Search

This paper constitutes an introduction to our special issue on Transcending circulations of southern and northern concepts: Towards mobile and dialogic perspectives on language puts the spotlight on the hegemonies and marginalizations of mainstream academic productions and the circulations of concepts in the contemporary fields that are labelled Multilingualism, Applied Linguistics, Sociolinguistics, etc. Transcending the demarcations that have emerged in the Language Sciences broadly conceptualized across time, it particularly attempts to illuminate, through different scholars' engagements, the circulations of concepts inside and across academic circles located in various places on the planet, identified as central or marginal places of production of academic norms, including what is understood as global epistemic circuits. The editors present reflections from their own positionalities and recent trajectories as illustrative points of departure. [ABSTRACT FROM AUTHOR]

Linguistic repertoire is regarded as one of the foundational concepts of sociolinguistics but despite its prominence during the early years of the discipline, it is commonly believed that for decades scant theoretical development on repertoire occurred. This situation is seen to change in the early 2000s when several (Northern) researchers increasingly advocated that linguistic repertoire could be more productive to theorize contemporary communicative practices than language. In this paper, I aim to foreground the South/North entanglements in the coinage and development of linguistic repertoire and present erased, forgotten, or obscured parts of the linguistic repertoire story. I show how Southern thinkers, both linguists and non-linguists came up with precursors to the way in which repertoires are currently conceptualized. By presenting this obscured narrative from the South, I want to offer critical questions about the trajectories of concepts and the kind of knowledge that gets excluded by the sidelining of Southern thinking. [ABSTRACT FROM AUTHOR]

Scholars have long critiqued points of view in which monolingual perspectives are seen as normative in research on multilingualism. In relation to this monolingual orientation, however, in which monolingualism is perceived to be the implicit norm, less work has been dedicated to methodological challenges. As disciplinary perspectives on language in Linguistics and related fields move further towards the de-emphasizing and deconstructing of the boundaries between named linguistic varieties, this paper addresses some issues that come up in operationalizing this in our research. It does so through self-reflexivity, from a primarily Sociolinguistic and Applied Linguistic point of view, by addressing monolingual perspectives found in data on a project on multilingual practices in India. It focuses more narrowly on the ethnographic field notes from the research context. With discourse analysis, these are looked at through the lens of the monolingual orientation, with a particular focus on language ideologies and the compartmentalization of named-language varieties. Ideologies in the data are discussed in relation to their bearing on methodology in transcribing, coding, and the framing of research questions. This paper explores the tensions between evolving theoretical perspectives and on-the-ground research practice, concluding by proposing questions for reflection. [ABSTRACT FROM AUTHOR]

A growing body of literature has addressed the 'complex layers and nuances of today's multilingual, mobile and global society' [Barakos & Selleck, 2019, Elite multilingualism: Discourses, practices, and debates. Journal of Multilingual and Multicultural Development, 40(5), 361]. Heller [2010. The commodification of language. Annual Review of Anthropology, 39, 101–114] argues that the globalised new economy is bound up with transformations of language and identity in many different ways [e.g. Bauman, 1997. Postmodernity and its discontents. London: Routledge; Castells, 2000. The information age: Economy, society and culture (3 vols). Oxford: Blackwell; Giddens, 1990. The consequences of modernity. Berkeley/Los Angeles: University California Press]. This paper examines how these themes play out in Wales, in the relative value placed on Welsh and English by 'new' or 'learner' speakers of Welsh. These 'new' or 'learner' speakers have learnt a minority language often through non-traditional routes and this article seeks to understand what linguistic varieties are capitalised by these learners, how they characterise their own language knowledge, and how these 'new speakers' position themselves in relation to mobility and the new globalised economy. Additionally, the paper seeks to explore how disparities in terms of access to resources can impact on new speakers' trajectories – in other words, how different routes to bilingualism are perceived as opening or closing metaphorical doors. [ABSTRACT FROM AUTHOR]

