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HI-LING

LINGUISTICS IN THE HIGH SCHOOL

UNIT 2: VIOLATION OF MAXIMS

Lesson 3: Language and Identity

Definition: Identity refers to the totality of many different characteristics that an individual ascribes to themselves. The interfaces between language and identity are multifaceted. This includes the idea that linguistic expression always refers to the speaker's identity. In order to control the external perception of your identity, you use stories about your identity. These must always be credible and consistent with your own identity; in other words, they should be coherent.

Key Concepts

  • Cultural and social Identity 

  • Personal Identity

  • Identity is multilayered

  • Language is multimodal

  • Identity is perfomed and emergent

  • Identity is narrated and has to be coherent

The various expressions show that a single greeting can already tell us a lot about a speaker. When someone greets you with "Guten Tag", you attribute a national and therefore cultural identity (here: German) to this person. This differs from the English greeting "Good Morning", the typically Australian greeting "G'day" or the Irish greeting "What's the craic?". Although we can identify the speakers of the latter three greetings as English-speaking, these greetings differ regionally. Cultural identity can therefore not only be attributed to an English-speaking area in general, but it can also be differentiated into smaller cultural areas such as countries or even regions. 

 

Not only can we differentiate between cultural identities, but sometimes we can also determine the social identity of a speaker. This means that we get information about the relationship between the conversation participants just by hearing which greeting they use. For instance, we can say with a fair degree of certainty that the greeting "Heya" is mainly used by people who are familiar with each other and are in a more informal setting. Another feature that can be attributed to the category of social identity is found in the greeting "Yo bro". Here, we can be fairly certain that the speaker is a teenager, and they are talking to someone roughly the same age as they are. Age and the relationship between the speakers can therefore form part of social identity and are reflected in language.

 

But what do we do with the greeting “Good Morning”? You can use “Good Morning” in nearly every situation: From greeting your Parents after you have just woken up, to greeting the cashier from your local shop or even your teacher or your boss at work. Even though it is not as evident as in the other examples, we still find a way to make our “Good Morning” sound more or less formal. Language operates beyond words alone. Additionally, it can convey meaning through intonation (paraverbal) and non-verbal cues such as gestures and facial expressions. This is referred to as the multimodality of language. It gives us more possibilities to distinguish between social identities.

One further concept to consider when talking about identity is best illustrated by the greeting "What's the craic?". It can be used to express many aspects of a speaker’s identity at the same time, such as cultural identity (English-speaking, specifically Irish) and social identity (typically used between people that are of the same status, in rather informal settings). Therefore, identity is multilayered.

Another important part of identity is our personal identity, which is often described with adjectives. Let’s explore this in the following exercise.

UNIT 1: SAYING HELLO

Let's start with a small exercise to activate your thinking. Take a minute to compare these different greetings and answer the following questions:

  • What are the differences between the greetings?

  • What do you know about the speaker?

  • What do you know about the addressee?

  • How does the relationship between the speakers differ if you change the intonation of the greetings (= higher/lower, louder/more quiet pronunciation, speech melody)?

Activity 1: Group

Discussion

First, take another minute to think of your own, personal answers to these questions.

  • Which aspects of your own identity do you consider the most important? 

  • How do you show each of these aspects to the people around you? 

  • For Help: Think of visible features that you can adjust so it fits your personality, such as clothing or make-up.

  • You can also think about how you adjust your language, your gestures or your facial expression depending on the people you talk to.

Form small groups of 3-4 people and compare your answers with each other. After sharing your results, ask each other this follow-up question:

  • Why do you display your identity similarly or rather differently?

UNIT 2: WHO DO YOU WANT TO BE?

Now that you have considered your own personal identity, we can approach the field of sociolinguistics from a more abstract angle using the results of your first exercise. You discussed what sets your identity apart from everyone else's. You might have also explored how the uniqueness of these identity traits varies depending on the social group in which you place yourself. For example, while you might be the tennis enthusiast in your friend group, you might draw more attention to your identity as a musically talented person when talking to family members since they all love tennis, but you are the only one who plays an instrument. The way we can navigate these different aspects of our identity in certain situations resembles a performance in a play. If we agree that identity is always performed, we can also see that we can consciously change it in certain situations, depending on how we want to be perceived. Since we can adapt it according to the situation or the social group we are in, we can also change it over time. This means that our performed personal identity is never static. Instead, it is an always emerging construct.

 

But how are these constantly changing identity traits performed? While you might convey your identity through style choices or a change in language (as you discussed in activity one), there is another factor greatly influencing how we shape the perception of our identity. Sometimes you explicitly state that you are a 'tennis enthusiast.' Whereas, when you tell your family about the latest orchestra rehearsal, you implicitly express your identity trait of 'being musically talented.' This is what we call narratives of our own identity, through which we actively construct our identity. As storytellers, we guide people on how they should perceive us, and it is most important to us that what we tell them is coherent. This means that other people find our narratives believable and feel that the stories align with the identity they know of.

Watch the first two minutes of this clip and answer the following questions:

In this clip of the singer-songwriter Taylor Swift she talks about her image in the public eye. 

  • How many narratives can you find in this clip?

  • Who are the participants of this / these narrative/s?

  • Which specific identity traits are performed by Swift in this short speech?

  • Why does Swift feel the need to correct the image of the public figure Taylor Swift?

Activity 2: Analysis
    of a Narrative

Final thought for this lesson

The sociolinguistic insights you gained in the lesson you have just worked on can lead to further exciting considerations. For example, we can ask ourselves how much control we have of how our identity is perceived? Or: What does the performance of identity mean for gender (identities)? 

Further reading 

Werani, A. (2023). Sprache und Identität. Eine Einführung. Tübingen: Narr Verlag.

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