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1
De Beaugrande, Robert. "Linguistics, sociolinguistics, and corpus linguistics: Ideal language versus real language." Journal of Sociolinguistics 3, no. 1 (February 1999): 128–39. http://dx.doi.org/10.1111/1467-9481.00068.
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Karimova, Durdona. "Linguistics: importance, history and challenges of sociolinguistics." Общество и инновации 1, no. 1/s (October 17, 2020): 222–28. http://dx.doi.org/10.47689/2181-1415-vol1-iss1/s-pp222-228.
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The article investigates the meaning of the term "sociolinguistics" in modern linguistics, the problems of sociolinguistics, as well as the history of development and the reasons for the relevance of sociolinguistic research. The article discusses the problems of sociolinguistics in the study of the state language of different countries and interethnic communication.
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Hymes, Dell. "The Scope of Sociolinguistics." International Journal of the Sociology of Language 2020, no. 263 (April 28, 2020): 67–76. http://dx.doi.org/10.1515/ijsl-2020-2084.
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AbstractAs sociolinguistics continued to develop in the 1970s, members of the Council’s Committee on Sociolinguistics (1963–1979) reflected on the direction and intellectual impact of this emergent discipline. In this 1972 article, Dell Hymes, cochairman of the committee, describes several orientations toward the field among its practitioners, and argues for what he regarded as the most ambitious: a “socially constituted linguistics.” By this, Hymes meant a sociolinguistics that challenges linguistics’ core theoretical starting points of linguistic structure and grammar with a focus on the social meaning and functions of language in context. In relation to our “Sociolinguistic Frontiers” series, Hymes presciently argues that ultimately the field must address how inequality and language intersect, going “beyond means of speech and types of speech community to a concern with persons and social structure.”
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Pütz, Martin, Justyna A. Robinson, and Monika Reif. "The emergence of Cognitive Sociolinguistics." Review of Cognitive Linguistics 10, no. 2 (December 7, 2012): 241–63. http://dx.doi.org/10.1075/rcl.10.2.01int.
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This paper explores the contexts of emergence and application of Cognitive Sociolinguistics. This novel field of scientific enquiry draws on the convergence of methods and theoretical frameworks typically associated with Cognitive Linguistics and Sociolinguistics. Here, we trace and systematize the key theoretical and epistemological bases for the emergence of Cognitive Sociolinguistics, by outlining main research strands and highlighting some challenges that face the development of this field. More specifically, we focus on the following terms and concepts which are foundational to the discussion of Cognitive Sociolinguistics: (i) usage-based linguistics and language-internal variation; (ii) rule-based vs. usage-based conceptions of language; (iii) meaning variation; (iv) categorization and prototypes; and (v) the interplay between language, culture, and ideology. Finally, we consider the benefits of taking a Cognitive Sociolinguistic perspective in research by looking at the actual studies that are presented in the current volume.
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Hovorun, Cyril. "Patristics and Sociolinguistics." Scrinium 16, no. 1 (October 19, 2020): 20–29. http://dx.doi.org/10.1163/18177565-00160a01.
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Abstract The paper suggests a new hermeneutical take on receptive patristics. Receptive patristics means here the ways in which patristic texts are perceived in the community of patristic scholars and in ecclesiastical communities. The perceptions of the patristic materials that these two kinds of communities demonstrate are not always convergent. Their divergence can be explained on the basis of the distinction between normative linguistics and sociolinguistics. Ecclesiastical communities tend to treat the language of the Fathers and Mothers of the church in coherence with the way in which the proponents of normative linguistics treat the phenomenon of language. Patristic scholars, in contrast, usually treat them along the line of sociolinguistics. The approach to the language, which is applied by sociolinguistics, if adopted by ecclesiastical communities, could lead to a better understanding between them. It could foster the ecumenical rapprochement between confessional traditions, especially if they are based on patristic identities, such as in the case of Byzantine and Oriental churches. The academic method of sociolinguistics, thus, can be applied to the ecumenical studies and can positively contribute to practical ecumenism.
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Grushkin, Donald A. "Ceil Lucas (ed.), The sociolinguistics of sign languages. New York: Cambridge University Press, 2001. Pp. vii, 259. Hb $65.00." Language in Society 32, no. 3 (June 2003): 422–24. http://dx.doi.org/10.1017/s0047404503233054.
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Although it is easy to do so, The sociolinguistics of sign languages (henceforth SSL) is not to be confused with Ceil Lucas's other books, The sociolinguistics of the deaf community (1989) and its sequels, the Sociolinguistics in Deaf Communities series. Whereas the latter volumes aim to present new research in the area of sociolinguistics pertaining to Deaf people and other users of sign languages, the book under review presents almost no new (to those already familiar with this field) information on aspects of sociolinguistic research on members of this language community. Instead, this book should more accurately be seen as a companion volume to her book (with Clayton Valli) Linguistics of American Sign Language: An introduction (2000; henceforth LASL). Like LASL, SSL is intended as a textbook for use in college-level courses dealing with linguistics (or a stand-alone course in sociolinguistics, as was Lucas's intention) of sign languages and Deaf communities.
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Fathuddin, Ahmad Ubaedillah. "ILM AL LUGHAH AL IJTIMAI WA TALIM AL LUGHAH AL ARABIYYAH LI AL NATHIQINA BI GHAIRIHA." ALSINATUNA 1, no. 2 (March 7, 2017): 186. http://dx.doi.org/10.28918/alsinatuna.v1i2.795.
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Language learning cannot work without integrating other fields of knowledge such as psychology, anthropology, sociolinguistics, etc. Sociolinguistics is a branch of linguistics which discusses about language due to social factors. It has an important role in language learning especially in making it easily understandable for the language learners by understanding the language use of the native speakers. The contribution of sociolinguistics in Arabic language learning for foreign language learners can be seen from the relationship between language and social environment. In this case, it does not only learn about the elements or internal systems of Arabic language such as phonology, syntax, and morphology, but also the social context such as speech community, social class, language use and culture. It means sociolinguistics gives information about the definition and use of Arabic language based on the social context.
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Fantuzzi, Cheryl. "LINGUISTICS: AN INTRODUCTION. Andrew Radford, Martin Atkinson, David Britain, Harald Clahsen, and Andrew Spencer. New York: Cambridge University Press, 1999. Pp. xvi + 438. $22.95 paper." Studies in Second Language Acquisition 23, no. 3 (September 2001): 431–32. http://dx.doi.org/10.1017/s0272263101313050.
