English as a lingua franca: A threat to multilingualism?

In this paper I argue against the widespread assumption that the English language in its role as lingua franca is a serious threat to national languages and to multilingualism. I support this argument by making a distinction between 'languages for communication' and 'languages for identification'. Further support for the stance against one-sidedly attacking English as a killer language will be drawn from the findings of three research projects currently being carried out at Hamburg University, one on the impact English has on discourse norms in influential genres in other languages; the second one on the nature of interactions in English as a lingua franca; and the third one on so-called 'international degree programmes', in which English is the language of instruction. Finally, I make some tentative suggestions for a new research paradigm for English as a lingua franca.     

Language,culture and access to mathematics: a case of one remote Aboriginal community

For many students, coming to learn mathematics is as much about the pedagogical relay through which concepts are conveyed as it is about the mathematics per se. This relay comprises social, cultural and linguistic norms as well as the mathematical discourse. In this study, I outline the practices of one remote school and how the teaching practices scaffold Indigenous learners whose home language is different from the language of instruction (Standard Australian English) as they come to learn mathematics. Through various strategies, teachers have created positive learning environments that celebrate the home languages of the students while supporting the transition into Standard Australian English and the discourse of mathematics.     

Public Discourses About International Students

A growing, English‐language literature analyzes the public discourse of international education and students. One large set of studies highlight the discursive marginalization of non‐western, international students in western, host societies. They draw on critical discourse analysis (CDA) and meta‐narratives of western, White, and elite dominance, which diminish the theoretical importance of discourse in non‐western and non‐elite settings. A second, smaller set of studies analyze the public discourse of international education in non‐western, specifically Asian, countries; they generally reference educational discourse in both Asian and western countries. Relatively few studies critically examine patterns of discursive domination in Asian discourse; but the ones that do so compare both Asian and Western countries. Even rarer are studies of social media discourse among international students. We find a few studies of social media discourse among Asian students who studied abroad, but none of foreign students studying in host, Asian countries. Attention to multiple discourses and theoretical narratives offers a fruitful, research agenda and underlines the complex, dynamic, global nature of contemporary public discourse on international education.     

Notation Systems for Reading and Writing Sign Language

The Analysis of Verbal Behavior - Without written forms, signed languages do not permit the type of textual record available to speakers of English and other written languages. Deaf signers have...     

Restoring African studies to its linguistic identity: reflections on Ethiopian studies

One of the defining characteristics of African studies at the moment, regrettably, is the fact that the bulk of knowledge produced in and about Africa is written in foreign languages. This, according to Ngugi wa Thiong’o, is the “Europhonic legacies of colonialism.” Any serious attempt to decolonise knowledge production in Africa cannot disregard the language question. The use of local African languages in higher education and academic publications contributes a great deal to a project of complete decolonisation. Against the backdrop of such debates and concerns, the present study examines the issue of language and academic publication in Addis Ababa University, Ethiopia. Although Ethiopia escaped direct forms of colonialism, the postcolonial situation in the use of foreign languages for higher education and academic publication is quite similar to the rest of Africa. The appraisal of a decade of academic publication in one college and five decades of publication in a research institute reveals that English is the dominant language of academic publications in the university, while the use of local languages like Amharic, Afan Oromo, Tigrigna and Somali are limited or non-existent. The paper, following Ngugi, argues that languages are archives of “social memory” and “remembrance,” and these languages are the most suitable vehicles to get direct access to the various communities and ethnic groups across Africa. Hence, the study calls for intellectuals in African universities and Africanists to use local languages in academic publications and thereby, contribute to the complete decolonisation of knowledge production on the continent.     

