Journal articles: 'Sociolinguistic ethnography'

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Čekuolytė, Aurelija. "Ethnography in sociolinguistic studies of youth language." Taikomoji kalbotyra, no. 1 (October 25, 2012): 1–18. http://dx.doi.org/10.15388/tk.2012.17253.

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In Lithuanian sociolinguistics ethnography is a new method; there are no comprehensive ethnographic studies. The main purpose of this paper is to introduce the reader to ethnography and to show why it is important to include ethnography in linguistic studies and how this method can enrich the analysis of linguistic material. When applying the ethnographic method it is not only possible to provide a picture of the distribution of linguistic variables in the community, but also to discover the social meaning which is associated with those variables. What is unique about ethnography is that it allows the scientist to discover social meanings instead of presupposing them and to examine the construction and organization of the social meaning of linguistic variables. Even though ethnographic studies are often treated as case studies, the results of a well-constructed ethnographic study are reliable and replicable, for instance, the ethnographically discovered social categories and social meanings, associated with them, can be tested in a different community with a help of match-guise technique. Following the sociolinguistic wave theory, I explain how and why ethnography has been employed in sociolinguistic studies. The studies in the first sociolinguistic wave applied survey and quantitative methods to examine the relation between linguistic variation and the traditional social categories – class, age, sex, and ethnicity. However, the quantitative methods were not sufficient enough in explaining which social mechanisms caused linguistic variation. Studies in the second wave employed ethnography in order to find the relation between linguistic variation and locally determined social categories. Studies in the third wave departed from the dialect-based approach of the first two waves, employed stylistic practice approach and examined any linguistic material that is socially meaningful in the community. I also discuss the main aspects of ethnographic method: participant observation, fieldnotes, ethnographic interview and other types of interviews. I come in with advice for researchers who plan to use ethnography in their research. The examples of ethnographic studies that I’m using in my paper are mostly taken from studies of youth language. Nevertheless, the paper can also be useful to any researcher who is willing to conduct an ethnographic sociolinguistic study.

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Carlo, Pierpaolo Di. "Towards an understanding of African endogenous multilingualism: ethnography, language ideologies, and the supernatural." International Journal of the Sociology of Language 2018, no. 254 (October 25, 2018): 139–63. http://dx.doi.org/10.1515/ijsl-2018-0037.

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AbstractIn a globalised sociolinguistics “[d]ifferent types of societies must give rise to different types of sociolinguistic study”, as Dick Smakman and Patrick Heinrich argue in the concluding remarks of their (Smakman, Dick. 2015. The westernising mechanisms in sociolinguistics. In Dick Smakman & Patrick Heinrich (eds.),Globalising sociolinguistics. Challenging and expanding theory, 16–35. London: Routledge) bookGlobalising sociolinguistics. Challenging and expanding theory. To this end, a basic condition must be met: both target languages and societies must be well known. This is not the case in much of Central and West Africa: with only few exceptions, here local languages and societies are generally under-researched and sociolinguistic studies have focused mainly on urban contexts, in most cases targeting the interaction between local and colonial languages. With regard to individual multilingualism, this urban-centered perspective risks to limit scholarly attention on processes that, while valid in cities, may not apply everywhere. For one thing, there might still be areas where one can find instances of endogenous multilingualism, where speakers’ language repertoires and ideologies are largely localised. The case in point is offered by the sociolinguistic situation found in Lower Fungom, a rural, marginal, and linguistically highly diverse area of North West Cameroon. The analyses proposed, stemming from a strongly ethnographic approach, lead to reconsider basic notions in mainstream sociolinguistics – such as that of the target of an index – crucially adding spiritual anxieties among the factors conditioning the development of individual multilingual repertoires in local languages.

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Díaz-Campos, Manuel, Juan M. Escalona Torres, and Valentyna Filimonova. "Sociolinguistics of the Spanish-Speaking World." Annual Review of Linguistics 6, no. 1 (January 14, 2020): 363–88. http://dx.doi.org/10.1146/annurev-linguistics-011619-030547.

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This review provides a state-of-the-art overview of Spanish sociolinguistics and discusses several areas, including variationist sociolinguistics, bilingual and immigrant communities, and linguistic ethnography. We acknowledge many recent advances and the abundant research on several classic topics, such as phonology, morphosyntax, and discourse-pragmatics. We also highlight the need for research on understudied phenomena and emphasize the importance of combining both quantitative and ethnographic methodologies in sociolinguistic research. Much research on Spanish has shown that the language's wide variation across the globe is a reflection of Spanish-speaking communities’ rich sociohistorical and demographic diversity. Yet, there are many areas where research is needed, including bilingualism in indigenous communities, access to bilingual education, attitudes toward speakers of indigenous languages, and language maintenance and attrition. Language policy, ideology, and use in the legal and health care systems have also become important topics of sociolinguistics today as they relate to issues of human rights.

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Hornberger, Nancy H. "Bilingual education success, but policy failure." Language in Society 16, no. 2 (June 1987): 205–26. http://dx.doi.org/10.1017/s0047404500012264.

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ABSTRACTIn 1977, a bilingual education project began in rural areas of Puno, Peru, as a direct result of Peru's 1972 Education Reform. This paper presents results of an ethnographic and sociolinguistic study comparing Quechua language use and maintenance between: 1) a bilingual education school and community, and 2) a nonbilingual education school and community. Classroom observation indicated a significant change in teacher–pupil language use and an improvement in pupil participation in the bilingual education school. Community observation and interviews indicated that community members both valued and used their language. Yet the project has had difficulties expanding or even maintaining its implementation. (Quechua; Puno, Peru; Peru; Andes; bilingual education; classroom language use; ethnography; sociolinguistics; community development; language planning; language maintenance; educational policy)

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Tsitsipis, Lukas D. "Language shift and narrative performance: On the structure and function of Arvanítika narratives." Language in Society 17, no. 1 (March 1988): 61–86. http://dx.doi.org/10.1017/s0047404500012598.

