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Minggirovna, Meyliyeva Gulnoza. "Sociolinguistics in English language education." Asian Journal of Multidimensional Research (AJMR) 8, no. 4 (2019): 74. http://dx.doi.org/10.5958/2278-4853.2019.00137.x.
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Kostadinova, Viktorija, Nuria Yáñez-Bouza, Gea Dreschler, Sune Gregersen, Beáta Gyuris, Kathryn Allan, Maggie Scott, et al. "I English Language." Year's Work in English Studies 98, no. 1 (2019): 1–166. http://dx.doi.org/10.1093/ywes/maz004.
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Abstract This chapter has fourteen sections: 1. General; 2. History of English Linguistics; 3. Phonetics and Phonology (not covered this year); 4. Morphology; 5. Syntax; 6. Semantics; 7. Lexicography, Lexicology, and Lexical Semantics; 8. Onomastics; 9. Dialectology and Sociolinguistics; 10. New Englishes and Creolistics; 11. Second Language Acquisition. 12. English as a Lingua Franca; 13. Pragmatics and Discourse. 14. Stylistics. Section 1 is by Viktorija Kostadinova; section 2 is by Nuria Yáñez-Bouza; sections 4 and 5 are by Gea Dreschler and Sune Gregersen; section 6 is by Beáta Gyuris; section 7 is by Kathryn Allan; section 8 is by Maggie Scott; section 9 is by Lieselotte Anderwald; section 10 is by Sven Leuckert; section 11 is by Tihana Kraš; section 12 is by Tian Gan, Ida Parise, Sum Pok Ting, Juliana Souza da Silva and Alessia Cogo; section 13 is by Beke Hansen; section 14 is by Jessica Norledge.
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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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Prinsloo, Christiaan. "Sociolinguistic Perspectives on the Implications of the Homogenization of the Circles of World Englishes." International Journal of English Linguistics 8, no. 1 (October 27, 2017): 1. http://dx.doi.org/10.5539/ijel.v8n1p1.
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The marginalization of English second (L2) and foreign language (EFL) users in the academic and practical pursuit of English language teaching (ELT) has fueled the hegemonic power of the inner circle of world Englishes (CWE). Because of the inequality among the circles of world Englishes, this paper pursues a dual purpose: firstly, it sets out to determine the sociolinguistic effects of globalization on the CWE; and secondly, it establishes how these sociolinguistic effects contribute to the homogenization of the circles and a seemingly more equitable notion of (world) English(es). Drawing on available qualitative descriptions and empirical data, three practical contexts of sociolinguistics were identified (viz. demographic shifts, economic motivations, and language education policy) to realize the dual research purpose. Based on a qualitative instrumental case study of a purposive sample of one country from each CWE, the study assesses the possibility to justify the proposition that the functions of English across the circles are becoming more similar as globalization homogenizes the global English sociolinguistic ecology. The findings support claims of major evolutionary processes that entail significant implications for the ELT community across the CWE.
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Selvi, Ali Fuad. "English as the language of marketspeak." English Today 32, no. 4 (June 17, 2016): 33–39. http://dx.doi.org/10.1017/s0266078416000286.
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The ubiquitous spread of English is vividly observed in local linguistic landscapes and urban spaces around the world, and Turkey is no exception. Emerging as a bona fide line of inquiry at the nexus of sociolinguistics, sociology, social psychology, geography and media studies (Sebba, 2010), linguistic landscaping examines the dynamic relationship of English vis-à-vis the local languages, and documents, analyzes and interprets the attributes, patterns, characteristics, meanings and the creative uses of English in such domains as advertising (Kelly-Holmes, 2005; Vettorel, 2013) and shop signs (MacGregor, 2003; Ong, Ghesquière & Serwe, 2013; Schlick, 2002). These studies provide contextualized accounts of language contact situated in local sociolinguistic contexts and contribute to the representation of reflections from various parts of the world (e.g. see Backhaus (2007) and MacGregor (2003) for Japan; McArthur (2000) for Switzerland and Sweden; Griffin (2004) and Ross (1997) for Italy; Schlick (2002) for Austria, Italy and Slovenia; Dimova (2007) for Macedonia; Hasanova (2010) for Uzbekistan; Ong, Ghesquière & Serwe (2013) for Singapore; El-Yasin & Mahadin (1996) for Jordan; Wang (2013) for China; Ben Said (2010) for Tunisia; Schlick (2003) for Slovenia, Austria, Italy, and the UK; Stewart & Fawcett (2004) for Portugal; Thonus (1991) for Brazil; and Baumgardner (2006) for Mexico).
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Kirkpatrick, Andy. "‘Chinese English or English Chinese?’." Global Chinese 1, no. 1 (April 1, 2015): 85–110. http://dx.doi.org/10.1515/glochi-2015-1004.
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Abstract A question which is frequently asked in discussions about the future roles of English and Chinese (Modern Standard Chinese or Putonghua and often also referred to as Mandarin) in the Asia-Pacific region is whether Chinese will replace English as the primary regional language or lingua franca. In this article, I shall first consider the roles that each language is playing in China itself and within the Asia-Pacific region. I shall argue that it is important to take these languages together, as the combination of Modern Standard Chinese and English is threatening regional languages, including other major Chinese languages such as Cantonese. In dealing with these two major languages in combination, I shall also consider how each language has influenced and continues to influence the other linguistically, illustrating this with examples at the levels of lexis, syntax, rhetoric and pragmatic norms. I shall conclude by tentatively suggesting how the roles of these two languages may develop in future, and the potential sociolinguistic consequences of this.
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Asuncion, Zayda S., and Marilu Rañosa-Madrunio, Ph.D. "Language Attitudes of the Gaddang Speakers towards Gaddang, Ilocano, Tagalog and English." Studies in English Language Teaching 5, no. 4 (November 15, 2017): 720. http://dx.doi.org/10.22158/selt.v5n4p720.
