex, 2000.). Malden, MA, Oxford: Blackwell.

Goodwin, Charles, and Marjorie Harness Goodwin. 1987. Concurrent Operations on Talk: Notes on the Interactive Organization of Assessments. IPrA Papers in Pragmatics 1, No.1:1-52.

Lakoff, Robin. 1973. Language and Women's Place. Language in Society 2:45-80.

Cameron, Deborah. 1997. Theoretical Debates in Feminist Linguistics: Questions of Sex and Gender. In Gender and Discourse. R. Wodak, ed. Pp. 21-36. London: Sage.

Labov, William. 1972. The Transformation of Experience in Narrative Syntax. In Language in the Inner City: Studies in the Black English Vernacular. Pp. 354-396. Philadelphia: University of Pennsylvania Press.

Hammel, Eugene A. 1972. The Myth of Structural Analysis: Lévi-Strauss and the Three Bears. An Addison-Wesley Module in Anthropology. Menlo Park, CA.: Cummings.

Zentella, Ana Celia. 1998. Multiple Codes, Multiple Identities: Puerto Rican Children in New York. In Language Practices of Older Children. S. Hoyle and C.T. Adger, eds. Pp. 95-112. New York: Oxford University Press.

Kroskrity, Paul V. 1993. Language, History and Identity: Ethnolinguistic Studies of the Arizona Tewa. Tucson: University of Arizona Press.

Nichols, Patricia. 1978. Black Women in the Rural South: Conservative and Innovative. International Journal of the Sociology of Language 17:45-54.

Rickford, John R. 1997. Suite for Ebony and Phonics. Discover December:82-87.

Bourdieu, Pierre. 1991. Language and Symbolic Power. G.A. Raymond, Matthew, transl. (Edited and Introduced by John B. Thompson, translated by Raymond Gino & Matthew Adamson) Cambridge, MA: Harvard University Press.

Foucault, Michel. 1980. The Eye of Power. In Power/Knowledge: Selected Interviews and Other Writings 1972-77. Pp. 146-165. New York: Pantheon.

Foucault, Michel. 1984. Docile Bodies. In The Foucault Reader. P. Rabinow, ed. Pp. 179-187. New York: Pantheon.

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

Atkinson, J. Maxwell, and Paul Drew. 1979. Order in Court: The Organisation of Verbal Interaction in Judicial Settings. London: Macmillan.

Goodwin, Charles. 1994. Professional Vision. American Anthropologist 96(3):606-633.

Cameron, Deborah, et al. 1993. Ethics, Advocacy and Empowerment: Issues of Method in Researching Language. Language and Communication 13(2):81-94.

Pease-Alvarez, Cindy, and Olga Vasquez. 1994. Language Socialization in Ethnic Minority Communities. In Educating Second Language Children: The Whole Child, The Whole Curriculum, The Whole Community. F. Genesee, ed. Pp. 82-102. Cambridge: Cambridge University Press.

Schmid, Carol L. 2001. The Politics of Language: Conflict, Identity and Cultural Pluralism in Comparative Perspective. New York: Oxford University Press.

Mehan, Hugh. 1996. The Construction of an LD Student: A Case Study in the Politics of Representation. In Natural Histories of Discourse. M. Silverstein and G. Urban, eds. Pp. 253-276.

Gutiérrez, Kris, Baquedano-Lopez, and Carlos Tejada. 1999. Rethinking Diversity: Hybridity and Hybrid Language Practices in the Third Space. Mind, Culture, and Activity 6(4):286-303.

Morgan, Marcyliena. 2001. The African-American Speech Community: Reality and Sociolinguists. In Linguistic Anthropology: A Reader. A. Duranti, ed. Pp. 74-94. Malden, MA: Blackwell.

Books which should be on Reserve in YRL

Duranti, Alessandro, 2001. Linguistic anthropology: A reader. Oxford, UK: Blackwell.