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ABSTRACTLiterature on language death offers abundant information on the grammatical, phonological, lexical, and sociolinguistic processes that a dying speech form can undergo. However, work remains to be done in the area of narrative skills and performance. This article examines the creative manipulation of certain narrative devices, including bilingual lexical resources from modern Greek and Tosk Albanian in stories offered by a residual group of fluent Albanian speakers in Greece. In a community, which is highly variable from the point of view of the allocation of its Arvanítika (Albanian) linguistic and sociolinguistic skills to various population segments, fluent speakers manage to achieve a significant performance breakthrough by foregrounding and evaluating information important for their attitude building and vital to their social existence. Narrative performances become ways of relating historical events and past experiences in present-day life. The article makes the point that in studies of language death a more intensive use of the ethnography of speaking paradigm can be of great value for the detection of sensitive areas of speech behavior and change. (Narrative performance, language death, ethnography of speaking, Balkan sociolinguistics, Tosk Albanian, Greek)

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Shin, Hyunjung, and In Chull Jang. "Doing Critical Sociolinguistic Ethnography : Analyzing Processes and Situating Cases." Sociolinguistic Journal of Korea 26, no. 3 (September 30, 2018): 117–44. http://dx.doi.org/10.14353/sjk.2018.26.3.05.

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Olaoye, Anthony Ayodele. "Sociolinguistic Documentation Of Endangered Ethnography Of Communication In Yoruba Language." i-manager’s Journal on English Language Teaching 3, no. 4 (December 15, 2013): 42–48. http://dx.doi.org/10.26634/jelt.3.4.2520.

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Lainio, J. "Review. Linguistic Minorities and Modernity: a Sociolinguistic Ethnography. M Heller." Applied Linguistics 21, no. 2 (June 1, 2000): 268–72. http://dx.doi.org/10.1093/applin/21.2.268.

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Relaño Pastor, Ana María. "Ethnographic Perspectives to Teaching and Learning in Multilingual Contexts." Foro de Educación 17, no. 27 (June 11, 2019): 1–9. http://dx.doi.org/10.14516/fde.765.

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This special issue addresses the organization of teaching and learning in a variety of multilingual schooling contexts from different critical ethnographic perspectives (i.e.: critical sociolinguistic ethnography, linguistic anthropology, and language socialization). By analyzing a range of educational settings in Spain, the U.S., the U.K., Argentina, and Guatemala, the articles establish a dialogue with different ethnographically-oriented studies to understand the relationship between situated communicative practices, language policies, language ideologies, dominant discourses about bi-multilingualism, and wider social, cultural and economic processes.

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Philipsen, Gerry, and Donal Carbaugh. "A bibliography of fieldwork in the ethnography of communication." Language in Society 15, no. 3 (September 1986): 387–97. http://dx.doi.org/10.1017/s0047404500011829.

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In 1962, Dell Hymes proposed the project he subsequently named the ethnography of communication (Hymes1961, 1962, 1964b). Its central motive was to create a theory of linguistic communication which is grounded in the comparative analysis of many communities and their distinctive ways of speaking. Just as there is a comparative politics, law, religion, and so forth, he said, so should there be a comparative analysis of “studies ethnographic in basis and communicative in scope” (Hymes1964b:9). Such studies would be “whole ethnographies focused on communicative behavior” (1964b:9) and would be guided by, and subsequently used to guide the revision of, a descriptive framework which itself is a model of sociolinguistic description.

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Patiño Santos, Adriana. "Negotiating Power Relations and Ethnicity in a Sociolinguistic Ethnography in Madrid." Journal of Language, Identity & Education 10, no. 3 (July 2011): 145–63. http://dx.doi.org/10.1080/15348458.2011.585305.

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Xu, Zhongyi, and Lifang Wei. "Jackie Jia Lou The Linguistic Landscape of Chinatown: A Sociolinguistic Ethnography." Anglo-German Discourse Crossings and Contrasts 9, no. 1 (March 26, 2018): 168–72. http://dx.doi.org/10.1075/ps.00004.xu.

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Ghaffar-Kucher, Ameena. "Monica Heller: Linguistic Minorities and Modernity: A Sociolinguistic Ethnography (2nd Edition)." Language Policy 8, no. 1 (January 20, 2009): 85–87. http://dx.doi.org/10.1007/s10993-008-9122-7.

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Poveda, David, Frances Giampapa, and Ana María Relaño-Pastor. "Gatekeeping the interactional order: field access and linguistic ideologies in Content and Language Integrated Learning–type bilingual education programs in Spanish secondary schools." Qualitative Research 20, no. 6 (March 5, 2020): 854–73. http://dx.doi.org/10.1177/1468794120909072.

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This article reflexively discusses field access as a continuous process in linguistic ethnographic fieldwork and illustrates how interactions generated during negotiations to establish a research collaboration, initial contacts with participants or data gathered to complement audio-visual recordings of naturally occurring interaction can, in fact, become rich sources to answer research questions. The discussion is based on a critical sociolinguistic ethnography on the implementation of English-Spanish ‘bilingual programs’ in a mid-sized city in central Spain. To build this discussion we propose a framework in which particular research stances held by participants become closely intertwined with particular research processes, spaces and techniques.

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Huebner, Thom. "Jackie Jia Lou. 2016. The Linguistic Landscape of Chinatown: A Sociolinguistic Ethnography." Linguistic Landscape. An international journal 3, no. 3 (December 31, 2017): 330–33. http://dx.doi.org/10.1075/ll.00002.hue.

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Brown, Becky. "The social consequences of writing Louisiana French." Language in Society 22, no. 1 (March 1993): 67–101. http://dx.doi.org/10.1017/s0047404500016924.