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<p><em>Language attitudes have been the focus of interest in sociolinguistics for the past decades. In the Philippines, there is a dearth of literature on sociolinguistic studies that focus on indigenous languages and their speakers. To contribute to the literature, this study endeavoured to investigate the attitudes of Gaddang speakers in the northern part of the country towards Gaddang, their native language; Ilocano, the lingua franca of the province; Tagalog/Filipino, the national language; and English, one of the official languages. It also explored possible differences in the language attitudes of the Gaddangs in terms of geographical location, age, gender, socio-economic status, and educational attainment. Using survey questionnaire and semi-structured interview, the study involved 568 respondents. Results revealed that Gaddang speakers manifest positive attitudes towards Tagalog, Gaddang, Ilocano, and English respectively. The study also yielded significant differences in their attitudes with respect to geographical location, age, socio-economic status, and educational attainment except gender. The results have significant implications on the maintenance or gradual loss of their native language.</em></p>
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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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Munandar, Imam. "How Does English Language Learning Contribute to Social Mobility of Language Learners?" Al-Ta lim Journal 22, no. 3 (December 10, 2015): 236–42. http://dx.doi.org/10.15548/jt.v22i3.157.
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A part from educational purposes, the learning of English worldwide has been found to have social and economic implication to its learners. It is seen as “social and economical mobilizer”. In many countries, English learners are seen as more educated and thus gain some degree of higher respectability in their society. English is desired, even required by companies in recruiting their employees. Those who know English are easier in getting desirable jobs compared to non-English knower. Learning English becomes a tool to socially move to upper level. This certainly has significant implication to Teaching English as Second or Foreign language. Many countries become well aware of this phenomenon and thus rule out English become a must-taught subject in schools.Keywords: Sociolinguistics, English language learning, social mobility, English language curriculum.Copyright © 2015 by Al-Ta'lim All right reserved
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Lana Hasanah, Siska Pradina, Almira Hadita, and Wella Cisilya Putri. "Sociolinguistic Influence in the Use of English as Second Language Classroom: Seeing from OGO’s Perspective." ELSYA : Journal of English Language Studies 1, no. 1 (May 27, 2019): 28–32. http://dx.doi.org/10.31849/elsya.v1i1.2538.
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This paper aims to provide a brief overview and review of the research conducted by Ofodu Graceful Onovughe under the title Sociolinguistics Inputs and English as Second Language Classrooms published by the Canadian Center of Science and Education. Using descriptive qualitative analysis, this paper tries to understand what sociolinguistic influences are most significant from the researchers' perspective. The sociolinguistic influence in language acquisition and the use of English as a second language in the classroom are the main focus of this study. This article is intended to provide a brief review of the sociolingistics influences of the most significant use of second language in the classroom. The findings in this study see that the research of Ofodu Graceful Onovughe using the design of this study adopted survey research with the population taken consisted of all secondary school students at Akure Regional Government of Ondo, Nigeria. The number of students in the sample was 240 high school students who were deliberately selected from 6 schools randomly. Used for data collection is a questionnaire of 14 items designated to obtain the information needed. The instrument trials were also carried out in this study to community junior secondary schools in Ekiti State. From the 5 existing hypotheses, the findings reveal that parent work is one of the significant sociolinguistic influences on the use of English in middle school students, other findings also reveal that gender, ages, religion, and student classes will not significantly influence the use of English in middle school students in their classrooms. Therefore, the findings of this study will illustrate whether the articles "Sociolinguistics Inputs and English as Second Language Classrooms" published by Canadian Center of Science and Education written by Ofodu Graceful Onovughe can be replicated in the same field or simply become a reference reading in the field of sociolinguistics.
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Awal, Abdul. "English in Bangladesh: A Post-Colonial Sociolinguistic Observation." Shanlax International Journal of English 8, no. 1 (December 1, 2019): 27–33. http://dx.doi.org/10.34293/english.v8i1.655.
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This paper outlines the principal reason of the highest emergence of English language in Bangladesh with many recent sociolinguistic views critically. It also endeavors to draw the impact of English as international language on native language and culture. Some findings and proposal are illustrated based on the global history and politics of language. The relation between language and socio-cultural existence has got priority in this observation. Hopefully the paper will help people think English in a different look in socio-cultural and political life in post-colonial countries. This paper would be conducive to make future language policy of post-colonial countries. How language determines cultural and linguistic hegemony is notified vividly. Some suggestions for English language teachers in post-colonial countries including Bangladesh based on the recent sociolinguistics views on linguistics imperialism are proposed.
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DE SWAAN, ABRAM. "Endangered languages, sociolinguistics, and linguistic sentimentalism." European Review 12, no. 4 (October 2004): 567–80. http://dx.doi.org/10.1017/s1062798704000481.
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It is a recurrent theme in sociolinguistics that besides fully documenting endangered languages, it is important to ensure somehow that they will continue to be used. The basic trope is that of ‘language death’, analogous to the extinction of species. But the analogy fails: languages do not die, although their users may abandon them, usually in favour of a more widely spoken language. Nor does linguistic diversity increase cultural diversity — or the equal treatment of language groups mitigate inequality between and within groups. In addition, promoting minority, local and immigrant languages, which are all too often ill-equipped for modern life, actually strengthens the position of the dominant language as the only common language of communication: the more languages are spoken, the sooner English will take over. This process can be seen at work both in post-Apartheid South Africa and in the European Union as it undergoes enlargement.
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Bolton, Kingsley. "Language policies and English worldwide." English Today 30, no. 3 (August 5, 2014): 61–63. http://dx.doi.org/10.1017/s0266078414000273.