Goodwin, Marjorie Harness, 1990. He-said-she-said: Talk as social organization among black children. Bloomington: Indiana University Press.

Gumperz, John J., & Hymes, Dell, (Eds.). (1972). Directions in sociolinguistics: The ethnography of communication. New York: Holt, Rinehart, and Winston.

Duranti, Alessandro, 2001. Linguistic anthropology: A reader. Oxford, UK: Blackwell.

Duranti, A., & Goodwin, C. (Eds.). (1992). Rethinking Context: Language as an Interactive Phenomenon. Cambridge: Cambridge University Press.

Bergvall, V. L., Bing, J. M., & Freed, A. F. (Eds.). (1996). Rethinking Language and Gender Research: Theory and Practice. London and New York: Longman.

Bauman, R., & Sherzer, J. (1974). Explorations in the Ethnography of Speaking. Cambridge: Cambridge University Press.

Duranti, A. (1994). From Grammar to Politics: Linguistic Anthropology in a Western Samoan Village. Los Angeles: University of California Press.

Hanks, W. F. (1996). Language and Communicative Practices. Boulder, CO: Westview Press (a division of Harper Collins).

Ochs, E., & Schieffelin, B. B. (1986). Language Socialization across Cultures. New York: Cambridge University Press.

Schieffelin, B. B. (1990). The Give and Take of Everyday Life: Language Socialization of Kaluli Children. Cambridge: Cambridge University Press.

Silverstein, M., & Urban, G. (Eds.). (1996). Natural Histories of Discourse. Chicago: University of Chicago Press.

Ochs, Elinor, & Capps, Lisa, 2001. Living narrative : Creating lives in everyday storytelling. Cambridge, Mass.: Harvard University Press.

J. Maxwell Atkinson & John Heritage (Eds.), Structures of social action . Cambridge: Cambridge University Press.

Mary Bucholtz & A. C. Liang & Laurel A. Sutton (Eds.), Reinventing identities: The gendered self in discourse . New York: Oxford University Press.

Other References of Related Interest

References on Linguistic Anthro and Semiotics

Kendon, A. (1988). Australian Aborginial Sign Languages and Other Semiotic Systems Sign Languages of Aboriginal Australia: Cultural, Semiotic and Communicative Perspectives. Cambridge: Cambridge University Press.

Hymes, D. (1970). Linguistic Method in Ethnography. In P. Garvin (Ed.), Method and Theory in Linguistics, (pp. 249-325). The Hague: Mouton.

Gender and the Body in Social Space

Barnes, R. (1993). Dress and Gender: Making and Meaning. Oxford, UK: Berg Publishers.

Bordo, S. (1990). Reading the Slender Body. In M. Jacobus, E. F. Keller, & S. Shuttleworth (Eds.), Body/Politics: Women and the Discourses of Science, (pp. 83-112). New York: Rutledge.

Eicher, J. B. (1995). Dress and Ethnicity. Oxford, UK: Berg Publishers.

Kondo, D. (1997). About Face: Performing Race in Fashion and Theater. New York: Routledge.

Smith, D. (1990). Femininity as Discourse. In D. Smith (Ed.), Texts, Facts, and Femininity: Exploring the Relations of Ruling, (pp. 159-208). London: Routledge.

Spradley, J. P., & Mann, B. J. (1975). The Cocktail Waitress: Woman's Work in a Man's World. New York: John Wiley and Sons.

Bodies in Social Space

Duranti, A. (1992). Language and Bodies in Social Space: Samoan Ceremonial Greetings. American Anthropologist, 94(3), 657-691.

Foucault, M. (1979). Discipline and Punish: The Birth of the Prison. New York: Random House. ("Docile Bodies").

Gregor, T. (1977). The Mehinaku: The Drama of Everyday Life in an Brazilian Indian Village. Chicago: University of Chicago Press.

