Language Attitudes

El billingüismu produz efeutos d’influyencia crosllingüística na interpretación y producción de les dos llingües en contautu. Nesta investigación esaminamos la perceición de dos trazos llingüísticos asturianos na fala castellana per parte de dos grupos de participantes: (i) falantes de castellanu y (ii) falantes billingües d’asturianu/castellanu. La enclisis pronominal n’oraciones como ‘Vila ayer’ ye un rasgu asturianu que forma parte del continuum lectal de contautu que d’Andrés (2002) noma Asturianu Mínimu Urbanu (AMU), que se fala nes zones urbanes más habitaes n’Asturies y tien mayor contautu col castellanu. El neutru de materia, que ye la concordancia axetival en -o con dellos sustantivos non cuntables, ye un rasgu que s’atopa nel denomáu asturianu total (AT), el sistema menos castellanizáu de la llingua asturiana, y tien una estensión xeográfica menor que la enclisis. Fiximos un esperimentu consistente nun cuestionariu sobre les práutiques y usos llingüísticos de los participa...

English-derived words (EDWs), either English loanwords or made-in-Japan English expressions, are ubiquitous throughout the Japanese lexicon. Though educators may exploit them to aid vocabulary learning, their meanings often diverge from their words of origin, and many EDWs are not used in most English-speaking contexts. This study surveyed six native speakers of Japanese (NSJ) and six native speakers of English (NSE) to examine participants’ knowledge of the meanings of both English words with Japanese equivalents and made-in-Japan EDWs. These NSJs often assigned English words the meaning of Japanese EDWs and were unaware that many EDWs are not used outside of Japan. We investigated the attitudes that NSJs maintain toward made-in-Japan EDWs. Reactions were mixed. We proffered several explanations for why this was the case. The pedagogical implications are that English language teachers must be cautious when using EDWs to build vocabulary. We suggested several ways that this learning...

When Ireland became a country of net immigration in the 1990s, the varieties of English spoken on the island came to function as targets of language learning and were subjected to critical evaluation by people from a wide range of backgrounds. This paper explores newcomers' views on and attitudes towards Irish English based on interviews with 73 immigrants from a variety of national and social backgrounds. The analysis suggests that there is broad agreement about the nature of Irish English, but attitudes towards it and desire to identify with it are heterogeneous being influenced by a range of factors including people's alignment with Ireland, their views about variation and Irish reactions to its use.

The last roughly twenty years have seen a steady rise in research on varieties of English as spoken in Ireland (e.g. Fillpula 1999;. One line of research that has been particularly fruitful is the corpus-based investigation of pragmatic aspects of varieties of Irish English. While early work in this area dealt with hedging phenomena , more recent research has explored a range of issues such as politeness strategies and relational work in different interactional contexts (Clancy 2005, 2011; Farr 2005), the uses, meanings and functions of silence and mitigation (Kallen 2005), vocatives (Murphy & Farr 2012), different types of questions (O'Keeffee 2005) and discourse markers (Amador-Moreno 2005; Clancy & Vaughan 2012). Much of that research has to date been carried out on the basis of the one million word Limerick Corpus of Irish English which consists of a diverse set of recordings of naturally occurring speech ). Although Ireland underwent significant social change between the 1990s and 2007 due to both unprecedented levels of economic growth and immigration to Ireland, 1 research on language use in general and pragmatics in particular continues to primarily focus on the speech of people who speak varieties of Irish English as their main or only language. Aside from some recent work on the use of the discourse marker like among a small group of Polish immigrants to Ireland (Nestor et al 2012) and some work on newcomers' attitudes to Irish English (Migge 2012), we know relatively little about adult newcomers' engagement with varieties of English spoken in Ireland. This paper aims to make a contribution towards filling this gap by investigating newcomers' use of the element now. Focusing on the speech of 59 newcomers to 1 At the height of the boom, the foreign population of Ireland nearly doubled within the space of four years: from 7% or 274,000 people in 2002 to 13%, or 420,000 people in 2006. Until recently, UK citizens constituted the largest group of newcomers (Gilmartin & Mills 2008), however, recent census data suggests that people from Poland exceed UK citizens. Other newcomers came from a variety of EU 15 (e.g. France, Germany, Italy, Spain, the Netherlands) and EU 25 (e.g. Latvia, Lithuania, Slovakia) countries, and from countries outside of Europe such as Australia, the United States, Nigeria and India. Ireland, I examine whether or not and to what degree newcomers are adopting the different uses of now some of which appear to be specific to Irish varieties of English (Clancy & Vaughan 2012), and what factors promote their use. Although discourse elements have figured prominently in sociolinguistic investigations (e.g. Schiffrin 1987; Brinton 1996; Aijmer 2002), there is very little research on their use by language learners and by people who are learning a second dialect (of English). According to Müller (2005:1), the lack of studies on the use of discourse elements by learners is somewhat surprising because "pragmatic competence in terms of knowing the cultural values of the second language, for example, is recognized as being essential for successful communication" in Second Language Acquisition studies and since discourse elements are generally not consciously learned in the same way as structurally embedded elements their acquisition is crucially dependent on exposure to interactions in the language. In that sense then, the relative degree of acquisition of discourse elements by learners then functions as an index of learners' level of exposure to and contact with the language and, by extension degrees of integration. The element now is an interesting case. It is a commonly used element in varieties of English. However, despite its ubiquity, there appear to be certain uses of now that both researchers (Clancy and Vaughan 2012: 236-240) and speakers and non-speakers of varieties of Irish English appear to see as characteristic of Irish English. For instance, when asked about what they see as distinctive about Irish ways of speaking English, several of the newcomers to Ireland whose data will be examined in this study singled out uses of elements such as like, now and would as being emblemic of Irish English. A woman of Nigerian origin (A), for instance, explained that certain of the uses of now in Irish English are distinctive and that she uses them only in specific contexts, namely when interacting with Irish people. A: […] The way they use like, I don't now how to ex, explain that, in some instance where they would, em, say something and they would use that word now, I'm trying to think and, em, I'm thinking now. […]'I'm after', yeah, 'I'm after…', yeah, oh yeah, that's another thing, and then now as well… B. Do you think..? A. …they use now as well. B. Right, now, yeah, 'now'. A. 'We'd better fight now, or…', em. B. 'Now get your bag'. A. Or 'do something now', something, you know, those expressions, but I would only find myself, you know, saying something like that if I'm talking to an Irish person, or, I'm in a group where the Irish people are […] (N2) The bulk of the data for this study come from semi-guided interviews with sixty recent immigrants focusing on their experiences in Ireland. 2 Participants had either arrived in 2004 or in 2007 and were identified using three key methods: snowballing, flyers, and online recruitment via a number of on-line forums for expatriates. Most participants were interviewed twice over a period of two years and interviews lasted about an hour. Participants are representative of Ireland's immigrant population. They consisted of thirty-six women and twenty-four men and their ages ranged from 23 to 68 years of age, with the overwhelming majority in their twenties and thirties. Interviewees originated from different European countries,

