1. The stranger;
a social type
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2. The situations are both literally and
metaphorically
• Liminal
– The stranger is standing on the threshold, between the
world outside and the world inside.
• Adumbrating
– The stranger shadow’s is cast before him, foreshadowing
some immediate yet unknown events.
• Epiphanic
– Like the Magi in the Gospels, prototypical foreigners come
from afar to witness the godhead of Christ shinning
through the form of a human baby and a new covenant no
longer limited to the chosen people: there is literally a
shinning through of the light behind him.
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3. The Stranger is characterized by
Simmel into:
• Position in space
– The stranger is both wandering and fixed: Spatial relations ‘are the
condition…and the symbol…of human relations’.
• Position in time
– ‘the person who comes today and stays tomorrow…a person without a
history’.
• Social position
– For Simmel, the stranger, paradoxically, ‘like the poor and sundry
“inner enemies” is an element of the group itself while not being part
of it…to be the stranger is naturally a very positive relation: it is a
specific form of interaction’.
• Relational position
– …is determined, essentially, by the fact that he has not belonged to it
from the beginning, that he imports qualities into it, which do not and
cannot stem from the group itself’.
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4. Anomie
Recognition
Citizenship
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5. Anomie;
• In Guyjean’s ethics, anomie is a desirable state
of affairs, the only one in which the individual
is truly free to make authentic moral
judgments.
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6. Recognition;
• Hegel:
Recognition Is central
philosophical system
to
the
ethical
In his analysis, there are three kinds of
recognitions: Affective, Ethical and Social.
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7. Affective recognition
• Results from the other meaning-makers being
well-disposed to the individual. Their
attention, love, kindness is essential to the
acquisition of self-confidence, a belief in the
fact and value of our own existence. If
affective recognition is withheld or withdrawn,
personal identity is reduced, damaged or
destroyed.
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8. Ethical recognition
• Implies that the individual is worthy of
respect, both legally-he or she is an agentive
subject having rights (the first of which is, of
course, to be recognized as such)-and morallyhe or she is credited with the capacity to make
moral distinctions.
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9. Social recognition
• Is the expression of the loyalty and solidarity
which members of the group display to one
another through their mutual inclusion in
group activities.
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10. Citizenship;
• Citizenship is obviously a vital ingredient of
social life and as a concept it goes some way
to explaining what we might mean by ‘a sense
of belonging, an expression which occurs
sooner rather than later in almost any
discussion of identity.
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11. The criteria which delineates and
constitutes ethnic and national groups
1.
2.
3.
4.
5.
6.
7.
8.
The group has a name and other symbols
The group’s main aim is survival (as a social group)
The group has its distinctive practices
The group recognizes a set of language varieties and (linguistic) value
The group shares a commonsense world of social reality
The group has internal structure
The group may have a territory and bioethnic traits
The group can identify strangers and has specific forms for interaction
with them
9. The group has a history
10. Members are conscious of membership
1.
2.
3.
Ethnodemographic variables
Ethnosociological variables
Ethnopolitical variables
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12. PRAGMATIC FAILURE
• Thomas (1983, p.99) defined and distinguished
pragmalinguistic and sociopragmatic failures as follows:
– Pragmatic failure … occurs when the pragmatic force mapped
by speaker onto a given utterance is systematically different
from the force most frequently assigned to it by native speakers
of the target language, or when speech act strategies are
inappropriately transferred from L1 to L2.
– Sociopragmatic failure … refers to the social conditions placed
on language in use … while the pragmalinguistic failure is
basically a linguistic problem, caused by differences in the
linguistic encoding of pragmatic force, pragmatic failure stems
from cross-culturally different perceptions of what constitutes
appropiate linguistic behaviour.
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13. A Case of pragmatic failure
• Englishman : Can I give you a hand?
• Japanese lady traveller (burdened with two
suitcases, baby, etc.)
: So sorry, so sorry,
you are very kind
– the Englishman could not tell whether the
Japanese lady was accepting or refusing his offer,
as what he took to be an act of apologizing does
not have illocutionary force in his standard variety
of English.
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14. A case of sociopragmatic failure
• American : …we must have lunch some time.
• Foreigners
: when? Tuesday?
– Since Art Buchwald’s articles on the topic, this example has
been the locus classicus for intercultural communicative
failure. The source of misunderstanding lies in the high
degree of idiomaticity of the expression, together with the
fact that constitutive elements of the act of inventing are
missing: as far as the American is concerned, this is simply
a politeness formula along the same lines as ‘nice to meet
you’ or ‘see you’. Again, though, it is interesting to
speculate on the communicative sources of negative
heterostereotypes, with US Americans being accused of
superficial friendliness and ‘foreigners’ of being too pushy
socially speaking.
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15. Compensation strategies
• Compensation strategies are plans of action to
which speaker or hearer may have recourse when
they are aware that their linguistic or
communicative resources are for some reason
inadequate to deal with the matter in hand, in
other words, when they have a problem
expressing
themselves
or
understanding
interlocuters. The lack of knowledge or
competence need to be compensated for by
other means if the problem is to be avoided or
solved and a successful outcome achieved.
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16. Some Compensation strategies
• Topic avoidance
– The speakers decide not to attempt to say or talk about X,
because he does not feel competent to do so. This may be
marked explicitly by such expression as ‘Let’s talk about Y
instead’.
• Message abandonment
– Having started an attempt to communicate a message, the
speakers give up because it is too difficult. This may be marked
explicitly by such expressions as ‘I can’t say it in English’.
• Self-repair strategies
– Where the speakers try to solve the problem on his/her own
• Collaborative strategies
– Where the speakers try to recruit the help of his interlocutors
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