The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: a critical discourse analysis

In transcultural and transnational communication settings, English learners have to be able to communicate with people from different linguistic and cultural backgrounds. For this reason, English as a foreign language (EFL) textbooks, for instance, not only promote Anglo-American and British cultures but also include both EFL learners’ home and international cultures. The present discourse study looks at the cultural content of a nationally adopted EFL textbook in Indonesia. It particularly investigates multicultural values represented in the EFL textbook geared for senior high school students. Findings of the study reveal that four themes of multicultural values emerge from the textbook, such as: (1) respect for cultures of different ethnic and religious groups; (2) respect for cultures of indigenous people; (3) conflict avoidance and peace with all forms of life and nature; and (4) appreciation of creative cultural products. The implications of this textual study suggest that as English plays an increasingly important role as a global lingua franca, multicultural materials from outer and expanding circle countries need to be added to English language teaching (ELT) textbooks. Therefore, English teachers should creatively teach multicultural aspects and use multimodal materials to engage students in culturally laden language-learning tasks.     

Socio‐economic stratification of English in globalized landscapes: A market‐oriented perspective

Globalization has dramatically altered the urban societies of Amsterdam and Brussels over recent decades, with intensified socio‐economic inequality, unprecedented levels of multilingualism and the increasing importance of English. In this paper, I examine the use of English in the linguistic landscape of socio‐economically stratified commercial shopping streets in these two second‐tier global cities. I adopt a market‐oriented, contextualized approach to quantitative and qualitative variability in how English emerges in these particular commercial ‘linguistic markets’. McDonaldization in midscale shopping streets occurs alongside downscale and upscale uses of English which are more susceptible to local commercial dynamics, in particular in Brussels. As such, global English in these single city contexts emerges as a heterogeneous and scaled phenomenon shaped by specific local commercial and linguistic market conditions.     

Sociophonetic variation in a long‐term language contact situation: /l/‐darkening in Welsh‐English bilingual speech

This study investigates /l/‐darkening in the Welsh and English speech of bilinguals in North Wales. Although it is claimed that /l/ is dark in all syllable positions in northern varieties of both languages, there have been no quantitative investigations of this feature which consider cross‐linguistic phonetic differences, the differing nature of language contact between North East and North West Wales, and differences in the way both languages are acquired by speakers. The dataset of 32 Welsh‐English bilinguals, aged 16–18, was stratified by speaker sex, home language, and area. Tokens of /l/ in word‐initial onset and word‐final coda positions were analysed acoustically. The results show cross‐linguistic differences in onset position and that such differences were found to be greater in the speech of female speakers. Differences were also found between the two areas. These results are discussed with reference to the influence of extra‐linguistic factors on speech production and the possible social meaning associated with dark /l/.     

Indexing stance: Reported speech as an interactional evidential1

The notion of linguistic stance as a non‐grammaticalized form of evidentiality is here explored through an investigation of reported speech in English interaction. Reported speech is found to be one of a variety of resources with which speakers lay claim to epistemic priority vis‐à‐vis recipients. Such resources are not identifiable as stance markers independently of the sequential contexts in which they appear; sequential position is shown to be central in providing at once a constraint on what can be said and a resource to exploit in saying it. Resources dependent on sequential position to index stance are deemed to be interactional evidentials to distinguish them from the well‐documented stand‐alone evidentials. Interactional and stand‐alone evidentials, as forms of deixis, are directed to the orientations of epistemic authority and accountability respectively; their distinct means of marking evidentiality are grounded in the motivation to be explicit with regard to accountability and inexplicit with regard to authority.     

The public life of white affects

The growing political power of racialized groups in white‐supremacist societies has unsettled the hegemonic position of whiteness. In the United States, this political shift has led to the linguistic repositioning of whiteness within public discourse as visible and vulnerable rather than unmarked and dominant; such repositioning operates as part of a larger strategy for maintaining white supremacy. Within white publics, which are simultaneously constituted through white public space, white public discourse, and white affects, those who are white‐identified linguistically engage in affective performances that reassert racial dominance by invoking claims of wounded whiteness. The article compares the affective strategies of white public discourse found, on the one hand, in ethnographic interviews with white youth in liberal educational spaces in California and, on the other hand, in the mediatized discourse of the US racist far right. The analysis identifies five affective discourse strategies deployed in the white public discourse of both groups: colormute racism; disavowals of racism; appropriations of diversity discourses; performances of white fragility; and claims of reverse racism. This shared set of discursive strategies is part of the larger convergence and mutual dependence of militant racism and mainstream racism in protecting all white people’s possessive investment in white supremacy.     

