Extremely interesting,very interesting,or only quite interesting? Adverbs and social class

An earlier study, based on interviews with a socially stratified sample showed a difference in the use of adverbs, with the middle–class speakers using derived adverbs in –ly more than twice as frequently as the working–class speakers. An examination of interactions in peer–group same–sex dyads shows a similar socially stratified pattern in both adults and adolescents. There are similar differences in the use of some other adverbs and certain adjectives. The consistency of the results suggests that there is a stable difference in speech styles between the two social classes and that this difference reflects a different attitude on the part of the speakers to their audience.     

Totally tall sounds totally younger: Intensification at the socio‐semantics interface

In two social perception experiments, we explore the relationship between the social meaning and the semantic/pragmatic properties of the intensifier totally in American English. In Experiment 1, we show that totally is perceived as a more salient index of social identity categories – measured in terms of Age, Solidarity and Status attributes – when it targets a scalar dimension grounded in the speaker's attitude, as opposed to when it occurs in contexts where the scale is provided by the subsequent predicate. In Experiment 2, we show that the social indexicality of totally is even more salient in contexts in which the intensifier, by virtue of its pragmatic contribution, invites a stance of heightened proximity and convergence between the interlocutors. These results point to a principled connection between the semantic, pragmatic and personality‐based social meanings of totally, providing new insights into the dynamics whereby different layers of meaning conspire to determine what an expression ‘says’ when deployed in interaction.     

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.     

Coming back to life: From indicator to stereotype and a strange story of frequency1

In the history of Spanish there are five forms, originally from the same lexical item, co‐existing: así, asín, ansí, asina, and ansina, all meaning ‘like that’. Standard Modern Spanish includes only one of these: así. This is not the case, however, in New Mexican Spanish. This corpus‐based study examines the patterns of synchronic variation in New Mexican Spanish, as well as the near death and transformed rebirth of forms other than standard así in literature. Multivariate analysis suggests a decline in non‐standard variants in New Mexico, associated with rural activities and objects, and with older, less‐educated speakers. The synchronic idiosyncrasy of stereotypes is confirmed, while the quantitative diachronic patterns found may prove to be a regular pattern for developing stereotypes in literary texts: a slow decline in frequency followed by a sharp rise.     

Early Word Recognition in Sentence Context: French and English 24‐Month‐Olds' Sensitivity to Sentence‐Medial Mispronunciations and Assimilations

Recent work has shown that young children can use fine phonetic detail during the recognition of isolated and sentence‐final words from early in lexical development. The present study investigates 24‐month‐olds' word recognition in sentence‐medial position in two experiments using an Intermodal Preferential Looking paradigm. In Experiment 1, French toddlers detect word‐final voicing mispronunciations (e.g., bu z [by z ] for bu s [by s ] “bus”), and they compensate for native voicing assimilations (e.g., bu z d evant toi [bu zd ?vɑ?twa] “bus in front of you”) in the middle of sentences. Similarly, English toddlers detect word‐final voicing mispronunciations (e.g., shee b for shee p ) in Experiment 2, but they do not compensate for illicit voicing assimilations (e.g., shee b th ere). Thus, French and English 24‐month‐olds can take into account fine phonetic detail even if words are presented in the middle of sentences, and French toddlers show language‐specific compensation abilities for pronunciation variation caused by native voicing assimilation.     

The social stratification of tongue shape for postvocalic /r/ in Scottish English1

The sociolinguistic modelling of phonological variation and change is almost exclusively based on auditory and acoustic analyses of speech. One phenomenon which has proved elusive when considered in these ways is the variation in postvocalic /r/ in Scottish English. This study therefore shifts to speech production: we present a socioarticulatory study of variation of postvocalic /r/ in CVr (e.g. car) words, using a socially‐stratified ultrasound tongue imaging corpus of speech collected in eastern central Scotland in 2008. Our results show social stratification of /r/ at the articulatory level, with middle‐class speakers using bunched articulations, while working‐class speakers use greater proportions of tongue‐tip and tongue‐front raised variants. Unlike articulatory variation of /r/ in American English, the articulatory variants in our Scottish English corpus are both auditorily distinct from one another, and correlate with strong and weak ends of an auditory rhotic continuum, which also shows clear social stratification.     

