‘Don't speak like that to her!’: Linguistic minority children's socialization into an ideology of monolingualism

It is of general interest to the study of language in society how ideologies motivating linguistic hegemony get formulated in the context of increasing diversity. This includes if and how linguistic diversity surfaces under conditions that are clearly disfavouring it, and why or why not it happens. Also, we need to know how ideologies of language surface at the micro‐level, and how they are continuously passed on, shared, negotiated or contested. These are central issues in this study of socialization into a condition and an ideology of linguistic hegemony in Copenhagen, Denmark. It is illustrated how school‐authorities, parents and children co‐create Danish dominance and a linguistic ideology of monolingualism during the first school year. The primary focus is on two school‐beginners with minority language background in a linguistically diverse classroom, and the linguistic registers of particular interest are Danish, the majority language, and Turkish, an immigrant language. The article builds on field‐notes, ethnographic interviews, video‐ and audio‐recordings. Linguistic Ethnography and Language Socialization constitute the methodological frameworks, and Silverstein's ‘total linguistic fact’ forms an analytic principle.     

Accommodation or rejection? Teenagers’ experiences of tensions between traditional and new speakers of Irish

This article analyses narratives presented by teenage Irish‐speakers about encounters between new speakers of Irish and locals in Gaeltacht (traditionally Irish‐speaking) areas. It demonstrates how two conflicting ideologies of legitimate language promoted by the state in the establishment and maintenance of Irish as ‘the national language’ alienate young new speakers of Irish and young Gaeltacht‐based Irish‐speakers from each other and from the language by construing the Gaeltacht as a resource for the nation, generating unrealistic expectations from new speakers and corresponding resentment from their Gaeltacht peers. The analysis of this case contributes to wider debates about the impact of language revitalisation policies on young people, and explores the tension that may arise between the aim of increasing the number of a language's speakers and the desire to retain its traditional functions in the communities where it has been best maintained.     

Migrants' minority‐language newspeakerism: The pervasiveness of nation‐state monolingual regimes in transnational contexts

From a critical sociolinguistics perspective, this paper investigates processes of minority‐language newspeakerism among 23 migrants from heterogeneous socioeconomic and language backgrounds. Informants networked in a cybercafé and a bench in Catalonia, a European society with a majority and a minority language, Spanish and Catalan. Drawing on audio‐recorded interviews, naturally‐occurring interactions and four‐year ethnographic data, I analyze how informants' language practices and ideologies interplay with self‐/other‐ascribed Catalan newspeakerhood. The results show that migrants do not envision themselves as Catalan newspeakers. They employ ethnicist constructions of Catalan as ‘the locals’’ language, and inhabit fluid identities whereby ‘Catalanness’ is vindicated through global Spanish. They invest in Spanish newspeakerhood instead, presenting Spanish as the language of ‘integration’. I conclude that newspeakerism contributes to understanding migrants’ roles in the linguistic conflicts of minority‐language societies; particularly, the ways in which they invest in majority languages, following nation‐state monolingual regimes which pervade as gatekeepers to post‐national citizenship.     

The Maghreb‐Mashreq language ideology and the politics of identity in a globalized Arab world1

To date, most scholarship on Arabic language ideologies has focused on the contentious relationship between Standard Arabic and the spoken vernaculars. This paper, in contrast, draws attention to the hierarchies among the regional varieties of vernacular Arabic. Specifically, it makes visible the workings of what it calls the ‘Maghreb‐Mashreq language ideology’: the hierarchical relationship between Mashreqi (Middle Eastern) and Maghrebi (North African) vernacular Arabic varieties. The paper explores, in particular, the de/authentication of linguistic Arabness through a detailed analysis of a transnational pan‐Arab reality/talent TV show. Drawing on clips of situated interactions from this series, which have been uploaded to YouTube and commented upon by viewers, the paper argues that the new media is a critical site for reworking longstanding language ideologies and the politics of identity in the Arabic‐speaking world.[Arabic]     

Towards a parental muda for new Basque speakers: Assessing emotional factors and language ideologies

The concept of muda refers to how specific biographical moments can precipitate changes in the speaker's linguistic repertoire (Pujolar & Gonzàlez, 2012). In recent years, more inclusive or participatory approaches to intergenerational transmission in language revitalization contexts have been encouraging all parents, including those with low proficiency in the minority language, to participate in their child's language acquisition. This article examines a Basque‐ language campaign that instructs low‐proficiency parents to adopt child‐directed speech in Basque to mould affective orientations in the home environment. Drawing on a case study, I explore the complications of new speakerhood, especially the difficulties of bringing about a parental muda. I demonstrate how mudas are traversed by competing ideologies of language and language socialization. In disrupting monolingual ideologies, participatory approaches which aim at increasing the symbolic value of the language clash with the attitudes of speakers who view these mudas as inconsequential for achieving normalization.     

