‘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.     

How to study multilingualism of the past: Investigating traditional contact situations in Daghestan

Reconstructing contact situations for an unwritten language is a challenging task, as the sociolinguistic past of such speech communities is very rarely documented. The paper describes research in which a method of retrospective family interviews is applied, where respondents’ recollections about recent multilingual past and, in particular, about the language repertoires of their elder relatives, are converted into quantitative data. It is a case study of three neighboring villages in the mountains of Daghestan, each of which has its own first language. It is shown that the multilingual pattern in the cluster is now shifting from the knowledge of neighbor languages towards Russian – an external lingua franca which is not native to any of the communicants.     

‘Pure’ Farsi and political sensitivities: Language and ideologies in Farsi complementary language classrooms in Denmark

This paper presents an insight into two Farsi complementary language classrooms in Copenhagen, Denmark, characterised by political sensitivities. We illustrate a number of characteristic features of the classrooms concerning language use, pedagogical methods and cultural phenomena, which were related to key adults’ preferences, and we consider possible interpretations of them as indexical signs. In particular, we emphasise ideological interpretations (e.g. the monolingualism norm and language purism) and we relate the classroom characteristics to the contemporary state of Iran as well as to the time and place in which the classes occurred. We analyse both explicit metapragmatic messages and implicit ways of indicating ideologies, and see both types as characterised by avoidance of particular referents, that is, by unmentionables.     

Language,gender and political symbolics: Insights from citizen digital discourses on gender-sensitive language in Serbia

The topic of gendered language policy has engaged the public for decades, while at the same time becoming increasingly theoretically marginal in the gender and language field. The recent public debates in many parts of Europe, however, highlight the new frames of the topic in the era of rising authoritarian and right-wing discourses, which make notions of ‘gender ideology’ a central symbolic point in neo-nationalist rhetoric. As a hub of this ‘gender trouble’, Eastern European societies have lately attracted particular public attention, but they remain among the least explored in the field. This paper stresses that the complexity of discourses in the post-socialist, post-‘transition’ societies, along with their specific structural-linguistic features, promises rich grounds to assess the newly shifting discourses around gender and language policy in Europe. The study contributes to this research direction by employing a corpus-based, discourse-analytic approach to analyse the media representations, and particularly the citizen responses, in Serbia, which has recently witnessed intense debates on gender, language and politics. The analysis reveals clear trajectories with the discourses described in earlier research, but also some shifting foci pertaining to questions of ‘true science’, distrust of authority and wider social crisis, pointing to emerging global challenges in gender and language research.     

The dynamics of citizen sociolinguistics

The objective of this paper is to explore the dynamics of citizen science (CS) in sociolinguistics or citizen sociolinguistics, i.e. the engagement of non‐professionals in doing sociolinguistic research. Based on a CS‐study undertaken in Norway where we engaged young people as citizen scientists to explore linguistic diversity, this paper aims to clarify the definition of citizen sociolinguistics; it seeks to advance the discussion of the advantages of CS and of how CS can contribute to sociolinguistics; it also addresses the opposite: how sociolinguistics can contribute to the general field of citizen science; and it discusses the challenges of a CS‐methodology for sociolinguistic research, epistemologically and ethically, as well as in terms of recruitment, quality control and possible types of sociolinguistic tasks and topics. To meet the needs of society and societal challenges of today there is a need to develop methods and establish scientific acceptance for the relevance of public engagement in research. This paper argues that citizen sociolinguistics has the potential to advance the societal impact of sociolinguistics by constructing a dialogue between ‘the academy’ and ‘the citizens’; citizen sociolinguistics relies on and encourages participatory citizen agency, provides research experience, stimulates curiosity, further research, public understanding of science and (socio)linguistic awareness, and encourages linguistic stewardship.     

The language ideologies of multilingual nannies in London

In the globalized economy, multilingualism is increasingly perceived as a way of maximizing competitiveness, even in the family home. In the United Kingdom, multilingualism has become an asset for nannies, granting privileged access to a niche job market. Adopting the theoretical lens of language ideology, we identify sites and forms of language evaluation within the nannies’ discursive construction of their language work. Using thematic analysis of interview and focus group data with nannies, we examine how nannies represent their English and L1 language practices, verbalizations, and embodiments. Findings suggest that, rather than language practices, it is the verbalization of the symbolic value of multilingualism (normally through the medium of English) that grants nannies an advantageous position in the market. This market is made possible by upper-middle-class families, whose privileging of specific languages and speakers perpetuates eliteness, gendered language work, and problematic approaches to second language learning.     