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ABSTRACTStudies on language shift often refer to the demise of the ousted variety by detailing various stages of language decay and extinction. Problematic for these accounts are well-documented cases of intervening social phenomena, such as language revival movements, which can alter in some way the stages of decline. French Louisiana's situation illustrates language shift interacting with a strong revival movement. In the wake of the revival and in spite of continued shift, another trend is apparent – the writing of Louisiana French. Whereas shift clearly represents a stage of language decline, the creation of a written code functions as a key ingredient for language maintenance. A sociolinguistic analysis of these forces reveals the complexity and the conflict involved in the choice of the written word. (Sociolinguistics, Louisiana French, Cajun, Louisiana French Creole, variation in writing, ethnography, literacy, language maintenance)

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Hachimi, Atiqa. "The urban and the urbane: Identities, language ideologies, and Arabic dialects in Morocco." Language in Society 41, no. 3 (May 23, 2012): 321–41. http://dx.doi.org/10.1017/s0047404512000279.

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AbstractThe migration of old-urban elites to new-urban areas has been given scant attention in the sociolinguistics of mobility. This article examines language ideologies of differentiation that emerged from the migration of Morocco's bona fide old-urban elite from the city of Fez (the Fessis) to the new metropolis of Casablanca. This understudied sociolinguistic encounter brings into sharp focus two quintessential old-urban and new-urban varieties of Arabic along with their complex indexical system that links linguistic forms to identities, lifestyles, and moralities. Based on ethnography and discourse analysis of interviews with two women of Fessi extraction in Casablanca (a migrant and a local-born), I provide an in-depth account of what sounding Fessi means and accomplishes—and fails to accomplish—for these women, showing in the process the (re)production and change of language ideologies. The article demonstrates how changes in indexicalities relate to ongoing group boundary reconfiguration and to processes of linguistic (non)accommodation. (Arabic, North Africa, language ideologies, indexicality, gender, discourse analysis, sociolinguistics of mobility, historical prestige, social reallocation)*

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Pérez-Milans, Miguel. "Caught in a “West/China Dichotomy”: Doing Critical Sociolinguistic Ethnography in Zhejiang Schools." Journal of Language, Identity & Education 10, no. 3 (July 2011): 164–85. http://dx.doi.org/10.1080/15348458.2011.585306.

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Alsoraihi, Maha H. "A Sociolinguistic Analysis of Childhood Narratives and the Construction of Gender Identity: A Sociocultural Perspective." International Journal of English Linguistics 10, no. 1 (January 13, 2020): 402. http://dx.doi.org/10.5539/ijel.v10n1p402.

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This paper recognizes various concepts about gender identity in early childhood narratives by analyzing memories and stories expressed by men and women participating in this study. Such analyses assert the fact that cultural norms’ influence on gender identity is a very complex process. Linguistic ethnography (LE) researchers have always considered language as a starting point that leads to the study of the interactions between cultural, social norms, and language. This paper is placing a noticeable emphasis on detailed analyses of recorded data of interactions as primary source for displaying and constructing gender identities via social norms differences or similarities. This study emphasizes the effect of cultural differences and how they are placed at the center of other social processes involving gender identities and cultural outcome through daily interactions. Knowledge of the concept of social reality across different fields will eventually lead to key answers of questions about how this reality is constructed, reproduced, and manifested in various social, historical, political, and socio-economic settings. This paper manifests the definition of LE which is a field that is recognized by combining both ethnography and linguistic characteristics, where ethnography lies within the researcher’s attempt to analyze communicative practices within the social norms of a particular community. Through participants’ voices, events and views, their gender identity is perceived and constructed.

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Flubacher, Mi-Cha. "Desire and confusion: A sociolinguistic ethnography on affect in the ethnic economy of Thai massage." International Journal of the Sociology of Language 2020, no. 264 (August 27, 2020): 115–35. http://dx.doi.org/10.1515/ijsl-2020-2096.

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AbstractIn my contribution, I will look at the interconnections between language, work, ethnicity and gender in the exemplary site of the Thai massage studio as part of a larger sociolinguistic ethnography in Vienna, Austria. I argue that Thai massage therapists are trying to establish an independent and professional self, while being continuously repositioned along gendered and racial stereotypes based on post-colonial ideas of the “exotic woman”. In other words, their work empowers them on the local labour market, but simultaneously threatens to reinstall clear social and ethnical hierarchies. In order to unpack this complex, I propose to discuss two theoretical concepts from a critical sociolinguistic perspective: the ethnic economy and the affect of desire, as they both inform an understanding of Thai massage as a particular localised global practice. I will first discuss ambivalent opportunities related to language competences in the ethnic economy, and then turn to examine how male clients come to ascribe “confused affect” to their experience with desire in the Thai massage. Finally, I will discuss the issue of researcher positionality in dealing with the potential reproduction of exoticisation through research.

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Sabaté i Dalmau, Maria. "Exploring the interplay of narrative and ethnography: A critical sociolinguistic approach to migrant stories of dis/emplacement." International Journal of the Sociology of Language 2018, no. 250 (March 26, 2018): 35–58. http://dx.doi.org/10.1515/ijsl-2017-0054.

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AbstractIn this article I explore the benefits of interplaying narrative and ethnography for conducting a context-grounded, sociolinguistic analysis of the representational and interactional functions of migrant storytelling events concerning dis/relocation. I focus on a series of narratives of socioeconomic and geographic im/mobility told by three Ghanaians who, unsheltered, lived on a bench of a Catalan urban town. These were gathered via “go-along” narrative interviews and multi-site ethnography during six months of fieldwork. I show that the imbrications of a social-practice and social-action approach to narrative with network ethnography allow to: (1) investigate how representation and interaction in place-centered stories and storytelling acts reveal the narrators’ positionings with respect to host-society dis/emplacement, in their alternative spaces of socialization; (2) capture what gets silenced in dis/orientation narratives, like discrepancies between stories told and lived concerning identity management across migrant groups; and (3) expose the researchers’ impact on shaping the form and content of these stories by ingraining self-reflexivity activities into all analytical accounts. This offers an informant-integrative, critical view of how migrants enact transnational survival in contexts of precariousness and exclusion, which contributes to understanding how they place themselves with regard to their non-citizenship statuses, from a socially-sensitive, non-essentializing perspective.

