Showing posts with label social groups. Show all posts
Showing posts with label social groups. Show all posts

Tuesday, November 05, 2019

Language nuggets: boomer

If you are an English Language student, you are probably being reminded all the time that English is a vibrant, living, constantly evolving force that is always being discussed and debated. And that’s not just your English teacher loving their work and getting tripped out on linguistics: it’s true, dammit.

Stories about language are featured every day in various news outlets and – unlike in my early days of teaching this course – you don’t need to keep yellowing cuttings from newspapers in a folder, you can go on teh interwebz and save them for future reference or just share them via social media with other language nerds.

Sometimes though, the sheer volume of language stories is a bit much to cope with. “Where does it all fit in to what I’m studying?”, “What does this even mean?” and “Why is that pigeon staring at me?” might all be questions you ask yourself as you scan the stories. And I’d like to help you with two of those questions in the next few posts on EngLangBlog. 

What I’m hoping to do is take a few recent news stories about language and see what uses we can put them to. Some of them are just interesting stories about words, some are darker and more politically tinged (Don’t blame me: we’re living in dark times.) and others shed a bit of light on new ways of thinking about an aspect of the course. I used to do this quite a lot on the blog, back in the days before Twitter but gradually social media took over and became the more effective way of sharing such stories, but sometimes at the expense of a slightly more detailed and developed coverage of the story. 

Anyway, here's the first one, and others will (I hope…I plan, anyway…) follow in the next few posts.


Boomer


While the English language is a rich and resourceful tool for expressing humanity’s many and complex needs and wants, it’s also great for slagging off people and calling them names. And ‘boomer’ is one of the latest terms to gain prominence. 

According to the Merriam Webster dictionary, ‘boomer’ is short for ‘baby boomer’: “a person born in a time when there is a marked increase in population; the word is especially used to describe people born in the U.S. between 1946 and 1964. It has been in use since the early 1960s”. 

So, it’s not a new word at all, but one that has been around for a while. If that’s the case, why is it now being used and argued about? Well, it’s the way it’s being used now by younger people (anyone not born between 1946 and 1964), be they millennials, Generation X or Gen Z-ers, to cast Baby Boomers as out-of-touch, easily duped, technologically-naïve, climate destroying, Trump/Brexit-voting, over-privileged idiots that seems to be the clincher. And its appearance in a kind of reflexive, stock retort of "OK Boomer" from young to old seems to have been the catalyst for its recent upsurge. You can read more on the OK Boomer meme here.

Rather like ‘gammon’ a year or two back, ‘boomer’ has become a disputed term. And rather like ‘gammon’, some have argued that using it is JUST AS BAD AS DOING A RACISM!!!

In fact, one tweet – ridiculously - likened it to the n-word. The comparison would be laughable had it not been offered so seriously (apparently, according to another source, by a man who had previous for using racial slurs that got him into trouble as a radio presenter). Dictionary.com thought it was a stupid tweet, anyway.



What does ‘boomer’ offer for discussion in the A level? I’d argue that it fits into two of the main areas of the course quite neatly, the first being ‘meanings and representations’. As part of your study of texts you’ll look at what words mean and how they are used, so thinking about the intention behind using certain terms is really important, and thinking about what words mean to different people runs alongside this. There’s nothing necessarily bad about the word ‘boomer’ – it’s been used as a fairly neutral label for well over 50 years with no overt ill-will apparent in many of its uses – so perhaps it’s the sense that now it’s being used by one group against another (or more accurately, I suppose, most other groups – including my own Generation X-ers – against a particular age group) that makes it seem worse now. Perhaps time has changed its meaning. 

We’re living in a time, you might argue, that could have been very different had the boomers behaved differently and shown some awareness of the impact of their actions on their children and the rest of the planet. Cheap air travel, booming (LOL) property prices meaning that very few young people can afford to buy their own homes and fetishizing gas-guzzling cars all seem to be a feature of the baby boomer generation. So why shouldn’t we blame them? 