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The authors begin this introductory text by posing four major questions for the study of language: what is the nature of language, how do we acquire it, how do we use it in speech production and comprehension, and how is it represented in the brain? These questions also define the orientation of the book, which aims to introduce the reader to the study of linguistics through four interrelated subfields: linguistics proper, developmental linguistics, psycholinguistics, and neurolinguistics. Conspicuously absent from the list, of course, is a fifth fundamental question about language: what is the relationship between language use and social structure? Sociolinguistics is only briefly defined and introduced, and discussion of sociolinguistics throughout the text is limited to the relationship between social structure and language variation and change.
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Zhang, Hongmei, and Ni Wang. "Sociolinguistics and English Teaching in China." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 830. http://dx.doi.org/10.17507/tpls.0604.21.
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As a wide-ranging inter-discipline which rose in the 1960s, sociolinguistics takes language as a part of society and culture and explores how to relate the rules of language with social factors as its basic task. At the same time, its theories and practices are not only an important supplement and development for linguistics, but also very important for theories and practices of foreign language teaching. The foreign language teaching must pay attention to the cultivation of students' communicative ability. However, foreign language teaching in China has ignored the communicative ability with only paying attention to the language form for a long time. The paper is intended to analyze the reasons why sociolinguistics encounters so many obstacles in English teaching in China and the existing problems of China’s foreign language teaching to help the readers have a better understanding of the application of sociolinguistics in China’s English teaching.
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Beckett, Dan. "Rajend Mesthrie (ed.), Concise encyclopedia of sociolinguistics. Amsterdam: Elsevier, 2001. Pp. xxvii, 1031. Hb $237." Language in Society 32, no. 4 (October 2003): 579–82. http://dx.doi.org/10.1017/s0047404503214056.
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Mesthrie's Concise encyclopedia of sociolinguistics (hereafter, CESO) is a newly edited, condensed, and updated offshoot of the Encyclopedia of language and linguistics, originally published in ten volumes in 1993. This laudable volume aims to “give a comprehensive overview of the main topics in an important branch of language study, generally known as Sociolinguistics” (p. 1). As theoretical background, the branch is traced from the Sanskrit scholar Pānini to more recent origins in historical linguistics, anthropology, rural dialectology, and the study of mixed languages. The field is further presented as the most proper of all branches for language study today, as Mesthrie – updating Labov's (1972) famous claim about the implications of the term sociolinguistics – writes that “having ‘human communication’ as part of the definition of language makes it impossible to study language comprehensively without due regard to social contexts of speech” (1). CESO is an attempt to catalog the relevant components of those social contexts.
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Cheng, Chin-Chuan. "Explorations in Applied Linguistics: Papers in Language Teaching and Sociolinguistics." International Review of Chinese Linguistics 1:1, no. 1 (January 1, 1996): 104–6. http://dx.doi.org/10.1075/ircl.1.1.17che.
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Mesthrie, Rajend. "J. K. Chambers, Peter Trudgill and Natalie Schilling-Estes (eds.), The handbook of language variation and change. (Blackwell Handbooks in Linguistics.) Oxford and Malden, MA: Blackwell. 2002. xii + 807 pp." Language in Society 33, no. 5 (November 2004): 769–72. http://dx.doi.org/10.1017/s0047404504215056.
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This is the eleventh volume in the Blackwell series “Handbooks in Linguistics.” Of the previous ten, one was devoted to general sociolinguistics (Coulmas 1997), making this the first in the series to deal with a specific branch of sociolinguistics. For many scholars, variation theory (including the study of change in progress) is the heartland of sociolinguistics, though not everyone would go as far as Chambers 2003 in equating sociolinguistic theory with variation theory alone. As the earlier Blackwell handbook suggests, the field of sociolinguistics is broader than variation theory per se. However, considering the richness of the handbook under review, one can understand why variation theory should hold the high ground in sociolinguistics. The handbook comprises 29 chapters, divided into five sections: methodologies, linguistic structure, social factors, contact, and language and societies.
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Szmrecsanyi, Benedikt. "Variationist sociolinguistics and corpus-based variationist linguistics: overlap and cross-pollination potential." Canadian Journal of Linguistics/Revue canadienne de linguistique 62, no. 4 (June 20, 2017): 685–701. http://dx.doi.org/10.1017/cnj.2017.34.
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AbstractThe paper surveys overlap between corpus linguistics and variationist sociolinguistics. Corpus linguistics is customarily defined as a methodology that bases claims about language on usage patterns in collections of naturalistic, authentic speech or text. Because this is what is typically done in variationist sociolinguistics work, I argue that variationist sociolinguists are by definition corpus linguists, though of course the reverse is not true: the variationist method entails more than merely analyzing usage data, and not all corpus analysts are interested in variation. But that being said, a considerable and arguably increasing number of corpus linguists not formally trained in variationist sociolinguistics are explicitly concerned with variation and engage in what I callcorpus-based variationist linguistics(CVL). I first discuss what unites or divides work in CVL and in variationist sociolinguistics. In a plea to cross subdisciplinary boundaries, I subsequently identify three research areas where variationist sociolinguists may draw inspiration from work in CVL: conducting multi-variable research, paying more attention to probabilistic grammars, and taking more seriously the register-sensitivity of variation patterns.
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Calefato, Patrizia. "Language in social reproduction: Sociolinguistics and sociosemiotics." Sign Systems Studies 37, no. 1/2 (December 15, 2009): 43–81. http://dx.doi.org/10.12697/sss.2009.37.1-2.03.
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This paper focuses on the semiotic foundations of sociolinguistics. Starting from the definition of “sociolinguistics” given by the philosopher Adam Schaff, the paper examines in particular the notion of “critical sociolinguistics” as theorized by the Italian semiotician Ferruccio Rossi-Landi. The basis of the social dimension of language are to be found in what Rossi-Landi calls “social reproduction” which regards both verbal and non-verbal signs. Saussure’s notion of langue can be considered in this way, with reference not only to his Course of General Linguistics, but also to his Harvard Manuscripts.The paper goes on trying also to understand Roland Barthes’s provocative definition of semiology as a part of linguistics (and not vice-versa) as well as developing the notion of communication-production in this perspective. Some articles of Roman Jakobson of the sixties allow us to reflect in a manner which we now call “socio-semiotic” on the processes of transformation of the “organic” signs into signs of a new type, which articulate the relationship between organic and instrumental. In this sense, socio-linguistics is intended as being sociosemiotics, without prejudice to the fact that the reference area must be human, since semiotics also has the prerogative of referring to the world of non-human vital signs.Socio-linguistics as socio-semiotics assumes the role of a “frontier” science, in the dual sense that it is not only on the border between science of language and the anthropological and social sciences, but also that it can be constructed in a movement of continual “crossing frontiers” and of “contamination” between languages and disciplinary environments.
