With the widespread use of English all over the world, more language varieties have been observed and documented (Smith & Nelson, 2006) yielding to differing preferences, perceptions, and attitudes ...toward varieties and subvarieties. While some varieties have homogenizing effects where speakers make the language their own, others who seek to follow the prescribed sound may want to neutralize the accent of other speakers, especially in highly stratified societies where interlocutors attach different attitudes toward language varieties. Although these effects may be seen in most social interactions, more evidence are needed to determine if people’s attitude toward different lectal groups influence ESL (English as a second language) learners. Attitudes toward a language can be partly captured in stereotypes. Thus, language stereotypes about different lectal groups further warrant investigation as these may have consequences on how students learn their second language. This study explores the language stereotypes attached by Filipino ESL learners to different Philippine lectal groups through the use of a Matched Guise Test (MGT) and follow-up interviews. The study shows that the language stereotype and the lectal group in which the speaker belongs have a significant relationship. This means that specific language stereotypes are strongly associated with different lectal groups. Social status, which is often attached to accent, has somehow skewed the ESL learners’ perceptions based on the three lectal varieties (i.e., basilect, mesolect, and acrolect) of English spoken in the Philippines. These language stereotypes largely influence those students who still consider the acrolect variety as the prescribed accent in evaluating other lectal speakers of English.
Scholars of African American Vernacular English (AAVE) have generally assumed that the invariant am typical of minstrel depictions of Black speech was a fabrication, used neither by modern nor ...earlier Black Americans. However, the frequency with which invariant am occurs in renditions of interviews with ex-slave speech has always lent a certain uncertainty here, despite claims that these must have been distortions introduced by the interviewers. The author argues that the use of invariant am in a great many literary sources written by Black writers with sober intention, grammatical descriptions of Black speech that note invariant am as a feature, and the use of invariant am in regional British dialects imported to the New World suggest that invariant am was present in earlier AAVE and common among Black slaves and their immediate descendants, yet had largely disappeared by World War II.
We collected original experimental data, using the matched-guise technique, to examine the Taiwanese people's evaluational reactions to two major spoken languages in contemporary Taiwan: Mandarin and ...Taiwanese. Taking advantage of the effectiveness of the experimental technique in controlling for possible unobserved confounding variables, we clearly and systematically demonstrate that (1) language stereotypes do exist in today's Taiwan, and (2) there are some serious and significant implications for Taiwan's public opinion and democratic politics. Our data show that such language stereotypes are of great salience and consistently decoded for political issues, less so for socioeconomic issues, and almost insignificant for personality features. Our data also confirm that these language stereotypes are not just proxies of Taiwan's regional divisions; the Taiwanese people cognitively differentiate between the spoken languages' political and socioeconomic implications (despite some mild halo effect between the two).
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, ODKLJ, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
The fall of demonstrative them Hazen, Kirk; Hamilton, Sarah; Vacovsky, Sarah
English world-wide,
01/2011, Letnik:
32, Številka:
1
Journal Article
Recenzirano
The varieties of English in the United States’ Appalachian region have undergone changes throughout the 20th century. This paper examines a change to one of the more stereotyped of vernacular dialect ...features, the use of
them
in a demonstrative determiner construction:
them apples are the best
. Although this dialect feature is found in English varieties around the world, this study is the first to take up a quantitative assessment of it as a sociolinguistic variable. In this paper, we discuss the historical background for demonstrative
them
, its current distribution in a corpus of modern Appalachian speech, and its relations to the other modern plural demonstratives,
these
and
those
. The data reveal that
them
functions primarily as an alternate to
those
, but the use of demonstrative
them
is sharply in decline across apparent time. As a stereotype of Appalachian speech, demonstrative
them
still remains, but younger Appalachian speakers have largely abandoned this stigmatized form.
It is clear that a proper understanding of what academic English is and how to use it is crucial for success in college, and yet students face multiple obstacles in acquiring this new 'code', not ...least that their professors often cannot agree among themselves on a definition and a set of rules. "Understanding Language Use in the Classroom" aims to bring the latest findings in linguistics research on academic English to educators from a range of disciplines, and to help them help their students learn and achieve. In this expanded edition of the original text, college educators will find PowerPoint presentations and instructor materials to enhance the topics covered in the text. Using these additional resources in the classroom will help educators to engage their students with this crucial, but frequently neglected, area of their college education; and to inform students about the unexamined linguistic assumptions we all hold, and that hold us back. You can find additional materials on the Resources tab of our website.
Linguistic Justice Baker-Bell, April
2020, 20200428, 2020-04-28, 2020-05-14
eBook
Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and ...negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice.
A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate.
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