The Linguistic Continuity of Ontario's Minority Francophone Population: Examining the Relationship between Culture and Linguistic Practices

Despite decades of policy aimed at the maintenance of Francophone communities in Ontario, the proportion of individuals with French as a mother tongue or who speak French most often at home has steadily declined. Research on language retention has highlighted the importance of sociodemographic and structural factors in understanding minority language practices. However, given the relationship between culture and action, this paper examines how cultural factors contribute to Franco‐Ontarians’ linguistic practices. Results indicate that beyond couple composition and the concentration of minority‐language speakers, cultural factors including identity, cultural consumption, and values play an instrumental role in Franco‐Ontarians’ linguistic continuity. The importance of considering linguistic continuity as part of a “package” of cultural practices is discussed.     

Language,multiple authenticities and social media: The online language practices of university students in Mongolia

This paper seeks to contribute to the current discussion of the sociolinguistics of globalization by revealing youth linguistic diversity from the perspective of the online mixed language practices of university students in contemporary post‐socialist Mongolia. Drawing on sets of Facebook data, the paper firstly argues that the online mixed youth language practices should be understood as ‘translingual’ not only due to their varied recombination of linguistic and cultural resources, genres, modes, styles and repertories, but also due to their direct subtextual connections with wider socio‐cultural, historical and ideological meanings. Secondly, online users metalinguistically claim authenticity in terms of their own translingual practices as opposed to other colliding language ideologies such as linguistic dystopia. How they relocalize the notion of authenticity, however, differs profoundly depending on their own often‐diverse criteria, identities, beliefs and ideas. This shows that, with mixing and recombining at its very core, the translingual practices of modern young speakers provide us with a significant insight into the co‐existence of multiple authenticities and origins of authenticity in an increasingly interconnected world.     

The role of marriage in linguistic contact and variation: Two Hmong dialects in Texas1

The role of marriage in linguistic contact and variation has been under‐represented in sociolinguistic research. In any practice‐based analysis, individual interactions and relationships are crucial. Therefore, marriage relationships – small but intense communities of practice – deserve variationist attention for their role in dialect construction and identity. This investigation of cross‐dialectal marriages explores how dialect practices and choices are negotiated between partners. The results show the importance of viewing this linguistic behavior in terms of community ideology, culture, and individual choice, rather than primarily as a matter of the amount and intensity of contact. Likewise, the study shows how less commonly studied minority communities can bring new insights to the study of dialect acquisition and linguistic contact. Specifically, this investigation focuses on marriages between speakers of two different dialects of Hmong, a Hmong‐Mien language of Southeast Asia. On the basis of home visits to ten Hmong immigrant households in Texas, the study analyzes lexical and phonetic contrasts and ethnographic interviews. Results suggest that macro‐level shifts in Hmong social organization and gender roles are being reflected and constructed by gendered, marriage‐level dialect practices. The linguistic behavior in these marriages is best viewed as a matter of community ideology in tension with individual choice: individual wives are choosing to challenge the traditional Hmong ideology regarding language behavior in cross‐dialect marriages.     

Ethnolinguistic repertoire: Shifting the analytic focus in language and ethnicity1

This paper addresses a contradiction in research on language and ethnicity: how can we discuss distinctively ethnic ways of speaking and still account for the variation and fluidity that characterize them? The theoretical construct introduced in this paper enables researchers to avoid this contradiction. ‘Ethnolinguistic repertoire’ is defined as a fluid set of linguistic resources that members of an ethnic group may use variably as they index their ethnic identities. This construct shifts the analytic focus from ethnic ‘language varieties’ to individuals, ethnic groups, and their distinctive linguistic features. It addresses problems of inter‐group, inter‐speaker, and intra‐speaker variation, as well as debates about who should be considered a speaker of a dialect. This approach, which can also be applied to social groupings beyond ethnicity, is discussed in relation to other approaches and is supported with data on language use in African American, Latino, and Jewish communities in the United States.     

