Preview of Webinar

1. Preview of Webinar • Response to Questions & Comments • The persistence of language ideology • Review a-prefixing • Review r-dropping • Dialect and the media • North Carolina Language History • Introduction to Regional Dialects • Regional Dialects of the Carolinas, including: • Language and dialect endangerment • Outer Banks language history • Appalachian language history • Cherokee language

2. On the Persistence of Language Ideology • We are socialized into beliefs about language and language differences. This ideology is expressed in common terms such as “good” and “bad” English, “correct” and “incorrect,” “proper” and “improper,” “grammatical,” and “ungrammatical” • Language prejudice and discrimination are common and pervasive—and typically tolerated even by those who proactively pursue social equality in other areas • Language bias and prejudice is most effectively confronted by inductive learning about language patterning and an understanding of history, culture, and society • The two most-frequently mentioned benefits from our curriculum (from both students and teachers) focus on the themes of language patterning and language prejudice

3. Reviewing A-Prefixing From the workbook • The team was playing real hard. 2. The team won by playing great defense. 3. The team was remembering the game. Yes No No

4. Can you Apply A-Prefixing? • ___ The King’s Speech was surprising. 2 ___ Walt was planning new sentences. 3 ___ They kept on working on dialects No Yes Yes

5. Understanding R- Dropping • Rules for r- dropping: • After a vowel: e.g. fear, far, porch, NOT program, ride • Not before a vowel: e.g. fear nothing but NOT fear everything • From the workbook • The teacher picked on three students for an answer • Four cars parked far away from the fair Applying the Rule • Three features of this hereexercise are patterned. Yes Yes Yes Yes No No

6. TheAtlas of North American English(Labovet al. 2006) From the Atlas of North American English

7. Dialect Quizzes • A quiz for the US: http://www.pbs.org/speak/seatosea/americanvarieties/ map/map.html OR: tiny.cc/nkzf5 • A quiz for North Carolina: http://ncsu.edu/linguistics/ncllp/dialectquiz.php OR: tiny.cc/4187d

8. The Southern Shift hit kids beatin’ set bed grade Danny Guy wipin’

9. The Northern Cities Shift desk busses mat head boss block socks

10. Native American History • Paleo-Indians: 10,000 BCE • Stone weapons for hunting large animals (woolly mammoths) • Buried dead in mounds • Migratory • First permanent Native American settlements: 1000 BCE • Pottery • Bow hunting • Agriculture • At least 34 languages; 4 major groups • Iroquoian, Algonquian, Siouan, and Muskogen • Lexical contribution: • Pamlico, Roanoke, Croatan, Hatteras, Waccamaw, Catawba, Pee Dee, Cheraw, etc. • Pocosin, woodchuck, raccoon, pecan, hominy, kayak, hickory, etc.

11. Native American Language Groups

12. Native American Languages

13. European Settlement • English • Lost Colony (Manteo), 1584-1587 • Jamestown, VA, 1607 • Bath, NC, incorporated March 8, 1705 • Scots-Irish (ca. 1740) • Great Wagon Road • Coastal settlement • Germans and Moravians (ca. 1750) • Present day Winston-Salem area • Welsh • Present day Onslow Co., Pender Co., Duplin Co. areas (Jacksonville, NC) • French Huguenots and Swiss • Inland coastal regions: Cape Fear, Neuse, and Tar River areas • Highland Scots • Scotland Co., Robeson Co., and Hoke Co., Moore Co., Cumberland Co.

14. Scots-Irish Scots-Irish Scots-Irish British Early British Germans French Highland Scots Welsh French African Slaves

15. NC Dialect Regions Today

16. The Sociohistorical Context and Transformation of the Outer Banks • One of the earliest settlements of European Americans, 1630s, migration from coastal Virginia via waterways • Longstanding, marine based economy isolated from mainland • Development of unique, iconic coastal dialect; “hoi toiders,” “Banker” speech, “Brogue,” etc. • Mid-twentieth century: the economic base shifts from a relatively self-sufficient marine economy to one dependent on the tourist industry • Social networks extend beyond the island; social relationships with mainlanders become more commonplace