This research was aimed at comparing the Algerian and Ghanaianinternational students to ascertain which of the two categories of students integrates into the Turkish society easier. The elements of integration considered in this study were Turkish language acquisition and socialization.To ascertain which of the two groups is faster in learning the Turkish language, interviews were held with some Turkish language teachersandquestionnaires were administered to the international students from the two countries. Another questionnaire was administered to the students to establish their level of socialization. Separate focus group discussions were also held with the two groups of students. The data was analysed using the approach of content analysis. The results indicated an overall higher performance of the Algerian students in terms of Turkish language acquisition, albeit with some limitation in writing skills, but also a higher level of socialization of the Ghanaian students compared t...

Even though Standard British English pronunciation has been a desirable target for many EFL speakers in Serbia, a gradual shift from Southern British Standard pronunciation (SBS) to an amalgam variety of English has been observed in Serbian EFL speakers in the past two decades. This emerging amalgam variety includes some of the traditional American English pronunciation features (also known as General American, or GA) that are not explicitly taught in the Serbian EFL formal education setting. Speech samples elicited from a group of 42 university students of English were analyzed from the viewpoint of usage of selected American English features. I investigated the extent of usage of four linguistic variables: rhoticity, intervocalic flaps, and the vowels in the BATH and LOT lexical sets. I found that rhoticity and the BATH vowels are predominantly pronounced in line with what's customary in GA, and the use of intervocalic flaps and LOT vowels is less prevalent overall in the participants' speech.

Este estudio, enmarcado en el Proyecto para el Estudio de las Creencias y Actitudes hacia las Variedades del Español en el siglo XXI (PRECAVES XXI), examina las percepciones de los bonaerenses hacia la variedad lingüística andina. Analiza cómo se configuran las actitudes hacia esta variedad, históricamente ligada a la expansión del español en Latinoamérica, considerando implicaciones culturales y sociopolíticas. El objetivo principal es explorar las creencias y actitudes hacia la variedad andina mediante cuatro preguntas clave sobre prestigio, reconocimiento, cercanía al habla bonaerense y valoración. La metodología incluye una encuesta en línea con técnicas directas e indirectas, utilizando la técnica de pares falsos. Los participantes evaluaron grabaciones  de  voces  andinas  a  través  de  escalas  Likert  y  cuestionarios.  Se  consideraron  variables  demográficas  como  sexo,  edad y nivel de instrucción. Los resultados muestran que, aunque las variedades rioplatense y española son percibidas como más  prestigiosas,  la  variedad  andina  se  destaca  entre  las  latinoamericanas.  Su  identificación  es  moderada,  percibida  como  ligeramente  distinta  del  habla  bonaerense,  y  su  valoración  es  levemente  positiva,  especialmente  en  aspectos  afectivos.  Las  evaluaciones positivas se asocian con aspiraciones sociales y con la percepción de un español cuidado.

The introductions of two Ladino books from the sixteenth century, Seder Nashim – a prayer book for women, and Shul ḥ an Hapanim – an edited Ladino translation of Shul ḥ an Arukh , show that Sephardic Jewish women were mostly illiterate and had very little knowledge of Hebrew or of Jewish law. They were also under the patronages of their fathers or husbands and stayed mainly at home. This situation mirrors their previous status in Spain and was common to other Jewish communities.

Bilingual preschool education is under researched compared with bilingual school education. There is also a lack of research on bilingual preschool teachers' agency and how they negotiate between two languages in the classroom. We examined the language practices of five bilingual preschool teachers working within three different socio-linguistic settings, in Finland (Finnish-Swedish and Russian-Finnish contexts), and Israel (an Arabic-Hebrew context) and interviewed the teachers about their use of languages in the classroom. We found that in each context the teachers reported modifications to an initial bilingual education model over time: from a strict separation of languages, to flexible bilingual practices. A thematic analysis of the contents of the teacher reflections as they emerged through interviews revealed five shared categories: (a) the flexible use of two languages; (b) responsible code-switching; (c) contextual and linguistic supports; (d) adjustments for individual children; and (e) role-modelling. Despite the different settings and sociolinguistic conditions, the similarities in teachers' practices and the rationale they gave for applying flexible bilingual practices were significant. The shared practices across contexts may have important implications for bilingual education.