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Zhang, Yingchun, and Zongjie Wu. "Urban schools and English language education in late modern China: A critical sociolinguistic ethnography." Frontiers of Education in China 9, no. 2 (June 2014): 289–92. http://dx.doi.org/10.1007/bf03397022.

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Al-Harahsheh, Ahmad Mohammad. "The Sociolinguistic Roles of Silence in Jordanian Spoken Arabic." JOURNAL OF ADVANCES IN LINGUISTICS 1, no. 1 (January 21, 2014): 16–23. http://dx.doi.org/10.24297/jal.v1i1.1988.

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The study of silence has not got much concern in the Arab world in general and in Jordanian Arabic in particular. The purpose of the current study is to seek to understand the practice and perception of silence in casual conversation in Jordanian society. Twelve dyadic conversations were conducted for 30 minutes each. The participants were 24 university students at Yarmouk University (Jordan-Irbid): twelve males and 12 females. They were categorised into two main groups: friends and strangers. Ninety seconds are analysed from the beginning, the middle, and the end of each conversation. The theoretical framework of this study draws on Turn-Taking system, ethnography of communication Speech Act Theory and Grice's Conversational. One of the more significant findings to emerge from this study is that silence is functional and meaningful in Jordanian society. It also has different interpretations in different contexts depending on the relationship between the interlocutors, the context of situation and the topic.

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Patiño-Santos, Adriana. "The politics of identity in diasporic media1." Language, Culture and Society 3, no. 1 (June 18, 2021): 34–57. http://dx.doi.org/10.1075/lcs.00032.pat.

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Abstract By following a sociolinguistic, ethnographic approach, this paper explores the intricacies behind the construction of a collective identity in the practices of a community radio station, off- and on-air, that serves the Spanish speaking Latin American community in London. The analysis of the information gathered from a 6-months ethnography conducted in a well-established radio station in South London, allowed me to document how the politics of identity delivered on air, far from being a straightforward process, entails some decisions regarding what to say and how, in order to deliver harmonious relations. The shared use of the Spanish language, albeit in different varieties, and some perceived shared values, become the salient markers to present this harmonious identity. Projecting a unified group identity is seen as an important aim for migrants when navigating diaspora in the UK.

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Poveda, David. "Bilingual Beyond School: Students’ Language Ideologies in Bilingual Programs in South-Central Spain." Foro de Educación 17, no. 27 (June 11, 2019): 11–36. http://dx.doi.org/10.14516/fde.700.

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This article examines adolescent and late adolescent discourses on bilingualism, bilingual education and the role of English and other additional languages in the current out-of-school lives and future trajectories of Spanish students enrolled in bilingual education programs. The data is part of a larger critical sociolinguistic ethnographic project on the implementation of bilingual education programs in secondary education (organized as English-Spanish CLIL) in Castilla-La Mancha, a region in South-Central Spain. Discourses were mainly elicited through a series of workshop-type and group discussion activities held in classrooms from two semi-private and two public schools, as well as an additional focus group conducted with university students. In total, 12 group events, involving approximately 300 students, were organized and documented through video-recordings, audio-recordings, photographs and fieldnotes. Students’ language ideologies around bilingualism are examined through an inductive qualitative / grounded theory approach. Three themes are identified: (a) the definition of bilingualism and bilingual competence, (b) the place of English (and other additional languages) in students’ current lives and social experiences and; (c) the role assigned to English in future employment and mobility opportunities. These discourses are discussed in relation to recent critical sociolinguistic work on the interconnection between language, multilingualism and neoliberalism. The paper closes with some methodological thoughts regarding the place of linguistic ethnography in the analysis of students’ collective discourses.

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Fernández-Barrera, Alicia. "Doing CLIL in the Science Classroom: a Critical Sociolinguistic Ethnography in La Mancha Secondary Schools." Foro de Educación 17, no. 27 (June 11, 2019): 37–63. http://dx.doi.org/10.14516/fde.712.

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Snell, Julia. "Solidarity, stance, and class identities." Language in Society 47, no. 5 (August 15, 2018): 665–91. http://dx.doi.org/10.1017/s0047404518000970.

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AbstractScholars have explained working-class speakers’ continued use of stigmatised vernaculars as a response to their relative powerlessness in relation to the standard language market. Research has shown how, in the face of this powerlessness, working-class communities turn to group solidarity, and use of the vernacular is seen as part of this more general orientation. As a result, two competing social values—status and solidarity—have featured prominently in discussions around language and class. I expand these discussions using data from a linguistic ethnographic study of children's language in Teesside, England. I argue that meanings related to status and solidarity operate at multiple levels and cannot be taken for granted, and demonstrate that vernacular forms thatlackstatus within the dominant sociolinguistic economy may be used toassertstatus within local interactional use. I further advance discussion of the ways local vernaculars might be intimately linked to classed subjectivities. (Social class, variation, solidarity, status, stance, indexicality, identity, interaction, ethnography)*

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Garrido, Maria Rosa. "Language socialisation and muda: The case of two transnational migrants in Emmaus Barcelona." International Journal of the Sociology of Language 2019, no. 257 (May 27, 2019): 137–63. http://dx.doi.org/10.1515/ijsl-2019-2023.

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Abstract This article investigates the relationship between socialisation and the concept of linguistic muda in a community of practice that belongs to a social movement called Emmaus. Based on a long-term ethnography (2008–2017), the article focuses on two transnational migrants who undergo a linguistic muda into functionally bilingual Catalan through participation in communal activities at Emmaus Barcelona. The analysis firstly traces the tensions arising in linguistic negotiation during a migrant novice’s initial participation in assemblies as a “socialising routine”. Although established participants of all origins projected a preferred bilingual stance and routinely code-switched, newly-arrived migrants were initially addressed in Spanish, in line with the commonsensical sociolinguistic behaviour routinely adopted with migrants in Catalonia. Analysis of the two migrants’ socialisation trajectories in Emmaus illuminates the changing sociolinguistic norms in Catalonia that legitimise transnational migrants’ linguistic mudes in this community. In conclusion, acceptance as a legitimate speaker of Catalan at Emmaus Barcelona can be viewed as a means to an end: that of becoming a legitimate member, capable of participating in joint (inter)actions such as assemblies.