Anomie Among European Adolescents: Conceptual and Empirical Clarification of a Multilevel Sociological Concept1

Anomie is a complex, dynamic concept that refers simultaneously to a social state and an individual state of mind. Generations of sociologists have attempted to clarify, extend, and measure the concept at various levels of analysis. This article summarizes these developments around the twin concepts of exteriority and constraint. Exteriority refers to experiencing the social world as an objective, predictable reality, while constraint refers to the extent to which one experiences a personal commitment to the demands and expectations of society. The Anomie Scale of Exteriority and Constraint (ASEC) is presented and tested across various psychological and social outcomes among adolescents in 18 European countries. Exteriority is found to be primarily associated with more depression and less self‐esteem, while constraint is associated with a lower probability of daily smoking, illicit drug use, truancy, and suicide attempts. Societal anomie is higher in eastern European countries and it has a strong negative correlation with GDP per capita and a marginally positive correlation with GDP growth. Societal anomie is also associated with higher baseline levels of depression, self‐esteem, and illicit drug use. These results lend strong support to the theoretical construct of anomie as exteriority and constraint.     

Chinese and English Infants' Tone Perception: Evidence for Perceptual Reorganization

Over half the world's population speaks a tone language, yet infant speech perception research has typically focused on consonants and vowels. Very young infants can discriminate a wide range of native and nonnative consonants and vowels, and then in a process of perceptual reorganization over the 1st year, discrimination of most nonnative speech sounds deteriorates. We investigated perceptual reorganization for tones by testing 6‐ and 9‐month‐old infants from tone (Chinese) and nontone (English) language environments for speech (lexical tone) and nonspeech (violin sound) tone discrimination in both cross‐sectional and longitudinal studies. Overall, Chinese infants performed equally well at 6 and 9 months for both speech and nonspeech tone discrimination. Conversely, English infants' discrimination of lexical tone declined between 6 and 9 months of age, whereas their nonspeech tone discrimination remained constant. These results indicate that the reorganization of tone perception is a function of the native language environment, and that this reorganization is linguistically based. Supplementary materials to this article are available on the World Wide Web at http:www.infancyarchives.com     

Attribute networking: A technique for modeling social perceptions1

An original, network‐based technique is presented for modeling community members’ conceptions of local social space. Social categories derived from the model are used to investigate the social meaning of linguistic variation. The technique is first explained and then demonstrated using linguistic and ethnographic data from Worthington, Ohio, a Columbus suburb. Two linguistic variables are analyzed: (1)/l/ vocalization; and (2) the phonetic realization of the before vowel‐initial words. The results are discussed in the context of Columbus‐area urban sprawl and its perceived threat to Worthington's distinctiveness.     

English as a medium of instruction and the discursive construction of elite identity

Debates over medium of instruction, as ideological skirmishes, showcase discursive identity construction, reproduction, and contestation by different social groups. Drawing on such debates in letters to the editor and internet‐based newsgroup posts written by Bangladeshi English‐medium (EM) and Bangla‐medium (BM) educated writers, this article examines the construction of elite identity by the EM educated group. It illustrates how this group drew on changing discourses of elitism, language ideologies, and other identity resources to construct self‐identity that emphasized the achievement of qualifications and attributes rather than unearned social privilege, and how the territorially bound elite identity was transformed into deterritorialized cosmopolitan identity in the process. The article contributes to our understanding of the relationship between language, identity, and society by illustrating struggles for identity and status maintenance in education that is increasingly being dominated by English and English as a medium of instruction under the influence of neoliberal globalization. It also suggests how English and national languages may relate to (post)colonialism, nationalism, national identity, and social class in a globalized world.     

