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[6] [7] There are thus the concepts of overt and covert prestige. Overt prestige is related to standard and "formal" language features, and expresses power and status; covert prestige is related more to vernacular and often patois, and expresses solidarity, community and group identity more than authority. [8]
[12] [13] [14] Covert linguistic racism, on the other hand, is expressed through indirect and passive-aggressive acts of social exclusion. [12] In the U.S., covert linguistic racism plays a role in a lack of diverse participation in large studies or political participation, as sufficient access to translations is often excluded.
In linguistics, a feature of a word or phrase is said to be covert if there is no surface evidence of its existence within that word or phrase. For example, many languages have covert grammatical gender in nouns, in that there is no way to tell from the form of a noun which gender it is; gender only becomes apparent in, for example, articles and adjectival agreement, which depend on gender.
Covert prestige refers to the relatively high value placed towards a non-standard form of a variety in a speech community. This concept was pioneered by the linguist William Labov, in his study of New York City English speakers that while high linguistic prestige is usually more associated with standard forms of language, this pattern also implies that a similar one should exist for working ...
Empty categories exist in contrast to overt categories which are pronounced. [1] When representing empty categories in tree structures, linguists use a null symbol (∅) to depict the idea that there is a mental category at the level being represented, even if the word(s) are being left out of overt speech.
A real test of someones' character is how they act when they think no one's watching. This is exactly why hidden camera social experiments are so poignant. Unfortunately, these experiments usually ...
The multiliteracies pedagogical approach involves four key aspects: situated practice, critical framing, overt instruction, and transformed practice. Situated practice involves learning that is grounded in students' own life experiences. Critical framing supports students in questioning common sense assumptions found within discourses.
The two types of tests related to integrity testing are called overt and personality-based measures. The overt test asks about past behavior and attitudes about theft and counterproductive behavior. The personality-based measures of personality traits that are associated with theft and counterproductive behavior. [1]