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Croft, William. "Typology and the future of Cognitive Linguistics." Cognitive Linguistics 27, no. 4 (November 1, 2016): 587–602. http://dx.doi.org/10.1515/cog-2016-0056.
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AbstractThe relationship between typology and Cognitive Linguistics was first posed in the 1980s, in terms of the relationship between Greenbergian universals and the knowledge of the individual speaker. An answer to this question emerges from understanding the role of linguistic variation in language, from occasions of language use to typological diversity. This in turn requires the contribution of discourse analysis, sociolinguistics, and evolutionary historical linguistics as well as typology and Cognitive Linguistics. While Cognitive Linguistics is part of this enterprise, a theory of language that integrates all of these approaches is necessary.
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Heinrich, Patrick. "Gengo seikatsu." Historiographia Linguistica 29, no. 1-2 (August 12, 2002): 95–119. http://dx.doi.org/10.1075/hl.29.1.08hei.
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Summary The indigenous concept of language life developed out of dialectology and attempts to establish a modern standard language. At first, language life existed above all merely as a label for the joint study of Japanese and its speakers and it only became an essential component of Japanese linguistics after 1945. Within the post-war studies a distinction can be drawn between an empirical approach at the National Japanese Language Research Institute and a theoretical approach by Motoki Tokieda (1900–1967). A first wave of language life studies subsided in the 1960s, the empirical approach was, however, revived and further developed in the seventies finding support in sociolinguistics. Language life was finally displaced by sociolinguistics in the mid-eighties.
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Ferguson, Charles A. "Directions in Sociolinguistics: Report on an Interdisciplinary Seminar." International Journal of the Sociology of Language 2020, no. 263 (April 28, 2020): 37–44. http://dx.doi.org/10.1515/ijsl-2020-2080.
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AbstractA 1964 summer seminar hosted by the SSRC’s Committee on Sociolinguistics highlighted tensions between sociology and linguistics when scholars gathered to address how their disciplines can deepen research on language’s impact on society. For example, sociologists questioned linguistics’ lack of definition for language or dialect while linguists raised concerns about sociology’s reliance on large quantified data. However, by the end of the seminar, the scholars agreed the encounter had raised important questions and opened new paths of investigation through both sociological and linguistic approaches, including the study of language and social stratification, multilingualism, and language standardization.
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Nguyen, Dong, A. Seza Doğruöz, Carolyn P. Rosé, and Franciska de Jong. "Computational Sociolinguistics: A Survey." Computational Linguistics 42, no. 3 (September 2016): 537–93. http://dx.doi.org/10.1162/coli_a_00258.
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Language is a social phenomenon and variation is inherent to its social nature. Recently, there has been a surge of interest within the computational linguistics (CL) community in the social dimension of language. In this article we present a survey of the emerging field of “computational sociolinguistics” that reflects this increased interest. We aim to provide a comprehensive overview of CL research on sociolinguistic themes, featuring topics such as the relation between language and social identity, language use in social interaction, and multilingual communication. Moreover, we demonstrate the potential for synergy between the research communities involved, by showing how the large-scale data-driven methods that are widely used in CL can complement existing sociolinguistic studies, and how sociolinguistics can inform and challenge the methods and assumptions used in CL studies. We hope to convey the possible benefits of a closer collaboration between the two communities and conclude with a discussion of open challenges.
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Fenton-Smith, Ben, and Ian Walkinshaw. "Research in the School of Languages and Linguistics at Griffith University." Language Teaching 47, no. 3 (June 3, 2014): 404–8. http://dx.doi.org/10.1017/s026144481400010x.
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Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research recently published or currently underway within LAL.
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Penny, Ralph. "What did sociolinguistics ever do for language history?" Language Variation and Change 3, no. 1 (June 15, 2006): 49–62. http://dx.doi.org/10.1075/sic.3.1.05pen.
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This paper discusses the role of sociolinguistics in the development of historical linguistics in general, and then examines the particular importance that sociolinguistics has for the linguistic history of Spain and Spanish America. Particular attention is given to the relevance of accommodation theory (Giles, 1980), dialect contact theory (Trudgill, 1986), and social network theory (Milroy & Milroy, 1985) to an understanding of the way that Spanish developed in the Middle Ages and the early modern period. A series of koineizations took place in Central and Southern Spain, in the Balkans, and in the Americas, resulting from the processes of social and dialect mixing which the Reconquest of Islamic Spain, the expulsion of the Peninsular Jews, and the settlement of the American colonies entailed. The main conclusion from this approach to the history of Spanish is that linguistic history should not be regarded as a linear process, but one which is discontinuous, full of blind alleys, hiccups, and new starts. Sociolinguistics has taught language historians, including those working with Spanish, that it is not true to say that ‘language changes’; what happens is that speakers change language.
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Hartford, Beverly S. "SOCIOLINGUISTICS.Bernard Spolsky. Oxford: Oxford University Press, 1998. Pp. xiii + 128. $8.75 paper." Studies in Second Language Acquisition 21, no. 4 (December 1999): 666–67. http://dx.doi.org/10.1017/s0272263199234079.
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This book is an introductory text intended for nonspecialists in sociolinguistics or linguistics. It is organized into four sections and designed so that its first section, the “Survey of Sociolinguistics,” may be read alone or along with the accompanying selected readings in the second part. The third and fourth sections are references and a glossary. The readings section also contains study questions that refer to both the survey and the readings, leading the reader to integrate the information in both sections. The topics covered in the survey include the social study of language, the ethnography of speaking and structure of conversation, locating variations in speech, styles, gender, and social class, bilinguals and bilingualism, societal multilingualism, and applied sociolinguistics (which covers language policy and planning).
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Urla, Jacqueline. "Governmentality and Language." Annual Review of Anthropology 48, no. 1 (October 21, 2019): 261–78. http://dx.doi.org/10.1146/annurev-anthro-102317-050258.