17. Languages of the World

18. Language and Dialect Endangerment • 90% of the world’s language approximately 6,000 languages will become extinct during the twenty-first century • California alone has lost 50 languages during the last century • By comparison, 8% of mammals are endangered and 3% of birds are endangered • When a language dies, history, culture, and essential scientific data are lost • Languages like Cherokee and dialects like the Outer Banks are considered endangered

19. Location of Ocracoke

20. Location of Smith Island

21. Comparing Ocracoke and Smith Island Dissipation vs. Intensification: Front-gliding of ouin sound (“saind”)

22. Comparing Ocracoke and Smith Island Dissipation vs. Intensification: Backing of long i in tide (as “toid")

23. Symbolic Dialect Performance: Ocracoke Came out there and said, said, "I'm studying speech." I said, "Well, it's high [hoi] tide [toid] on the sound [saund] side [soid], last night the water fire [far], tonight the moon shine, no fish [feesh]. No fish [feesh]. Whatcha suppose the matter, Uncle Woods?“

24. Symbolic Dialect Performance: Smith Island JK: Well, my mother was from Tylerton. I say, um, house [hæIs], brown [bræIn], you know, just as flat and broad as it can be. But they--she still says house [haUs] and brown [braUn]. FW: Just like--like I would. JK: Yeah, mmhmm. They say it down [dæIn] there... down [dæIn], down [daUn]. I don't know if she says--I don't know about down [dæIn]. I know about house [haUs]. I know about that. FW: Now she would say, just like this: Would she say house [haUs]? JK: Uhhuh. Yep. And I say house [hæIs]. I heard her say house [haUs], but I say house [hæIs]. Cause that's how Tylerton says that. I can pick up a--I don't know how to say it, up at Rhodes Point [another Smith Island community], it seems like they say--use the long uh i[aI]. Like I say pie [paI]. And maybe that's right, but it's like they go pie [paI]. It's like a long /ay/ or something in there. I can just pick it up. I don't even know if I'm saying.. FW: You can't necessarily copy it, but you can hear it. JK: No, no, I can't say it.

25. Review of Outer Banks Pronunciations • Long i: toim and toid for “time”and “tide” • Long ifor ow: hice and saindfor “house” and “sound” • h with it and ain’t: hit and hain’t • Final t after s: oncet, twicet, accrosst • erfor ow: feller, yeller, winder • arfor ire: farand tarfor “fire” and “tire”

26. Review of Outer Banks Grammar • Weren’t for wasn’t • Plural absence on some nouns • a-prefixing • Use of locative to instead of at • Double helping verbs • Multiple negation

27. Plural –s Absence LIST B: Nouns that Do Not Require -s to be Plural We caught two hundred pound_ of flounder How many bushel_ does he have? There are two pint_ sitting in the back yard here are lots of gallon_ of water They have three acre_ for building It’s about six mile_ up the road LIST A: Nouns that Require -s • We caught two hundred cats • How many dogs does he have? • There are two bucks sitting in the back yard • They have lots of ponies down below • They have three sisters • It’s about six teachers

28. Plural –s Absence LIST B: Nouns that Do Not Require -s to be Plural We caught two hundred pound_ of flounder How many bushel_ does he have? There are two pint_ sitting in the back yard here are lots of gallon_ of water They have three acre_ for building It’s about six mile_ up the road LIST C: Nouns that Require -s We had pounds of flounder that spoiled Sometimes people use bushels instead of pounds The pints of ice cream are in the freezer We had gallons of water in the skiff The best acres are owned by the government The beautiful beach goes for miles

29. Plural –s Absence LIST D: Predicting Plural –s Absence • ____She had three pound__ of fish left • ____ She had pound__ of fish left • ____ It’s forty inch__ to the top • ____ It’s inch__ to the top • ____ There are rat__ in the yard • ____ There are six rat__ in that yard Yes No No quantifier Yes No No quantifier No quantifier and not a measure noun No No Not a measure noun

