Lexiculture: 2014 word list

As I mentioned a couple of months ago, I am doing a new iteration of my Lexiculture Project in my undergraduate linguistic anthropology course, which I ran last year to some success (with eight papers published here online).  Over the next month, each of them will research the history, social context, cultural significance, and transformations of one English word, chosen from the list below.  Today I shared the word list with my students, giving them a couple of days to mull over their choices before the signup goes live, and so, in case you’re interested, here it is!

actress
artisanal
avatar
baby bump
barbecue
bruschetta
cafeteria
car phone
challenged
childfree
chipotle
coed
cornrows
cromulent
cyber
digital
discotheque
douche
downsize
dwarf
Einstein
erectile dysfunction
Eskimo
expat
feisty
finalize
forehead
fridge
gaslight
germ
gestalt
gnarly
going steady
gotten
guru
hardwired
hopefully
househusband
indie
Information Superhighway
ixnay
jock
karma
kewl
magick
make out
man cave
Michigander
mulatto
niche
nonzero
nth
octopi
often
organic
porridge
R.I.P.
red Indian
restroom
rock and roll
rouge
rubber
shanghaied
slider
snuck
soccer mom
soul patch
stalemate
stat
suntan lotion
suplex
swiff
tailgate
troll
unfriend
uppity
upsize
winningest
workshop
xerox
ye olde

Aw richts is pitten by

Every year for the past several years, I’ve had my students in my undergraduate linguistic anthropology course do an exercise.  I give them the following text, without any explanation, and ask them to get into small groups and to translate it into English (without searching for it online):

Aw richts is pitten by. Nae pairt o this darg shuid be doobelt, hained in ony kin o seestem, or furthset in ony shape or by ony gate whitsomeiver, ‘ithoot haein leave frae the writer afore-haund. A hae nae pleens whan the abuin is duin for tae fordle the Scots leed in eddication, sae lang’s naebody is makkin siller oot o’t. Ony speirins write us.

The student response usually starts with bafflement, followed by a tentative effort to take on a few obvious words like ‘eddication’, followed by some speculation that it is perhaps Old or Middle English.   I then give them a perplexing hint: ‘This text was written within your lifetimes’, and then give them two more minutes to work on it before we discuss it.

The text above is in Scots, and is taken from the Wir Ain Leed site promoting the Scots language.  As you’ll see (if you haven’t already worked it out), it’s a perfectly ordinary copyright notice.   Once the students realize that this is a genre of text with which they are familiar, there’s a sort of a-ha moment.  Once somebody identifies it as Scots (which really, shouldn’t be so hard since the word ‘Scots’ appears in the text), I read it out loud in its entirety in my not-too-bad but certainly-not-perfect Groundskeeper-Willie-esque Scots.  Once the language and the genre have been established, the rest of the translation, which we do collaboratively as a whole class, moves along well.

The point of the exercise is first of all, to get the students to reflect on what constitutes English (or any language) by prodding at its boundaries.  With Scots, there are still some scholars who would insist that this is ‘Scots English’ – i.e., a dialect of English, albeit a fairly divergent one. Others (I think most, these days) define it as one of two languages descended from Middle English, the other being English, of course, and separate out Scots proper (the language) from various Scottish English registers.

It’s a handy little exercise.   It lets me talk about ‘A language is a dialect with an army and a navy‘, and then to compare and contrast the Scots case with Yiddish. It lets me introduce (and complicate) the question of mutual intelligibility (with reference to cases like Serbian/Croatian); most students are (sensibly) reluctant to define what they just read as English on the grounds that they couldn’t understand it.  It lets me introduce the distinction between ‘a Scottish accent’ and the broader range of features that constitute  dialects or languages, and to link this to our text (McWhorter’s The Power of Babel).

Like I wrote earlier, I do this every year.  Just by chance, ‘Aw richts is pitten by’ was on the schedule for yesterday’s class, just as the Scottish independence referendum looms large in the minds of many.  Even American college students, who are stereotypically characterized as having no awareness of anything else in the world, may have heard John Oliver’s hilarious rant on the subject.  To talk about this issue, just at this decisive political moment, brought an additional level of analysis into play.