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This article reviews how the analytics of governmentality have been taken up by scholars in linguistic anthropology, sociolinguistics, and applied linguistics. It explores the distinctive logics of “linguistic governmentality” understood as techniques and forms of expertise that seek to govern, guide, and shape (rather than force) linguistic conduct and subjectivity at the level of the population or the individual. Governmentality brings new perspectives to the study of language ideologies and practices informing modernist and neoliberal language planning and policies, the technologies of knowledge they generate, and the contestations that surround them. Recent work in this vein is deepening our understanding of “language”—understood as an array of verbal and nonverbal communicative practices—as a medium through which neoliberal governmentality is exercised. The article concludes by considering how a critical sociolinguistics of governmentality can address some shortcomings in the study of governmentality and advance the study of language, power, and inequality.
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Condamines, Anne. "Variations in terminology." Terminology 16, no. 1 (May 10, 2010): 30–50. http://dx.doi.org/10.1075/term.16.1.02con.
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The study of variation in terminology came to the fore over the last fifteen years in connection with advances in textual terminology. This new approach to terminology could be a way of improving the management of risk related to language use in the workplace and to contribute to the definition of a “linguistics of the workplace”. As a theoretical field of study, linguistics has hardly found any application in the workplace. Two of its applied branches, however, Sociolinguistics and Natural Language Processing (NLP) are relevant. Both deal with lexical phenomena, — i.e. terminology — sociolinguistics taking into account very subtle inter-individual variations and NLP being more interested in stability in the use. So, taking into account variations in building terminologies could be a means of considering both description and prescription, use and norm. This approach to terminology, which has been made possible thanks to NLP and Knowledge Engineering could be a way of meeting needs in the workplace concerning risk management related to language use.
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Reagan, Timothy. "SOCIOLINGUISTIC VARIATION IN AMERICAN SIGN LANGUAGE.Ceil Lucas, Robert Bayley, and Clayton Valli. Washington, DC: Gallaudet University Press, 2001. Pp. xviii + 238. $55.00 cloth." Studies in Second Language Acquisition 24, no. 4 (October 28, 2002): 641–42. http://dx.doi.org/10.1017/s0272263102224055.
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This is the seventh volume in the highly acclaimed “Sociolinguistics in Deaf Communities” series published by Gallaudet University Press. This volume is the first major attempt to document and analyze linguistic variation in American Sign Language (ASL). Based on seven years of research spread across the United States, including data collected from seven sites (Staunton, VA; Frederick, MD; Boston, MA; New Orleans, LA; Fremont, CA; Olathe, KS, and Kansas City, MO, together; and Bellingham, WA), Sociolinguistic variation in American Sign Language is a major contribution to the growing literature on the linguistics and sociolinguistics of ASL. It seeks to “provide a comprehensive description of the variables and constraints at work in sign language variation” (p. xv), building on the existing linguistic literature dealing with ASL. It succeeds admirably, if not in providing the final word on these complex issues, then by offering not only fascinating insights into sign language variation but also an empirical database that is unmatched in its depth and breadth in the field.
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Kramsch, Claire. "A New Field of Research: SLA-Applied Linguistics." PMLA/Publications of the Modern Language Association of America 115, no. 7 (December 2000): 1978–81. http://dx.doi.org/10.2307/463621.
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Second language acquisition research (sla) is the systematic exploration of the conditions that make the acquisition of a foreign language possible, both in natural and in instructional settings. Its objects of study are the biological, linguistic, psychological, and emotional makeup of language learners and the educational, social, and institutional context of learning and teaching. Whereas language as a linguistic system is studied through the metalanguage of linguistics (phonology, syntax, and semantics), language learning, as psycholinguistic process and sociolinguistic discourse, is researched through the metadiscourse of applied linguistics: psycho- and sociolinguistics, anthropological and educational linguistics, discourse analysis, pragmatics, stylistics, and composition and literacy studies. These fields illuminate what it means to learn to speak, read, write, and interact in a foreign language, what it means to appropriate for oneself the national idiom of communities that share a history and a culture that are different from one's own. SLA provides the applied linguistic metadiscourse for the practice of language learning and teaching.
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Vieira, Rodrigo Drumond, Gregory J. Kelly, and Silvania Sousa do Nascimento. "AN ACTIVITY THEORY-BASED ANALYTIC FRAMEWORK FOR THE STUDY OF DISCOURSE IN SCIENCE CLASSROOMS." Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 14, no. 2 (August 2012): 13–46. http://dx.doi.org/10.1590/1983-21172012140202.
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In this paper we introduce a new framework and methodology to analyze science classroom discourse and apply it to a university physics education course. Two fields of inquiry were adapted to develop the framework: activity theory and linguistics. From activity theory we applied levels of analysis (activity, actions, and operations) to organize and structure the discourse analysis. From the field of linguistics we used resources from sociolinguistics and textual linguistics to perform analysis at the action and operation levels. Sociolinguistics gave us criteria to introduce contextualization cues into analysis in order to consider ways that participants segmented their classroom conversations. Textual linguistics provided a basis for categories of language organization (e.g, argumentation, explanation, narration, description, injunction, and dialogue). From this analysis, we propose an examination of a teacher's discourse moves, which we labeled Discursive Didactic Procedures (DDPs). Thus, the framework provides a means to situate these DDPs in different types of language organization, examine the roles such DDPs play in events, and consider the relevant didactic goals accomplished. We applied this framework to analyze the emergence and development of an argumentative situation and investigate its specific DDPs and their roles. Finally, we explore possible contributions of the framework to science education research and consider some of its limitations.
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Tóth, Sándor János. "THE IMPACT OF HUNGARIAN ON SLOVAK LANGUAGE USE IN BILINGUAL MILIEU." Yearbook of Finno-Ugric Studies 14, no. 2 (June 29, 2020): 227–35. http://dx.doi.org/10.35634/2224-9443-2020-14-2-227-235.
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This paper as an output of the sociolinguistic project EFOP-3.4.3-16-2016-00023 presents the outcomes of a field research of the relationship between language and thought under the impact of contacts of the Hungarian and Slovak language influenced by analogical grammatical transfer. We intend to present the contact of Hungarian and Slovak spoken by bilinguals with the methods of sociolinguistics and cognitive linguistics. The interpretation is based on the theory of the analogy in language, contact and cognitive linguistics. The paper sets out to analyze morphological aspects of the variety and reflects on the relation of language, thought and culture in the two languages by comparing varieties of languages in bilingual milieu.