NNIANIMU
Dwumadie yi kyerɛ yɛn biribi afa Akan mmɛ ahodoɔ bi mpɛnsɛmpɛnsɛmu ho. Ɛwom sɛ atwerɛfoɔ
bebree atwerɛ nwoma ahodoɔ de afa Akan mmɛ ho deɛ, nanso wɔ wɔn nnwumadie mu no, wɔn
nhyɛɛ da nkyerɛkyerɛɛ saa mmɛ yi mu fekɔfekɔ anaa pefee mma asuafoɔ anaa wɔn a wɔpɛ sɛ
wɔsua Akan kasa mmiɛnsa Asante Twi, Akuapem Twi ne Fante yi mu biara ntae nte mmɛ no ase
yie. Nti yɛn nhwehwɛmu yi bɛboa yɛn ama yɛahunu Akan mmɛ ahodoɔ aduasa bi asekyerɛ:
Asekyerɛ no nso gu ahodoɔ mmienu. Ɛbɛ biara wɔ n’asekyerɛ a ɛyɛ traa (Literal meaning) ne
asekyerɛ a ɛmu dɔ (deepest meaning).
Nwoma ahodoɔ mpɛnsɛmpɛnsɛmu maa yɛhunuu Akan ne Akan kasa asekyerɛ, ɛbɛ asekyerɛ, ɛbɛ
ahodoɔ a yɛwɔ no wɔ Akan mu, ɛbɛ farebae, berɛ a yɛde bu bɛ, ɛbɛ mu asɛntitire, ɛbɛ nhyehyɛeɛ
ne ɛho mfasoɔ.
Yɛyɛɛ nwoma ahodoɔ mpɛnsɛmpɛnsɛm mu no, yɛhunuu sɛ, nwoma a ɛfa Akan mmɛ ho nnɔɔso nti
yɛsusu sɛ, wɔn a wɔwɔ ho nimdeɛ mfa wɔn nimdeɛ ngu krataa so na ama wɔn a wɔresua Akan
kasa no anya bi de ayɛ nsusudua.
Ne korakora no, Akan mmɛ ho hia ma akyerɛkyerɛfoɔ, asuafoɔ ne wɔn a wɔwɔ ɔpɛ pa sɛ wɔsua
kasa no, ne saa nti, ɛho nimdeɛ bɛboa ama wɔakwadare wɔ kasa no ka ne n’atwerɛ mu.

A linguistic enclave is a restricted linguistic area where an X-speaking community is surrounded by a Y-speaking society. This article reviews some cases of Mediterranean enclave speech communities, while specific concern is devoted to Alghero (l'Alguer), a Catalan-speaking enclave in Sardinia, in the western Mediterranean. Often the linguistic landscape of enclaves involves the intertwining of language diversity and multilingual contact from which several sociolinguistic phenomena arise, since the emergence of a diverse language repertoire is a common outcome. I emphasize family and societal multilingualism, local identities and ideologies, and local language regression and progression. Diversity embraces not only language, but culture and religions too. These features make language enclaves appropriate sites to study the historical dynamics of languages and peoples. Most of the communities considered are under cultural and political pressure and their patrimonial language is subject to functional restriction, language shift and/or language obsolescence and death. However, they are, first and foremost, examples of long-lasting language maintenance under challenging conditions. Their origins typically stem from historical migrations and further settlement. Not all enclave communities are permanently settled: the Rom have been traditionally a nomadic people. I consider the case of Catalan Gypsies in France. They moved from the Catalan countries and their ethnic language is a variety of Catalan. Top-down and bottom-up revitalization measures in the Catalan-speaking community of Alghero are also considered with respect to both corpus planning and status planning.

Italian research on sociolinguistic variation, which has its roots in traditional dialectology and social linguistics , is characterized by an essentialist approach (i.e. system-oriented) and a constructivist approach (i.e. speaker-oriented). The former, which has been prevailing since the 1960s, rests upon the notions of diasystem, architecture of a language, dimension of variation, and language variety . The latter, which has been growing since the 1990s, is mainly focussed on intra-speaker variation and the construction of social identity in speech interaction Celata & Calamai, 2014). Until recently, the majority of studies on sociolinguistic variation have been carried out on small ad hoc-collected datasets. Large-scale investigations have been generally conducted as part of the development of linguistic atlases, such as Atlante Linguistico Italiano (www.atlantelinguistico.it), Atlante Linguistico della Sicilia (www.atlantelinguisticosicilia.it), Atlante Linguistico ed Etnografico del Piemonte Occidentale (www.alepo.unito.it), and Interactive Atlas of Romance Intonation (). Linguistic corpora, particularly speech corpora, allowing variationist analyses have only recently been built (e.g.

Abstract In this article, we describe the changes in language
skills, education, and language attitudes of the Skolt Sami between
the 1850s and 2020s and analyze the reasons for these changes.
The description and analysis are based on an in-depth reading
and interpretation of existing older sources and present-day interviews.
The Skolt Sami territories are divided between three countries:
Russia, Norway, and Finland. Since the nineteenth century
these territories have been increasingly colonized by members of
the majority cultures, but also by several linguistic and cultural
minorities. Due to this, the Skolt Sami have been a highly multilingual
people and have known, in addition to their own language,
one or more often several languages. Their language proficiency
has varied according to their language contacts. For a long time,
the Skolt Sami communities saw multilingualism as a positive
value, as it helped individuals to cope in varying situations and
contexts. The same ideology was dominant in connection to the
value given to schooling and education in general, even though
this was only available in majority languages. However, practical
obstacles to education during and after elementary education were
often perceived. From World War II, and in Norway even before,
language attitudes began to change rapidly and the nationalistic
ideal of monolingualism started to gain ground. To learn other,
larger languages was viewed as more important than knowing
Skolt Sami. This was caused by forced assimilation, which was
practiced especially in schools from the early twentieth century
on, and by negative attitudes of the majority populations, especially
peer groups. Since the late twentieth and early twenty-first
century language attitudes have started to change yet again, and
an active language revitalization process has started. At present,
schools and other educational institutions have become one of the
most important actors in processes of language revitalization.

