Instructions: There are 7 questions.Answer 5 of them. Each question is worth 20 points for a total of 100 points. You should answer most questions in 75-150 words.

Please type your responses to each question and upload them to Blackboard. Attach them as a separate file on Blackboard. Do not paste your answers in the Blackboard textbox.

Formatting: Please use size 12 font, 1-inch margins, Times, Calibri or similar font.

What can I use?You may use all course materials to respond to the questions, including the Ahearn textbook, additional articles, documentaries, discussion board, and Wikis. Try not to use the same example twice. Using the same example across multiple questions will reduce your grade.

How do I cite?You should refer directly to the readings and documentaries, and if you quote directly from the text, you should include a page number. If you use an idea from one of your classmates, give them credit (for example: In Wiki #6, the group wrote that XYZ and I thought ABC…).

1. Open question:What is the most important concept you have learned about in the field of linguistic anthropology? Explain the concept, making reference to the textbook and any additional course materials, and explain why it’s the most important to you and/or the field of linguistic anthropology and/or the world at large.
2. Literacy: What is a literacy event? What aspect of June Jordan’s class on Black English is a literacy event? What is a literacy practice? What are the literacy practices around Black English we learn from Jordan and our textbook? How are literacy practices related to power, particularly in the example of Black English from Jordan’s article? What is your perspective on Jordan’s class’s decision to write their op-ed in Black English?
3. Performance and performativity: Choose and define one set of concepts from this chapter (communicative competence versus linguistic competence; speech act theory; performativity; verbal art as performance). Define the concepts and apply them to a class example that is a performance or choose your own example. Class examples include: Deaf Jam, Valarie Kaur’s Night Watch, Jamilla Lyiscott’s 3 Ways to Speak English. If you choose a recorded example, include a link. Otherwise be as specific/ethnographic as possible.
4. Gender: Choose an individual (real life or TV, recorded or not). Analyze their language performance using the lens of gender. Be ethnographic, be detailed, but you might just choose a short interaction to analyze. Use concepts from the chapter to explain your analysis, such as language ideology, markedness, performativity, indexicality, or others.
5. Race, Ethnicity and Language: You are the Diversity Officer for an organization or the Principal of a school. You’ve just taken a course on race, ethnicity and language and you want to create inclusive language and address racism and language in your organization or school. In this response, identify three effortsand/ortopicsyour organization or school should address regarding race, ethnicity and language based on the textbook reading.
6. Language death and revitalization:What is language death? What are the causes of language death, according to the different films and textbook? How are communities, scholars, individuals and families trying to revitalize languages? What are the arguments for revitalizing languages? Do you agree – should we revitalize languages? Compare and contrast the textbook as well as the films we have watched on Indigenous languages, language death, and language revitalization. These include: Marie’s Dictionary, Language Healers, and The Linguists.
7. Language and power. Choose one definition of power from Chapter 13 (Hegemony, Discourse, Habitus & related concepts). Explain the theory of power and apply it to one of our class examples: Deaf Jam, Writing Systems, Black English (June Jordan), Language Healers, Gendered Space Language, Dictionaries. Pay particular attention to the role of language as you explain your example.