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Muti, Cut Kania Annissa Jingga, Nisa Faradilla, and Sarah Ziehan Harahap. "LANGUAGE IDEOLOGY OF TEENAGERS TOWARD THE CATEGORIES OF GENDER IN LANGSA KOTA." LANGUAGE LITERACY: Journal of Linguistics, Literature, and Language Teaching 2, no. 1 (July 7, 2018): 58–67. http://dx.doi.org/10.30743/ll.v2i1.465.
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ABSTRAKSociolinguistics is a study or discussion of language related to the language Sociolinguistics consists of two elements of the word that is socio and linguistics. Linguistics is the study of language, especially the elements of language (speech, word, sentence) and the relationship between speakers who are part of the members of society.Sociolinguistics places the position of language in relation to its use in society. This means that sociolinguistics views language as primarily a social system and communication system, and is part of a particular society and culture. Hence language and use of language are not observed individually but are always associated with their activities in society.Every human being born into the world is elected into two types, women and men. Gender refers to differences in male and female characters based on cultural construction, relating to the nature of their status, position, and role in society as well as socially-culturally constructed gender differences.In sociolinguistics, language and gender have a very close relationship. There is the phrase "why do women talk differently from men?" In other words, we are concerned with several factors that make women prefer to use standard language compared to men. In this regard, it is worth examining the language as a social part, a deed of value, reflecting the complexity of social networks, politics, culture, and age and society relations.language ideology is ideas and beliefs about what a language is, how it works and how it should work, which are widely accepted in particular communities and which can be shown to be consequential for the way languages are both used and judged in the actual social practice of those communities. In the community of western intellectuals, for instance, one key language ideology is inherited from the tradition of ideas whose major exponents include John Locke (in the Essay Concerning Human Understanding) and Ferdinand de Saussure (in the reconstructed and posthumously published work whose English translation is titled A Course in General Linguistics). In this tradition, signs (or words they are usually treated as being the same thing) stand for ideas, language is the means for conveying those ideas from one mind to another, and the process is underwritten by a sort of social contract, whereby speakers of a given language agree to make the same signs stand for the same ideas.
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Hao, Ningning. "Literature Review of Language Planning and Language Policy since 21st Century." Theory and Practice in Language Studies 8, no. 7 (July 1, 2018): 888. http://dx.doi.org/10.17507/tpls.0807.22.
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As a major part of sociolinguistics, language planning has become a major research topic for many scholars. As a branch of Applied Linguistics, language planning is not a theoretical field of academic research, but mainly based on solving language problems in society. In the past 50 years, language planning research has been deepened and the coverage has gradually expanded. Especially, since 1990s, language planning has become a subject of rejuvenation, which has increasingly highlighted its importance and research prospects. This paper will review and analyze the general situation of language planning research in the past 20 years at home and abroad, and look forward to the future trend of language planning research.
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Hernández-Campoy, J. M. "English in its socio-historical context." English Today 29, no. 3 (August 15, 2013): 58–59. http://dx.doi.org/10.1017/s0266078413000217.
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Since Romaine's (1982) pioneering work, historical sociolinguistics has been studying the relationships between language and society in its socio-historical context by focusing on the study of language variation and change with the use of variationist methods. Work on this interdisciplinary sub-field subsisting on sociology, history and linguistics is expanding, as shown, for example, by Milroy (1992), Nevalainen & Raumolin-Brunberg (1996; 2003), Ammon, Mattheier & Nelde (1999), Jahr (1999), Kastovsky & Mettinger (2000), Bergs (2005), Conde-Silvestre (2007), Trudgill (2010), or Hernández-Campoy & Conde-Silvestre (2012). These works have been elucidating the theoretical limits of the discipline and applying the tenets and findings of contemporary sociolinguistic research to the interpretation of linguistic material from the past. Yet in the course of this development historical sociolinguistics has sometimes been criticised for lack of representativeness and its empirical validity has occasionally been questioned. Fortunately, in parallel to the development of electronic corpora, the assistance of corpus linguistics and social history has conferred ‘empirical’ ease and ‘historical’ confidence on the discipline.
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Syarif, Hermawati. "LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 1 (July 3, 2016): 50. http://dx.doi.org/10.24036/ld.v10i1.6328.
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Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching-learning method reflect the development of linguistic theories. This paper describes how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholinguistics and Sociolinguistics. In relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the viewing of linguistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English language learning, the syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in use. In this case, English instructors/teachers should also update their linguistic competence, especially on Psycholinguistic and Sociolinguistic points of view. Key words/phrases: linguistics, English, language instruction, linguistic competence
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Steen, Gerard J. "Researching And Applying Metaphor." Toegepaste Taalwetenschap in Artikelen 83 (January 1, 2010): 91–102. http://dx.doi.org/10.1075/ttwia.83.09ste.
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Metaphor has become an important area of investigation where fundamental and applied research on language and its use meet. This article presents metaphor as a rapidly developing area of study for applied linguists who are adding an interventionist dimension to the more fundamental research on metaphor pursued in linguistics, psycholinguistics, and sociolinguistics. First a brief history of the study of metaphor since the 1980s will be offered, in order to relate the cognitive-linguistic view of metaphor to general interest in metaphor in linguistics, psycholinguistics and sociolinguistics. Then a few comments will be made about a number of important aspects of metaphor in applied linguistics, including metaphor identification and the distinction between deliberate versus non-deliberate metaphor. Finally an impression will be offered of the applied-linguistic study of metaphor in a few distinct domains of discourse, including politics and health. These topics are intended to demonstrate that metaphor forms an interesting opportunity for applied linguists to engage with complex aspects of meaning and use in a variety of ways in order to develop effective applied research.
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McLaughlin, Barry, and Michael Harrington. "Second-Language Acquisition." Annual Review of Applied Linguistics 10 (March 1989): 122–34. http://dx.doi.org/10.1017/s0267190500001240.
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As H. Douglas Brown pointed out in his review (1980), the field of second language acquisition [SLA] has emerged as its own discipline in the 1980s. A somewhat eclectic discipline, research in SLA involves methodologies drawn from linguistics, sociolinguistics, education, and psychology. Theoretical models are equally diverse (McLaughlin 1987), but in general a distinction is possible between representational and processing approaches (Carroll in press). Representational approaches focus on the nature and organization of second-language knowledge and how this information is represented in the mind of the learner. Processing approaches focus on the integration of perceptual and cognitive Processes with the learner's second-languages knowledge. This distinction is used here for purposes of exposition, although it is recognized that some approaches combine both representational and processing features, as any truly adequate model of second-language learning must.
