Language Shaped by Social Expectations and Community Attitudes

In VCE English Language, we examine how the language choices made by individuals and groups are not random. Instead, they are significantly influenced by social expectations (what society deems appropriate in a given context) and community attitudes (how the public perceives and values different language varieties).

1. Fundamental Concepts: Social Norms and Expectations

Language is a social tool used to navigate human relationships. To function effectively within a society, speakers must adhere to certain social norms.

• Social Expectations: These are the unwritten rules governing how we should speak in specific contexts. They are dictated by the relationship between participants, the setting, and the purpose of the communication.
• Social Harmony: By meeting social expectations (e.g., using politeness markers or the appropriate level of formality), speakers maintain social harmony and satisfy the face needs of others.
• Situational vs. Cultural Context:
  • Situational: Expectations change based on whether you are at a job interview versus a football match.
  • Cultural: Expectations change based on the broader Australian values (e.g., the “fair go,” egalitarianism, or anti-intellectualism).

KEY TAKEAWAY: Language is a performative act. We “do” identity by aligning our linguistic choices with what our community expects of us in specific roles.

2. Community Attitudes and Prestige

Community attitudes refer to the collective feelings or prejudices a society holds toward specific language varieties. These attitudes create two types of prestige.

Overt vs. Covert Prestige

Prescriptivism and Descriptivism

• Prescriptive Attitudes: The belief that there is a “correct” way to speak and that deviations from the Standard are “wrong” or “lazy.” Community attitudes are often prescriptive in formal settings.
• Descriptive Attitudes: The belief that language should be observed as it is actually used, without judgment.

VCAA FOCUS: When discussing prestige, always link it back to the context. Use the term overt norms when discussing SAE in formal contexts and covert norms when discussing group solidarity.

3. Sociolects: Language Shaped by Group Membership

A sociolect is a language variety associated with a specific social group. Social expectations within these groups shape the language used by their members.

Influencing Factors (Social Variables)

1. Age:
   • Teen Speak: Younger generations often use neologisms and slang (e.g., slay, cap) to challenge adult norms and establish a distinct identity.
   • Expectation: Teens are expected to be “trendy,” while older speakers are expected to maintain more conservative linguistic habits.
2. Occupation:
   • Jargon: Specialized terminology used to provide precision and efficiency.
   • Expectation: Using jargon signals expertise and “professional identity.” Failing to use it may lead to a loss of authority.
3. Gender and Sexuality:
   • Language can be used to perform gender identity. Community attitudes toward gender roles often dictate how assertive or polite a speaker is “expected” to be.
   • Polari or specific lexical choices in LGBTQ+ communities serve as covert markers of identity.
4. Interests and Aspirations:
   • Hobby-specific language (e.g., gaming slang, “gym-bro” lingo) creates a sense of shared identity.
   • Aspirational speakers may adopt Cultivated Australian English or highly formal SAE to align themselves with a higher social class.

EXAM TIP: If an exam text features a specific group (e.g., skaters, doctors, or gamers), identify the sociolectal features (jargon, slang, morphology) and explain how these features help the speakers meet the expectations of that specific “speech community.”

4. The Individual: Idiolect and Identity Negotiation

An idiolect is an individual’s unique way of speaking. While sociolects reflect group identity, idiolects reflect the individual.

• Linguistic Repertoire: The total set of linguistic skills and varieties a person possesses.
• Code-Switching: Individuals move between different varieties (e.g., switching from an ethnolect at home to SAE at work) to meet the social expectations of different environments.
• Conscious vs. Subconscious Variation:
  • Conscious: Choosing to use slang to fit in with friends.
  • Subconscious: Naturally adopting the accent or pitch of those around us (Communication Accommodation Theory).

STUDY HINT: Think of your own linguistic repertoire. How does your language change when speaking to a principal versus a younger sibling? Those changes are your response to “social expectations.”

5. Social Disadvantage and Discrimination

Community attitudes are not always positive. When a variety is stigmatized, it can lead to linguistic discrimination.

• Prejudice: Negative attitudes toward Aboriginal English or Migrant Ethnolects can lead to speakers being perceived as less intelligent or untrustworthy.
• Social Disadvantage: If a person cannot or chooses not to use Standard Australian English in domains like the legal system or education, they may face significant barriers.
• The “Standard” Bias: Because SAE is the variety of power, those who do not use it are often excluded from high-status occupations and social circles.

COMMON MISTAKE: Avoid saying a language variety is “bad” or “incorrect.” Instead, use linguistically objective terms like “non-standard,” “stigmatized,” or “low-prestige” to describe how the community perceives it.

6. Summary Table: Language and Social Norms

REMEMBER: The relationship between language and identity is a two-way street: language reflects who we are, but it also imposes an identity upon us based on how others judge our speech.