Linguists embrace two basic paradigms of language context. They are verbal and social contexts. Defining their boundaries would be relevant to distinguishing between the two for clarity specifically, as it pertains to this discussion on multiple ways to say the same thing and the factors that might influence selection of a particular variant when perceived from a social context. To differentiate verbal context usage in linguistics from social is to relate this culture to text or speaking communicative expressions. These involve distinct interpretations of words and constructed sentences based on grammatical assumptions. Precisely, verbal influences are dictionary- related meanings to words when they are utilized in sentences or conversations. (Leckie-Tarry, 1995). Alternatively, it has been accepted that classical theoretical concepts of social context interpretations impinge on the science of sociolinguistics. Language usage is defined from an objectivity of social variables or realities. These include class, gender or race. However, contemporary sociolinguistic propositions have been extended to include a social identity faction to language Scientology. (De Fina, 2006).
MULTIPLE WAYS TO SAY THE SAME THING AND FACTORS THAT
INLUENCE EACH VARIANT SELECTED
Introduction
Multiple ways to say the same thing directly relates to the cultural context in which it is said distinct from the literal verbal implications. It does not include the context of dialects and languages such as Spanish, French, Latin and Creole among many other verbal variants inclusive in the sociology of language from which sociolinguists is separate. (Duranti, 1992).
Sociolinguistics then, offer individuals scope to demonstrate their cultural orientation encapsulated in a single language usage. This is accomplished through applications of speech communities; prestigious infiltrations; social networking and external language associations. (Eckert, 2001).
Precisely, these variants synchronize into an integrated typology displaying influences of class; gender; race and social identity within a context in saying the same thing in multiple ways. As such, for convenience in this discussion the writer would explore the statement, “I am well educated,” expressed as a concept, in attempting a sociolinguistic analysis of how to say the same thing in multiple ways influenced by the various factors espoused earlier.
“I am educated” can be said in multiple ways based on the class structure in which the individual functions. From a sociological perspective class is predefined by the roles enacted from time to time. (Henslin, 2007). For example, as roles change language used to express the same concept interchanges with those specific roles. A mother talking to her teenage children would likely say, ‘I have knowledge because I attended college,” in expressing her educational level.
A teacher speaking to his/her high school class would express his/her educational status by repeating the number of degrees he/she obtained to teach the particular subject. “I have a Masters degree in Mathematics.” There is very little more to say about the education from the perspective of the class, ‘teacher.’
Politicians, certainly, would have a different approach to this delivery to say, “I am well equipped with a Doctorate in Political Science; Masters in International Relations and a Bachelors in Social Science- Sociology.” This exposition could continue onto the certificates earned even from the elementary school since the role of politician is to validate the educational status functional of that class structure.
A doctor similarly would filter all the professional jargon into the education status to declare, “I am an obstetrician;” “I am a gynecologist;” “I am a Pediatrician;’ and the specializations can continue reflecting the professional jargon in each discipline.
Gender: Social context
Again, the concept can be said in different ways based on the persons’ gender and imply the same meanings. It would be done in relation to the cultural perception one has of education. From linguistic studies men tend to use far fewer words than women. Therefore, to say, “I am educated” may be enough. However, a woman may relate ‘educated’ to the various schools she attended to expound, “I have a rounded education having attended elementary, middle; high school; college and university.”
Precisely, theorists have posited that words are charged with emotions. Women are acknowledged to express more emotions in body; verbal and a social context. Definitely, ‘I am educated,’ would not be the only words used by a woman to express that thought. Therefore, this is another way of saying the same thing based on the social context in which it has been defined.
Race/Ethnicity: Social Context
The fact that language has embedded sentiments “ associated with deep-rooted emotional responses in which thoughts, feelings, stereotypes, prejudices about people, social, ethnic, religious groupings and political entity” (Stern, 1983: 237) are predicted; when considering a sample statement such as the one highlighted for this discussion, it is important to realize that these factors are always applicable to expression.
As such, a different way to say; “I am educated,” based on the context of race, definitely, has some degree of prejudicial infringements. Subsequently, an African –American who has been marginalized for centuries within the society, inevitably, would describe the acquisition of education by reaffirming that, “I went to school and have a college education,”
Alternatively, A Caucasian would simply declare that, “I was privileged to attend the best University my family could have afforded,” or simply “I went to Harvard Business School.” A Chinese immigrant would care- less about mentioning whether he/she attended college neither which one. The subtle reaction would be, “I went to school, “since it may be a norm in that culture to obtain the highest level of education available in the land.
Social identity: Social context
Social identity being assumed a context in sociolinguists attempts to differentiate between the culture of class, gender or race/ethnicity as it affects expression of a thought. It embodies issues particularly related to self-esteem, prestige and group definitions, which are distinct from class culture that can very well be based on an economic social structure.
Special recognition is given to family sociolinguistics. How would a family member say, “I am educated” based on specific family identity? It is done through a paradigm of how that family is viewed by society. Therefore, family jargon may be included in the sociolinguistic context of social identity. As such, in explaining the educated notions from the social identify of family one can say; “All Edwards attended college,” or “All Edwards are brilliant! We have doctors, lawyers, astronauts and linguists in our family.”
Conclusion
Conclusively, in listing multiple ways to say the same thing would be inclusive of I am well educated; I have knowledge because I attended college; I have a Masters degree in Mathematics; I am well equipped with a Doctorate in Political Science, Masters in International Relations and Bachelors in Social Science –Sociology.
I am an obstetrician, I am a gynecologist, I am a Pediatrician; I have a rounded education having attended elementary, middle; high school; college and university; I went to school and have a college education; I was privileged to attend the best University my family could have afforded; I went to Harvard Business School; I went to school; all Edwards attended college,” all Edwards are brilliant! We have doctors, lawyers, astronauts and linguists in our family. The specific factors influencing each variant are class, gender; race/ethnicity and social identity.
As such it can be proven then that sociolinguistics does offer individuals scope to demonstrate their cultural orientation encapsulated in a single language usage. Precisely, it opens opportunities for demonstrations through applications of speech communities; prestigious infiltrations; social networking and external language associations. (Eckert, 2001).
Finally, the fact that thoughts, feelings, stereotypes, prejudices about people, social, ethnic, religious groupings and political entities” (Stern, 1983: 237) influence a major portion of our interaction a sample statement such as, “ I am educated’ will display these attributes in every aspect of the social context evaluated in this presentation.
Works cited
De Fina, A., Schiffrin, D., & Bamberg, M. (Eds.). (2006). Discourse and identity. Cambridge:
Cambridge University Press.
Duranti, A., & Goodwin, C. (Eds.). (1992). Rethinking context. Language as an interactive
phenomenon. Cambridge University Press: Cambridge.
Eckert, P. (2001). Style and sociolinguistic variation. Cambridge: Cambridge
Henslin, J. (2007). Sociology A Down-To-Earth Approach. London: Bacon Press.
Leckie-Tarry, H. (1995). Language & context. A functional linguistic theory of register.
Publishers. London
Stern, H. (1983). Fundamental concepts of language teaching. Oxford. Coupland.
