The object of this essay is to provide an argument mapping of Rosina Lippi-Green’s article, “Teaching Children How to Discriminate: What We Learn from the Big Bad Wolf.” So that I can successfully map this article, I will accomplish the following. I will start off by identifying the main claims made in the article. Then I will focus on the assumptions made by Lippi-Green. I will also be analyzing the sociolinguistic and ethnographic claims made, and I will also present the necessary evidence needed to back up these claims. In doing so, I will attempt to find the general conclusions made throughout the author’s article. Finally, I will examine the main conclusion, and the way in which ethnographic ideologies in our society are related to the …show more content…
I will first address her five sociolinguistic claims that are not supported directly by her own empirical research, but can still be considered claims because she provides evidence and support them by addressing specific films or the research done by other people. These claims consist of the anti-semitic message and the link between evil intentions and things Jewish, how a director or actor target a certain social, regional, or foreign accent of English because it is inherent to the role, the way in which sometimes accents suggest dialogue that would normally be in another language, accents which are used to establish origin, and the way in which films use language variation and accent quickly characterize and stereotype a character.The last two sociolinguistic claims also tie into our society’s ethnographic ideologies in that by using language variation and accent, we can characterize a character through our own preconceived ideas and notions about the accent. Lippi-Green also makes eight prevailing sociolinguistic claims which are supported by her own evidence: most characters speak mainstream US English (MUSE), characters in the Disney films with foreign accents have more negative representations while characters with MUSE accents have more typically positive representations, all AAVE speaking characters appear in animal form, and these African American are not allowed many possibilities but they can want the things they can’t have, parenthood and romance don’t intersect, few married couples have major roles in the films, men tend to have more opportunities to be expressive than women, and French speaking characters usually reinforce the prototypical French stereotype. These claims are tied into and supported by her own research, and they will also be useful in contributing to the general conclusions that the author draws. Lippi-Green includes two ethnographic claims
Discriminate Rosina Lippi-Green's article "Teaching Children How to Discriminate - What We Learn From The Big Bad Wolf" (1997) examines the discrimination and stereotypes toward different race, ethnicity, gender, religion, nationality and region that Disney presents in their animated films. Lippi-Green also points out the use or misuse of foreign accents in films, television and the entertainment industry as a whole. Such animated films are viewed mainly by children. Lippi-Green makes a central
In the well-known novel “Erasure” author Percival Everett, entertains the reader by having a “story within the story.” The main character, Stagg Lee is the author of “My Pafology” a story about a black boy that depicts the typical black male in society. However, when Monk is not occupied by his profession, he struggles with identity crises in his personal life. Throughout his life, family has been an important aspect. His parents were one of the reasons why he had a sense of identity. However, that
Dialect Discrimination in Disney Disney is a huge corporation that made its mark on the world. Children grow up watching their movies, shows, and dream about visiting the Disney World. Disney’s magical world is not as magical as it once seemed. Disney has a common theme that runs through their movies. Majority of Disney movies are set in places all over the world, yet the main characters of the films do not speak in the expected dialect that the film is set in. Dialects, as defined by Dialects
Summary- Racism and discrimination can appear in many different forms and can affect one’s wellbeing, career and development. Language is often used to establish connections and has a huge impact on the way individuals are viewed by in contemporary society. In the article ‘Mother Tongue’, Amy Tan outlines the significance of language discrimination. She observes language as a powerful tool which can ‘evoke an emotion, a visual image, a complex idea or a simple truth’ (pp.1). Drawing largely upon
with his family and friends in Far Far Away. I chose this animated movie because gives us the opportunity to discuss the ideas proposed by Rosina Lippi-Green in her 1997’s publication, where she discusses the way animated films expose children to different stereotypes through language and looks. In her 1997’s study, she presents the idea that some stereotypes are inevitable, yet, whether they have a positive or negative repercussion depends on the interpretation
ability to signal race and has been influenced to exploit racial stereotypes, which are displayed in Disney films. The problem arises when movies do not portray these values. Disney Classics that our generation adored as children are now thought to showcase many questionable values in their storylines. There is a clear representation of stereotypes through the use of language in many of these classics. An example of sexist stereotypes can be seen in Cinderella, where the young girl is helpless until
Modern Family is a television series that focuses on three families that are meant to represent the diversity and uniqueness of today’s not-so-standardized “modern family”. All of the characters in the series speak with a fairly standard American accent with the exception of Gloria. Gloria spent the majority of her life in Colombia and this is reflected through a strong Colombian accent. The difference between the way that Gloria speaks and the way the rest of the cast speaks is an example of language