'Du hast jar keene Ahnung': African American English dubbed into German

This paper explores the translation of sociolinguistic variation by examining the ways that African American English (AAE) is dubbed into German. In discussing this ubiquitous yet poorly studied area of language use, I show that ideas about language as an index to social groupings are transferable to the degree that the ideas overlap in the cultures in question. In the case of German, if the character being dubbed is young, male and tied to the street cultures of the urban inner city, then AAE is dubbed using a form of German that has links to the urban youth cultures of north‐central Germany. The transferability of sociolinguistic variation is important to issues related to cross‐cultural communication and the ideologies that may play a role in the outcomes of that communication as well as to linguistic creativity and language style more generally.     

Style and Language Use among Youth of the New Immigration: Formations of Race,Ethnicity, Gender,and Class in Everyday Practice

In this article I consider “style” as a linguistic and cultural concept that can demonstrate how identities performed through language use are linked to topics of central concern in studies of immigrant youth, including racial and ethnic formation, generational cohorts, acculturation, assimilation, and gender. I draw on anthropological and sociolinguistic approaches to style not generally considered in migration studies and present ethnographic data of two cliques of Desi (South Asian American) teens in a Northern California high school. I argue that analyses of youth style can substantially complicate assimilation frameworks by highlighting the ways in which young peoples' linguistic practices may not fit neatly into commonly used analytical categories of “immigrant” and “American.” Focusing on how political economy and local histories inform power and difference that shape migration experiences for youth, the article moves beyond routinely examined areas of heritage language retention and loss to analyze the significance of youth performances of heritage languages as well as English.     

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.     

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.     

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.     

Performances of social class,race and gender through youth subculture: putting structure back in to youth subcultural studies

This paper aims to advance debates in youth studies about the contemporary relevance of social structures of class, race and gender to the formation of youth subcultures. I demonstrate how drawing on a cultural class analysis and education literature on learner identities and performativity can be productive in theorising the continued significance of class, and indeed also race and gender in young people's lives. In examining school-based friendships and (sub)cultural forms through empirical research in urban schools, I argue that not only are young people's subcultural groups structured by class, race and gender but also they are integral to the production of these identities. By examining the discursive productions of two school-based subcultures as examples: the ‘Smokers’ and the ‘Football’ crowd, I further argue that these identity positions embody resources or capitals which have differing value in the context of the urban school and thus demonstrate how race, class and gender privilege are maintained and reproduced through youth subculture.     

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.     

The Department of Literature and the Department of English: Transforming Aspects of ‘English Studies’ in South Africa

Abstract

This article begins with a brief survey of the different manifestations of ‘English studies’ at various South African universities, demonstrating the lack of clarity regarding the roles and responsibilities of the ‘English Department’: should it teach literature in English, or should it teach the English language? Such inconsistency makes the ‘Department of English’ as it currently exists unable to contribute towards the intellectualisaton of African languages (Alexander, 2005) and the transformation of South Africa's universities, particularly with regard to the use of African languages for learning and teaching. The article thus proposes that the ‘Department of English’ and the ‘Department of Eiterature’ should be separated. The former should take its place alongside other language departments and, at English-language universities, be primarily responsible for English language teaching and support (for those students to whom English-medium instruction presents a barrier to learning). The latter should pursue literary studies – not only ‘literatures in English’, but also texts in translation – a pursuit that calls attention to the potential for dialogue between literary texts across linguistic, ethnic, and national divides.     

“Mnandi-licious!” trends in African language usage in South African television advertising

Advertisements in African languages are generally confined to radio, and in that medium are factual, dialogic and direct. When used in television advertising, however, South Africa’s indigenous languages, particularly those spoken by the largest number of people in South Africa (Nguni languages), play a less informative role, being employed rather to index a concretised African essence, African identity or urban style, or a particular reified post-apartheid togetherness and cultural mobility. In this essay, we analyse four recent television advertisements, all using a Nguni language, and reflect on how and why the vernacular is used and to what extent African languages are no longer seen by television advertisers as carriers of information but as exploitable symbols of trustworthiness, multiculturalism, belonging and innovation. Key tropes that emerge as motivating the inclusion of African languages in television advertisements are identified and serve to organise and focus the argument.     

Trends and issues in language policy and language education in Crimea

This work identifies and discusses developments in language policy and language education in Crimea since the peninsula’s incorporation into the Russian Federation in March 2014. Working on the assumption that post-Soviet reforms and changes in language and education policies cannot be understood outside their historical context, the article starts by briefly outlining some of the defining features of the historical and sociolinguistic situation of Crimea until March 2014. It then presents the changing linguistic situation of the peninsula since its accession into Russia and discusses present developments in light of the broader context of post-Soviet language ideologies, policies and practices. It suggests that the new Crimean authorities are following a double strategy: the imposition of monolingual educational and linguistic policies, accompanied by largely symbolic concessions to the demands of local ethnic communities.     

Mobile Persons: Cell phones,Gender and the Self in North India

In this article I analyse the varied ways mobile phones are integrated into the daily lives of low-income people and the implications for courtship practices, marriage relations and kinship ties. Rather than offer a celebratory analysis of the mobile phone's empowering effects, my ethnographic research reveals a more complex story, one that shows how the presence of the mobile both reinforces and undermines gender roles and institutions of authority. Conceptually, I argue that mobile communication provides insights into north Indian personhood as ‘nodal’, while also stimulating new practices and ideologies that render this technology central to the struggle for (and over) power and domination.     