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Adami, Elisabetta. "Book Review: Communicating beyond Language: Everyday Encounters with Diversity and The Linguistic Landscape of Chinatown: A Sociolinguistic Ethnography." Visual Communication 17, no. 2 (February 18, 2018): 263–68. http://dx.doi.org/10.1177/1470357218756769.

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Georgakopoulou, Alexandra. "‘Whose context collapse?’: Ethical clashes in the study of language and social media in context." Applied Linguistics Review 8, no. 2-3 (May 24, 2017): 169–89. http://dx.doi.org/10.1515/applirev-2016-1034.

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AbstractThe longstanding tradition of the examination of language and discourse in context has not only spurred the turn to issues of context in language and new media research but it has also led to numerous methodological and analytical deliberations, for instance regarding the roles and nature of digital ethnography and the need for an adaptive, ‘mobile’ sociolinguistics. Such discussions center around social media affordances and constraints of wide distribution, multi-authorship and elusiveness of audiences which are often described with the term ‘context collapse’ (Marwick and boyd 2011; Wesch 2008). In this article, I argue that, however helpful the insights of such studies may have been for linking social media affordances and constraints with users’ communication practices, the ethical questions of where context collapse leaves the language-in-context analysts have far from been addressed. I single out certain key challenges, which I view as ethical clashes, that I experienced in connection with context collapse in my data of the social media circulation of news stories from crisis-stricken Greece. I argue that these ethical clashes are linked with context collapse processes and outcomes on the one hand and sociolinguistic contextual analysis priorities on the other hand. I put forward certain proposals for resolving these clashes arguing for a discipline-based virtue ethics that requires researcher reflexivity and phronesis.

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Li, Jia. "Transnational migrant students between inclusive discourses and exclusionary practices." Multilingua 39, no. 2 (March 26, 2020): 193–212. http://dx.doi.org/10.1515/multi-2019-0125.

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AbstractTransnational migrant students have been found to experience marginalization in educational contexts around the world. This critical sociolinguistic ethnography explores the incorporation and learning outcomes of an as yet under-researched group: transnational migrant students from Myanmar in a border high school in China. This context is unique in that migrant students are celebrated as part of China’s soft power project to extend its international reach. Despite these welcoming discourses of diversity, transnational migrant students experience significant exclusion as a result of practices such as military-style school regulations, a Gaokao-centered curriculum, and streamed segregation. Overall, the paper highlights the necessity to pay attention to the ways in which schools reproduce social stratification of migrant students through implicit and explicit institutional practices despite celebratory diversity discourses.

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Mahsusi, Juni, Djatmika Djatmika, and Sri Marmanto. "PEMILIHAN KODE PADA MAHASISWA RIAU DI YOGYAKARTA: KAJIAN SOSIOLINGUISTIK." LINGUA: Journal of Language, Literature and Teaching 14, no. 2 (April 25, 2017): 267. http://dx.doi.org/10.30957/lingua.v14i2.300.

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This study aims to identify kinds of codes and to uncover the factors that affect the code selection in the interactions among Riau students staying in in Yogyakarta. Sociolinguistic approach is used in this study. Informants of this study are students from Riau staying in Yogyakarta. This study employed purposive sampling techniques and data were collected using observation, records and interview. The data were analyzed using the communication ethnography techniques adapted from Dell Hymes. The results showed that the first code in the interactions were: Indonesian language, mixing language, Malay language and foreign language, i.e. Arabic and English. The mixing language occurred in terms of code mixing and code switching. The dominant codes are those of Indonesian language and Malay language. Settings, participants, and topics are primary factors why a code is intended to choose.

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Reagan, Timothy. "LINGUISTIC MINORITIES AND MODERNITY: A SOCIOLINGUISTIC ETHNOGRAPHY (2nd ed.). Monica Heller. New York: Continuum, 2006. Pp. xi + 233. $49.95 paper." Studies in Second Language Acquisition 30, no. 4 (October 29, 2008): 556–57. http://dx.doi.org/10.1017/s027226310808087x.

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Gorter, Durk. "Jackie Jia Lou , The linguistic landscape of Chinatown: A sociolinguistic ethnography. Bristol: Multilingual Matters, 2016. Pp. ix, 156. Hb. $21.60." Language in Society 46, no. 4 (August 31, 2017): 591–94. http://dx.doi.org/10.1017/s0047404517000513.

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Byrd Clark, Julie. "So why do you want to teach French? Representations of multilingualism and language investment through a reflexive critical sociolinguistic ethnography." Ethnography and Education 3, no. 1 (March 2008): 1–16. http://dx.doi.org/10.1080/17457820801899017.

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Ni, Zhijuan. "A Critical Ethnography of Myanmar Migrants’ Grassroots Multilingualism at a Chinese Massage Parlour." Asian Social Science 17, no. 9 (August 31, 2021): 11. http://dx.doi.org/10.5539/ass.v17n9p11.