The persistence of variation in individual grammars: Copula absence in ‘urban sojourners’ and their stay‐at‐home peers,Bequia (St Vincent and the Grenadines)1

Recent work on phonological variation largely supports the apparent‐time construct, though some change across an individual's lifespan is possible. But how much change is possible in an individual's grammar? How much is grammar affected by extended absence in a new, urban speech community? Social dialect surveys traditionally exclude individuals who have left their community for an extended period of time, under the assumption that dialect contact causes levelling or restructuring of the linguistic system. However, our ongoing work in a Caribbean speech community suggests that the kinds of changes that can affect grammatical variables are more constrained than we might think. Raw frequencies of vernacular variants may fluctuate, but language‐internal constraints persist. Drawing on recordings from Bequia we compare the group norms for absence of copula/auxiliary be in three villages. We show that ‘urban sojourners’– Bequians who have spent an extended period overseas – may sound very different from their stay‐at‐home peers, but close examination shows only superficial restructuring of their grammars. Overall frequencies of be absence may be dramatically reduced but the ranking of language‐internal constraints remains largely unchanged. These results reaffirm the validity of modelling variable rules in a community grammar, rather than as an aggregation of idiolectal norms.     

What does it mean to be a girl with qizhi?:Refinement,gender and language ideologies in contemporary Taiwan1

This study investigates the relationship between ideologies of language and gender as manifested through sociolinguistic interviews conducted on college campuses in Taiwan. The interviews consistently and systematically revealed the use of a term, qizhi– roughly equivalent to ‘refined disposition.’ This paper examines the implications of this preoccupation. Through an examination of the contextual use of qizhi, this study shows that, first, qizhi is commonly associated with a range of social practices, among which linguistic practices play a significant role. Second, qizhi is often used to describe, evaluate, and further regulate women's ways of speaking, although its use is not gender exclusive. Third, common linguistic varieties in Taiwan, such as Mandarin, Taiwanese, and Taiwanese‐accented Mandarin, are associated with qizhi to varying degrees. This study demonstrates how talk centered on qizhi serves as a meeting ground of social evaluation, linguistic and discursive practices, gender ideologies, and language ideologies.     

Elite positionings towards Hindi: Language policies,political stances and language competence in India1

In India, Hindi is imagined and institutionalized as the national language which weds together India's pluralistic population under the banner of a shared Indian identity. Approaching language competence as embedded in and performed through language practices and ideologies, I explore how a New Delhi elite community positions themselves towards Hindi vis‐à‐vis national language policies and political movements. Contrasting with traditional unified elite portrayals, e.g. ‘elite closure’ ( Myers‐Scotton 1990 ), India has multiple sociolinguistically discordant elite groups, and these liberal elites ideologically construct their Hindi (in)competency in an alternative framework attending to the history (and failure) of Hindi‐based nationalism, their disalignment with modern right‐wing movements, and their continued affiliation with English. This perspective of some elites as negotiating and disagreeing with contemporary political movements and language policy legislature illuminates language competencies as socially constructed and locally grounded, and challenges past interpretations of postcolonial elites as unified actors controlling the dominant linguistic marketplace.     

From sociolinguistic variation to socially strategic stylisation1

This article investigates the indexical relation between language, interactional stance and social class. Quantitative sociolinguistic analysis of a linguistic variable (the first person possessive singular) is combined with interactional analysis of the way one particular variant (possessive ‘me’, as in Me pencil's up me jumper) is used by speakers in ‘stylised’ interactional performances. The aim of this analysis is to explore: (1) how possessive ‘me’ is implicated in the construction and management of local identities and relationships; and (2) how macro‐social categories, such as social class, relate to linguistic choice. The data for this analysis comes from an ethnographic study of the language practices of nine‐ to ten‐year‐old children in two socially‐differentiated primary schools in north‐east England. A secondary aim of the article is to spotlight the sociolinguistic sophistication of these young children, in particular, the working‐class participants, who challenge the notion that the speech of working‐class children is in any way ‘impoverished’.     

Identity,accent aim,and motivation in second language users: New Scottish Gaelic speakers’ use of phonetic variation

This paper examines the use of phonetic variation in word‐final rhotics among nineteen adult new speakers of Scottish Gaelic, i.e. speakers who did not acquire the language through intergenerational transmission. Our speakers learned Gaelic as adults and are now highly advanced users of the language. We consider variation in their rhotic productions compared to the productions of six older, traditional speakers. Previous approaches to variation in second language users have either focussed on how variable production will eventually result in native‐like ‘target’ forms (Type 1 study), or have investigated the extent to which second language users reproduce patterns of variation similar to ‘native speakers’ (Type 2 study). We additionally draw on sociocultural approaches to Second Language Acquisition and apply notions of accent aim, identity construction, and learning motivation in order to fully explore the data. In doing so, we advocate a ‘Type 3’ approach to variation in second language users.     

