HOW ARE WE

SOCIALLY POSTIONE
THROUGH
LANGUAGE?
SOCIOLINGUISTICS
The Team :

Sahda Aulia Jabbar (2110302015) Defian Adhitya (2110302030)

Arinda Herman (2110302031) Nurlistia (2110302038)

SOCIOLINGUISTICS
We will talk about :
1. Introductory Remarks

2. Communication Breakdowns
3. Positioning ‘self’
4. Relevance to Language Teaching

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Introductory
Remarks

SOCIOLINGUISTICS
Introduction
The uniqueness in language can be identified with reference to the following
theoretical issues:
1. When a language is used nation-wide, in a formal situation it is labeled as ‘Standard
Language’. It is actually just one dialect of a particular language agreed-upon to be
used in those special functions.

2. Within one dialect, it may also vary according to a special context. In Javanese, for
instance, the same reference of meaning can be represented by different lexical
items.
In Javanese, it has been ruled out that there are at least three speech levels:
(1) krama inggil (high level)(2) krama madya (medium level)(3) ngoko (low level)

3. A language, therefore, has varieties called dialects which are very much influenced
by the geographical or regional factors. Therefore, such varieties are called regional
or geographical dialects. It is also possible that dialects are bordered by seas,
mountains, rivers, or forests.

SOCIOLINGUISTICS
Introduction
Sumarsono and Partana (2002) exemplify that a language (A) has two dialects (A1,
A2). In order for dialects A1 and A2 to be labeled as dialects of language A, the
speakers of A1 must understand what is said by the speaker of A2, and vice versa.

Two groups of speech communities in fact can understand each other despite
different languages are used. It happens in the northern coast of East Java
(Pasuruhan, Probolinggo, Besuki, Bondowoso) where Javanese people use Javanese,
and Madura people speak Madurese, yet they understand each other—also in
Gilimanuk between Javanese and Balinese, in Indramayu between Javanese and
Sundanese. This has weakened the criterion (based on mutual or nonmutual
understanding) of whether X and Y belong to two dialects of a language or two
languages.

SOCIOLINGUISTICS
Introduction
How people can be socially and linguistically accepted in the society where they live
and interact with other people in all walks of life? For this purpose, we are actually
dealing with modern literacy, that is being able to live in diverse situational and
cultural contexts as compared to the past concept of literacy which was limited to the
ability to read and write. We come to know the term ‘literacies’ as referred to both soft
and hard skills, and thereby we acknowledge:
• Medical literacy
• Political literacy
• Computer literacy

Each of which carries an attribute ‘literate’ or otherwise ‘illiterate’ referring to any

individual with a particular profession. Someone who knows computer at least at
operational level can be said or labeled as being ‘computer literate’. In a modern
society, everyone must, for example, be politically literate. Thus, to reiterate the
concept of literacy, medical literacy implies both theoretical and practical expertise
on medication; the individual must be able to perform medically-related skills, such as
giving injection, writing prescriptions, etc.

SOCIOLINGUISTICS
Communicative
Breakdowns

SOCIOLINGUISTICS
 Communicative Breakdowns
A
Communicative Breakdowns
Communication breakdowns occur caused by the nature of language varieties which may
not be always recognized by each member of the speech communities.

➢ Communication breakdowns problematic within a speech community with different

social status and literacy.

Example:
• On the bus, there are two people with difference background. There are the doctor and
the teacher. They will probably limit their casual talks to something of general
knowledge. They will never be able to enter each other’s literacies.

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 Communicative Breakdowns
B
➢ Differences in linguistic varieties and variations

Example:
• When two individuals with different varieties of a language meet. For example, a person
from Yogyakarta meets a person from Tegal. Two individuals there is a different Javanese
dialect background. One person from Yogyakarta used standard Javanese and one person
from Tegal used Banyumas dialect (Tegal variation). Thus, these 2 people can use
standard Javanese in their communication.

SOCIOLINGUISTICS
 Communicative Breakdowns
C
➢ Communication breakdowns may also occur due to power relation in unequal status in
terms of wealth, education, popularity and any other social constraints.