This paper addresses the necessary complementarity between a translanguaging and named language-perspective by critically examining risks of 'overshooting' when a translanguaging view is theoretically posited as the ultimately superior (sociolinguistic) theory of language use and learning in today's multilingual world. [ABSTRACT FROM AUTHOR]

This paper proposes perceptual multilingualism as a research interest within the broader folk linguistic enterprise. By drawing on the geolinguistic mapping tasks popular in perceptual dialectology – whereby participants are asked to draw and depict dialectal diversity in a given region – we show that perceptual multilingualism can elicit knowledge and reasoning in the community about linguistic diversity more broadly. To do this, we analysed and discussed 41 perceptual multilingualism maps produced by high school students in Hong Kong about societal multilingualism across the Hong Kong region. On the one hand, the maps allowed us to quantify which languages manifest in the youths' metalinguistic awareness and where. On the other hand, we positioned the maps as discourses to be compared and analysed through a critical social theoretical lens. Doing so revealed implicit and contested power relations as they manifested in epistemic claims in dialectic relation to broader sociopolitical narratives in Hong Kong. This included Hong Kong's contentious transition to governance by Beijing and the marginalisation of the blue-collar workforce. Beyond the empirical metalinguistic data, our paper shows that perceptual multilingualism can contribute to critical sociolinguistics by helping to reveal power relations, hegemonies and ideologies, and resistance. [ABSTRACT FROM AUTHOR]

Written examinations represent one of the most common assessment tools in education. Though typically perceived as measurement instruments, written examinations are primarily texts that perform a communicative function. To complement existing research, this study viewed written examinations as a distinct form of communication (i.e. 'register'). Its starting point was sociolinguistic theory that suggests that the linguistic features of a text are not arbitrary, but are dictated by the context of communication (e.g. who is writing, for whom, for what purpose). Drawing on this theory, this study sought to identify the most distinctive linguistic features of written examinations, as well as their contextual drivers. The investigation, which involved an analysis of 3036 examination questions, revealed the interrelationship between communication and measurement in assessment. More importantly, it highlighted the need to render explicit the currently implicit 'social contract' that governs the linguistic design of examination questions. [ABSTRACT FROM AUTHOR]

In this paper, we study the phenomenon of linguistic mudes or transformations in linguistic practices, in the case of highly proficient speakers of Irish, Basque and Catalan and we investigate the extent to which speakers in the three contexts share ideologies and experiences related to the process. Such an investigation will deepen understanding of the triggers behind the mudes and what it means to successfully become a new speaker of Irish, Basque or Catalan. This is necessary in order to develop a better understanding of how new speakers respond to the linguistic repertoires that they encounter in the various social milieus in which they navigate. The study relates to broader questions of policy towards the three languages in question: as all are operating within a revitalisation framework it is essential to understand the experiences of new speakers who have adopted the languages in order to guide future policy development. [ABSTRACT FROM AUTHOR]

This paper explores the notion of speaker authenticity in the context of obsolescent ‘Francoprovençal’: a highly fragmented grouping of Romance varieties spoken in parts of France, Italy, and Switzerland by less than 1% of the total regional population. While Francoprovençal has long been losing ground to the dominant language(s) with which it is in contact, new speakers have begun to emerge within the context of revitalisation movements and activities geared more favourable language planning policies and increased literacy. The emergence of these new speakers has polarised native-speaker communities, and has blurred the lines associated with the traditional view of sociolinguistic authenticity. Through an analysis of qualitative data collected in 2012, this article argues in particular that it may not be sufficient to simply examine contested authenticities from a native-non-native perspective, but rather it is important to consider how new speakers might themselves form a complex spectrum of speaker types with new sets of tensions as has been argued elsewhere. [ABSTRACT FROM AUTHOR]

