3.1.7

Diversity Model

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Diversity Model - Valentova and Havlicek

The diversity model claims that there are more differences within the genders than there are between them. It looks closely at things like the language of the LGBT+ community.

Valentova and Havlicek

Czech linguists Valentova and Havlicek investigated what is called someone’s ‘perceived sexual orientation’.
They looked at whether or not someone could tell a man’s sexuality based on their aesthetics and voice.
Participants could detect someone’s sexuality based on both their voice and how they looked (even by facial features).
Participants stated that there was a certain femininity in the voice of the homosexual men, such as elongated /l/ vowel (/l:/) sound in words like ‘towel’.

Support - Northwestern University

Support - Northwestern University

Research conducted by Northwestern University in 2004 supports Valentova and Havlicek's findings.
This research found that lesbian, gay and bisexual people showed no difference at birth in vowel production, but chose to selectively adopt vowel productions of certain social groups.
Their research also found that gay/bisexual men did not necessarily adopt vowel sounds from women and that lesbian/bisexual women did not necessarily adopt vowel sounds from men – it was more from their social groups.

Diversity Model - William Leap

The diversity model claims that there are more differences within the genders than there are between them. Leading linguist William Leap published work on what he denotes as ‘Lavender Linguistics’.

__'Lavender Linguistics'__

'Lavender Linguistics'

'Lavender Linguistics' describes the sociolect (language of a social group) of homosexuals.
Leap believes that the way homosexuals interact with heterosexuals and with other homosexuals differs.
He claims that this is a whole other language.

Code masking homosexual behaviour

Code masking homosexual behaviour

Towards the end of the 19th century, a code (a language) developed from performers and workers in theatre, fairgrounds, circuses and fish markets.
This code was used to mask homosexual behaviour in a time when it was illegal to be gay.
Some terms like ‘naff’ and ‘camp’ are still widely in use, but Polari is not.

The Diversity Model

The diversity model claims that there are more differences within the genders than there are between them. It looks closely at things like the language of the LGBT+ community.

1

Language Levels

1.1

Assessment Objectives

1.1.1Assessment Objectives

1.2

Lexis

1.2.1Introduction 1.2.2Common, Proper, Abstract & Concrete Nouns 1.2.3Collective Nouns 1.2.4Adjectives 1.2.5Main, Auxiliary & Copular Verbs 1.2.6Dynamic & Stative Verbs 1.2.7Transitive, Intransitive, Active & Passive Verbs 1.2.8Mood of Verbs 1.2.9Adverbs 1.2.10Personal, Possessive & Reflexive Pronouns 1.2.11Relative & Demonstrative Pronouns 1.2.12Determiners 1.2.13Conjunctions 1.2.14Synonyms, Antonyms & Phonological Features 1.2.15End of Topic Test - Lexis

1.3

Grammar

1.3.1Morphology 1.3.2Clauses 1.3.3Phrases 1.3.4Present Tense 1.3.5Past Tense 1.3.6Future Tense 1.3.7End of Topic Test - Grammar

1.4

Semantics & Pragmatics

1.4.1Semantics 1.4.2Pragmatics

1.5

Discourse Structure, Graphology & Orthography

1.5.1Discourse Structure 1.5.2Graphology & Orthography 1.5.3End of Topic Test - Semantics, Graphology etc.

2

Language, The Individual & Society

2.1

Children’s Language Development

2.1.1The Exam 2.1.2Phonemes, Vocal Tract & Articulation 2.1.3Writing About Phonemes 2.1.4Phonological Simplification 2.1.5A Child's First Year & Consonant Acquisition 2.1.6Beginning Stages of Language 2.1.7Lexical Development 2.1.8Stages of Development 2.1.9End of Topic Test - Child Language Development

2.2

Children's Language Development - Theories

2.2.1Behaviourism 2.2.2Interactionism 2.2.3Challenging Interactionism 2.2.4Nativism 2.2.5Nativism - Exam Answer 2.2.6Cognitivism 2.2.7Social Constructionism 2.2.8Writing About Spoken Acquisition 2.2.9End of Topic Test - Development Theories

2.3

Literacy Development: Reading

2.3.1Introduction 2.3.2Phonics vs Whole Word 2.3.3Debates in Reading 2.3.4Modelling Reading Acquisition 2.3.5Other Reading Theories 2.3.6End of Topic Test - Reading

2.4

Literacy Development: Writing

2.4.1Orthography 2.4.2Kroll's Theory 2.4.3Barclay's Theory 2.4.4Creativity vs Accuracy 2.4.5Other Writing Theories 2.4.6The Exam 2.4.7End of Topic Test - Writing

3

Language Diversity & Change

3.1

The Importance of Gendered Language

3.1.1Writing About Gender 3.1.2Dominance Theory 3.1.3Interruptions - Zimmerman & West 3.1.4Deficit Theory 3.1.5Difference Model 3.1.6Difference Model - Men 3.1.7Diversity Model 3.1.8End of Topic Test - Gendered Language

3.2

Social Groups

3.2.1Writing About Social Groups 3.2.2Social Class 3.2.3Social Class 2 3.2.4Age 3.2.5Age - Teen Speak 3.2.6Milroy’s Belfast Study 3.2.7Labov’s Martha’s Vineyard Study 3.2.8End of Topic Test - Social Groups

3.3

Occupational Groups

3.3.1Writing About Occupational Groups 3.3.2Jargon 3.3.3Conversations 3.3.4Hierarchy & Power 3.3.5End of Topic Test - Occupational Groups