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Hunaida, Wiwin Luqna, and Rahayu Ningsih. "MODEL OF ARABIC INSTRUCTION BASED ON MODERN SOCIOLINGUISTICS." Didaktika Religia 8, no. 2 (December 13, 2020): 377–402. http://dx.doi.org/10.30762/didaktika.v8i2.2706.
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This study aims to discuss modern sociolinguistic theory as the latest Arabic language learning model offering in the context of developing foreign languages in Indonesia. The results of the discussion are expected to expand scientific knowledge in the Arabic learning process in Indonesia. Some Arabic studies currently pay less attention to the study of Arabic culture. Formal learning in the classroom is just quiet theoretical learning of the language itself. Even though studying culture in language learning is very important to do. These two things are inseparable so both must be hand in hand. Everything that can be found in a language contains the culture of its language origin, as well as culture is one of the elements that can shape language. This is called macro linguistics, which is one of the scientific trends in examining issues in learning Arabic in Indonesia. For research design, this study uses a research library which operationally the library data the authors get from books and articles that have relevance to the subject matter. The stages of Arabic language learning based on sociolinguistic theory can be done through three stages, namely describing the concept of sociolinguistics, synchronizing sociolinguistic with teaching material, and implementing sociolinguistics in Arabic instruction. Thus, learning Arabic will be easier for students to understand. The results of the study reveal the results of a fantastic study.
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Defrioka, Andri. "Developing Communicative Language Test for Vocational Senior High School." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 1, no. 1 (December 16, 2007): 1. http://dx.doi.org/10.24036/ld.v1i1.611.
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This paper is aimed at revealing the role of communicative language test n enabling and measuring student’s English achievement at Vocational School (SMK). Its coverage will be the considerations and procedures to construct communicative language test. This test is intended to be a measure of how the testees are able to use language in real life situations. There are several models of communicative competence, grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. This test has three steps; identifying objectives, developing the test, specification, and developing the communicative test. Key Words: Communicative test, vocational school, linguistics, sociolinguistics, discourse, strategic,
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Hoenigswald, Henry M. "Bloomfield and historical linguistics." Historiographia Linguistica 14, no. 1-2 (January 1, 1987): 73–88. http://dx.doi.org/10.1075/hl.14.1-2.10hoe.
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Summary Bloomfield worked in both historical and synchronic linguistics. To the former, he contributed: (1) a large amount of work in specific fields; (2) scrutiny of the nature of historical linguistic investigation; and (3) an analysis of the phenomenon of linguistic change. In his Language (1933), he did not narrate the procedures involved in synchronic investigation, nor did he set forth the steps to be followed in analysis. In his exposition of the results of diachronic linguistics, his approach was one of respect and admiration for the achievements of nineteenth-century historical linguistics. Since he accepted the (often disputed) postulate of the regularity of sound-change, he defended it by indirect persuasion in setting forth the arguments by which it is confirmed. His view of the causation of phonological and morphological change is interpreted as an anticipation of later sociolinguistics. In so doing, he restated his predecessors’ and his own insights, thereby rescuing them from the ministrations of their would-be defenders.
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Boswijk, Vincent, and Matt Coler. "What is Salience?" Open Linguistics 6, no. 1 (January 1, 2020): 713–22. http://dx.doi.org/10.1515/opli-2020-0042.
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Abstract A commonly used concept in linguistics is salience. Oftentimes it is used without definition, and the meaning of the concept is repeatedly assumed to be self-explanatory. The definitions that are provided may vary greatly from one operationalization of salience to the next. In order to find out whether it is possible to postulate an overarching working definition of linguistic salience that subsumes usage across linguistic subdomains, we review these different operationalizations of linguistic salience. This article focuses on salience in sociolinguistics, cognitive linguistics, second-language acquisition (SLA), and semantics. In this article, we give an overview of how these fields operationalize salience. Finally, we discuss correlations and contradictions between the different operationalizations.
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Kempf, Renate. "Pronouns and terms of Address in Neues Deutschland." Language in Society 14, no. 2 (June 1985): 223–37. http://dx.doi.org/10.1017/s0047404500011143.
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AbstractPronouns and terms of address in interviews, letters, and speeches in Neues Deutschland reflect a variety of address norms. They depend on the participants' social status, geographic origin, party membership, and other factors, and show pronoun avoidance in a number of cases. Sociolinguistic methods applied to written texts can thus reveal possible changes in address norms in the German Democratic Republic. (Sociolinguistics, text linguistics, pronouns of address, language in the German Democratic Republic)
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Yunhadi, Wuwuh. "REALITAS BAHASA DALAM POSTULAT SAPIR DAN WHORF." LINGUA: Journal of Language, Literature and Teaching 13, no. 2 (August 27, 2016): 169. http://dx.doi.org/10.30957/lingua.v13i2.227.
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In the field of linguistics, Sapir and Whorf claimed that language and culture are closely related. Language is the reflection of how culture of a community shares. Sapir and Whorf defined two main functions of language in the community. First, language will change from the original if the language is used far from the center where the language origins. This concept is named as language drift. Second, the characteristics of individuals’ culture are manifested in the language they use. This paper is a brief review on theories of language from Sapir-Whorf that inspires on the development of sociolinguistics and discourse analysis in the era that follows.
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Seidl-Péch, Olívia. "Zu theoretischen und praktischen Aspekten des Fachübersetzens." Acta Universitatis Sapientiae, Philologica 9, no. 3 (December 1, 2017): 135–44. http://dx.doi.org/10.1515/ausp-2017-0034.
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AbstractIn the past few decades, it has extensively been written about corpus linguistics, which has owned its upswing mainly to the use of electronic corpora since the 1960s (Brown Corpus). Meanwhile, an increasing number of fields within general and applied linguistics (e.g. computational linguistics, discourse analysis, contrastive linguistics, diachronic and synchronic linguistics, language teaching and learning research, lexicology and lexicography, psycholinguistics, sociolinguistics, translation studies) have been using corpus linguistic methods. In linguistic research, the empirical and descriptive character of corpus-based linguistic analysis has also been given an emphasis.Thanks to the digital revolution of the 20th and 21st centuries the creation and provision of digital linguistic corpora is becoming accessible for smaller nations and language communities as well as for scientists. Nowadays, linguistic corpora cannot only be regarded as a tool to support language research and Translation Studies, but they also contribute to the enrichment of cultural diversity. The article focuses on international examples as well as on the most significant Hungarian corpora. The paper also discusses the criteria of corpus creation and several cultural aspects of corpus linguistics.