How to do or not do things with words: The case of Koreans in Japan

In this article, I explore the ways in which ethnic identity is expressed by following the formulaic socio-linguistic norm, the very method of which defies the authenticity of identity itself, thereby asserting the identity's multi-facetedness as sustained in performative linguistic practice. I look at multi-sited socio-linguistic interactions among Koreans in Japan, who claim their primary identity to be that of North Korea's overseas citizens even though none of them have North Korean passport or nationality. Their identity, in other words, is based on ideological commitment, which is in reality supported by their ongoing linguistic practice. A close look at their socio-linguistic life reveals their ethnicity's dual or multiple ontology, which challenges among other things the currently dominant assertion of Japanese self in the western academic discourse.     

Discourse of renewal: Developing multiple-item measurement and analyzing effects on relationships

Emphasis on protecting an organization’s image and reputation has dominated crisis communication research. A crisis is assumed to only bring negative impacts because it tarnishes an organization’s reputation. Priority is placed upon whether an organization can come up with response strategies that mitigate this harm, rather than on rebuilding relationships. Challenging these untested assumptions, discourse of renewal is complementary to the image- and reputation-centered perspectives and theorizes crises as opportunities to reflect, grow, and therefore renew to a better state. To further discourse of renewal, the current study first establishes a valid and reliable measure of discourse of renewal, and investigates how discourse of renewal influences publics’ relationship with an organization. Results of the study indicate that engagement, prospective foci, communication efficiency, and emphasis on organizational culture and core values are four dimensions of discourse of renewal, and that discourse of renewal positively influences publics’ relationship with an organization.     

New York City's Latino ethnolinguistic repertoire and the negotiation of latinidad in conversation

Latino collective politics has received greater attention from scholars and policy analysts than the micro‐processes of everyday interaction among U.S. Latinos – the stuff with which collective efforts are constructed. In this article, I argue that latinidad – a sense of shared Latino identity – is best understood by taking into account the negotiations of collective identities in everyday, situated social practices. I ask: how do Latinos invoke latinidad in their everyday interactions, and to what end? In doing so, I present a conversation between two New York City Latinos, Roberto and William, who subtly invoke latinidad as they explore a possible business connection. Through discourse analysis of their exchange, I show that within one conversation two people can invoke latinidad through the adoption of different strategies of affiliation. Drawing on Benor's ( 2010 ) ethnolinguistic repertoire framework, I show some of the linguistic resources that New York City Latinos access to index latinidad. I find that Benor's framework could be expanded to account for the arsenal of distinctive linguistic features used by members of panethnic groups. For U.S. Latinos, such an arsenal includes features of multiple varieties of both Spanish and English. The results further suggest that shared Latino identity implies a basis for cooperation, in this case, cooperation with the potential to yield economic benefits.     

It don't go both ways: Limited bidirectionality in sociolinguistic perception

This article explores the sociolinguistic perception of morphosyntactic variation, using sociolinguistic priming experiments. Two experiments tested participants' perception of the connection between social status and variation in two English subject‐verb agreement constructions: there's+NP and NP+don't. Experiment 1 tested sentence perception and found that exposure to non‐standard agreement boosted the perception of non‐standard agreement, but only for there's+NP. Social status cues had no effect on sentence perception. Experiment 2 tested speaker perception and found that participants were more likely to believe that non‐standard agreement was produced by low‐status than high‐status speakers. Results suggest that, especially for heavily stigmatized variables, non‐standard sentences strongly constrain the social judgments made by speakers, yet social cues do not necessarily constrain linguistic perception. The results suggest that the perceptual relationship between linguistic and social knowledge may be one of only limited bidirectionality. Implications for sociolinguistic perception and exemplar‐theoretic accounts of sociolinguistic competence are discussed.     