Well, let’s have a think why there was a boom that they were part of. The Second World War ended in 1945 so the baby boomers were spawned in the aftermath of a truly global catastrophe that sent millions of people to their graves in a way that just hadn’t been seen before. Having just come out of that, isn’t there perhaps a slight excuse for wanting to live a different life to your parents’ generation? It doesn’t really excuse what many of them went on to do, but you might see a context for their actions. 

And of course, the other thing is that all these labels are completely crass generalisations. As we all know, not everyone born in the same year is going to exhibit the same personality traits or behaviours. We are all individuals with different forces motivating us and different factors influencing us. And that’s where this is relevant to another part of the course: language diversity, and more specifically how language represents different groups. Using any label to categorise a group is bound to be problematic, but we do it all the time. What we need to be careful about is how these labels represent those being labelled.

One of the dynamics you might have studied when looking at how language represents social groups is how much relative power there is between labeller and labelled. Historically - and perhaps a little simplistically for the space we have here -  the power dynamic between white and black, man and woman, straight and gay has been skewed towards the former of each pair (white, male and/or straight). This has often meant that the terms used to label the latter (black, female and/or gay) have been decided by the more powerful groups and have carried more power when used against the less powerful groups. If you take a look at the n-word and other racial terms, and 'slut' and 'faggot' as examples, they have often been powerful terms of abuse, not because of any inherent power in the word but the distance from which it's dropped.

When I used to teach this part of the course I used to compare it to someone chucking a stone from a tower block. It's going to hurt whoever it hits, but the higher you are when you chuck it, the more it's going to hurt. And that's why these terms have become so taboo, as we've seen the power balance shift and those who have previously been labelled gain more power in society and more say in the terms used around and about them.

Which is a roundabout way of saying that I think that 'gammon' and 'boomer' are nothing like the racist, sexist and homophobic terms that they are sometimes compared to. If anything, the sting created from using these words against generally much more powerful and privileged groups, is the sting of surprise. They're shocked - shocked, I tell you - at being the victim of such cruel words when they've been the ones dishing out the abuse for decades previously.

Not all of them, obviously, #NotAllBoomers...

Friday, January 20, 2017

Sociolect, social groups & social class

One of the areas that we've been looking at in AS classes recently is that of sociolect. I've also been mugging up on the writing and research for this area because of a project I'm working on for something else, so it's been useful to go back to some of the studies that have been carried out into the links between language, the social groups we belong to through choice (communities of practice and discourse communities around work, play and special interests) and those we belong to due to accidents of birth (social class and gender).

One of the things that's particularly interesting to look at is the overlap between what we might call social groups and the other areas on Paper 2 of the AS and A level - gender, regional dialect, occupation - and it's clear to me that you can't really talk about one of these without thinking about the others (and indeed, areas like age, ethnicity & sexuality).

I've set my AS classes the following task recently and we've been looking at ways in which it can be approached from different angles. Here's a structure that we used to look at it. Next week, I'll add some more ideas about approaching another question on the same broad area.

Question 1 
Discuss the idea that the language of some social groups is designed primarily to keep others out. In your answer you should discuss concepts and issues from language study.

You should use your own supporting examples and the data in Text A, below which is taken from an article about teenage slang from the Daily Mail. [30 marks]



Planning and structuring your answer

Start by dissecting the question and explaining its key terms.

Language: think about the different language levels. It’s more than just words (lexis), so consider phonology and grammar (and perhaps spelling, punctuation and graphology as well?)

Social groups: which social groups? Define this term and think of a variety of social groups who you could use as case studies. Think about age, class, interest groups, occupation groups etc. The more the merrier.

…designed primarily to keep others out: what does language do? Think about the functions of the language used within social groups: what is it primarily designed to do? Can you think of examples where it is the primary aim?

How can you make use of the data?


  • What examples are there in the data to use? 
  • How can you categorise the examples? 
  • Can you develop any of these? 
  • Do any of these help you address the main question? 

What to do next?


  • Draft an introduction to show you understand the question. 
  • Map out 2-3 social groups whose language you can discuss and comment on in more detail. 
  • Construct a line of argument to guide you through the whole question. 
  • Think about the research and theory that you will need to refer to: you will need to refer to work done by others and the research carried out by Trudgill, Cheshire, Moore, Kerswill, Fox, the Milroys and Labov & the ideas put forward by Coleman, Fox, Dent and others when discussing this area. 