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Albury, Nathan John. "Mother tongues and languaging in Malaysia: Critical linguistics under critical examination." Language in Society 46, no. 4 (June 7, 2017): 567–89. http://dx.doi.org/10.1017/s0047404517000239.
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AbstractThis article brings the critical turn in linguistics—with its current scepticism towards essentialised languages and bias forlanguaging—under critical evaluation. It does so by bringing it face-to-face with thelocal-knowledge turnin sociolinguistics that investigates local knowledge and local epistemologies, held by language users themselves, to understand sociolinguistic phenomena. This article analyses whether and how the epistemologies inherent tolanguage,mother tongue, andlanguaginghold relevance in local metalinguistic talk in Malaysia. Focus group discussions with ethnic Malay, Chinese, and Indian youth reveal that languaging throughBahasa Rojakis already firmly embedded in local epistemologies for communicating across ethnolinguistic divides and fostering interethnic inclusiveness. An essentialised view of language, however, remains vital to any holistic sociolinguistic research in Malaysia in culturally specific ways that do not conflict with languaging. The article therefore supports arguments that we ought not to disregard mother tongues in the interests of critical linguistics. (Critical linguistics, mother tongue, languaging, linguistic culture, Malaysia, folk linguistics)*
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Peled, Yael. "Language, rights and the language of language rights." Journal of Language and Politics 10, no. 3 (October 31, 2011): 436–56. http://dx.doi.org/10.1075/jlp.10.3.07pel.
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It is only in recent years, after a surprising long period of neglect, that political theorists began to engage with the evident normative dimension of policymaking on language. Within the body of literature that has emerged in this process, the conceptual framework of language rights maintains a central position. The article examines this emerging debate on language rights, and identifies both advantages and drawbacks of committing the debate on normative language policy primarily to the language of rights. While recognising the valuable contribution of the refined analytical tools of political theory to the debate on normative language policy, it raises concerns about its relatively limited engagement with linguistics and sociolinguistics as distinct fields of inquiry, and therefore the adequacy and relevance of the work it produces. The article argues for the need to develop a new conceptual framework for normative language policy, and concludes with an outline for a more informed theory-building process.
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Both, Csaba Attila. "Phonetic Adaptation of Hungarian Loanwords in Romanian." Acta Universitatis Sapientiae, Philologica 7, no. 3 (December 1, 2015): 119–38. http://dx.doi.org/10.1515/ausp-2015-0059.
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Abstract In current linguistics, as well as in the fields of contact linguistics and sociolinguistics, the assessment of contact between the different languages used by speakers living in the same geographical/political area receives a pronounced role. These languages inevitably come into contact. The research on language contact between Hungarian and Romanian has a past marked by scholarly works that focus especially on the lexical- semantic level. Because contact between linguistic phenomena occurs at every level of language, it is necessary to focus on the smallest linguistic elements as well. In our work, we analyse a corpus of words borrowed from Hungarian by the Romanian language, focusing on stop sounds. In our paper, we establish the main phonetic transfer modalities, discussing the subject in an international framework.
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Reagan, Timothy. "LEARNING TO SEE: TEACHING AMERICAN SIGN LANGUAGE AS A SECOND LANGUAGE (2nd ed.).Sherman Wilcox and Phyllis Perrin Wilcox. Washington, DC: Gallaudet University Press, 1997. Pp. x + 145. $19.95 cloth." Studies in Second Language Acquisition 20, no. 1 (March 1998): 124–25. http://dx.doi.org/10.1017/s0272263198231068.
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American Sign Language (ASL), both as the focus of scholarly study and as an increasingly popular foreign-language option for many secondary and university level students, has made remarkable strides during recent years. With respect to the linguistics of ASL, there has been a veritable revolution in our understanding of the nature, structure, and complexity of the language since the publication of William Stokoe's landmark Sign Language Structure in 1960. Works on both theoretical aspects of the linguistics of ASL and on the sociolinguistics of the Deaf community now abound, and the overall quality of such works is impressively high. Also widely available now are textbooks designed to teach ASL as a second language. Such textbooks vary dramatically in quality, ranging from phrasebook and lexical guides to very thorough and up-to-date works focusing on communicative competence in ASL.
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Rickford, John Russell. "Unequal partnership: Sociolinguistics and the African American speech community." Language in Society 26, no. 2 (June 1997): 161–97. http://dx.doi.org/10.1017/s0047404500020893.
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ABSTRACTAmerican quantitative sociolinguistics has drawn substantially on data from the African American speech community for its descriptive, theoretical, and methodological development, but has given relatively little in return. Contributions from the speech community to sociolinguistics include the development of variable rules and frameworks for the analysis of tense-aspect markers, social class, style, narratives, and speech events, plus research topics and employment for students and faculty. The contributions which sociolinguistics could make in return to the African American speech community – but has not done sufficiently – include the induction of African Americans into linguistic, the representation of African Americans in our writings, and involvement in courts, workplaces, and schools, especially with respect to the teaching of reading and the language arts. This last issue has surged to public attention following the Oakland School Board's “Ebonics” resolutions on Dec. 18, 1996.The present unequal partnership between researcher and researched is widespread within linguistics. Suggestions are made for establishing service in return as a general principle and practice of teaching and research in our field. (African American Vernacular English, Ebonics, applications of sociolinguistics, community service, dialect readers, variation theory)
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Lazdiņa, Sanita. "PROBLEMS OF MASTERING LATVIAN AS A SECOND LANGUAGE IN THE CONTEXT OF THE DEVELOPMENT OF APPLIED LINGUISTICS." Via Latgalica, no. 1 (December 31, 2008): 103. http://dx.doi.org/10.17770/latg2008.1.1601.