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This is a weighty volume, and one which provides a very useful addition to the Cambridge Handbook series, which previously has covered such topics as phonology, code-switching, child language, endangered languages, sociolinguistics and pragmatics. The volume comprises a total of 30 chapters, which in turn are grouped into five constituent parts. Part I sets out ‘Definition and principles’, Part II deals with ‘Language policy at the macrolevel’, Part III discusses language policies in ‘Non-governmental domains’, Part IV tackles ‘Globalization and modernization’, and, finally, Part V focuses on ‘Regional and thematic issues’. Bernard Spolsky's opening chapter on ‘What is language policy?’ clears the discursive and theoretical space for much that follows, with Spolsky cogently resolving the often confusing issue of where language ‘policy’ ends and ‘planning’ begins thus: I find it appropriate then to name the field as a whole ‘language policy’, and see it as made up of three inter-related but independent components [...] The first of these is the actual language practices of the members of the speech community […] The second component, formed in large measure by the first and confirming its influence, is made up of the values assigned by members of a speech community to each variety and variant and their beliefs about the importance of these values. […] The third component is what used to be called ‘planning’ and what I prefer to call ‘management’, efforts by some members of a speech community who have or believe they have authority over other members to modify their language practice, such as by forcing or encouraging them to use a different variety or even a different variant. (5)
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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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Kaye, Alan S., and Zaidan Ali Jassem. "Lectures in English and Arabic Sociolinguistics." Language 73, no. 1 (March 1997): 192. http://dx.doi.org/10.2307/416616.
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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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Rzayeva, Narmin, Ilham Tagiyev, and Azad Mammadov. "Language Choice in Azerbaijani Context: A Sociolinguistic perspective." Khazar Journal of Humanities and Social Sciences 23, no. 4 (December 2020): 76–89. http://dx.doi.org/10.5782/2223-2621.2020.23.4.76.
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This study deals with the issue of language choice from sociolinguistic perspectives. The problem of multilingualism and plurilingualism in sociolinguistics occupies a special field for the study and evokes the interest of most linguists. The goal of the research was to investigate language choice from sociolinguistic perspectives. This experimental work was carried out to verify the right choice of language (English, Russian, and Azerbaijani) and to identify its effectiveness, the data were processed and interpreted based on analysis. Special attention was paid to the multilingualism / plurilingualism issues and multilingualism in Azerbaijan separately. This paper presents the results of the quantitative method for sociolinguistic research in language. It was based on the interviews that were conducted among parents in order to learn their tendency to bring up their children in a multilingual society. Thus, parents were interviewed in different schools with Russian, Azerbaijani and English mediums of instruction; a school with Azerbaijani medium of instruction named as “Zangi” lyceum, a school with Russian medium named as “N_12”, a school with English medium called as “Baku-Oxford School”. This paper is an in-depth, multidimensional study of such choices in language. The results of the data analysis affirm a solid status of English as an international language in Azerbaijan and emphasize an undeniable position of the Azerbaijani language as well.
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Grafmiller, Jason, and Benedikt Szmrecsanyi. "Mapping out particle placement in Englishes around the world: A study in comparative sociolinguistic analysis." Language Variation and Change 30, no. 3 (October 2018): 385–412. http://dx.doi.org/10.1017/s0954394518000170.
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AbstractThis study explores variability in particle placement across nine varieties of English around the globe, utilizing data from the International Corpus of English and the Global Corpus of Web-based English. We introduce a quantitative approach for comparative sociolinguistics that integrates linguistic distance metrics and predictive modeling, and use these methods to examine the development of regional patterns in grammatical constraints on particle placement in World Englishes. We find a high degree of uniformity among the conditioning factors influencing particle placement in native varieties (e.g., British, Canadian, and New Zealand English), while English as a second language varieties (e.g., Indian and Singaporean English) exhibit a high degree of dissimilarity with the native varieties and with each other. We attribute the greater heterogeneity among second language varieties to the interaction between general L2 acquisition processes and the varying sociolinguistic contexts of the individual regions. We argue that the similarities in constraint effects represent compelling evidence for the existence of a shared variable grammar and variation among grammatical systems is more appropriately analyzed and interpreted as a continuum rather than multiple distinct grammars.
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Price, Gareth. "English for all? Neoliberalism, globalization, and language policy in Taiwan." Language in Society 43, no. 5 (October 28, 2014): 567–89. http://dx.doi.org/10.1017/s0047404514000566.
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AbstractThis article examines the nexus of neoliberalism, globalization, and the spread of English, using English-language education (ELE) policies in Taiwan between 2000 and 2008 as a case study. Data from ethnographic work, including interviews with school principals and education managers, is contextualized using recent theoretical innovations in the sociolinguistics of globalization and language and neoliberalism. Neoliberalism venerates the ideals of ‘choice’, ‘competition’, and the ‘free market’. For students and parents, English proficiency is less a ‘choice’ than a necessity for success in education and employment. ‘English for all’ policies are thus imperatives rather than opportunities when individuals, schools, and regions are put into deleterious ‘competition’ with each other in public education, and when public education is pressured by a parallel ‘free’ market private education sector. The structural function of English as a valued capital is examined alongside language ideologies regarding the ‘earlier-the-better’ argument for L2 acquisition and the idealization of the native-speaking teacher. (Taiwan, neoliberalism, globalization, English, sociolinguistics, language policy)*
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Murphy, Bróna. "Exploring response tokens in Irish English — a multidisciplinary approach." International Journal of Corpus Linguistics 17, no. 3 (December 31, 2012): 325–48. http://dx.doi.org/10.1075/ijcl.17.3.02mur.
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Schneider & Barron (2008) discuss the effect of macro-social factors such as region, ethnic background, age, social status and gender on intra-lingual pragmatic conventions, and state that, to date, they have received comparatively little attention in the study of pragmatics. This paper chooses two macro-social factors, age and gender, and focuses on how they impact on the use of response tokens in Irish English. Not only does the paper shed light on the use of variational pragmatics as a framework for corpus-based studies but it also brings together research on sociolinguistics and corpus linguistics, which has, to-date, been scarce (Baker 2010). The paper reveals the importance of avoiding the exploration of sociolinguistic variables in isolation and concludes by highlighting the importance of interdisciplinary research and the merits of fine-grained sociolinguistic investigations using small corpora.