The selfish giant: narration and language instruction in a multicultural pre-primary class as a model for teacher change and development

Within the framework of multicultural education, a school-based teacher training program was implemented in a public preschool in Nicosia, Cyprus, where a large number of migrant pupils were enrolled. The main goal of the program was to create a basis for reflection and interaction among the teaching staff about issues related to the social and learning development of migrant pupils. The approach was based on a model for teacher change which focuses on enactment and reflection. Specific methodological aspects were applied in a session related to language instruction, which was carried out and observed by the school teaching staff. The main conclusion was that most of the migrant pupils reacted positively: they played an active role and their participation increased. This teacher training program enabled the teachers to realize how they, as professionals, are influenced by their own experiences and they also recognized the limits of their competences and expertise.     

Language policy,homelessness and neoliberal urbanization: The case of San Francisco's Union Square

One example of the impact of neoliberalism on urbanization is that of the Business Improvement District (BID), where business and property owners collectively manage a district to ensure that it has an appropriate ‘business climate’. The responses of BIDs to the language practices of the homeless, such as panhandling, tend to be ambivalent because homelessness is an issue that requires sensitivity. Nevertheless, overly aggressive panhandling can have adverse repercussions for businesses. This paper focuses on San Francisco's Union Square, which is the city's commercial retail center, and makes two key points. One, language policy needs to be viewed as planned, unplanned or transgressive, where these characterizations are necessarily from the perspective of an specific actor, such as the Union Square BID. Two, there are interesting attempts to transform panhandling practices from above, pushing these towards neoliberalism with the consequence that the panhandlers themselves sometimes respond by reimagining panhandling as work or a business.     

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.     

The role of the school library: reflections from Sweden

Libraries are critical learning spaces and may play a significant role in intercultural education initiatives, particularly in Sweden where the national curriculum ascribes central functions to libraries for learning activities. Unfortunately, the ways in which teachers and librarians may collaborate to leverage mutual resources is not fully understood. This article uses Pirjo Lahdenperä’s model of intercultural education development to consider the case of a small school library in a highly diverse urban neighbourhood. Although public libraries in Scandinavia can support intercultural educational values by addressing individual needs and complementing curriculum-based teaching, the development of new teaching practices requires additional guidance as well as institutional support.     

Towards a material ethnography of linguistic landscape: Multilingualism,mobility and space in a South African township1

The study of multilingual landscapes promises to introduce a new perspective into theories and policies of multilingualism, and to provide essential data for a politics of language. However, the theorization of space and language underlying the notion of linguistic landscape is not able to capture the manifold complexities of (transnational) multilingual mobility that is characteristic of many late‐modern multilingual societies. Basing our argument on signage data from a contemporary South Africa in a dynamic phase of social transformation, we argue that more refined notions of space coupled to a material ethnography of multilingualism could provide a theoretically more relevant and methodologically refocused notion of (multilingual) linguistic landscape. Specifically, we take an approach to landscapes as semiotic moments in the social circulation of discourses (in multiple languages), and view signs as re‐semiotized, socially invested distributions of multilingual resources, the material, symbolic and interactional artifacts of a sociolinguistics of mobility.     

African school of thought: The missing ideology in finding a solution to sub‐Saharan African insecurity

Post‐colonial sub‐Saharan Africa continually experiences a collapse of consensual democracy as an ideology and system of governance. Poverty, greed and corruption have bred political instability, conflicts and dependence on exporting primary products. For post‐colonial Africa to feel truly independent, its adoption of consensual democracy needs to be sincere. Ideological theories, the epistemological origins of development programmes, and the philosophy of choice cherished in consensual democracy have been overlooked in current African political cultures, which habitually disregard grassroots voices. Using the Department for International Development's Research Strategy (2008–2013), the article explores how ideological functions transcend the political cultures, underdevelopment and insecurities of sub‐Saharan Africa. It is hoped that the possibility of sustainable development may be enhanced by the inclusion of an African school of thought.     

Language matters: effects of linguistic agency assignment on HPV prevention advocacy in Chinese public health education materials

This study was conducted to examine the effects of linguistic agency assignment on human papillomavirus (HPV) prevention advocacy in Chinese public health education materials. The participants (N?=?481) were asked to read one of four versions of an article about the HPV infection. The results indicated that the linguistic agency assignment of threat used in the context of health education in the English language functioned similarly in the Chinese context with only minor differences. In the Chinese language context, the respondents tended to report higher levels of personal susceptibility when the linguistic agency was assigned to the HPV vaccine and not human factors. Minor cross-cultural issues are discussed. The findings of this study contribute to the health communication literature by explicating the persuasive power of language and demonstrating that the concept of linguistic agency assignment is applicable across cultures for the effective promotion of public health education.     