Get writing. You have 40 minutes to complete it.

Allow yourself a few minutes at the end to check spelling, punctuation and grammar.

Wednesday, June 10, 2009

Geek-speak

This is a bit of a weird one, but if you're looking for examples of how different social groups use language to cement their in-group status, then have a look here for expressions used by fans of science fiction and fantasy.

It's quite interesting stuff from a Language Variation perspective (like how different social groups use language in their own communities of practice) and could also be useful for Language Change when thinking about how words go through processes of abbreviation in contexts like this. A good example of this is the suffix -zine, which itself derives from a clipping of magazine, but is now used in all sorts of contexts (fanzine, e-zine, crudzine).


Communities of practice
A community of practice is an aggregate of people who come together around mutual engagement in some common endeavor. Ways of doing things, ways of talking, beliefs, values, power relations - in short, practices - emerge in the course of their joint activity around that endeavor. A community of practice is different as a social construct from the traditional notion of community,primarily because it is defined simultaneously by its membership and by the practice in which that membership engages. And this practice involves the construction of a shared orientation to the world around them - a tacit definition of themselves in relation to each other, and in relation to other communities of practice. The individual constructs an identity - a sense of place in the social world - through participation in a variety of communities of practice, and in forms of participation in each of those communities. And key to this entire process of construction is stylistic practice.


And it also gives me an excuse to use a picture of a cylon.

Friday, August 22, 2008

Serious pwnage

The internet has speeded up the pace of language change and led to new varieties of English which are often limited to relatively small communities of practice (groups of language users linked by a shared interest or practice, such as online gaming, hacking, phishing, 419 scams etc) but which often leak out into wider society and affect the mainstream.

Many of the words associated with online gaming in particular are interesting from a language change point of view, often consisting of the usual blends, acronyms and initialisms, but also a weird range of semantic changes and random fluctuations and errors which become "real" words in their own right.

One word, the blend playbourer - a person employed to "farm" gold in a MMORPG (Massive Multiplayer Online Roleplaying Game) and then sell it on to other gamers - is reported on in today's BBC News. It's a form of sweatshop labour that fuels a black economy of gold-spammers (people who send you endless spam messages about buying virtual gold with real money) but I can't see a World of Warcraft fairtrade movement springing up any time soon.

Elsewhere terms like owned and pwned have grown in popularity. Owned has a similar meaning to the London slang boyed: defeated, beaten or humiliated. So, to get owned (the passive form of the verb) is is to be beaten. In gaming this seems to refer to any dramatic defeat at the hands of NPC (non-player character) enemies or other players. The obvious link to the traditional sense of to own - to possess or have - suggests that this usage might be seen as a broadening, a form of semantic shift where a word changes its meaning while leaving the original word with its original meaning. And rather like to boy, or even to merk/murk (generally meaning to beat up, destroy or kill, possibly* derived from a shortened version of mercenary, a paid soldier), slang terms with connotations of victory, violence and competitive prowess often move into use in areas of sexual behaviour. Take the recent Dizzee Rascal and Calvin Harris track Dance Wiv Me, which features the romantic chat-up line "You've got a body to die for: let me merk it"...

Pwned is a weirder and maybe more interesting example of how keyboard technology can lead to variations in language use. According to this definition and this one, pwned was probably a typo (with 0 and p being adjacent keys on a QWERTY keyboard) but has now become a word in its own right. A similar example is book to mean cool, created by the predictive text on mobile phones selecting book as the first option. Again, despite originating in a mistake, this has taken off as a slang term (or at least did for a while).

And what do linguists make of this? This week's Word of Mouth on Radio 4 (listen again here) includes an interview with renowned linguist David Crystal who makes the point that the internet is spreading language change so quickly that the days of prescriptivism (the movement to regulate and "fix" spelling, grammar and meaning) are numbered as we let our fingers do the talking.

Useful for:
ENA5/ENGA3 - Language Change
ENGA1 - Language and Mode

*I say possibly as there are loads of different ideas about where this word comes from

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