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While China is broadening its gateway into South Asia and Southeast Asia, millions of foreign migrant workers cross the border and seek their transnational fortune in China’s border provinces. However, within the existing literature in migrant workers in China, language is rarely a research target in itself. As one of the important social actors language plays a key role shaping migrant workers’ life trajectories. Adopting Spolsky’s language policy theory and following the critical ethnography with migrant workers (Han, 2013; Mathews, 2011), this study explores the interplay of national polices of massage parlour management at a macro level, employers’ stipulations of managing Myanmar migrants at a meso level and Myanmar migrants’ language practices at micro level. Grounded upon critical sociolinguistic ethnography, data is collected from a China’s massage parlour at border town through the participant observation in and out of massage parlour, field notes, semi-structured interviews and documents. The study probes into how Chinese geopolitics of the wider process of regional development facilitates or constrains Myanmar migrants, how they mobilize social resources to expand their multilingual repertoires and how Chinese employer manages Myanmar migrants in language and life aspects. Findings reveal that there is no specific language policy at the recruitment stage. However, when Myanmar migrant workers start to work, language emerges as implicit but powerful medium streaming the likelihood of upward mobility. Other social factors, such as gender, nationality, religion and class also influence their mobility and integration into China’s local society. The study expands the understanding of language management and grassroots multilingualism in the context of globalization from below. Also the study provides implications on language policy making, migrants integration and education for migrants of multilingual backgrounds.

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Azzari, Eliane Fernandes. "Endangered languages, social subjects and mediatization:." International Journal for Innovation Education and Research 7, no. 8 (August 31, 2019): 243–51. http://dx.doi.org/10.31686/ijier.vol7.iss8.1671.

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This paper discusses possible roles of midia/midiatization in the face of processes of linguistic changes and/in endagered languages in contemporary society. It is grounded on a social and historical approach to language and it finds support in Bakhtinian propositions about discourse, subjects and chronotopes. It assumes a sociolinguistic perspective to the interface between linguistic landscape, digital media and discursive agency. The study adopts the digital ethnography as a methodological procedure that grants the investigation of human actions and interactions in digital contexts. In order to explore the target theme, it presents a brief analysis of the case of Wikitongues – a non-profit organization that offers several digital platforms/media for individuals to share, divulge and comment on endangered language and cultural diversity. The analysis suggests that, by resorting to free online digital spaces and their affordances, spontaneous and activist video communities were created, showing that mediatization processes supported by the internet might help promote language diversity, discursive agency and cultural awareness.

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Relaño Pastor, Ana María. "Understanding bilingualism in La Mancha schools." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 2 (December 27, 2018): 578–604. http://dx.doi.org/10.1075/resla.17002.rel.

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Abstract This article discusses narratives of bilingualism told in parental group interviews conducted as part of the critical sociolinguistic ethnography carried out in public and semi-private bilingual schools of the autonomous region of Castilla-La Mancha (Spain). School stakeholders in this region are still adapting to the rapid implementation of bilingual programs in this region, which are transforming classroom linguistic practices and circulating discourses about bilingualism, bilingual education, and the bilingual subject. Among them, families are trying to reconcile their language desires and aspirations for English and bilingualism with the understanding of the type of bilingual education their children are receiving. By taking a social interactional approach to narrative combined with anthropological approaches to the study of conversational narrative, this article analyzes parents’ emotional and moral stancetaking in narratives of bilingualism. The narrative analysis will shed light on how families in Castilla-La Mancha are appropriating bilingualism as ideology and practice in the highly commodified global market of English.

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Slomanson, Peter, and Michael Newman. "Peer group identification and variation in New York Latino English laterals." English World-Wide 25, no. 2 (December 22, 2004): 199–216. http://dx.doi.org/10.1075/eww.25.2.03slo.

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Following recent work showing that adolescent peer culture affiliation correlates with phonological variation, our research explores the effect of peer identities and national heritages on the English of Latino students in a New York City high school. Data were gathered in sociolinguistic interviews embedded in a two-year ethnography. The peer groups investigated for Spanish-English contact effects include Hip-Hoppers, Skaters, Geeks, and non-participants in high school peer cultures. Our data show that New York Latino English (NYLE) is distinct from both African American Vernacular English (AAVE) and New York European American Vernacular English (NYEAVE). Here we discuss a previously unexamined variable: the lateral (l). Our most robust research finding is the frequent occurrence of apical /l/ in the L1 Latino English onsets of our sample. This Spanish feature is foreign to NYEAVE and AAVE. Its frequency in L1 NYLE is highest among speakers unaffiliated with the high school peer cultures which promote convergence with NYEAVE and AAVE.

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Echeverria, Begoña. "Book Reviews: Linguistic minorities and modernity: A sociolinguistic ethnography Monica Heller, with the collaboration of Mark Campbell, Phyllis Dalley, and Donna Patrick (1999)." International Journal of Bilingualism 4, no. 4 (December 2000): 569–71. http://dx.doi.org/10.1177/13670069000040041003.

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Relaño Pastor, Ana María, and Alicia Fernández Barrera. "Competing Bilingual Schools in La Mancha City: Teachers’ Responses to Neoliberal Language Policy and CLIL Practices." Foro de Educación 16, no. 25 (June 30, 2018): 283. http://dx.doi.org/10.14516/fde.624.

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This article analyzes how neoliberalism as ideology and practice permeates CLIL-type bilingual education teachers’ narratives collected as part of the sociolinguistic ethnography conducted in four Spanish-English bilingual schools in La Mancha City (pseudonym). The rapid implementation of Spanish-English bilingual programs in Castilla-La Mancha schools in the last decade (e.g. «MEC/British» programs; «Linguistic Programs» regulated by the regional «Plan of Plurilingualism», last amended in 2018; «Bilingual Programs» in semi-private schools) invites to reflect on how neoliberalism plays a role in the commodification of English language teaching and learning in these programs. Particularly, the article discusses how teachers participating in these programs position themselves towards their personal experiences teaching CLIL (Content and Language Integrated Learning) subjects in these bilingual programs. The analysis shows how these teachers are appropriating and resisting in some cases bilingualism as a neoliberal ideology and practice that reconfigures their professional identities as self-governing free subjects who must know English at all costs to compete in the highly commodified global market of English.

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Albadri, Mohammed Abed Saleh, and Salah Hadi Shuker. "Entry and Exit Strategies in English and Arabic." لارك 1, no. 32 (November 28, 2018): 21–34. http://dx.doi.org/10.31185/lark.vol1.iss32.1255.