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Rai, Ichchha Purna. "Attitudes towards Belhare, Nepali and English." Language Ecology 3, no. 2 (December 31, 2019): 209–17. http://dx.doi.org/10.1075/le.00003.rai.
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Abstract This paper reports on a sociolinguistic study of the Belhare speech community which is a part of the Belhare language documentation project funded by the Language Commission of the government of Nepal in 2018. This article presents sociolinguistic information on Belhare, a lesser known speech community originally settled in Dhankuta, east Nepal. The main contribution of this paper is to examine domains of language use, language use among generations, attitude towards Belhare, Nepali and English, Belhare speakers as multilingual speakers, languages resources and language proficiency among children.
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Baranowski, Maciej. "Class matters: the sociolinguistics ofgooseandgoatin Manchester English." Language Variation and Change 29, no. 3 (October 2017): 301–39. http://dx.doi.org/10.1017/s0954394517000217.
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AbstractThis paper reports on patterns of sociolinguistic variation and change in Manchester'sgooseandgoatvowels on the basis of the acoustic analysis of 122 speakers, stratified by age, gender, socioeconomic status, and ethnicity.Goosefronting is an internal change showing little social differentiation, except before /l/ as inschoolandpool, where, in contrast to most other dialects of English,gooseshows advanced fronting inversely correlated with socioeconomic status.Goatfronting, on the other hand, is a change brought from outside the dialect by the highest status groups, displaying a pattern of monotonic social stratification, a female lead, and a strong effect of ethnicity. The role of attitudes toward the community in the realization of the vowels is compared with the effect of social class construed in terms of distances between social groups. Social class turns out to be a better predictor, suggesting that the role of attitudes and identity may be overestimated in research eschewing a systematic exploration of social class at the same time.
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Napratilora, Martina, and Rika Devianti. "UNDERSTANDING OF WORLD ENGLISHES." MITRA ASH-SHIBYAN: Jurnal Pendidikan dan Konseling 2, no. 1 (January 23, 2019): 108–25. http://dx.doi.org/10.46963/mash.v2i1.28.
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World Englishes means that the different forms and varieties of English used in various sociolinguistic contexts in different parts of the world. It include the English Studies approach, sociolinguistic approaches (sociology of language, features-based, Kachruvian, pidgin and creole studies), applied linguistic approaches, lexicographical approaches, the popularizers approach, critical approaches, and the futurology approach. English studies approach is focus on the analysis of varieties of English from a synchronic and historical perspective, against a tradition of English Studies (Anglistik), dating from the late 19th century. Sociology of language is focus on English Research in relation to such issues as language maintenance/shift, and ethnolinguistic identity. Features-based is focus on the description of English through dialectological and variationist methodologies. The paper aim is to describe about what is world Englishes and English different form and English varieties used in sociolinguistic context. By knowing about world Englishes will help the language user be easy to use the language.
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Arief, Yusuf Al, and Siti Haniifah Husnul Khotimah. "CODE-SWITCHING IN THE ENGLISH TEACHING TO NON-ENGLISH DEPARTMENT STUDENTS." Journal of English Education, Literature and Linguistics 2, no. 1 (May 4, 2019): 36–49. http://dx.doi.org/10.31540/jeell.v2i1.233.
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Code-switching is a phenomenon studied in sociolinguistics. It exists in multilingual societies like in Indonesia, where people use more than one language to communicate including in classroom interaction, especially in the process of teaching English as a foreign language. This research aimed to find out the types and the functions of code-switching used by English lecturers in teaching English to Non-English Department Students at FKIP of Lambung Mangkurat University in the Academic Year of 2017/2018. This research was conducted through the descriptive-qualitative method. The subjects were the lecturers of English class for Non-English Department Students or Mata Kuliah Dasar Umum (MKDU) Bahasa Inggris Class. The researchers used observations and confirmed the results from the interviews. The data were analyzed by data reduction, data display, and conclusion drawing or verification. The research result indicated that in the process of teaching English, the lecturers sometimes switched their languages: English, Bahasa Indonesia, Banjarese, and Arabic. There were three types of code-switching used by the lecturers which were tag-switching, intrasentential-switching, and intersentential switching. While for the function, there were three functions of code-switching used by the lecturers which were topic-switch, affective-function, and repetitive function. In conclusion, the lecturers switched their languages in some types and for various functions depending on the situation of their teaching activity and students’ need
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Jocuns, Andrew. "Why is English Green? The Preference for English on Environmental Discourse at a Thai University." Manusya: Journal of Humanities 22, no. 3 (December 9, 2019): 289–320. http://dx.doi.org/10.1163/26659077-02203002.
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This paper reports on an analysis of environmental discourse, or green discourse, in the linguistic and geosemiotic landscape of a Thai university. The overwhelming majority of green discourse signs at the university are in English and where they are bilingual (Thai and English), they tend to contain English in the preferred position. The language usage on the signage is also shown to be related to the sociolinguistics of globalization (Blommaert 2010) in terms of scale, indexical order, and polycentricity. These data are triangulated with data collected from walking interviews with students. The literature on ecolinguistics, the ecology of language and green discourse are reviewed within the context of the present study. The analysis focuses upon the geosemiotics (Scollon and Scollon 2003) of green discourse and how such discourse reflects patterns of the sociolinguistics of globalization.
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Szundy, Paula Tatianne Carréra. "THE COMMODIFICATION OF ENGLISH IN BRAZILIAN PUBLIC UNIVERSITIES: LANGUAGE IDEOLOGIES ENTEXTUALIZED IN THE SCOPE OF THE PROGRAM ENGLISH WITHOUT BORDERS." Revista da Anpoll 1, no. 40 (June 28, 2016): 101–14. http://dx.doi.org/10.18309/anp.v1i40.1020.