Despite solid work on the structural, sociolinguistic and political legitimacy of the Englishes of the world, the fact remains that some Englishes are more privileged than others. Thus, the circulation of different Englishes in the classroom demands a call to dismantle the symbolic and material infrastructures of unequal Englishes. This paper explores the complex dynamics of fostering translingual dispositions against unequal Englishes in English language classrooms. It argues that dispositions which embrace the plurality of English must also include the imperative to act on and work against ideologies and practices which unequally value and stratify different Englishes in the classroom. Fostering translingual dispositions does not always result in unmasking or overturning ideologies, practices and structures of unequal Englishes, but it surfaces conflicted conditions and ideologies which may progressively lead to addressing linguistic inequalities in the classroom, making learning of English more just and compensatory. [ABSTRACT FROM AUTHOR]

As a case study of non-linguists’ perceptions of accent, this paper investigates how accurately and on what basis Japanese-accented English (JAE) is discernible from other L2 varieties of English in New Zealand (NZ). The paper sheds light on how a feature salient in speech is associated with the perceived sociolinguistic identity of speakers. An analysis of a test with local university students demonstrates that JAE had the highest identification rate among six L2 English accents and that the lack of contrast between English /l/ and /r/ was the most crucial to their identification of major segmental features previously noted as characteristic of JAE. Although the participants also frequently perceived the /l/–/r/ conflation in Cantonese- and Korean-accented speakers, they were more likely to assume that the accent was Japanese rather than any other L2 accent. The conflation served as an indexical cue of JAE in NZ society at the beginning of this century because of New Zealanders’ extensive contact with Japanese visitors and familiarity with the Japanese language in secondary education, along with ESL reference books’ frequent reference to this feature as peculiar to JAE. The study confirms the applicability of the concept of indexicality to L2 accent investigation. [ABSTRACT FROM AUTHOR]

We investigated cancer survivors' interactions on an online breast cancer support forum, focusing on how the network structures of brokerage and closure relate to the types of support received and to the language used in posts. Data came through the extraction of 1,443 forum members' online networks. Automated linguistic analysis was carried out on the 27,248 threads these survivors made and the 336,151 replies they received. Survivors' brokerage and closure levels were positively correlated with the use of positive affective words in their posts, a linguistic marker of well-being. Different network positions fostered different types of support in the community. Specifically, people bridging unconnected users (the broker role) were more likely to receive informational support whereas people in closely knit groups (the closure role) were more likely to receive emotional support. Theoretical, methodological, and practical implications are examined. [ABSTRACT FROM AUTHOR]

This article provides a qualitative description of current patterns of linguistic diversity in Namibia’s capital city, Windhoek, using as its main source of data perceptions elicited from an ethnically representative sample of Windhoek residents on language-related themes. The data suggest that the pre-independence diglossic pattern which involved Afrikaans as high-status language and ethnic indigenous languages as low-status languages is giving way to a triglossic pattern dominated by English – the country’s only official language since 1990. Indigenous ethnic languages are still hardly used for inter-ethnic communication, which seems to be a correlate of ‘hard’ inter-ethnic boundaries inherited from apartheid. Instead, the dominant linguistic patterns of informal inter-ethnic communication in Windhoek rely either mostly on English, or on mixed linguistic repertoires combining ‘Coloured Afrikaans’ and English. Which of the two linguistic options dominates depends on the interactants’ race, ethnicity, length of stay in Windhoek, and social networks. [ABSTRACT FROM PUBLISHER]

In this article, we take up and expand upon a number of issues of linguistic theory raised in Ursula Ritzau's recent article ‘Learner language and polylanguaging: how language students’ ideologies relate to their written language use’ published in theJournal of Bilingual Education and Bilingualism. The present critique is informed by an integrational linguistic approach, from which perspective polylanguaging was recently discussed by one of the present authors. In the first part of this commentary we pinpoint and offer a critical analysis of some of the claims raised in Ritzau's article, providing a rationale for these claims from the perspective of the polylanguaging theorist and discussing its implications. In the second part we embark on a more general critique of polylanguaging and related branches of modern sociolinguistics by making explicit reference to an integrational semiology, showing that the linguistic philosophy of the former rests on the same mythical assumptions as the founding school they criticise (i.e. Saussurean structuralism). We also respond to some of the – in our view, inadequately grounded – criticisms that Ritzau raises in respect of integrational linguistics. [ABSTRACT FROM AUTHOR]