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From a sociolinguistic perspective, greetings and farewells are part of what Goffman (1963) calls the ethnography of encounter. These encounters are not randomly made. They are governed by a set of strategies which enable participants to enter and exit conversations in a socially accepted manner. Such strategies are tackled within the scope of conversation analysis, henceforth CA, which is an approach that studies talk in interaction. It grew out of the ethnomethodological tradition in sociology, embracing both verbal and non-verbal conduct. This approach is initiated during the late 1950s of the last century by the works of Harold Garfinkel and Erving Goffman, then, developed in the late 1960s and early 1970s by the sociologists Harvey Sacks, Emanuel Schegloff and Gail Jefferson. Today CA is an established method used in sociology, anthropology, linguistics, speech-communication and psychology. This study is going to detect entry and exit strategies in English and Arabic by analyzing two episodes of ‘The Doctors’ show in its American and Arabic versions. The study conveys this topic on two interrelated scales as it employs sociolinguistic and discourse perspectives altogether, discussing how the two approaches cooperate to give a comprehensible view of the nature of entering and exiting conversation. Meanwhile, the data to be analyzed does not convey an ordinary type of conversation but a special kind of conversation, that is called institutional talk. This involves some specialization and re-specification of the interactional relevance. It refers to conversations that take place under focused and specialized conditions like media, courts, educational institutions and health establishments (Gumperz, 2001: 218). For the most of our knowledge, such type of conversation is not expected to show everything about talk in interaction, yet, it shows a big deal of conformity to the premises of conversation analysis, and it appears to have a good amount of flexibility.

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Suwandi, Arka, Nuriadi Nuriadi, and Muhammad Amin. "Language and the Upward Mobility in Social Classes: A Sociolinguistic Study at Dusun Tutuk-Jerowaru East Lombok." International Journal of Multicultural and Multireligious Understanding 6, no. 2 (May 16, 2019): 438. http://dx.doi.org/10.18415/ijmmu.v6i2.687.

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This study is aimed to find out the influence of the upward mobility in social classes on the language style used at Dusun Tutuk community and also identify the factors that influence the upward mobility in social classes on the language style used. Then, analyze the relation between the upward mobility in social classes and the language style used at the community. Population of this study were the people at the village, the sampling technique was purposeful sampling, which allows the writer to sellect samples randomly from the population. This study is descriptive-qualitative design with focusing on the ethnography design. Observation, recording, interview and note taking were the technique of collecting the data. The result of the study showed that there are two language styles used: base alus or refine language and base jamak or non-refine language. Base alus belonged to the nobles and base jamak belonged to the non nobles. However, at Dusun Tutuk, Jerowaru East Lombok, base alus was not only used by the nobles but also by the non nobles when they interacted with both the nobles and the non nobles. These phenomena were influenced by three factors: educational level, religious level and social classes in community. Base alus was not only used by the nobles but also by the non nobles who had high education and who hold important political roles in the society and those included religius figures (e.i ustadz, hajj). The base jamaq was not only used by the non nobles but also by the nobles who had no power in the society, low income and low education. The study also found that language is a symbol of identity where style was used as one way of showing the identity of the speakers. In the sasak community, appropriate language should be used to appropriate persons, regardless of the status as nobels or non nobbles.

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Wodak, Ruth, Michał Krzyżanowski, and Bernhard Forchtner. "The interplay of language ideologies and contextual cues in multilingual interactions: Language choice and code-switching in European Union institutions." Language in Society 41, no. 2 (March 23, 2012): 157–86. http://dx.doi.org/10.1017/s0047404512000036.

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AbstractThis article analyzes multilingual practices in interactions inside European Union (EU) institutions. On the basis of our fieldwork conducted in EU organizational spaces throughout 2009, we explore different types of communication in order to illustrate how Members of the European Parliament (MEPs) and officials at the European Commission practice and perform multilingualism in their everyday work. In our theoretical and methodological framework, we draw on existent sociolinguistic ethnographical research into organizations and interactions, and integrate a multilevel (macro) contextual and sequential (micro) analysis of manifold data (observations, field notes, recordings of official and semi-official meetings, interviews, etc.). In this way, a continuum of context-dependent multilingual practices becomes apparent, which are characterized by different patterns of language choice and which serve a range of both manifest and latent functions. By applying the Discourse-Historical Approach (DHA) of Critical Discourse Studies (CDS), the intricacies of the increasingly complex phenomenon of multilingualism in transnational-organizational spaces, which are frequently characterized by diverse power-related and other asymmetries of communication, can be adequately coped with. (Code-switching, multilingualism, power, institutional spaces, European Union, ethnography, discourse-historical approach, critical discourse studies)*

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Li, Jia, Ying Yan, Fuhuan Hou, and Juan Dong. "An Ethnographic Study of Linguistic Landscapes at China-and-Vietnam Border." International Journal of English Linguistics 10, no. 1 (December 15, 2019): 127. http://dx.doi.org/10.5539/ijel.v10n1p127.

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Along with China’s Belt and Road Initiative, China is engaging itself with its neighboring countries and many border cities have been strategically positioned as trading nodes linking China to the outside world. This is particularly true with Hekou, a minority-centered border town between China and Vietnam where local minority languages, Chinese, Vietnamese and English are displayed at various spaces. Adopting a critical sociolinguistic ethnography (Heller, 2006; Li, 2017), this study focuses on the intersection of language practices and ideologies by examining the language use and language choices displayed both in public and private signs. Data were collected through linguistic signs displayed at Hekou and individual interviews with local people. Findings indicate that Chinese as China’s official language enjoys the most visibility, and English, though considered as a lingua franca, only acquires symbolic value rather than being used for daily communication at the border town. In contrast, Vietnamese, as a newly emerged foreign language, is acquiring cultural and economic capitals for the local people’ educational and employment opportunities. As a minority-centered border town, the visibility of minority languages on cultural events stands both for tourism boom and for border integrity. The study provides a new context for understanding multilingual practices and China’s border language planning and management in the context of China’s cooperation with Southeast Asian countries.

