Discussions of Negro non-standard English (or Black English) emphasizes the most socially stigmatizing features. It is clear, however, that within anglophonic black communities a diglossia situation occurs in which the high form is a speaking variety close to oratorical standard English. This paper explores how this high variety is learned in one Afro-American peasant community in the West Indies as an illustration of the social and ritual importance of certain codes. (diglossia, Creole languages, the formal teaching of speech varieties, oratory.)

Through the use of data collected among Slave Indians living in northern Canada, this paper explores a problem in ethnographic methodology: how to describe cultural rules such that contextual restrictions which operate upon them are identified and made explicit. Following a discussion of some of the ways in which the aims and assumptions of current sociolinguistic theory can be applied to this problem, a formal model is presented of Slave rules for travelling on the ice of frozen lakes and rivers. This model, which specifies the conditions under which a Slave hunter can be expected to cross an expanse of ice or avoid it, reveals the sensitivity of normative rules to variation in contextual features and illustrates both the value and feasibility of incorporating these features into ethnographic accounts. (Ethnographic methodology, sociolinguistics, formal analysis, Canadian Indians, language and environment.)

Assuming the ethnobiological classification evolves as a reflection of cultural development, data are presented which suggest an orderly and predictable temporal appearance of ethnobotanical nomenclatural categories. A general correspondence is seen to exist between the number of categories encoded at any point in time in a particular language's history and degree of sociocultural development. The principles of lexical marking are applied to ethnobiological nomenclature as a means of inferring relative age of the corresponding categories. (Ethnoscience, primitive classification, language universals, cultural evolution.)

Hypercorrection is always a function of rule generalization, though the converse does not hold. It is therefore a sociolinguistic term, not definable in purely linguistic terms. What is generalized is not necessarily the original rule of the grammar. It may be an added rule symmetrical to it. These symmetrical rules are not necessarily ‘Last rules’, for their output may undergo further non-hypercorrect rules. (Hypercorrection, sociolinguistics, phonological theory, historical phonology.)

Three different regional pairs of jugular and facial motions used in Europe for habitual expression of approval and dissent are analyzed with reference to the iconic grounds of these three semiotic oppositions. (semiotics, face-to- face interaction, kinesics, European ethnology.)

Current difficulties in achieving intersubjective agreement in linguistics require attention to principles of methodology which consider sources of error and ways to eliminate them. The methodological assumptions and practices of various branches of linguistics are considered from the standpoint of the types of data gathered: texts, elicitations, intuitions and observations. Observations of the vernacular provide the most systematic basis for linguistic theory, but have been the most difficult kinds of data for linguists to obtain; techniques for solving the problems encountered are outlined. Intersubjective agreement is best reached by convergence of several kinds of data with complementary sources of error.

Psychopathological explanations oversimplify religious glossolalia. An analysis of the use of glossolalia reveals that the speaker manipulates linguistic variables with considerable delicacy in response to role, purpose of the speech act, and setting of the speech act. Examined from a cultural point of view, glossolalia is another ‘language’ in the Pentecostalists' linguistic repertoire. (Glossolalia, Pentecostalism, speech pathologies, paralinguistics, language of religion.)

This study examined some of the clues which teachers use to form attitudes toward students. Photographs, speech samples, drawings and compositions, obtained from Grade III boys, served as the stimulus materials. These were randomly combined and presented to student-teachers as examples of the personal characteristics and schoolwork of certain pupils. The student-teacher judges were asked to form subjective impressions of the pupils and to evaluate them on various characteristics using semantic differential scales. The results indicated that the voice and photograph cues significantly affected their judgments of the students' intelligence and personal characteristics.

A model for the description of bilingual speech is proposed which focuses on the linguistic and social constraints governing the speaker's selection of variables within a single complex linguistic repertoire. The model will be tested with field data from bilingual communities in India and Austria and results will be compared with relevant data on American English. The traditional dichotomy between bilingual and monolingual behavior is discarded and differences between the communities will be described in terms of the level of linguistic structure at which variables appear, the rules governing their co-occurrence and the social meanings they communicate. The goal is to contribute to our knowledge of the linguistic and social nature of code alternation to provide new insights into communication processes in ethnically diverse societies, and to lay the basis for improved educational strategies.

The sociolinguistic survey of Cayo District, British Honduras, is planned as one of a series to be carried out by the same methods and as far as possible by the same team, so that comparable results can be obtained from a number of territories, and hypotheses about the relationship between patterns of verbal behaviour and other social factors based on one territory tested in the next. The hypotheses to be tested were formed (somewhat pretentiously) within a general ‘law’ with four riders in ‘Problems of description in multilingual communities’ (Le Page 1968a), and the practical ends of the survey also adumbrated there — viz., to help improve the quality of education in multilingual communities by illuminating the problems, the motives and the performance of children, by training the teachers and by helping in a basic way with the preparation of materials. The scientific aims are to gain an understanding of linguistic processes in relation to other relevant factors and modes of behaviour, so as to improve both linguistic and sociolinguistic theory.

This brief note describes a study of Montréal French presently being conducted by a group based at the Université de Montréal, and directed by Gillian Sankoff and Henrietta Cedergren. A pilot project, carried out during June, July and August of 1970, and made possible by a grant from the Ministère de l'Education (Québec), enabled us to make a series of recordings which were studied in order to identify speech variables, as well as invariant dialect characteristics. In addition, interviewers were trained in eliciting conversation on a number of topics.