3.4

Accents & Dialects

3.4.1Writing About Accent & Dialect 3.4.2Introduction to Accents & Dialects 3.4.3Accents - Matched Guide Experiment 3.4.4Accents - Received Pronunciation & Brummie 3.4.5Dialects - Dialectal Variations 3.4.6Accent & Dialect Case Study - London 3.4.7End of Topic Test - Accents & Dialects

3.5

Language Change

3.5.1Writing About Language Change 3.5.2Modelling Change 3.5.3Modelling Change 2 3.5.4Lexical Change 3.5.5Semantic Change 3.5.6End of Topic Test - Language Change

3.6

History of English

3.6.1Old English 3.6.2Old English 2 3.6.3Middle English 3.6.4Middle English 2 3.6.5Early Modern English 3.6.6Late Modern English 3.6.7Present Day English 3.6.8Global English 3.6.9American English 3.6.10Modelling Global English 3.6.11End of Topic Test - History of English

Jump to other topics

1

Language Levels

1.1

Assessment Objectives

1.1.1Assessment Objectives

1.2

Lexis

1.2.1Introduction 1.2.2Common, Proper, Abstract & Concrete Nouns 1.2.3Collective Nouns 1.2.4Adjectives 1.2.5Main, Auxiliary & Copular Verbs 1.2.6Dynamic & Stative Verbs 1.2.7Transitive, Intransitive, Active & Passive Verbs 1.2.8Mood of Verbs 1.2.9Adverbs 1.2.10Personal, Possessive & Reflexive Pronouns 1.2.11Relative & Demonstrative Pronouns 1.2.12Determiners 1.2.13Conjunctions 1.2.14Synonyms, Antonyms & Phonological Features 1.2.15End of Topic Test - Lexis

1.3

Grammar

1.3.1Morphology 1.3.2Clauses 1.3.3Phrases 1.3.4Present Tense 1.3.5Past Tense 1.3.6Future Tense 1.3.7End of Topic Test - Grammar

1.4

Semantics & Pragmatics

1.4.1Semantics 1.4.2Pragmatics

1.5

Discourse Structure, Graphology & Orthography

1.5.1Discourse Structure 1.5.2Graphology & Orthography 1.5.3End of Topic Test - Semantics, Graphology etc.

2

Language, The Individual & Society

2.1

Children’s Language Development

2.1.1The Exam 2.1.2Phonemes, Vocal Tract & Articulation 2.1.3Writing About Phonemes 2.1.4Phonological Simplification 2.1.5A Child's First Year & Consonant Acquisition 2.1.6Beginning Stages of Language 2.1.7Lexical Development 2.1.8Stages of Development 2.1.9End of Topic Test - Child Language Development

2.2

Children's Language Development - Theories

2.2.1Behaviourism 2.2.2Interactionism 2.2.3Challenging Interactionism 2.2.4Nativism 2.2.5Nativism - Exam Answer 2.2.6Cognitivism 2.2.7Social Constructionism 2.2.8Writing About Spoken Acquisition 2.2.9End of Topic Test - Development Theories

2.3

Literacy Development: Reading

2.3.1Introduction 2.3.2Phonics vs Whole Word 2.3.3Debates in Reading 2.3.4Modelling Reading Acquisition 2.3.5Other Reading Theories 2.3.6End of Topic Test - Reading

2.4

Literacy Development: Writing

2.4.1Orthography 2.4.2Kroll's Theory 2.4.3Barclay's Theory 2.4.4Creativity vs Accuracy 2.4.5Other Writing Theories 2.4.6The Exam 2.4.7End of Topic Test - Writing

3

Language Diversity & Change

3.1

The Importance of Gendered Language

3.1.1Writing About Gender 3.1.2Dominance Theory 3.1.3Interruptions - Zimmerman & West 3.1.4Deficit Theory 3.1.5Difference Model 3.1.6Difference Model - Men 3.1.7Diversity Model 3.1.8End of Topic Test - Gendered Language

3.2

Social Groups

3.2.1Writing About Social Groups 3.2.2Social Class 3.2.3Social Class 2 3.2.4Age 3.2.5Age - Teen Speak 3.2.6Milroy’s Belfast Study 3.2.7Labov’s Martha’s Vineyard Study 3.2.8End of Topic Test - Social Groups

3.3

Occupational Groups

3.3.1Writing About Occupational Groups 3.3.2Jargon 3.3.3Conversations 3.3.4Hierarchy & Power 3.3.5End of Topic Test - Occupational Groups

3.4

Accents & Dialects

3.4.1Writing About Accent & Dialect 3.4.2Introduction to Accents & Dialects 3.4.3Accents - Matched Guide Experiment 3.4.4Accents - Received Pronunciation & Brummie 3.4.5Dialects - Dialectal Variations 3.4.6Accent & Dialect Case Study - London 3.4.7End of Topic Test - Accents & Dialects

3.5

Language Change

3.5.1Writing About Language Change 3.5.2Modelling Change 3.5.3Modelling Change 2 3.5.4Lexical Change 3.5.5Semantic Change 3.5.6End of Topic Test - Language Change

3.6

History of English

3.6.1Old English 3.6.2Old English 2 3.6.3Middle English 3.6.4Middle English 2 3.6.5Early Modern English 3.6.6Late Modern English 3.6.7Present Day English 3.6.8Global English 3.6.9American English 3.6.10Modelling Global English 3.6.11End of Topic Test - History of English

Practice questions on Diversity Model

Can you answer these? Test yourself with free interactive practice on Seneca — used by over 10 million students.

1
__Valentova and Havlicek__ findings: True / false
2
What phrase did __William Leap__ coin to describe the sociolect (language of a social group) of homosexuals?Multiple choice
3
Who created the theory of performativity?Multiple choice
4
__Judith Butler__’s theory:Fill in the list

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Difference Model - Men

End of Topic Test - Gendered Language