The present study was designed to investigate the role of teacher as a mediator and its relationship with teacher autonomy in Iranian EFL context. To achieve this goal, a sample of 60 EFL teachers who were teaching English in different levels of language institutes was selected. The participants' views towards the importance of the twelve features of mediation were asked by means of Waren (1995) mediation questionnaire. Teachers' Autonomy Scale (Pearson & Hall, 1993) was also used to reflect the elements of teacher autonomy construct. The descriptive statistics revealed that Iranian EFL teachers seldom use mediation features in the classroom but they considered them as important techniques in the classroom. The results of Pearson correlation indicated a positive and significant relationship between teacher's mediation and teacher autonomy. The findings of this study are informative enough to arouse the interest of the relevant authorities to consider the potentiality of mediation techniques and take the necessary steps to improve teaching quality.

Developing a mixed methods research design can be challenging. Researchers must choose the appropriate quantitative and qualitative approaches necessary to answer the research question and design their mixed methods project using those approaches. There are many ways combine these approaches and there are no rigid formulas for designing a mixed methods project. This article describes types, advantages, disadvantages of mixed methods research methodology. The purpose of the article is to simplify the process of mixed methods research to enable the nursing researchers have a better understanding of steps in the research process and considering a mixed method research. Understanding the steps in the research process may benefit the nurses to implement the research in their day today practice. As Mixed methods research methodologies are popularly used in nursing research, it is essential that nurses understand the different approaches in mixed methods. The basic types of mixed methodology will, therefore, be discussed in this article.

This research aims to describe the students’ learning motivation and the effect of a tandem on distance on their writing skill. This research applied the descriptive quantitative method with two instruments. To gather the data, the researcher used questionnaires about learning motivation, tandem, and writing skill and documentation. The sample of this research are the 62 students who took the course German at B2 Level. Based on the result it can be concluded, that the learning motivation of the students is relatively good. However, there are some learning motivation’s aspects, which were not fulfilled. Those are the lack of positive mindset about the language, confidence, feedbacks from the lecturers, and the application of the target language. It was found, that tandem can be a solution to those mentioned problems and increase the learning motivation. The students also learn the German’s culture and get used to communicate with native speakers.

Abstract (English): A new communication technology - the Internet - offers people with hearing impairment the prospect of full participation and inclusion in society. This study provides an overview of people who have varying degrees of hearing loss and have access to available digital communication technologies. It analyses their use of social media to communicate and obtain information that can improve the quality of life of individuals with hearing loss. This study'sresults and interpretation provide valuable information that they can use to further enhance anddevelop communication technologies with social media types.

Key words: people with hearing impairment, users of sign language, social media

Abstrakt (Slovak language): Nová forma komunikačnej technológie – internet – ponúka ľuďom s poruchou sluchumožnosť plnej účasti a inklúzie do sociálnej spoločnosti. Táto štúdia poskytuje prehľad o ľuďochs rôznym stupňom straty sluchu, ktorí majú prístup k dostupným digitálnym komunikačnýmtechnológiám. Analyzuje ich používanie sociálnych médií na komunikáciu a získavanieinformácií, ktoré môžu zlepšiť kvalitu života jednotlivcov so stratou sluchu. Výsledky ainterpretácia tejto štúdie poskytujú cenné informácie, ktoré môžu ľudia využiť na ďalšiezlepšovanie a rozvoj komunikačných technológií s rôznymi typmi sociálnych médií.

Kľúčové slová: osoby s poruchou sluchu, posunkujúci, sociálne médiá

Tanto en el español de Medellín como en el de Santiago, las formas de tratamiento voseantes y tuteantes reflejan una estratificación sociolingüística influenciada por factores como el estatus social y el género. Para investigar qué rasgos sociales están asociados con estas variantes y determinar si estas asociaciones son consistentes en términos de procesamiento y relevancia en ambas ciudades, se llevó a cabo un experimento con 100 participantes de Medellín y 131 de Santiago, utilizando la técnica imitativa. Tras escuchar cuatro grabaciones, cada una con tres instancias de voseo o tuteo, los participantes evaluaron a los hablantes en diversas escalas de características sociales. El análisis estadístico de 5544 evaluaciones mostró que el tuteo obtiene puntuaciones más altas en recursos, educación, agradabilidad y simpatía, además de ser percibido como menos heteronormativo que el voseo. Sin embargo, se observaron diferencias significativas entre Medellín y Santiago en el procesamiento y la relevancia de estas características. Estos resultados sugieren que, al atribuir significado social a las variantes del habla, las personas consideran tanto el contexto general como el particular.

This paper examines the role of bilingual education in enhancing academic performance and social skills among elementary school learners. A review of literature reveals significant correlations between bilingualism, academic achievement, and social development. By analyzing various studies, this paper highlights the benefits of dual language programs and their implications for educational policy.