Language and Gender

Bergvall, V. L., Bing, J. M., & Freed, A. F. (Eds.). (1996). Rethinking Language and Gender Research: Theory and Practice. London and New York: Longman.

Bucholtz, M., Liang, A. C., Sutton, L. A., & Hines, C. (1994). Cultural Performances: Proceedings of the Third Berkeley Women and Language Conference. Berkeley: Berkeley Women and Language Group.

Coates, J. (1996). Women Talk: Conversation between Women Friends. Cambridge, MA: Blackwell.
Crawford, M. (1995). Talking Difference: On Gender and Language. London: Sage.

Freed, A. (1995). Language and Gender: Review Essay. In W. Grabe (Ed.), Annual Review of Applied Linguistics, (Vol. 15, pp. 3-22). Cambridge: Cambridge University Press.

Freeman, R., & McElhinny, B. (1995). Teaching Language, Challenging Gender. In N. Hornberger & S. McKay (Eds.), Sociolinguistics and Language Teaching, . Cambridge: Cambridge University Press.

Gal, S. (1990). Between Speech and Silence: The Problematics of Research on Language and Gender. In M. di Leonardo (Ed.), Gender at the Crossroads of Knowledge: Feminist Anthropology in the Postmodern Era, (pp. 175-203). Berkeley: University of California Press.

Gaudio, R. P. (1994). Sounding Gay: Pitch Properties in the Speech of Gay and Straight Men. American Speech, 69(1), 30-57.

Eckert, P., & McConnell-Ginet, S. (1992). Think Practically and Look Locally: Language and Gender as Community-Based Practice. In B. J. Siegel, A. R. Beals, & S. A. Tyler (Eds.), Annual Reviews of Anthropology, (Vol. 21, pp. 461-490). Palo Alto: Annual Reviews Inc.

Hall, K., & Bucholtz, M. (1995). Gender Articulated: Language and the Socially Constructed Self. Berkeley: Berkeley Women and Language Group.

Hall, K., Bucholtz, M., & Moonwomon, B. (Eds.). (1992). Locating Power: Proceedings of the Second Berkeley Women and language Conference, Volumes 1 and 1. Berkeley: Berkeley Women and Language Group.

Henley, N. M., & Kramarae, C. (1991). Gender, Power and Miscommunication. In H. G. Nikolas Coupland, and John M. Wiemann (Ed.), "Miscommunication" and Problematic Talk, (pp. 18-43). Newbury Park: Sage.

Kulick, D. (1993). Speaking as a Woman: Structure and Gender in Domestic Arguments in a New Guinea Village. Cultural Anthropology, 8(4), 510-541.

Livia, A., & Hall, K. (Eds.). (1997). Queerly Phrased: Language, Gender, and Sexuality. New York: Oxford University Press.

Morgan, M. (1995). No Woman No Cry: The Linguistic Representation of African American Women. In M. Bucholtz, A. C. Liang, L. A. Sutton, & C. Hines (Eds.), Cultural Performances: Proceedings of the Third Berkeley Women and Language Conference, (pp. 525-541). Berkeley: Berkeley Women and Language Group, University of California.

Philips, S., Steele, S., & Tanz, C. (1987). Language, Gender, and Sex in Comparative Perspective. Cambridge: Cambridge University Press.

West, C., & Zimmerman, D. H. (1985). Gender, Language and Discourse. In T. A. v. Dijk (Ed.), Handbook of Discourse Analysis, Vol. 4, (pp. 103-124). London: Academic Press.

The Ethnography of Speaking

Bauman, R., & Sherzer, J. (1974). Explorations in the Ethnography of Speaking. Cambridge: Cambridge University Press.

Basso, K. (1972). 'To Give Up on Words': Silence in Western Apache Culture. In P. P. Giglioli (Ed.), Language and Social Context, (pp. 67-86). Baltimore: Penguin Books.