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In line with the dialogues that Brazilian applied linguists have established with the fields of sociolinguistics of globalization (BLOMMAERT, 2010) and language ideologies (WOOLARD, 1998; KROSKRITY, 2004) this paper focuses on the language ideologies entextualized in the scope of the program English Without Borders. Parting from the assumption that language faculties in Brazilian public universities have become markets in which English stands as a strategic commodity for students’ mobility in the scope of internationalization policies, discourses about English as the lingua franca for transnational mobility become arenas in which ideologies related to mobility, globalization and nativeness are (re)signified. Taking the program Languages Without Borders and, within it, English Without Borders, as one of these markets, I look into pieces of institutional discourses about the program to problematize the monolingual native-based language ideology and the colonial view of globalization entextualized in these discourses. This work is licensed under a Creative Commons Attribution 3.0 License.
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Frazer, Timothy C., and Rajend Mesthrie. "English in Language Shift: The History, Structure, and Sociolinguistics of South African Indian English." Language 70, no. 3 (September 1994): 578. http://dx.doi.org/10.2307/416493.
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Chambers, J. K. "Sociolinguistics and the Language Faculty." Canadian Journal of Linguistics/Revue canadienne de linguistique 50, no. 1-4 (December 2005): 215–39. http://dx.doi.org/10.1017/s0008413100003716.
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AbstractThe discovery that some processes are primitive rather than learned provides a window into the properties of the language faculty. One of the postulated modules of the language faculty is sociolinguistic competence, the ability to use language appropriately in its socio-cultural nexus. I present three cases where variable phenomena exhibit regularities that appear to be essential rather than accidental. First is the Ethan Experience, which inures children engaged in acquiring the community accent from learning foreign features that must later be unlearned. The experience entails an innate accent-filter, and its influence has been observed in all situations in which the accent being acquired differs from the home accent. Second is Sex-Based Variability, whereby women use fewer non-standard variants and have wider stylistic repertoires than men of the same social class in the same settings. Third is Vernacular Roots, the discovery that a number of sociolinguistic variables recur in English vernaculars wherever they have been studied, as well as in interlanguage, Creoles, and child language. The ubiquity of these features presumably reflects their privileged status in the language faculty.
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Melnyk, N. I. "Sociolinguistics studies of English language: analytical overview of the problem." Science and Education a New Dimension VII(212), no. 63 (November 25, 2019): 36–39. http://dx.doi.org/10.31174/send-ph2019-212vii63-09.
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Lima, Anielli Renata Diamante Candido, and Fábio Henrique Rosa Senefonte. "Informal English through sitcoms." BELT - Brazilian English Language Teaching Journal 11, no. 1 (January 8, 2021): e36650. http://dx.doi.org/10.15448/2178-3640.2020.1.36650.
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In light of studies on informal language teaching (SENEFONTE, 2018) and drawing on Socio-Discursive Interactionism (BRONCKART, 1999), this research aims at presenting a didactic proposal involving a sequence of systematized activities that address informal English through the sitcom genre. Therefore, this study belongs to the area of Applied Sociolinguistics and the field of language teaching/learning and teacher education. The first episode of the show How I met your mother forms the basis for the development of the exercises, which encompass current trends in language teaching and learning. The literature review conducted in this paper reveals the scarcity of studies on the teaching of informal English through sitcoms or any other audiovisual genre, suffice it to prove relevant the debate on this theme. To sum up, this paper is expected to expand the literature on this topic and enable teachers to reflect over their practices concerning language variations.
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Lima, Anielli Renata Diamante Candido, and Fábio Henrique Rosa Senefonte. "Informal English through sitcoms." BELT - Brazilian English Language Teaching Journal 11, no. 1 (December 31, 2020): e36650. http://dx.doi.org/10.15448/2178-3640.2020.1.36650.
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In light of studies on informal language teaching (SENEFONTE, 2018) and drawing on Socio-Discursive Interactionism (BRONCKART, 1999), this research aims at presenting a didactic proposal involving a sequence of systematized activities that address informal English through the sitcom genre. Therefore, this study belongs to the area of Applied Sociolinguistics and the field of language teaching/learning and teacher education. The first episode of the show How I met your mother forms the basis for the development of the exercises, which encompass current trends in language teaching and learning. The literature review conducted in this paper reveals the scarcity of studies on the teaching of informal English through sitcoms or any other audiovisual genre, suffice it to prove relevant the debate on this theme. To sum up, this paper is expected to expand the literature on this topic and enable teachers to reflect over their practices concerning language variations.
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Bani Bili, Yunita Reny. "The Case of East Timor Education beyond Independence 2000-2008." International Journal of Linguistics, Literature and Translation 3, no. 11 (November 30, 2020): 188–93. http://dx.doi.org/10.32996/ijllt.2020.3.11.18.
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The strong motive of East Timor government to establish a national identity through education had brought serious issues. This writing primarily discusses about the drawbacks regarding to East Timor language policy in education sector during the period of 2000 – 2008. Spolsky’s framework was employed to analyze the sociolinguistics situation, working of national/ethnic/other identity within the community, minority language rights and English role as a global language. The study was done by thorough library research in the related fields. The results show that while community language practice was ignored, the top-down language policy put more emphasis on Portuguese as the national identity language, Tetun Dili and English as the global language. As a result, the teachers and students were disadvantaged due to the inability to speak Portuguese, Tetun Dili and English. Second, the strong socio-historical context and political affinity to Portugal and its language had given little role to local languages in Mother Tongue Based-Multilingual Education.
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Adami, Esterino. "More than Language and Literature." Le Simplegadi 18, no. 20 (November 2020): 44–54. http://dx.doi.org/10.17456/simple-155.