How publics react to situational and renewing organizational responses across crises: Examining SCCT and DOR in social-mediated crises

The prevalence of social media among networked publics calls for more research regarding how organizations can conduct effective crisis communication on social networking sites. Based on the situational crisis communication theory (SCCT) and the discourse of renewal (DOR) theory, this study examined how social media publics’ sentiments were affected by situational and renewing organizational responses in various clusters of crises. Twitter data of six crises representing three crisis clusters varying in the responsibility attribution (i.e., ambiguous, accidental, and preventable) were collected. We conducted a content analysis on organizations’ official tweets during crises (N = 59) and sentiment analysis on publics’ replies on Twitter (N = 4,340). The results showed that publics’ positive sentiments toward organizations were affected by organizational crisis responses that included instructing information, sympathy, systemic organizational learning, and effective organizational rhetoric. We recommend that crisis managers express sympathy toward publics as well as organizational learning that prevents a crisis from happening again.     

A Cross‐linguistic Examination of Toddlers’ Interpretation of Vowel Duration

Languages differ in their phonological use of vowel duration. For the child, learning how duration contributes to lexical contrast is complicated because segmental duration is implicated in many different linguistic distinctions. Using a language‐guided looking task, we measured English and Dutch 21‐month‐olds’ recognition of familiar words with normal or manipulated vowel durations. Dutch but not English learners were affected by duration changes, even though distributions of short and long vowels in both languages are similar, and English uses vowel duration as a cue to (for example) consonant coda voicing. Additionally, we found that word recognition in Dutch toddlers was affected by shortening but not lengthening of vowels, matching an asymmetry also found in Dutch adults. Considering the subtlety of the cross‐linguistic difference in the input, and the complexity of duration as a phonetic feature, our results suggest a strong capacity for phonetic analysis in children before their second birthday.     

Unexpected but authentic use of an ethnically–marked dialect

Recent work on language crossing in the U.S. has examined the temporary appropriation of African American Vernacular English by white youth in an effort to participate in the current popularity and prestige of hip–hop culture, or in order to highlight racial boundaries. While such verbal behavior probably encompasses most white use of AAVE, it is not the only way in which whites (or other non–blacks) can use the variety. This paper presents a case study of the language of a 23 year old white female who makes consistent use of many distinctive linguistic features associated with AAVE. I argue that the interaction of ideologies of race, class, localness and language allow her to be considered an ingroup member despite her biographical race. This suggests that there is a tension between academic linguistic theory and actual speaker practice in assigning authenticity to individuals, and I conclude that language ideologies and other forms of qualitative evidence should be taken into account by sociolinguists looking at the link between language and race.     

Online political public relations as a place-based relational practice: A cultural discourse perspective

This study introduces the theoretical and methodological approach of Carbaugh’s (2007) cultural discourse analysis (CuDA) to advance the research agenda on political public relations. I discuss how CuDA, as an extension of the ethnography of communication (EoC), provides clues to unexpected success in an election campaigning. Using the 2016 Hong Kong lawmakers’ election as an empirical example, the most discussed Facebook posts of an election candidate, and 6800 online comments from the public are studied. I identify the socio-cultural meanings that are used and can be used to engage public-to-public election canvassing. This study shows that the prominent discursive hubs of dwelling and relation organize networked publics to canvass. Responding to the socio-cultural turn of the literature, this study grounds the theorization of political public relations in practice. The evaluation of different approaches to discourse also moves the field forward methodologically.     

Public Sociology and the Public Turn in the Social Sciences

Public sociology broadly conceptualized is a form of intellectuality involving dialogue between sociologists and the publics with whom they are concerned. Beyond this broad framing, what type of dialogue, with what purpose, which public(s), and the functions of intellectuals and the knowledge they produce are widely contested. In this essay, I explore the politics of academic disciplines, knowledge, and discourse as it has emerged within the debate over public sociology, while also highlighting what public sociology and the rise of other ‘public’ disciplines tells us about these themes in relationship to the possibility of public culture.     

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.