I don’t have a horse in this race, which actually surprises me a bit, since I lived for a decade in Quebec as an ethnolinguistic minority amidst an environment of secession fever.  But then, of course, most Scots don’t speak Scots regularly, if at all, and the debate there isn’t about linguistic nationalism to any significant degree.  Regardless of how it all turns out, it cast a poignant light on a favoured classroom moment, at a critical juncture in the history of two nations.

Jim Lambek, 1922-2014

I learned the sad news today that the mathematician Joachim Lambek (Jim to all of us who knew him) passed away yesterday at the age of 91.    Jim was one of my mentors and an external committee member for my Ph.D.     Jim will be known to mathematicians (of whom I suppose relatively few if any will read this blog) for his many articles in formal subjects far beyond my knowledge or ability, but also as a warm and generous scholar.

I came to him in a rather roundabout way; in discussions with my advisor, Bruce Trigger, he suggested to me that if I really wanted to do this numbers thing, then I should have a mathematician on my committee just to make sure I wasn’t mucking things up too badly.  As it turned out, I was very fortunate that Jim was at McGill, as he was a major pioneering figure in applying mathematical methods to linguistics (1958, 1979), had written several pieces on the analysis of kinship systems using techniques pioneered by, for instance, Floyd Lounsbury, had also published anthropological material with his son Michael (who I later met at the University of Toronto) (Lambek and Lambek 1981), and was also the co-author of a superior undergraduate text on the history of ancient mathematics, The heritage of Thales (Anglin and Lambek 1995).  At our first meeting I must have seemed such the infant, but he graciously passed me an offprint of his recent paper ‘A rewrite system of the Western Pacific’ (Bhargava and Lambek 1995) and suggested that we could have some future discussions, which we did.  His impact on Numerical Notation and on my work as a cognitively-oriented linguistic anthropologist is subtle but great.    I am hardly the sort of person who can summarize his much broader impact on his home discipline, except to say that he will be missed.

Anglin, WS, and Joachim Lambek. 1995. The Heritage of Thales. Springer.
Bhargava, Mira, and Joachim Lambek. 1995. “A rewrite system of the Western Pacific: Lounsbury’s analysis of Trobriand kinship terminology.” Theoretical linguistics 21 (2-3): 240-253.
Lambek, Joachim. 1958. “The mathematics of sentence structure.” American mathematical monthly:154-170.
Lambek, Joachim. 1979. “A mathematician looks at Latin conjugation.” Theoretical Linguistics 6 (1-3):221-234.
Lambek, Joachim, and Michael Lambek. 1981. “The kinship terminology of Malagasy speakers in Mayotte.” Anthropological linguistics:154-182.

Language and Societies abstracts, vol. 6 (2014)

The abstracts below are summaries of papers by junior scholars from the 2014 edition of my course, Language and Societies, and presented at the course blog of the same name. The authors are undergraduate and graduate students in anthropology and linguistics at Wayne State University. Over the next few weeks, some students will be posting links to PDF versions of their final papers below their abstracts. Comments and questions are extremely welcome, especially at this critical juncture over the next week, when the authors are making final revisions to their papers.

Alex B. Hill: A critical discourse on Detroit’s ‘Food Desert’ metaphor

Maya Stovall: How Ballet Terminology is Disputed and Employed as the Language of Dance

Roba Hrisseh: Social Stigmas Attached to Dialectal Differences: Lebanese and Yemeni Dialects in Dearborn City, Michigan

Suzanne Walsh: The Car Becomes Me

Kyrene Collins: Color Terminology in English and French

Srinawati: Sundanese Speech Levels

Eric Boulis: Klingon as Reviewed by the Fans

Taylor Monday: Sustainability: Defining Something that Deals with Everything

Zeina Lubus: English and French code-switching – an index to Christianity and Islam in modern Lebanon

Kaitlyn Ahlers: “Bold, Brash” Brews: Sensory Description among Craft Beer Consumers