It is a common stereotype in Switzerland that speakers from Bern speak slowly and speakers from Zurich speak quickly. Are these differences in perception at all mirrored in production? We present a new method of crowdsourcing speaking rate through a free of charge iOS application. Astonishingly, results indicate that the temporal structure of a few words alone -as spoken by a few hundred speakers -are sufficient to tell apart the two dialects in speaking rate. In line with previous literature, females articulate more slowly than males. Further potential fields of application of the introduced method are discussed.

In this case study we examine sound change of Altoberdeutsch in Swiss German dialects. We used contemporary dialect data from nearly 60,000 speakers – collected with the smartphone app Dialakt App – and compared it to historical Atlas data from the 1950s. Results revealed hierarchical and contra-hierarchical diffusion patterns for some dialectal variants, while other variants remained virtually unchanged over the course of seven decades. We further report change in apparent time, with older speakers using traditional variants more frequently than younger speakers. Using this case study as a model, future work using the Dialakt App corpus will reveal patterns of feature diffusion and dialect leveling on a larger scale.

It is a common stereotype in Switzerland that speakers from Bern speak slowly and speakers from Zurich speak quickly. Are these differences in perception at all mirrored in production? We present a new method of crowdsourcing speaking rate through a free of charge iOS application. Astonishingly, results indicate that the temporal structure of a few words alone -as spoken by a few hundred speakers -are sufficient to tell apart the two dialects in speaking rate. In line with previous literature, females articulate more slowly than males. Further potential fields of application of the introduced method are discussed.

This paper analyses the metalinguistic statements about Italo-Romance dialetti made in Italian song lyrics. The analysis shows that attitudes and ideologies expressed in pop culture often mirror widespread language beliefs in Italian society: singers are divided between those who hold a positive opinion of dialects and those with a more negative perspective. The latter tend to reflect deep-rooted stereotypes, such as the perception of dialects as inferior languages spoken by historically marginalised groups. These representations underline the media's role in circulating cultural stereotypes and reinforcing social bias. At the same time, other artists challenge these stereotypes, advocating dialects as symbols of identity and condemning their social stigmatisation. Nonetheless, both positive and negative attitudes often rely on simplified conceptions of dialect. The findings suggest that despite the increasing use of dialects in Italian music, long-standing prejudices and stereotypes persist. The paper highlights how analysing attitudes conveyed by the media can provide a broader understanding of language attitudes in society.

The relevance of the ideology of the native-speaker (NS) as a model and target in English language teaching (ELT) has over the recent years been increasingly questioned with the emergence of English as a Lingua Franca (ELF). Accents that do not conform to NS standards are termed as 'foreign' and are usually considered to be something to get rid of by training. This study examines how non-native speakers (NNS) of English view NNS accents in relation to NS accents. The findings show that the respondents consistently ranked NS accents higher than NNS in terms of correctness, acceptability, pleasantness and familiarity.

Contrary to the predictions of Jan Baudouin de , English has become the international auxiliary language worldwide. Not artificial Esperanto, but natural English. Globalization of a natural language, however, inevitably has consequences for the language itself. How English is International English, we may ask. For linguists, this is a question of language change. For teachers, this is a matter of choice between a full-fledged native version of the language vs. the so-called ELF (English as a Lingua Franca, cf. the discussion in Dziubalska-Kołaczyk and Przedlacka 2008). The aim of this paper will be to arrive at a moderate "recipe" for teachers and learners. Język angielski stał się międzynarodowym językiem pomocniczym wbrew przewidywaniom Jana Baudouina de . Stał się nim naturalny język angielski a nie sztuczny język Esperanto. Globalizacja języka naturalnego ma jednak konsekwencje dla samego języka. Można by zapytać, jak bardzo angielski jest międzynarodowy angielski. Dla językoznawców to pytanie dotyczy zmiany językowej. Dla nauczycieli jest to kwestia wyboru pomiędzy pełną wersją rodzimego angielskiego a tzw. ELF-em (angielskim jako lingua franca, por. dyskusję w Dziubalska-Kołaczyk i Przedlacka 2008). Niniejszy artykuł ma na celu jest zaproponowanie umiarkowanego "przepisu" na angielski dla nauczycieli i uczących się.

A relatively recent transition from Apartheid to democracy has shifted race-based policies and practices from segregation to amalgamation in South Africa. This dramatic change has led to diverse forms of prejudice to co-exist simultaneously within the country, making it an ideal setting for researching different types of prejudices. The Constitution now boasts protective legislation against discrimination, challenging prejudicial behaviours toward protected marginalised identities. Accents remain legislatively unprotected and socially underacknowledged, making it ideal for such research. In researching accent-ism, modern and aversive types of prejudice have been theorised (Roessel, Schoel, and Stahlberg 2020). The purpose of this research was to explore other types of prejudice, specifically for the post-modern era. Using a qualitative approach and a hermeneutic phenomenology methodology, thirty participants' lived experiences in different environments were gathered through semi-structured interviews, thematically coded, and analyzed. The prejudicial norms and goals in different spaces and the attitudes toward non-prestigious English accents were linked to the cognitive and affective reactions towards one's own and others' accents. The above was used to theorise overt, reversing, and nonprejudicial environments, including an inquiry into reverse prejudice.

What does one learn about communication when one takes every communicative interaction to be the cooperative co-production of meaningfulness? In turning to generative AI, the question now becomes
what happens if this cooperative co-production of meaningfulness takes place when one of the partic-ipants is a new type of actor that operates according to principles of machine semiosis,  and thus offers utterances resulting from probabilistic analysis instead of utterances keyed to
context. Or put another way, since generative AI never refers, and people often view referentiality as a vital aspect of communication, what should sociolinguists be careful to attend to when studying human–AI interaction?