Complicating categories: Personae mediate racialized expectations of non‐native speech

This paper examines how American listeners’ expectations of non‐native English speech from speakers of East Asian descent can be modulated by the persona invoked by a speaker's visual display. While prior work has typically linked expectations of non‐native speaker status with East Asian‐ness broadly construed, this study indicates that US listeners’ expectations can be tied to more particular manifestations of this racialized identity, themselves informed by raciolinguistic ideologies. In a lexical recall task with persona‐based photographic primes, different visual styles embodied by the same Korean individual induced contrasting expectations of “foreign accented” speech, which corresponded to significant differences in how well the speech was remembered. Ultimately, I argue that models of sociolinguistic perception should include cognitive representations of social constructs like personae, not only to better capture the detailed nature of listeners’ sociolinguistic expectations, but also to avoid perpetuating homogenizing treatments of racialized groups’ language practices.     

Toddlers Activate Lexical Semantic Knowledge in the Absence of Visual Referents: Evidence from Auditory Priming

Language learners rapidly acquire extensive semantic knowledge, but the development of this knowledge is difficult to study, in part because it is difficult to assess young children's lexical semantic representations. In our studies, we solved this problem by investigating lexical semantic knowledge in 24‐month‐olds using the Head‐turn Preference Procedure. In Experiment 1, looking times to a repeating spoken word stimulus (e.g., kitty‐kitty‐kitty) were shorter for trials preceded by a semantically related word (e.g., dog‐dog‐dog) than trials preceded by an unrelated word (e.g., juice‐juice‐juice). Experiment 2 yielded similar results using a method in which pairs of words were presented on the same trial. The studies provide evidence that young children activate of lexical semantic knowledge, and critically, that they do so in the absence of visual referents or sentence contexts. Auditory lexical priming is a promising technique for studying the development and structure of semantic knowledge in young children.     

Intonation,identity and contact‐induced change among Polish‐speaking migrants in the U.K.

This article examines intonational variation in a language contact situation. The study contributes to sociolinguistic research on the social meaning of intonational variation (Podesva 2006 ; Levon 2014 ). Intonation is studied in a multilingual context of global mobility: within a group of Polish‐speaking migrants in Britain who, thanks to cheap transportation and new channels of communication, could make use of linguistic resources unlimited by territorial boundaries from the beginning of their transnational experience. The study shows that speakers with seemingly similar linguistic and cultural profiles make use of intonation patterns in different ways in the context of the narrative of the self: speakers oriented towards the global economy and the English‐speaking world incorporate a mainly English intonational pattern, the fall‐rise, with increased frequency to do interactional work that it does in English, while other groups maintain Standard Polish norms. As shown, intonational variation participates in the creation of fluid identities that blur linguistic and sociocultural boundaries.     

Social Work Academics as Humboldtian Researcher‐Educators: Discussion of a Survey of Staff Profiles from Schools in Denmark,England and Germany

A survey of social work academics' education profiles in Denmark, England and Germany is discussed. Material was collected in 2004, mainly from schools' Internet websites. Findings were classified by highest achieved level of qualification, using British terminology: ‘diploma’, ‘degree’ and ‘doctoral’. Findings are discussed with reference to the status of social work knowledge and social work education. This discussion is framed by drawing on the model of the teacher‐researcher developed by Wilhelm von Humboldt (1767–1835). The German sample showed the highest proportions of social work academics with doctoral qualifications, with the lowest levels being found in the Danish sample and the English sample being situated in‐between.     