Alternative ideologies of la francophonie

This paper concerns current transformations in the relationship between political and linguistic ideologies of la francophonie based on a sociolinguistic ethnographic study in a French-language minority school in Canada. A dominant modernist orientation, focussing on unilingual social spaces and the authenticity and integrity of French, is being confronted by an emerging globalizing orientation which emphasizes the value of French as an economic resource, or commodity, and which values both pluralism and a common language. The result is a crisis of legitimacy for francophone institutions, struggles for voice among old and new elites, and the marginalization of the working class speakers of the ‘authentic’ vernacular.     

Patterns of linguistic variation among Glaswegian adolescent males1

This article presents the results of an ethnographically informed sociolinguistic investigation of Glaswegian Vernacular and examines the intersection between language and identity using data collected from a group of working‐class adolescent males, over the course of three years, from a high school in the south side of Glasgow, Scotland, called Banister Academy. Through the fine‐grained acoustic analysis of the phonetic variable cat (equivalent to the trap/bath/palm set, Johnston 1997 ), coupled with ethnographic observations, this article shows how patterns of variation are related to Community of Practice membership, how the members of the Communities of Practice in Banister Academy use linguistic and social resources to differentiate themselves from one another, and how certain patterns of variation acquire social meaning within the peer‐group. This article contributes to the under‐researched area of adolescent male language use and offers one of the first ethnographically supported accounts of linguistic variation in Glasgow.     

Learning language regimes: Children's representations of minority language education

Minority language education initiatives often aim to resist dominant language regimes and to raise the social status of migrant or autochthonous minorities. We consider how participating children experience these alternative language regimes by analysing drawings made by children in two minority education settings—a Slovene‐German bilingual school in Austria and an Isthmus Zapotec (Indigenous) language and art workshop in Mexico. We examine how children's drawings represent language regimes in the social spaces they inhabit. Considering these drawings in relation to ethnographic observations and interviews with educators, we illustrate differences between how the social spaces are planned by educators and how they are represented and experienced by learners. Generally speaking, the children in our studies depict flexible, multilingual experiences and spaces, in contrast to the educators’ agendas of separating or emphasizing languages for pedagogical purposes. Mexican children's perception of themselves as participants in fluid language regimes, and Austrian children's increasing appropriation of multilingual space over time through both (school‐like) routines and (fun) exceptions can inform the efforts of minority language educators.     

Situating language rights: English and Swahili in Tanzania revisited1

This paper argues for an ethnographic‐sociolinguistic approach to the issue of linguistic rights. In much of the literature on linguistic rights, a fundamentally flawed set of assumptions about language and society is being used, leading to assessments of language situations that are empirically not sustainable. An alternative set of assumptions is offered, grounded in ethnography and focused on language use as oriented towards centering institutions that attribute indexicalities – function and value – to linguistic resources. Such centers are invariably multiple but stratified, and the state occupies a crucial place in these systems, between the world system and local forces. This model is applied to the Tanzanian sociolinguistic situation, where a strong state appeared to be caught between pressures that were both transnational and local. This gave rise to a pattern of distribution of linguistic resources, including English and Swahili, that offered semiotic opportunities to speakers to construct deeply ‘local’ meanings. The languages were not in themselves agents of inequality, but the way in which they were distributed nationally and in relation to transnational hierarchies is the key to understanding inequality. Discussions of linguistic rights should start from assessments of the real potential and constraints of linguistic resources, not from idealized and static conceptions of language and society and predefined scenarios of their interaction.     

Multifunctional teasing as a resource for identity construction in the talk of British Bangladeshi girls1

This paper explores how multifunctional teasing is used as a resource for the construction of linguistic identities, establishing a link between previous research on teasing and the field of language/discourse and identity. I draw on a corpus of 38 episodes of teasing contained in 80 minutes of spontaneous talk between five adolescent Bangladeshi girls who formed a friendship group at their comprehensive school in East London. The qualitative analysis of the data reveals that the teasing in this group can serve four main functions: an accomplishment of fun‐based solidarity; a release of underlying tensions; a display of toughness; but also a display of respect for other speakers’ dispreference for taboo subjects. Building on Ochs’(1992) notion of indirect indexicality my discussion of the data will focus on the social meanings of these different functions of teasing which range from maintaining and managing friendship to (re)negotiating class and culture‐related identities. I shall argue that the identity work achieved by and in the teasing needs to be seen in relation to stereotypical notions and ideologies about class, gender and culture‐specific (language) practices which shape the girls’ construction of themselves as British Bangladeshi working‐class adolescents.