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This article investigates the interdisciplinary connections between language and literature in the Indian postcolonial context. I argue that a linguistic approach to contemporary Indian English fiction is useful to unpack complex cultural, social and identitarian questions. As a case study, I analyse some of the short stories from The Adivasi Will Not Dance (2017) by Hansda Sowvendra Shekhar, a contemporary author from a marginalised ethnic group of rural India. My methodology benefits from postcolonial studies, sociolinguistics and critical stylistics, to show how Shekhar reshapes the canon by foregrounding Indian English, borrowings from the Santhali language and registers of specialised discourse.
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Han, Ligang. "A Review of the Major Varieties of English Language." International Education Studies 12, no. 2 (January 30, 2019): 93. http://dx.doi.org/10.5539/ies.v12n2p93.
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English is clarified as a Germanic language, and it began in what is now the British-Isles. After years of development, English language has many varieties in different parts of the world. Different varieties differ in accent, vocabulary, grammar, discourse, sociolinguistics, and have its respective characteristics in pronunciation, tone, intonation, spelling and so on. Therefore, it is important for English language learners to observe the differences in language use. The present paper is an attempt to explore the regional characteristics of the two most commonly used varieties of the English Language–British English and American English. It is concluded that there will be intercommunications which will make the regional differences mild and easily understood. However, some differences may disappear, the others will remain so.
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Švelch, Jaroslav, and Tamah Sherman. "“I see your garbage”: Participatory practices and literacy privilege on “Grammar Nazi” Facebook pages in different sociolinguistic contexts." New Media & Society 20, no. 7 (August 3, 2017): 2391–410. http://dx.doi.org/10.1177/1461444817719087.
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In contemporary online culture, Grammar Nazi (GN) is a derogatory term used to label individuals who practice excessive language policing but has also been ironically appropriated by groups of users who engage in evaluation of other people’s grammar for entertainment purposes. In this article, we combine approaches from media studies and sociolinguistics to analyze the adoption of the phenomenon by two GN Facebook pages in two languages: English and Czech. Our mixed-method analysis shows that while both pages can be read as examples of media participation, they also exemplify their users’ “literacy privilege” associated with standard language ideology. However, there are differences in the practices associated with the label, reflecting the specific sociolinguistic contexts. While Czech GNs act as “guardians” of the public space, collecting and displaying localized orthographic errors for collective dissection, the English page is more dedicated to sharing jokes and puns typical of international online culture.
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Hinrichs, Lars, and Jessica White-Sustaíta. "Global Englishes and the sociolinguistics of spelling." English World-Wide 32, no. 1 (February 17, 2011): 46–73. http://dx.doi.org/10.1075/eww.32.1.03hin.
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This paper contributes to a small, but quickly growing body of literature that looks at orthographic variation as a semiotic resource with which social stances and relations are expressed and created. First, we analyze a corpus of blog and email writing from Jamaica and its diaspora — two settings in which both Jamaican Creole (JC) and a local standard of English are in use. Here, spelling is studied quantitatively as an expression of community-level attitudes toward JC in different settings. In a second step we draw on findings from a survey on attitudes toward language varieties and spelling variation among writers of Creole and English, contextualizing the quantitative analysis. Our findings indicate that diasporic writers make use of nonstandard spellings in a way that marks those lexical items as non-English (thus: as Creole) that are part of the historically shared lexicon of JC and English but whose meanings and functions have come to differ in the two varieties. By contrast, writers living in Jamaica prefer using spelling choices to mark codeswitches between English and Creole, and thus to construct symbolic distance between the codes. A comparison between genders shows women to make a more systematic use of nonstandard spellings according to linguistic constraints than men do.
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Blake, Renée, and Cara Shousterman. "Second generation West Indian Americans and English in New York City." English Today 26, no. 3 (August 24, 2010): 35–43. http://dx.doi.org/10.1017/s0266078410000234.
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Within American sociolinguistics there is a substantial body of research on race as a social variable that conditions language behavior, particularly with regard to black speakers of African American English (AAE) in contact with their white neighbors (e.g., Wolfram, 1971; Rickford, 1985; Myhill, 1986; Bailey, 2001; Cukor-Avila, 2001). Today, the communities that sociolinguists study are more multi-layered than ever, particularly in a metropolis like New York City, thus warranting more complex analyses of the interaction between race and language. Along these lines, Spears (1988) notes the sorely underestimated social and linguistic heterogeneity of the black population in the U.S., which needs to be considered in studies of the language of black speakers. This critique is addressed in work of Winer and Jack (1997), as well as Nero (2001), for example, on the use of Caribbean English in New York City. These two studies broaden our notions of the Englishes spoken in the United States by black people, particularly first generation immigrants. The current research goes one step further with an examination of the English spoken by children of black immigrants to New York City.We focus on second generation Caribbean populations whose parents migrated from the English-speaking Caribbean to the United States, and who commonly refer to themselves as West Indians.
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Wartinah, Ni Nyoman, and Chrisda N. Wattimury. "Code Switching and Code Mixing in English Language Studies’ Speech Community: A Sociolinguistics Approach." Berumpun: International Journal of Social, Politics, and Humanities 1, no. 1 (September 24, 2018): 8–14. http://dx.doi.org/10.33019/berumpun.v1i1.7.
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Enormously complex and not well understood are some state of affairs for a bilingual to âchangeâ theuse of language from one to another when having conversation with other bilinguals in dailyconversation. This linguistics behavior of changing the language, or widely known as âlanguageswitchingâ and âlanguage mixingâ, leads the researchers to find out the trigger behind this phenomenon.After done a research on Malaysian pre-school students, Karen Kow (2003) proposed some reasons ofdoing code switching and code mixing namely lack of one word in either language, to avoidmisunderstanding, to make a point, etc. However, students of graduated students of English LanguageStudies of Sanata Dharma University can be categorized as bilingual or multilingual since they employtwo even many languages in the daily conversation in their speech community. Therefore, by taking 12students of A class as the subject of the research through random sampling method, the discussion ofthis research will focus on investigating the reasons of both code switching and code mixing.