30. Weren’t Regularization

31. Weren’t Regularization

32. Weren’t Regularization

33. Weren’t Regularization How would an O’cocker say the following? • You weren’t going to the dock • I wasn’t here last night • They weren’t at the beach this morning • We weren’t fishing • She wasn’t sick last week [no change] [I weren’t there last night] [no change] [no change] [She weren’t sick last week]

34. Research Findings: 15 Years Later • Overall language recession continues in terms of socially marked features such as the long i of tide and the ow vowel of sound • Selective focusing of features such as weren’t regularization remain as a part of the Ocracoke Brogue • Changes in dialect do not occur in the lifespan of middle-aged and older speakers; younger speakers might show shifts as they establish their adult roles • Generational changes take place within nuclear family units; families in which both parents are ancestral islanders may help impede traditional dialect erosion

35. The Effect of the Dialect Curriculum on Ocracoke The dialect curriculum we have taught for 18 years on Ocracoke has made a great difference in language attitudes and the community acceptance of the traditional dialect. Islanders now view their dialect heritage with pride and celebrate its unique status. But overall dialect revitalization has not taken place—apart from a few superficial vocabulary terms

36. The Relevance of Hyde County for Dialect Study • One of the oldest counties in North Carolina (c. 1700); small rural communities separated by swampy areas • Long-term co-existence of African-Americans (c. 33% of population in 1740 and 1990 census, 36% in 2010) and European Americans • Relative geographic, economic, and social detachment from other inland regions of North Carolina • 85% wetlands, farming, fishing, logging • no airport, railroad, freeway • no mall, movie theater, fast food • Longstanding sparse population(1790 census: 4,120; 2010 census: 5,218); little in-migration • Unique coastal dialect-Outer Banks Brogue

37. The Significance of Region and Culture In the next section (Worksheet 19, Listening Exercise 3) you will be listening to different generations of White and African American speakers from Hyde County. Listen to the different generations of speakers and consider the questions asked in the curriculum • How does the oldest speaker compare with the younger speaker? What changes do you see across the generations? • What do you think is happening in the Outer Banks Brogue over time in this family? • Why do you think some of these Changes are taking place?

38. Comparison of Dialect Vocabulary

39. Dialect Vocabulary and Slang • Dialect Vocabulary: “The ways in which speakers of a certain dialect use different words to mean the same thing.” • Slang: “words or phrases with special connotations of informality and in-group solidarity that replace words with more neutral connotations. These words often have a short lifespan.”

40. Comparison of Pronunciation Features

41. Comparison of Grammar Features

42. The Cherokee Context:The Great Removal Act (1830)

43. The Trail of Tears • Removal Act (1830) – President Jackson: Oklahoma (literally, “red people”) was established as the “Indian's Promised Land” by “permanent treaty … for as long as grass grows and water flows” • 16,000 Cherokee resisted and were granted land in TN and GA until gold was discovered there • Forcibly removed in 1838 • Rev. Bushyhead: “The trail where they cried” • Approximately 4000 Cherokee died en route (cf. 60% mortality rate with earlier groups)

44. The Cherokee Syllabary • Developed by Sequoyah in the early 1800s • Originally conceived of as a pictogram system • Converted to a syllabary and completed in 1821 • Has 85 symbols • By 1830, 90% of Cherokee were literate (a rate not reached by white Americans until 1890) • Books, pamphlets, and newspapers were printed • The Cherokee Phoenix began production in 1828

45. Part of the Cherokee Syllabary

48. Homework (estimated time: 2 hours) • Watch: chapters 26, 27, and 34 • From student workbook, complete exercises on pages: 31, 32, 36-37, & 42 • Read: Teacher’s Manual Days 3-5 (check answers to exercises) • Write a brief reflection on the exercises • Watch: Spanish Voices: http://www.ncsu.edu/linguistics/dialectcurriculum.php In Webinar box, click on Spanish Voices Write a brief reflection on Spanish Voices Submit responses to #4 and#6 as a single attached file or in the body of a single email by 5:00 PM, Friday, March 25 to: VoicesWebinar@gmail.com For a copy of this PowerPoint: http://www.ncsu.edu/linguistics/dialectcurriculum.php Look in the Webinar Box-webinar2