The Prospects of Global English as an Inclusive Language

English is increasingly a global language, as it is the world's most popular second language and the primary language of international communication. The emergence of English as a global language raises many potential normative challenges, such as the risks that it will erode minority cultures and that it will give core English-speaking countries an unfair advantage over nonnative speakers. I argue that global English can be made more inclusive for nonnative speakers and that the benefits of global English can therefore be realized without suppressing the cultures of nonnative English speakers. However, realizing this potential depends on overcoming the beliefs that English should be neutral and that there is a standard correct form of English.     

论文学语言在大学英语教学中的意义

本文主要论述了英美文学与大学英语教学相结合的重要性,以及文学语言的渗透在教学中的实际意义。笔者认为采用英美文学与大学英语教学相结合的教学模式是我国英语教育改革的一项重要尝试,有助于提高学生的语言能力以及拓展综合素质,并在文中举例分析论证了这种教学模式的可行性。     

Living Maoist gender ideology: experiences of women ex-combatants in Nepal

Studies of women’s participation in civil conflict as armed combatants have attributed diverse motivations to such participation and examined the implications of participation for women’s empowerment in the aftermath. The authors contribute to these studies through an in-depth analysis of female combatants’ struggles for equality and empowerment during and after Nepal’s decade-long Maoist conflict. Scholars have argued that the emphasis of Maoist ideology in Nepal on the emancipation of women and on ending gender discrimination attracted a large number of women to the cause. Based on narratives of Maoist female ex-combatants, the authors investigate women’s engagement with Maoist ideology during and after the conflict. These narratives reveal that despite discourses of gender equality in Nepal’s Maoist struggle, promises around gender equality remain unkept in the period after the war. A reintegration program has offered women ex-combatants few options and has pushed women back into traditional gender roles. Struggles continue in this terrain. Incorporating intersectionality, the paper highlights how women ex-combatants’ gender identities intersect with caste and other social locations to produce diverse challenges for their lives.     

Grammaticalisation in social context: The emergence of a new English pronoun

The paper documents the early stages of grammaticalisation of a new first person singular pronoun, man, used in multi‐ethnic adolescent peer groups in inner cities of the U.K. I argue that the pronoun derives from a plural noun man, which is used in the peer groups to refer to a group of individuals whose precise composition is defined by the linguistic or situational context. The recruitment of man as a pronoun is encouraged by the frequent use of its homonym as a pragmatic marker and address form in the peer groups, and by the locally salient connotations of some uses of the singular noun man. The functions of the plural noun and the pragmatic marker are reflected in the two main rhetorical functions of the new pronoun: adolescent speakers use the man pronoun to position themselves as members of a contextually defined group and thereby provide authority for their opinions or mitigate a potentially face‐threatening act, and they also use it to solicit empathy from their interlocutor or construct solidarity. I suggest that a compositional model of the semantics of pronouns can account for the emergence of the new pronoun.     

A multilingual approach to analysing standardized test results: immigrant primary school children and the role of languages spoken in a bi-/multilingual community

The present study adopts a multilingual approach to analysing the standardized test results of primary school immigrant children living in the bi-/multilingual context of South Tyrol, Italy. The standardized test results are from the Invalsi test administered across Italy in 2009/2010. In South Tyrol, several languages are spoken on a daily basis and the long-established ethnic groups are speakers of German (69%), Italian (26%) and Ladin (4%). While the language of instruction for immigrant children attending Italian language schools is Italian, these children live in Italian- or German-speaking environments. I argue that standardized testing data should be analysed in conjunction with local language information to better serve the educational needs of bi-/multilingual children. The Italian test results of I and II Generation immigrant children (n?=?225) are re-examined in light of the languages spoken in their living environment. Results show that the approach used is useful in identifying information that would have otherwise remained undetected. The additional data provide valuable input for school administrators, educators and policy-makers and can be used to devise suitable remedial measures for immigrant children attending school in bi-/multilingual environments.     

Language rights in Indigenous communities: The case of the Inuit of Arctic Québec1

Despite the rise of language rights, it is not clear whether the granting of rights to Indigenous and minority groups has any direct effect on the ability of these groups to revitalize and maintain their languages. This paper offers an analysis of macro‐level rights discourse in Canada, drawing on certain Supreme Court of Canada decisions regarding Francophone‐minority and Aboriginal peoples. It then traces certain consequences of the granting of Indigenous language rights for Indigenous language instruction and maintenance, focusing on the Inuit in the Arctic Québec region of Nunavik.     

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.