Swear words make an important aspect of any language despite their taboo nature. Taking this feature of language into account, this paper investigates how the language attitude of Pashtu nonnative speakers of English towards Pashtu and English languages might impact the use of swear words in these languages in different situations. Data from30 male undergraduate university students were collected through semi-structured interviews. The analysis revealed that Pashtu non-native speakers of English had a positive attitude towards English and Pashtu languages owing to instrumental and integrative motivation, respectively. Swearing in Pashtu and English was shown to be determined by the speakers' perceptions of the degree of offensiveness of swear words in the languages, social status of the users of the language in the society, and the setting and context in which those words were used. It was concluded that the positive attitude of Pashtu non-native speakers towards English and Pashtu resulted in their swearing-in English and Pashtu for different reasons: swearing-in English was controlled by the high status of the language in the society, whereas swearing-in Pashtu was used as a marker of solidarity and covert prestige.

In Sweden, over the few past decades, a large amount of research has been conducted on new urban youth styles, here called suburban slang. More recently, some researchers have begun to focus on the way young individuals from multilingual suburbs speak in more formal situations, here called suburban Swedish – i.e. Swedish close to standard but with a suburban touch, due to, in particular, phonological features indexing suburb. Among the general public, these two ways of speaking are often lumped together under popular labels such as immigrant Swedish or Rinkeby Swedish. As a result, widespread negative attitudes towards the well-known suburban slang risk “rubbing off” on suburban Swedish. This may cause serious problems for the speakers, e.g. if this occurs in a job interview. This danger of negative evaluation was investigated in a folk-linguistic listener study on gatekeeper perceptions. Ten speech stimuli from young adult speakers (among which two samples each of suburban Swedish ...

In Pakistan there is science, biology, chemistry education in common for students especially for girls and say girls can become doctor ,engineers, pilot, medical especially etc, as there is not accurate system of it not future s jobs for them, mostly girls get married and get not more biology chemistry physics completely the result is, there learn not behaviour well because they do not study home economics education or not study kindness, living manners with others so that create aggressive, disorder behaviour every time, just think they are better then others, as societies also promots, such environment, if they ought to be arts study for girls then societies and environment may be control better but after study science subjects there is not well manners societies. As science has not really scope in Pakistan for girls, but yes computer education ought to be all equally, this is the best way to promotes environment the best with out arrogance, cleverness,

The present research work is an attempt to analyse the sociolinguistic situation of Tlemcen which is an Algerian Town and Beni semiel one of its outskirts a village in Tlemcen province in northwestern Algeria. The main purpose of this research work is to try to describe some linguistic features characterizing the speech community of Beni Semiel and Tlemcen. The research work consists of three chapters. The first one provides definitions of key concepts related to the research work. The second chapter draws an overall picture of the sociolinguistic situation of Algeria in general then of Tlemcen and Beni semiel. The third chapter provides a description of the linguistic aspects of the areas under investigation. It also illustrates the linguistic features of each area and how they differ from each other and also in the same area in relation to age, gender, and level of education and language attitude in language variation. Data were collected through using a questionnaire and observation. The results were analysed quantitatively and qualitatively. The findings have revealed that the population mobility and the social factors, such as gender, age, level of education and language attitudes have affected language use in Tlemcen and Beni Semiel.

This study explores the linguistic landscape of Peshawar by focusing on three interrelated dimensions: physical space, language policies, and residents' attitudes towards spatial practices. Theoretically, the study is grounded in Trumper-Hecht's three-dimensional theory of space. A total of 753 signs were collected from three key survey areas in Peshawar-Qissa Khawani Bazaar, Saddar Bazaar, and University Road-and analyzed to determine the visibility and dominance of languages. The 1973 Constitution of Pakistan was examined to understand the state's language policy. Additionally, interviews were conducted with 15 onlookers to gain insights into community attitudes toward language use in public spaces. The findings reveal that English is the most dominant language in Peshawar's public spaces, followed by Urdu and Arabic. These three languages are recognized by state language policies, which in turn influences community preferences for their use in the linguistic landscape. In contrast, local languages remain largely absent from public signage and are not recognized in the Constitution. Nevertheless, some participants expressed a preference for the inclusion of local languages in public spaces. The study recommends incorporating local languages into all three dimensions of the linguistic landscape to promote inclusivity and cultural representation.

Apstrakt Rad ispituje aktuelna sociolingvistička pitanja u Americi. Aktuelna sociolingvistička pitanja u Americi obuhvataju varijante engleskog jezika koji se govori u Sjedinjenim Državama, obuhvataju domaće varijante govornika i uključuju etničke varijante poput Afroameričkog engleskog jezika kao i engleski jezik američkih starosedelaca i američkog slenga. Istorijski gledano, korene američkog engleskog jezika pronalazimo kod engleskih doseljenika iz sedamnaestog veka sa istočne obale. Prvi koji su izvršili formativni uticaj na američki engleski jezik su Škoti iz Alstera i njihov govor koji ima direktan nastavak uticaja na apalački engleski jezik. Kasnije će i veći broj drugih evropskih nacionalnosti koji su kroz svoju istoriju emigrirali u Americi, kao što su Nemci, Skandinavci, Holanđani, Francuzi, Poljaci i Italijani doprineti razvoju engleskog jezika u Americi. Ključne reči: Sociolingvistika, Aktuelna sociolingvistička pitanja u Americi, engleski jezik američkih starosedelaca i Afroamerikanaca, američki sleng.