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Hansen Edwards, Jette G. "Sociolinguistic variation in Asian Englishes." English World-Wide 37, no. 2 (June 24, 2016): 138–67. http://dx.doi.org/10.1075/eww.37.2.02han.
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This paper examines coronal stop deletion (CSD), the deletion of word-final /-t, -d/ in consonant clusters, in three new varieties of Asian English: China English, Hong Kong English, and Viet Nam English. The study seeks to determine to which extent the linguistic and extralinguistic constraints found to govern CSD in other varieties of English also impact CSD in emerging Englishes such as those examined in the current study. A total of 60 tertiary students, 20 from each variety of English, participated in the study. Results indicate that, while new Englishes such as China English, Hong Kong English, and Viet Nam English are affected by constraints such as linguistic environment and morphological conditioning, the proficiency level of speakers impacts CSD rates and the effects of the various constraints.
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Senghas, Richard J. "Ceil Lucas, Robert Bayley, & Clayton Valli, in collaboration with Mary Rose, Alyssa Wulf, Paul Dudis, Susan Schatz, & Laura Sanheim, Sociolinguistic variation in American Sign Language. Washington, DC: Gallaudet University Press, 2001. Pp. xvii, 237, appendices, index. Hb $55.00." Language in Society 32, no. 1 (December 24, 2002): 128–31. http://dx.doi.org/10.1017/s0047404503271050.
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Sociolinguistic variation in American Sign Language is the successful result of applying sociolinguistic theory and methodology originally developed for spoken languages to American Sign Language (ASL). The product of several years of study conducted by a team of researchers, this book is more than just an exercise; both expected and unexpected findings are presented, thereby confirming and advancing the sociolinguistics of signed languages in particular and of language in general. Lucas and Valli bring to this work extensive experience with sign language linguistics; they are joined by Bayley, who is known for his work on Tejano English and Spanish variation among immigrants of Mexican descent. The statistical findings provide the necessary bridge between context and environment, on the one hand, and internal constraints, on the other, to explain the range of variation represented at phonological, syntactic, and lexical levels in ASL. Explicitly building on Weinrich, Labov & Herzog's notion of orderly heterogeneity (14, 193–94; cf. Weinrich, Labov & Herzog 1968), the book provides useful examples and analysis for sign language linguists, and it would do well as a source for graduate and advanced undergraduate courses where materials beyond a primer of sociolinguistics are needed. For those more established in the field, the authors respectfully (and graciously) challenge several frequently cited findings concerning variation in ASL, such as Woodward & DeSantis' (1977) claims about negative incorporation and Liddell & Johnson's (1989) explanations for phonological variation in forms of the sign deaf.
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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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Ntombela, Berrington X. S. "‘The Burden of Diversity’: The Sociolinguistic Problems of English in South Africa." English Language Teaching 9, no. 5 (April 5, 2016): 77. http://dx.doi.org/10.5539/elt.v9n5p77.
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<p>At the emergence of democracy in South Africa the government corrected linguistic imbalances by officialising eleven languages. Prior to that only English and Afrikaans were the recognised official languages. The Black population had rejected the imposition of Afrikaans as the medium of instruction. However, such rejection did not mean the adoption of indigenous languages as media of instruction; instead English was supposedly adopted as a unifying language among linguistically diverse Africans. Such implicit adoption of the English language has created a stalemate situation in the development of African languages to the level of English and Afrikaans. Although there is a widespread desire to promote indigenous languages to the level of being media of instruction, the desire is peripheral and does not carry the urgency that characterised the deposition of Afrikaans in the 1976 uprisings. On the other hand this paper argues that the hegemony of English language as a colonial instrument carries ambivalence in the minds of Black South Africans. Through ethnographic thick description of two learners, this hegemony is illustrated by the ‘kind’ of English provided to most Black South African learners who do not have financial resources to access the English offered in former Model C schools. The paper concludes that Black South Africans do not only need urgency in the promotion and development of indigenous languages, but further need to problematize, in addition to the implicit adoption of English language, the quality of the language they have opted. The paper therefore suggests that this is possible through a decolonised mindset.</p>
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Holmes, Janet. "Apologies in New Zealand English." Language in Society 19, no. 2 (June 1990): 155–99. http://dx.doi.org/10.1017/s0047404500014366.
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ABSTRACTThe function of apologies is discussed within the context of a model of interaction with two intersecting dimensions – affective and referential meaning. Apologies are defined as primarily social acts conveying affective meaning. The syntactic, semantic, and sociolinguistic features of apologies are described, based on a corpus of 183 apologies. While apology exchanges divided equally between those which used a combination of strategies and those where a single strategy sufficed, almost all apology exchanges involved an explicit apology. An account is provided of the kinds of social relationships and the range of offenses which elicited apologies in this New Zealand corpus.Apologies are politeness strategies, and an attempt is made to relate the relative “weightiness” of the offense (assessed using the factors identified as significant in Brown and Levinson's model of politeness) to features of the apology strategies used to remedy it. Though some support is provided for Brown and Levinson's model, it is suggested that Wolf-son's “bulge” theory more adequately accounts for a number of patterns in the data. In particular, the functions of apologies between friends may be more complex than a simple linear model suggests. (Apologies, politeness, speech functions, New Zealand English, sociolinguistics, pragmatics)
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Dumas, Nathaniel W. "“This guy says I should talk like that all the time”: Challenging intersecting ideologies of language and gender in an American Stuttering English comedienne's stand-up routine." Language in Society 45, no. 3 (May 4, 2016): 353–74. http://dx.doi.org/10.1017/s0047404516000233.