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The objective of the paper is to illuminate the interpretation of the term „Applied Linguistics” in Latvia and abroad (in Western Europe, the USA and Russia), and thereby identifying possibilities and grounds for the research of Latvian as a second language in the context of the development of applied linguistics in Latvia. Apart from theoretical literature, the author also uses data from observations of classroom discussions, which were obtained in three secondary schools and one elementary school (two schools in Rezekne, one in Rezekne region and one in Balvi). The author of the paper conducted a discourse research of Grade 9 pupils who learn Latvian as a second language (LAT 2). These research data are also important for problems of the development of methodology of applied linguistics in Latvia, because they enable the identification of new data and research methods. Applied linguistics as a field is based on the research of language and its role in human activities. Modern research of applied linguistics in Western Europe shows that attention is paid to areas such as second language acquisition (SLA), cognition, language policy and planning, lexicography, translation theory, corpus linguistics, etc. In Russia, when defining the areas and functions of applied linguistics, emphasize is put on the close connection of linguistics with information technology, artificial intelligence and logics. Russian linguists link the emergence of applied linguistics to the development of science and technology, which have made it necessary to observe language in action. The term „Applied Linguistics” is usually opposed to theoretical linguistics, which studies language in a system under a particular condition. To identify the interpretation of the term „Applied Linguistics” in Latvia, two sources were used for the paper: The „Interpretative Dictionary of Basic Terms of Linguistics” (IDBTL), published in 2007, and the description of the branches and sub-branches of science available on the home page of the Latvian Council of Science (LCS). The comparison of these sources reveals two differences in the definition of „applied linguistics”. IDBTL does not mention sociolinguistics among the areas of applied linguistics. Sociolinguistics is mentioned separately in the dictionary, but there is no link to applied linguistics. The second difference is that IDBTL does not refer to language teaching or learning – neither in the definition of applied linguistics, nor in the description of its areas, whereas it is mentioned in the LCS description of sub-branches. These findings show a lack of consistency in introducing the problem of second language acquisition into the context of the development of applied linguistics. The second part of the paper gives an insight into the research of the Latvian language as a second language. The research data were obtained through structural observations of class discourse and by analyzing them with the help of check lists and tables. The data of the class discourse research is important for the research of the actual situation of language acquisition. The task of an applied linguist is to be a mediator between the theory of linguistics and language pedagogy (linguodidactics). Even for studying problems of mastering the Latvian language as a second language, there is still a lack of systemic research which would provide a deeper analysis of the difficulties that LAT2 pupils deal with while learning Latvian, as well as while studying other subjects bilingually or in Latvian. There is an on-going need for class discourse research and for research of a individual language acquisition processes by means of interviews, questionnaires, and pupils’ reports about the accomplishment of some cognitive or linguistic tasks, as well as by other methods.
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Bacchini, Simone. "When language met society: sociolinguistics in the twenty-first century." English Today 31, no. 2 (May 28, 2015): 62–64. http://dx.doi.org/10.1017/s0266078415000139.
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Languages, like their speakers, are socially situated. They exist in specific contexts, which they help shape and which, in turn, are shaped by them. Looking at the ways in which these interactions occur can tell us a lot about language users as well as languages (and language) themselves. Broadly speaking, it is this social aspect of language that is the object of study of sociolinguistics. I may be biased (after all, it was after being exposed to Cheshire's (2009) study of language use by a group of adolescents in Reading, England, that I decided to choose it as a field of study), but it is indeed a fascinating branch of linguistics, for it has the potential to appeal to those with an interest in language – either as an entity per se or as an instrument – but also to those who are more attracted by the sociological implications of it.
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Alduais, Ahmed Mohammed Saleh. "A Comparative and Contrastive Account of Research Approaches in the Study of Language." International Journal of Learning and Development 2, no. 5 (October 20, 2012): 255. http://dx.doi.org/10.5296/ijld.v2i5.2456.
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A research, in any field, starts with either a passing idea or a bee in one’s mind. Research in the field of language study, for instance, in all its branches, is a rich area where in hundreds of ideas and problems can be thought of and investigated. Needless to say, the study of language includes generally (linguistics: phonetic, phonology, morphology, syntax, comparative linguistics, etc.), (applied linguistics: pragmatics, sociolinguistics, psycholinguistics, neurolinguistics, biolinguistics, clinical linguistics, experimental linguistics, computational linguistics, mathematical linguistics, forensic linguistics, corpus linguistics, contrastive analysis, discourse analysis, stylistics and error analysis, etc.), and (educational linguistics: language learning, teaching, and acquisition, etc.). Due to this, a certain problem or an idea in any of the above areas can be investigated from different points of view; that is, using either the correlational research approach, case-study, survey, experimental, ethnographic or the large-scale research approach. Actually, it is claimed in this paper that the above mentioned research approaches are different yet alike. This last point, however, is the major aim of this paper where in the six research approaches are compared and contrasted. At last, the researcher claims that no matter what a researcher in language study will follow since this approach fulfills the questions of his or her study logically, scientifically, and comes up with useful and fruitful bits of information and knowledge. Keywords: Research approaches, Language study, Correlational research, Case-study, Experimental study, Survey study, Ethnographic study, Large-scale study, Comparative and contrastive studies.
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De Costa, Peter I., Joseph Sung-Yul Park, and Lionel Wee. "Why linguistic entrepreneurship?" Multilingua 40, no. 2 (December 22, 2020): 139–53. http://dx.doi.org/10.1515/multi-2020-0037.
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Abstract This introduction builds on De Costa et al.’s (2016], [2019) notion of linguistic entrepreneurship, which is defined as “the act of aligning with the moral imperative to strategically exploit language-related resources for enhancing one’s worth in the world” (2016: 696). The four empirical studies and two critical commentaries that constitute this special issue explain the relevance of this construct and explore how it is instantiated in a range of formal and informal educational contexts across the world. Specifically, we explain how linguistic entrepreneurship serves as a unique and innovative contribution to the existing body of sociolinguistics, applied linguistics, and language policy research on neoliberalism.
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Mesthrie, Rajend. "Rajendra Singh (ed.), The native speaker: Multilingual perspectives. (Language and development, 4.) New Delhi & Thousand Oaks, CA, 1998. Pp. 226. Hb $34.95." Language in Society 29, no. 2 (April 2000): 279–82. http://dx.doi.org/10.1017/s0047404500282043.
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What is a native speaker? This question has been taken for granted in linguistics, which has frequently taken as its starting point the monolingual community in which the native speaker is one who speaks the language “from the crib” (Singh, 40) throughout his or her life. In the idealized case, even for sociolinguistics, the native speaker has one native language which s/he speaks fluently: s/he is a rather “sedentary” person who is “uncontaminated” in significant ways by speakers of other languages (Salikoko Mufwene, 114).