Whilst the social integration and sociolinguistic state of Lithuania's largest national and ethnic minorities have received considerable academic attention in recent decades, studies on first-generation adult immigrants from all over the world have primarily discussed their challenges, motivations, and attitudes towards the Lithuanian language or learning it. However, a holistic investigation into first-generation adult immigrants' self-reflection on their migration story, identity development, and interpersonal relationships through the Lithuanian language is currently overlooked. The article aims to explore language attitudes and identity as intertwined elements in first-generation adult immigrants' understanding of themselves and Lithuanian society. Ten first-generation adult immigrant women were recruited for a pilot study and completed a questionnaire consisting of four sections: personal biography, language repertoire, Lithuanian language learning, and identity in transformation. Then, they participated in semi-structured interviews to share memories and future projections. Language attitudes are discussed in the article following the theoretical framework of three dimensions: cognitive, affective, and behavioral attitudes. The data show that the Lithuanian language is necessary to feel integrated and show respect to the country, however, the process of reevaluation of identity requires not only the learner's efforts but also the encouragement of a supportive network of peers and relatives. Overall attitudes are positive, and learning Lithuanian, together with codifying cultural constructs, helps achieve the women's feeling of personal independence to function in society as active citizens, not as temporary guests. Experiences with the COVID-19 outbreak, the importance of using digital learning tools, and the role of the acquired family are some of the factors influencing the development of new identities that emerged as a result of the research.

When the Maskil Ayzik-Meyer Dik (ca. 1807-1893) retooled as a kritiker, a writer of satire, he did so by keeping it local. Most effectively, he exposed the evils and failings of the Jewish body politic by locating his satires in and around the crowded shulhoyf, the Great Synagogue and Courtyard, of his native Vilnius. Endowed with a phenomenal memory and a wicked sense of humour, there was no end to the gallery of schnorrers, shnorrerkes, rogues and misfits whom he could rescue from out of the recent, unenlightened past. But to speak for Jewish Vilna the way that Eugène Sue had spoken for Paris meant learning a new set of skills. To write popular fiction meant to draw upon the dialogical nature of language itself: the way low-lives and charlatans mimicked the speech of the learned class, while uncensored speech betrayed their boorishness, voracious appetites and debauchery; the way the speech of servant girls trafficked in the speech of their mistresses and outperformed them. Who spoke for the shulhoyf was the folksshrayber, the popular writer. Speech was dialogical, because to become a responsible folksshrayber required that one allow others to do the talking. Willy-nilly, and despite his professed ideology, Dik became the first writer to turn Ayalon-Linove-Vilna into the natural habitat of Yiddish.

In this paper, I investigate the qualitative evaluations of both Spanish-dominant Mexican and U.S.-born bilingual participants toward Mexican and U.S. Spanish, assessing the influence of lived experiences on how they perceive both varieties. More specifically, I employ the theoretical framework of biographical indexicality (Sharma, 2021) to explain how personal biography influences the way we hear the world. I conclude that the groups use Spanish for distinct contextual and stylistic purposes, and given these biographical differences, the varieties of Spanish come to adopt different social meanings for each group. For Mexicans who speak almost exclusively in Spanish, and for whom Spanish is the language of power, prestige, and social advancement, the language is more likely to be associated with status and institutional hierarchies, while, for U.S.-born speakers who use Spanish at home and English in most other contexts, Spanish is considered a language of interpersonal relationships with high value placed on communicative competence rather than academic perfection. I conclude that the participants’ contextualized use of Spanish (and their exposure to the ideologies embedded in those contexts) conditions the indexical social meanings linked to Spanish varieties. As they perceive and produce different types of Spanish, they recursively reflect and constitute the social world around them, relying on a lifetime of experiences to navigate existing and to create new social meanings specific to their sociolinguistic environments.

Notwithstanding a body of research examining the way names areassociated with the perception and treatment of individuals acrosssocial contexts, scant attention has been paid to the study of names inlanguage attitudes research. This study explores American English listeners’ evaluative reactions to standard American and Spanish-accented English when exposed to a name indexing ethnic affiliation (White or Latinx). Participants listened to recordings and rated them along the dimensions of status and solidarity, and perceived accentedness. Additionally, listeners’ expectations about name–accent pairings were measured, and responses about how they reasoned these expectations were also collected and analysed thematically. The results showed that, overall, standard American English was more positively evaluated for status, but not solidarity, than Spanish-accented English. Relatedly, although names were not associated with solidarity or accentedness, there was an effect in which speakers paired with Latinx names were attributed higher status when compared to a control group (audio only). Furthermore, name–accent pairings were a reliable predictor of the valence of listeners’ expectations, which the thematic analysis revealed were underpinned by ideologies of nativeness, raciolinguistic ideologies and ideologies of goodness-of-fit. These findings underscore the importance of exploring other non-verbal cues such as names to better understand listeners’ language attitudes.

L'étude actuelle vise à contribuer au débat en cours sur l'intégration de l'anglais comme langue d'enseignement (ALE) dans l'enseignement supérieur. Dans ce débat, les attitudes et perspectives des étudiants doctorants en sciences marocains sont analysés et examinés. Elle cherche à mettre ce sujet au premier plan, car l'anglais a acquis plus d'espace et de prestige au niveau national et international. Bien que de nombreuses études aient examiné l'intégration de l'ALE dans l'enseignement supérieur à partir des attitudes des étudiants post-doctorants et des professeurs d'université, peu ont examiné cette incorporation à partir des croyances des chercheurs doctorants ; par conséquent, cette étude tente de combler cette lacune. L'étude adopte une conception de recherche qualitative où neuf étudiants doctorants en sciences de deux universités marocaines différentes, l'université Mohammed V et l'université Sidi Mohammed Ben Abdellah, ont été interviewés individuellement. Ces entretiens ont été transcrits pour une analyse thématique ultérieure. Les résultats montrent que ces étudiants ont des attitudes positives envers l'anglais. Cette préférence pour l'anglais est liée de manière instrumentale, mais pas exclusivement, à leur besoin de publier des articles dans des revues indexées, de poursuivre des études à l'étranger et de trouver des emplois. De tels résultats servent de déclencheur pour les décideurs politiques afin d'intégrer l'anglais comme langue d'enseignement dans l'enseignement supérieur. Mots-clés : anglais comme langue d'enseignement, enseignement supérieur, attitudes, perspectives, étudiants doctorants en sciences.