Discourse variation,grammaticalisation and stuff like that1

General extenders (such as and stuff) are analysed here in the speech of adolescents from three English towns. There were no consistent patterns of gender or social class variation in their use, but a clear social class difference in the use of certain forms, with and that favoured by the working‐class speakers and and stuff and and things preferred by the middle‐class adolescents. The most frequent forms were analysed in terms of phonetic reduction, decategorisation, semantic change and pragmatic shift, changes that together make up the process of grammaticalisation. And that and and everything were the most grammaticalised, followed by or something, with and stuff and and things lagging behind. The multifunctionality of the general extenders caused problems for a rigorous analysis of their pragmatic functions. The paper argues that we must consider their functions within the local contexts in which they occur, to take account of their interaction with other linguistic forms. It is also important to avoid generalising about their functions and, instead, to prioritise the fact that as pragmatic particles they are multifunctional. In this data the general extenders had functions in every communicative domain, often simultaneously. The implications for the quantitative analysis of discourse forms are also considered.     

Online in later life: Age as a chronological fact and a dynamic social category in an Internet class for retirees

In recent years, sociolinguistic research that has taken an indexical perspective on the construction of social meaning has focused on certain dimensions of identity, such as gender and ethnicity; age, on the other hand, has not received as much attention. More often than not, it has been understood as a fixed chronological fact rather than a socially meaningful resource. The present study, which draws from data collected in an Internet course at a social center for senior citizens, illustrates how age‐related social meanings are recruited in interaction in more complex ways than generally thought. Discourse analysis of interactions between students and their younger instructor show how age informs the construction of social meaning as both a chronological fact and a dynamic social category; students and instructor alike create stances and assume interactional positions in part by indexing age‐related social categories that align with or subvert communicative expectations based on their chronological age.     

Shared spaces,shared structures: Latino social formation and African American English in the U.S. south

This study examines the appropriation of grammatical structures of African American English (AAE) by adolescent Latinos attending a multi‐ethnic middle school in North Carolina. The study couples quantitative variationist analysis of four ‘core’ grammatical features of AAE (invariant be, copula deletion, past‐tense copula leveling, and third‐person singular –s absence) with the findings of an ethnographic study of Latino adolescent identity in order to better understand the social processes leading to the incorporation of AAE grammar into English varieties spoken by Latinos. Results show that Latino students from across social formations make use of AAE grammatical features, but differ significantly from African American students in terms of sociolinguistic patterning. Ethnographic data shed light on linguistic data in three domains: (1) differences in use of AAE structures between male and female Latino/a students; (2) the prolific use of AAE by one gang‐affiliated student; and (3) the racial complexities within the ethnic category ‘Latino.’     

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.     

Race/Ethnicity,Attitudes, and Living With Parents During Young Adulthood

Non‐White young adults are more likely to live with their parents throughout their 20s, more likely to return home after going away to college, and less likely to leave again after returning. Scholars have speculated that subcultural differences in attitudes toward marriage and family play a key role in generating racial/ethnic differences in rates of coresidence with parents among young adults. Data from the National Education Longitudinal Survey of 1988 (N = 11,228) were analyzed in order to test this hypothesis. Attitudes toward marriage and family were significantly associated with coresidence, especially among young men, but did not substantially account for racial/ethnic differences in living arrangements. Among young non‐White women and young Black men, higher rates of coresidence were related to differences from Whites in socioeconomic or marital status (and sometimes both) that were largely independent of differences in attitudes toward marriage and family.     

The integration of space and time in the motion picture

Currently, visual sociology is defined as a sub‐field of qualitative sociology. This paper argues that such a view is too narrow and that the field is actually composed of three distinct, yet logically related, areas of investigation. The first is Seeing, or the study of role of sight and vision in the construction of social organization and meaning. The second is Iconic Communication, or the study of how spontaneous and deliberate construction of images and imagery communicate information and can be used to manage relationships in society. The third area I have termed Doing Sociology Visually and is concerned with how techniques of producing and decoding images can be used to empirically investigate social organization, cultural meaning and psychological processes. It includes those techniques, methodologies and concerns that have received the most attention to date and where the camera and other technologies of representation have played a crucial role in the analytic process.