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AbstractAmerican Stuttering English (ASE) speakers (or ‘persons who stutter’ in pathological perspectives) have historically had tense relationships with comedic representations of their speech. Mainstream representations pathologize and ridicule stuttering, rather than appreciate it as a legitimate language variety. These depictions also increase non-ASE speakers' ‘possessive investment’ (Lipsitz 1995) in Standard American Fluent English as the dominant language variety. Recently, some ASE speakers have reinterpreted ASE and comedic portrayals of their speech using stand-up comedy. This article analyzes the comedic work of Rona B, an ASE comedienne. Using data on her YouTube channel, I argue that Rona B draws on her intersectional experiences as a female ASE speaker to construct a voice that critiques both the political agendas of anti-linguistic discrimination, which downplays gender, and of antisexism, which minimizes sociolinguistic differences. This study expands on contemporary calls in sociolinguistics that position intracategorical intersectionality as key for analyzing performances on language variation. (Gender, variation, American Stuttering English, performance, stand-up comedy, language ideologies)*
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Proshina, Zoya G., and Cecil L. Nelson. "Varieties of English and Kachru’s Expanding Circle." Russian Journal of Linguistics 24, no. 3 (December 15, 2020): 523–50. http://dx.doi.org/10.22363/2687-0088-2020-24-3-523-550.
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In this overview article, we present the motivations for compiling this issue of RJL and summarize the major premises of the World Englishes (WE) Paradigm. The focus is on the relations between the WE school of thought and the paradigms that branched from it, i.e. English as a Lingua Franca (ELF) and English as an International Language (EIL). The statuses of Englishes in the Kachruvian Expanding Circle that function mainly as lingua francas in international communication is one of the most controversial issues in sociolinguistics. We discuss the misconceptions regarding the Expanding Circle Englishes. Finally, we give a brief survey of the articles contributed to this issue, which develop theoretical and empirical material for the WE paradigm.
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Wolf, Hans-Georg, and Frank Polzenhagen. "Cognitive Sociolinguistics in L2-variety dictionaries of English." Review of Cognitive Linguistics 10, no. 2 (December 7, 2012): 373–400. http://dx.doi.org/10.1075/rcl.10.2.06wol.
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The recent decades have witnessed the incorporation of new linguistic trends into lexicography. One of these trends is a usage-based approach, with the first major application of computer-corpus data in the Collins COBUILD English dictionary (1995) and successive adaptation in other L1-dictionaries. Another, concurrent innovation — inspired by Conceptual Metaphor Theory — is the provision of conceptual information in monolingual dictionaries of English. So far, however, only the Macmillan English dictionary for advanced learners (1st and 2nd edition) has paid tribute to the fact that understanding culture-specific metaphors and being aware of metaphoric usage are crucial for learning a foreign language. Given that most of the English as lingua franca interactions take place between L2-speakers of English (see Kachru, 1994), providing conceptual information is not only a desideratum for L1- and learner dictionaries, but especially for (L2-)variety dictionaries of English. In our paper, we follow earlier tentative proposals by Polzenhagen (2007) and Wolf (2012) and present examples from A dictionary of Hong Kong English (Cummings & Wolf, 2011), showing how culturally salient conceptual information can be made explicit and conceptual links between lexical items retrievable. The examples demonstrate that fixed expressions and idioms — a perennial problem for lexicographers — are explicable by means of the proposed lexicographic design, too. Our approach is cognitive-sociolinguistic in that the Conceptual Metaphor approach is coupled with the study of regional varieties of English, more specifically Hong Kong English. Our analysis is empirically backed up by corpus-linguistic insights into this L2 variety.
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Zhang, Qi. "The attitudes of Hong Kong students towards Hong Kong English and Mandarin-accented English." English Today 29, no. 2 (May 8, 2013): 9–16. http://dx.doi.org/10.1017/s0266078413000096.
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The development of Hong Kong English (henceforth HKE) has triggered a number of concerns amongst the local population with respect to its status (Joseph, 1996; Luk, 1998; Bolton & Lim, 2000; Pang, 2003; Stibbard, 2004). However, despite the prominence of research into attitudes towards language variation within sociolinguistics, very few studies focus on Hong Kong English (Bolton & Kwok, 1990; Candler, 2001; S. Poon, 2007) or Mandarin-accented English (He & Li, 2009; Hu, 2004; F. Poon, 2006). The aim of this study is to uncover language attitudes towards HKE and Mandarin-accented English (henceforth ME) in the Hong Kong region through the application of the verbal-guise technique.
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Gupta, Anjali K., Tim William Machan, and Charles T. Scott. "English in Its Social Contexts: Essays in Historical Sociolinguistics." Language 70, no. 2 (June 1994): 397. http://dx.doi.org/10.2307/415863.
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Chambers, J. K., and Margaret F. Hardwick. "Comparative Sociolinguistics of a Sound Change in Canadian English." English World-Wide 7, no. 1 (January 1, 1986): 23–46. http://dx.doi.org/10.1075/eww.7.1.03cha.
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Nevalainen, Terttu, and Helena Raumolin-Brunberg. "Sociolinguistics and Language History: The Helsinki Corpus of Early English Correspondence." HERMES - Journal of Language and Communication in Business 7, no. 13 (January 4, 2017): 135. http://dx.doi.org/10.7146/hjlcb.v7i13.25079.
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The paper introduces our new project on diachronic sociolinguistics, focusing on the problems of compiling a representative corpus for this purpose. We study long-term linguistic change in the Late Middle and Early Modern English periods (1420-1680) in a computer-readable corpus of personal letters, which is designed specifically for the purposes of sociohistorical research. When completed, the Helsinki Corpus of Early English Correspondence will comprise some 1.5 million running words representing all the literate social ranks of the time, both sexes, and different ages and occupations. In our case, the issues that a corpus compiler must deal with include the coverage of all the sociolinguistically relevant categories of data, authenticity of extant materials, and the quality of editing.