Duranti, A. (1985). Sociocultural Dimensions of Discourse. In T. A. V. Dijk (Ed.), Handbook of Discourse Analysis: Volume 1 Disciplines of Discourse, (pp. 193-230). New York: Academic Press.

Duranti, A. (1994). From Grammar to Politics: Linguistic Anthropology in a Western Samoan Village. Los Angeles: University of California Press.

Duranti, A., & Goodwin, C. (Eds.). (1992). Rethinking Context: Language as an Interactive Phenomenon. Cambridge: Cambridge University Press.

Goffman, E. (1964). The Neglected Situation. In The Ethnography of Communication. John J. Gumperz and Dell Hymes, eds. American Anthropologist, 66, 6, pt. II, 133-136.

Gumperz, J. J., & Hymes, D. (1964). The Ethnography of Communication: Special Issue of the American Anthropologist.

Gumperz, J. J., & Hymes, D. (1972). Directions in Sociolinguistics: The Ethnography of Communication. New York: Holt, Rinehart and Winston.

Gumperz, J. J. (Ed.). (1982). Language and Social Identity. Cambridge: Cambridge University Press.

Hanks, W. F. (1990). Referential Practice: Language and Lived Space Among the Maya. Chicago: University of Chicago Press.

Hanks, W. F. (1996). Language and Communicative Practices. Boulder, CO: Westview Press (a division of Harper Collins).

Lutz, C. A., & Abu-Lughod, L. (Eds.). (1990). Language and the Politics of Emotion. Cambridge: Cambridge University Press.

Moerman, M. (1988). Talking Culture: Ethnography and Conversation Analysis. Philadelphia: University of Pennsylvania Press.

Ochs, E., & Schieffelin, B. B. (1986). Language Socialization across Cultures. New York: Cambridge University Press.

Schieffelin, B. B. (1990). The Give and Take of Everyday Life: Language Socialization of Kaluli Children. Cambridge: Cambridge University Press.

Silverstein, M., & Urban, G. (Eds.). (1996). Natural Histories of Discourse. Chicago: University of Chicago Press.

Ethnomethodology and Conversation Analysis

Garfinkel, H. (1967). Studies in Ethnomethodology. Englewood Cliffs, N.J.: Prentice-Hall.

Have, Paul. (1999). Doing Conversation Analysis: A Practical Guide. London: Sage.

Silverman, David. (1998). Harvey Sacks: Social Science and Conversation Analysis. New York: Oxford University Press.

Language, Ethnography, and Education

Gutierrez, K. D., Rymes, B., & Larson, J. (1995). Script, Counterscript, and Underlife in the Classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review 65(3), 445-471.

Gutierrez, K., Larson, J., & Kreuter, B. (in press). Constructing Classrooms as Communities of Learners: Literacy Learning as Social Practice. In P. Smagorinsky (Ed.), Culture and Literacy: Bridging the Gap Between Community and Classroom, . Urbana, Ill.: National Council of Teachers of English.

Philips, S. (1985). Indian Children in Anglo Classrooms. In N. Wolfson & J. Manes (Eds.), Language of Inequality, (pp. 311-323). Berlin: Mouton.

Valdés, G. (1996). Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools: An Ethnographic Portrait. New York: Teachers College Press.

Vasquez, O., Pease-Alvarez, L., & Shannon, S. M. (1994). Pushing Boundaries: Language and Culture in a Mexicano Community. New York: Cambridge University Press.

Important Work in Japanese

Mori, Junko. 1999. Negotiating Agreement and Disagreement in Japanese: Connective Expressions and Turn Construction. Amsterdam/Philadelphia: John Benjamins.

Tanaka, Hiroko. 1999. Turn-Taking in Japanese Conversation: A Study of Grammar and Interaction. Amsterdam/ Philadelphia: John Benjamins.

Hayashi, Makoto. 1997. An Exploration of Sentence-Final Uses of the Quotative Particle in Japanese Spoken Discourse. Japanese/Korean Linguistics 6:565-581.