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Viveros-Márquez, José. "Evaluación del enfoque intercultural bilingüe en educación primaria indígena: Estudio de caso en la región indígena Los Altos, Chiapas." Revista Electrónica Educare 20, no. 2 (May 1, 2016): 1. http://dx.doi.org/10.15359/ree.20-2.16.

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The objective of this study was to evaluate the implementation of the EIB (Bilingual Intercultural approach, by its acronym in Spanish) in an elementary indigenous school located in San Cristóbal de las Casas, Chiapas. This school is characterized by the cultural and linguistic diversity represented by the integration of teachers, students and parents of tseltal and tsotsil origin. We use the evaluation model CIPP (context, input, process and product) and complemented it with school ethnography, using semi-structured interviews (director and supervisor), participant observation (classroom sessions), focus group interviews to teachers and parents and a sociolinguistic questionnaire to students. The theoretical framework retrieves the core theoretical elements of the EIB, by reviewing and analysing bilingual education, bilingual bicultural education (biculturalism), pedagogical interculturalism and the intercultural bilingual approach. The main findings of this study show that, in practice, intercultural bilingual indigenous education has not transcended the bilingual dimension (the indigenous language teaching). Interculturalism is not yet clearly integrated in the speech nor in the educational practice of the studied school. The EIB implementation is still limited and responds to sociocultural, linguistic, political, educational and teacher training conditions that characterize the local educational context and are not favorable to enhance the effective implementation of the EIB in the primary school.

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Jaspers, Jürgen. "Miguel Pérez-Milans. Urban Schools and English Language Education in Late Modern China: A Critical Sociolinguistic Ethnography. New York/Abingdon, U.K.: Routledge. 2013. 196 pp. Hb (9780415502221) US$135.00." Journal of Sociolinguistics 19, no. 1 (February 2015): 110–14. http://dx.doi.org/10.1111/josl.12100.

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Berezovich, Elena L. "On the Study of Nonstandard Mineral Vocabulary in the Russian Language: Articulation of the Issue." Izvestia of the Ural federal university. Series 2. Humanities and Arts 22, no. 4 (202) (2020): 9–28. http://dx.doi.org/10.15826/izv2.2020.22.4.060.

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This article introduces the reader to the variety of Russian vocabulary that denotes minerals, mineraloids, rocks, which lies outside the framework of the official scholarly nomenclature. The author suggests that the term nonstandard mineral vocabulary be used to refer to this layer of vocabulary; in a narrow sense, it includes the names of minerals themselves, and in a broader sense, it can include words of adjacent thematic groups naming processes and phenomena related to the existence of minerals in nature and culture, their extraction and processing, etc. The author identifies sociolinguistic layers that make up nonstandard mineralogical vocabulary in its narrow sense: dialect; professional vocabulary and slang; argotic; colloquial words. A special place is occupied by names that have emerged as a result of artificial nomination (in particular, trade names). The article also lists some thematic groups related to mineral vocabulary in a broad sense (a group of words denoting features of the structure of minerals; peculiarities of their occurrence; designations of people who mine and process stones; nominations of stone products; vocabulary from the sphere of mythology and beliefs related to stones, etc.). Each classification position is illustrated by language material from lexicographic and book sources; also data from the Vocabulary, Toponymy, Ethnography of Minerals card file, currently formed by the staff of the Department of the Russian Language, General Linguistics, and Speech Communication of Ural Federal University, is introduced into scholarly circulation for the first time. The author focuses on issues around nonstandard mineral vocabulary that exist in linguistics today: it seems to lie “in the blind zone” of linguistics as it is insufficiently collected, poorly introduced into scholarly circulation, and understudied. There is a need to fill this gap in a systematic way.

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Zwisler, Joshua James. "Tú, Usted and the construction of male heterosexuality in young, working class men in Tolima." Cuadernos de Lingüística Hispánica, no. 29 (February 16, 2017): 39. http://dx.doi.org/10.19053/0121053x.n29.2017.5846.

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This article examines the relationship between the use of the pronoun tú among working-class men and the perceived homosexuality of its use. In Colombia, the use of tú and ustedamong men is often a carefully considered linguistic choice, one that is tied to sexual identity and gender. While statistical studies have been done looking at this trend, prior research had not examined the reasoning behind this choice. In modern sociolinguistics and sociology, heterosexuality is not seen as a fixed aspect of a person’s being, but as a social identity that is managed through discourse. Embarking from Social Identity Theory, this research used a series of 20 extensive ethnographic interviews in Tolima, Colombia to explore the connection between heterosexuality and pronoun selection. After analysis using grounded theory, the article examines the idea that it is not homosexuality but heterosexuality that is constructed through careful pronoun use and that heterosexuality is actually a delicate construction. In this context, the article concludes that the sociolinguistic function of tú and usted is to serve as contextualization cues for the social distance required for men’s heterosexual social identity.Key words: T-V distinction, heterosexuality, homosexuality, social identity, sociolinguistic identity.

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Grimshaw, Allen. "Language as Obstacle and as Data in Sociological Research." International Journal of the Sociology of Language 2020, no. 263 (April 28, 2020): 111–20. http://dx.doi.org/10.1515/ijsl-2020-2089.

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AbstractThe SSRC’s Committee on Sociolinguistics was committed to furthering attention to language, and linguistic difference, as an “unexploited kind of sociological data” in ethnographic and survey research. The committee convened a conference in 1968 to better understand the intersection of social and linguistic factors, summarized here by Allen D. Grimshaw. The group focused on four topics: the ethnography of asking questions; the meaning of words; the ways in which interviews themselves are “a part of the data” and “don’t know” responses are revealing answers to questions; and improving scholars’ training in framing questions and eliciting answers related to language and communication.

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Journal articles on the topic 'Sociolinguistic ethnography'

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