Example​:
(1) Stop smoking, you bastard!! Air-conditioned, you see.
(2) Would you please extinguish your cigarette, Sir? I am afraid this is an airconditioned
room.

SOCIOLINGUISTICS
Positioning
‘self’

SOCIOLINGUISTICS
Positioning ‘self’
In sociolinguistics, the concept of "positioning self" refers to how individuals position themselves or present their
identity within a particular social context or group through their language choices and communication styles. This
can involve adopting specific linguistic features, accents, or speech patterns to align with or differentiate
themselves from others.

1. The maxim of quantity

where one tries to be as informative as one possibly can, and gives as much
information as is needed, and no more.
2. The maxim of quality
where one tries to be truthful, and does not give information that is false or that is
not supported by evidence.
3. The maxim of relation
where one tries to be relevant, and says things that are pertinent to the discussion.
4. The maxim of manner
when one tries to be as clear, as brief, and as orderly as one can in what one says,
and where one avoids obscurity and ambiguity.

SOCIOLINGUISTICS
Positioning ‘self’
Politeness strategies in sociolinguistics refer to the ways
people use language to maintain politeness and avoid
causing offense or discomfort in their interactions with
others. These strategies involve choosing words, tone, and
expressions that consider the feelings and social norms of
the conversation participants. Politeness strategies are
employed to create a harmonious and respectful
atmosphere in communication.

SOCIOLINGUISTICS
Positioning ‘self’
POSITIVE AND NEGATIVE POLITENESS

Positive politeness strategies involve actions or language choices that emphasize the
speaker's goodwill, appreciation, and empathy toward the listener. They aim to make
the interaction more harmonious and pleasant by showing that the speaker values and
respects the listener's positive face, which is their desire to be liked, appreciated, and
included.

Example:
Imagine two coworkers, Sarah and Tom, discussing a project they're working on
together. Tom wants to request that Sarah help him with a task. He could use a positive
politeness strategy like this:
"Hey, Sarah, I really appreciate your expertise in this area, and I think your input would
be incredibly valuable. Would you mind helping me with this part of the project?"

SOCIOLINGUISTICS
Positioning ‘self’
POSITIVE AND NEGATIVE POLITENESS

Negative politeness strategies involve using language to show respect for someone's
autonomy, freedom, and personal boundaries, often by using indirect or hedging
language to make requests or statements less imposing.

Example:
Imagine you need to ask a coworker to help you with a task, but you want to be polite
and not impose on their time and workload. You might use negative politeness
strategies in your request.
Direct Request: "Can you help me with this right now?"
Negative Politeness Request: "I hope I'm not bothering you, but if you have a moment,
could you possibly help me with this when you get a chance?"

SOCIOLINGUISTICS
Positioning ‘self’
FACE ACTS

Face Saving Acts

This is communicative behaviors and strategies people employ to protect or maintain
their social dignity, reputation, or "face" in interactions, particularly in situations where
there's potential for embarrassment or loss of face.

Face Threatening Acts

This is an act that inherently damages the face of the addressee or the speaker by
acting in opposition to the wants and desires of the other, such as for example, order,
requests, threats, warnings, advice

SOCIOLINGUISTICS
Relevant to
Language
Teaching
SOCIOLINGUISTICS
Relevant to Language Teaching
EFL teachers must teach Standard English consistently, whether it be British or American English.
While local dialects or variations can be learned through social discursive practices, it is important
for the teacher to maintain consistency in their teaching. It also suggests that native speakers of
English will often use the standard spoken English when communicating with international students.
Therefore, EFL teachers may want to focus on teaching the standard spoken English that is
commonly used in the target country, while also exposing students to local dialects and variations
through social interactions. This can help students develop a well-rounded understanding of the
language and its variations. By understanding of the language and its variations can help EFL
learners improve their language skills and communicate more effectively. By learning about
language varieties and variations, learners can develop a better understanding of the social and
cultural contexts in which the language is used. This can help them to communicate more effectively
with native speakers and to adapt their language use to different situations.

SOCIOLINGUISTICS
Thank you.
Do you have any
questions?
SOCIOLINGUISTICS