Rachel Willhite: Gender Perspectives and Prediction in Online Communication

C. Lorin Brace VI: Together Forever: Gendered Language Use in Gravestone Epitaphs

Michael Elster: Transmitting “Realness”: Linguistic and Economic Tension in Drag Queen Speech

Andrew Bray: Wheel, Snipe, Celly: Understanding the Creation, Expansion, and Evolution of the Ice Hockey Anti-Language

Amber Aschwanden: Roman obelisks and the convergence of historical and contemporary linguistic landscapes – A pilot study

Madelyn Gutkoski: Discourse of Fitness and Sport in the CrossFit Community of Practice

Stanislava Chavez: Language and Warfare: Prehispanic Pukaras and Scholars’ Battle Over Andean Militarism

Daniel Mora: Profanity in social settings

The Case of the Missing Pi Day 4s

Yesterday was Pi Day, 3/14 (those who prefer days before months can have Pi Approximation Day, 22/7) and in celebration of this momentous annual event, I invited several of my American colleagues (who have learned to tolerate my numerical eccentricities) over to my house in Canada for an International Pi Day Pie Party, which was a great success.  And, of course, as befitting this event, we had Pie, complete with Pi (to two decimal places) on top:

It's blueberry!So far, so good.  (And for the record, it was very good).  There was only one problem: the local dollar store I went into had a very odd distribution of candle numerals: it had tons and tons of 0, 1, 2, and 9, some 3s, but no 4s, 5s, 6s, 7s, or 8s.  As a professional numbers guy, and also as a guy who needed a 4 for his pi(e), this was deeply disconcerting.

After a moment, I figured out why. Ordinarily, when stores buy products that come in different varieties from wholesalers, the default is to order the same amount of each variety.   In this case, the store had obviously ordered an equal amount of each numeral, but they were being purchased by consumers at different rates.    Now, there is nothing about the properties of the natural numbers that would lead to this observed distribution (if it were Benford’s Law in action, it would be 1 and 2 that would be in short supply). Rather, the explanation is a social one:   Many parents do not buy birthday candles for their child’s first, second, or third birthday, because, while, as my (thankfully childless) brother noted, “Babies love fire!”, parents of toddlers do not.    At the other end, by the time your kid is about 9, and certainly by the double digits, they’ve probably outgrown the ‘giant novelty numeral candle’ phase of their lives.  Ages 4-8 are the sweet spot, and thus these sell out much more quickly.

I also note that, for adults, decadal birthdays like 20 and 30 tend not to attract much numerological attention, whereas 40, 50, and 60 certainly do (not so sure about 70 and 80), and by 90 most of the clientele is deceased.    This doesn’t explain why there were so many 0s available – perhaps purchasers are aware of this phenomenon and order extra zeroes, but don’t take account of differential demand for the tens digits.

Now, if we lived in a perfect world where suppliers and store owners had full information about their stock and made perfectly rational decisions, purchasers would notice such discrepancies and perhaps order more of the missing numerals.  The local dollar store, however, does not occupy such a world.  Fortunately, this being Windsor, Ontario, there was another dollar store across the street, and while it also had a skewed distribution, lo and behold, it did have one lonesome 4 for purchase (seen above).   Thus my Friday Pi Day pi display supply foray was saved.  Yay! (Try saying that in Pig Latin.)

Actually, this is not the first time I had encountered this phenomenon.  Back in 2008, when American gas prices first regularly began to hit $4.00 a gallon, the New York Times reported on, of all things, a shortage of numeral 4s, because their number sets were purchased with an equal distribution across all ten digits (presumably with extra 2s and 3s purchased individually to deal with those dollar amounts).  Once that leading digit got to 4, there was a temporary shortage, leading to some store owners writing their own makeshift 4s until new ones could arrive.

Thus, while we think of linguistic and symbolic resources like numerals as being effectively infinite, in contexts like these, you can indeed have shortages and surpluses.   Thankfully, now that we’re on to the Ides of March and our Pi Day shortage is dealt with for another year, I can store these candles for future use, if I want.  The pie, on the other hand, has gone to a better place.  Because, while you may sometimes need to ration your fours, let’s hope we never live in a world where we have to ration pie.