Language-in-education policies often serve hidden political and economic agendas, and thus language policy research must examine policies beyond official state discourse. This article critically analyzes Morocco's Language Alternation Policy (LAP), introduced in 2019, using the historical-structural approach. It examines the broader historical context and structural factors that shape the adoption and implementation of LAP. While the official policy discourse frames LAP as an egalitarian reform aimed at promoting balanced multilingualism by alternating instructional media in science education, its de facto implementation reveals a stark contradiction. The ideological underpinnings of LAP are the resurgence of French as the exclusive medium of instruction in science and technology classrooms. This policy undercuts a decades-long Arabization of science and the promotion of the Amazigh language, as well as denying Moroccans the potential advantages of learning English. The disparity between official policy discourse and implementation reveals the influence of France's neocolonial agenda, exercised through Francophonie, international clientelism, and financial patronage. Through implementing LAP to align with France's interests in Morocco, French-trained political actors undermine the country's decolonization efforts and preserve the long-standing socioeconomic privileges of the francophone elite. We analyze how LAP functions ideologically to resolidify France's cultural and linguistic hegemony and reinforce pre-and post-independence linguistic and social inequalities.

Debates about language of instruction are central to many speech communities. This study examines the role of language attitudes in recent language policy changes to the language of instruction in Moroccan science classrooms. We take a bottom-up approach to analyzing the role of stakeholders’ (students, teachers, and families) attitudes toward the application of a new framework law that introduces French in science classrooms and its effect on students’ educational trajectories. The data anal- ysis shows that commentators’ stance against the use of French in science instruction primarily stems from identity-based reasons and the inefficiency of foreign language instruction. Respondents’ attitudes highlight the social ramifications and inherent inequalities in changing the medium of instruction to a non-native language. The significance of the results for language policy and planning debates in Morocco and for language policy and planning research is discussed.
Key words: language policy and planning, identity, Arabic, French, attitudes, educa- tion, language of instruction, Morocco, mother tongue education

The aim of this study is to bring forth the notion of insularity in terms of frontier space, hybrid by definition, characterised by a dynamic relation and inner and outer fluctuation. First and foremost, we try to identify to what extent this configuration could get involved in the collective memory, the social life and in the identity construction of island people. Besides other forms of manifestations of identity stakes, the language, made up of stories, of shared references and of corpora of shared practices, would allow the subjects to track down the outreach of identity versus alterity. As part of the linguistic acclimatisation in an island context, the Portuguese language of the first colonisers who arrived on the Island of Madeira in the XVth century, has undergone a path marked both by isolation and linguistic contact with the overseas lands, resulting in an acknowledged, if little researched, regional variety. This variety circumscribed to periphery, discontinued against the varieties of peninsular Portuguese, is shaped as interwoven with a diversity of competing variants (conservatory, normative and innovative). The dialectal uniqueness, under the heterogeneity of socially structured usages, will be envisaged, in the present article, as the reflection, from a symbolic perspective, of an identity process led by these Lusophone island specialists, engaged in the debate on the multiple significances attached to their singularity.

This paper investigates transgenerational change in the use of formal address forms among Polish heritage speakers in Germany by analyzing their language attitudes and usage preferences. The survey-based study involved 100 bilingual Polish speakers with a migration background, including both late and early immigrants vs. representatives of the first and second generations, respectively. The survey included two parts: (1) a questionnaire assessing language attitudes toward formal address systems in Polish and German, respectively, and (2) an Acceptability Judgment Task evaluating respondents' preferences for different address variants, including contact-induced hybrid forms, in simulated communicative situations. By comparing language attitudes and usage preferences among heritage speakers, the study seeks to identify mechanisms of transgenerational change in pragmatics of their heritage language. The findings reveal a discrepancy between language attitudes and actual language use by heritage speakers. While respondents recognize asymmetries between Polish and German formal address systems, their usage preferences align predominantly with the Polish monolingual norm, particularly in perceptually oriented tasks. However, the emergence of hybrid forms of formal address suggests a gradual shift toward increased tolerance and acceptance of contact-induced variations. This finding supports the hypothesis that pragmatics, like other linguistic levels, undergoes a transgenerational shift in migration settings, with language attitudes serving as earlier indicators of change.

This book presents case studies of ideologies of communication in Japan which respond to recent epistemological and methodological developments in the field and reflect the subject-wide shift from ideologies of language to ideologies of communication. Chapters explore a wide range of language contexts, from formal language learning settings to video games, smartphones and language use in couples and by immigrants. The authors use an array of innovative methodological approaches and theoretical perspectives, including language portraits, soundscapes and social space. The book also contains chapters that present positive perspectives on ideologies, examining how they can be created and mobilized to inspire specific groups to pursue their interests. Together the chapters give a complex and inclusive picture of language in Japan and the current breadth of the field of ideologies of communication.

In West Malaysia, three racial groups namely Malay, Chinese and Indian form the bulk of the Malaysian population and their languages are widely used. However, in East Malaysia, there also exist many other ethnic groups. Their languages and dialects are being threate-ned ...