1. Communication Accommodation Theory

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3. What is it? The identification of a culture –W–W–W–What is your race? –W–W–W–What culture do you identify with? How we communicate How we communicate

4. Convergents or Divergence? Who conforms? Who decides? And what does it all mean?

5. Ok so there is a down side… Social appropriateness ++++ and - Norms And the consequences…

6. “so, like..she said, that I said, that like I was like and she was like, and then I was like and ehhhhhhhh.” A division of groups –I–I–I–In groups and out groups Football Starbucks Techies –U–U–U–URL, AC/DC,. –A–A–A–ADC, Gbps, POTS In and out

7. FACE it Ya ya we know chapter 3… the “saving face” Face concern dilemma –K–K–K–Keeping the balance of individualism and collectivism –S–S–S–Status

9. UNEXPECTED BUT AUTHENTIC USE OF AN ETHNICALLY-MARKED DIALECT

10. RESEARCHER Who: Julie Sweetland Where:Stanford University, Calif.

11. “AAVE” It stands for African American Vernacular English

12. STUDY ETHNOGRAPHY: Complete Observer Delilah-23 Year old white female

13. EXAMPLE SPEECH PATTERNS DELILAH SAYS, “ YOU KNOW HOW VIKKI GETS DRUNK, ALWAYS WANNA START SOMETHIN, OR AT LEAST ALWAYS END UP STARTIN SOMETHIN.”

14. Results MORPHOSYNTACTIC FEATURES: –S–S–S–Study of internal structure of words. PHONOLOGICAL FEATURES: –S–S–S–Sound system of a specific language

15. Children Speech Accommodation to Gendered Language Styles

16. Researcher Who: Kirsten Robertson Who: Kirsten Robertson Tamar Murachver Where: Where: University of Otago University of Otago

17. Purpose This study is to examine children’s gendered language during middle childhood and how this is influenced by linguistic and social context.

18. Hypothesis Hypothesis 1: Children would change their speech to become more similar to that employed by the experimenter. Hypothesis 1: Children would change their speech to become more similar to that employed by the experimenter. Hypothesis 2: Children might accommodate their speech to experimenter gender; however, the influence was expected to be less than that of the experimenter. Hypothesis 2: Children might accommodate their speech to experimenter gender; however, the influence was expected to be less than that of the experimenter.

19. Hypothesis 3: Older children would accommodate more than younger children to the gender-preferential speech style of the experimenter. Hypothesis 3: Older children would accommodate more than younger children to the gender-preferential speech style of the experimenter. Hypothesis 4: Boys with strong stereotyped beliefs would accommodate less to the speech style of the experimenter than would boys who did not hold strong sex role beliefs. Hypothesis 4: Boys with strong stereotyped beliefs would accommodate less to the speech style of the experimenter than would boys who did not hold strong sex role beliefs.

20. Method Participants Participants Experimenter speech style manipulation Experimenter speech style manipulation Procedure Procedure Coding Coding

21. Results Experimenter speech styles manipulations Experimenter speech styles manipulations Children speech behavior Children speech behavior Stereotype results Stereotype results

22. Conclusion Children accommodate their speech style depending on who they are talking to regardless if they were talking to someone who was or wasn't pertaining to their gender. Children accommodate their speech style depending on who they are talking to regardless if they were talking to someone who was or wasn't pertaining to their gender. Second, when speech style was controlled, the children’s speech did not vary as a function of their own or the experimenters gender Second, when speech style was controlled, the children’s speech did not vary as a function of their own or the experimenters gender Last, the finding show how gendered beliefs shape conversational behavior. Last, the finding show how gendered beliefs shape conversational behavior.