Singlish or Globish: Multiple language ideologies and global identities among Korean educational migrants in Singapore1

South Korean early study abroad students and their parents in Singapore negotiate and redefine the values of Mandarin, English, and Singlish used in Singapore in an attempt to forge their own transnational identities. In this process, these Korean migrants tend to place more emphasis on metapragmatic discourses; that is, how to speak the languages appropriately. They then use such metapragmatic evaluations to justify their use of the local varieties and practices of language in Singapore. Their discourses are based on two language ideologies –pragmatism and sociolinguistic competence – which are examined here as alternative forms of language legitimacy that coexist with the dominant notion of legitimate language. These multiple language ideologies provide the basis for Korean migrants’ emerging notions of the ‘Asian global,’ a desirable transnational subject who is more practical and sociocentric than the conventional image of high‐ranking elites, with greater adaptability to various local situations. ????? ?? ????? ???? ??? ????, ???? ??? ???? ???? ????, ??, ???, ????? ??? ??? ??? ??? ??? ??? ???. ??? ??? ?? ????, ??? ???? ????? ??? ?????? ??, ? ?? ??? ??? ? ??? ???, ??? ??? ????? ???? ?????? ?? ?? ????, ??? ??? ??? ???? ??? ???? ??? ????? ? ????? ????? ?? ??? ??. ??? ??? ????? ??? ????? ????? ??? ???? ? ?? ???????? ?? ????, ??? ??? ???????? ?? ???? ???????? ???? ??. ??, ??????? ??? ?? ?? ???????? ??? ??? ???? ‘???? ???’? ??, ? ??? ??????? ?? ???? ?? ???? ????? ??, ?? ??????? ???????, ??? ??? ???? ???? ? ??? ? ?? ???? ???? ??? ??? ????. [Korean]     

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.     

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’.     

A revised approach to racism in youth multiculture: the significance of schoolyard conversations about sex,dating and desire

Anxieties about social cohesion in multicultural societies have prompted scrutiny of how young people negotiate culturally diverse spaces. A key perspective of the literature at the intersections of youth studies and urban multiculture is that young people shift between racist and convivial modes of relationality to navigate their complex social worlds. Drawing on ethnographic fieldwork in a culturally diverse high school in Melbourne, Australia, I suggest that this binary framing fails to capture some of the diverse logics and practices within multicultural youth sociality. Reconciling dichotomous conceptual frames that position young people as moving back-and-forth between forms of exclusion and openness, I propose an alternative frame – a perverse form of everyday cosmopolitanism – through which to consider young people’s intercultural relations. To do this, I draw on young people’s conversations about sex, dating and desire as an entry point for new theorising about racism. Race and ethnicity were cornerstones of students’ frequent discussions about sexual ‘tastes’ and activity, discourses that have racist histories and effects. However, students did not understand their social world in such terms. These students’ social practices offer a situated illustration of how racism can function as part of a more inclusive cosmopolitan ethos in young lives, which I term ‘perverse cosmopolitanism’.     

Patterns of age‐based linguistic variation in American English1

In prior sociolinguistic research, speaker age has been considered the principal correlate of language change, but it ‘has not yet been explicitly studied as a sociolinguistic variable’ ( Eckert 1997 : 167). Consequently, little is known about how language varies across the life span. The present study employs key word analysis on a large corpus of casual conversation in American English to explore age‐based linguistic variation in spontaneous conversation. Analyses of the key words point to two major patterns of age‐based lexico‐grammatical variation: use of slang, and use of stance and involvement markers. Younger speakers' talk is characterized by an unusually frequent use of slang and swear words, and by a marked use of features indexing speaker's stance and emotional involvement, including intensifiers, stance adverbs, discourse markers, personal pronouns, and attitudinal adjectives; older speakers favor modals. These patterns are suggestive of functional differences in the discourse of youth and adults. It is argued that the expression of personal stance is more explicit and plays a key role in younger speakers' discourse.     

Post‐socialist language ideologies in action: Linking interview context and language ideology through stance

Changes associated with the post‐socialist period in Albania have complicated the legacy of language ideologies grounded in Ottoman‐era and socialist‐era politics. In this article, I analyze two metalinguistic interviews with young adults in the Albanian capital of Tirana in order to investigate the status of standardizing and anti‐standardizing language ideologies while also raising a methodological question regarding interview context and researcher role as persistent issues in sociolinguistic research. As acts of evaluation, language ideologies can be linked to interactional positionings and alignments via stance, which is significant for understanding aspects of identity and context in the interview. I argue that this framework provides a better understanding of interview dynamics than previous style shifting approaches, as any explanation of differences in interview interactions must simultaneously consider macro‐level influences of ideology and micro‐level interactional developments.     

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.     

Language educators’ regard for variation in late modernity: Perceptions of linguistic variation in minority contexts

This article investigates language educators’ regard for linguistic variation in a minority language context. It argues that teachers function as language norm authorities who may influence the linguistic practices and ideologies of students, and that this role takes on added significance in minority language contexts where access to the target language may be limited. Data are presented from a study on the linguistic ideologies of Irish language educators – ‘new speakers’ who acquired the language mainly thorough the education system. Participants’ ideologies on variation in modern spoken Irish were explored using semi‐structured interviews incorporating a speaker evaluation design. Although participants valorise traditional dialectal varieties of Irish, in line with established hierarchies, ideological frameworks are contested so that new ways of using Irish are beginning to gain overt acceptance. The results reveal the manner in which hierarchies of language variation in the Irish language are in flux in our contemporary late‐modern period.     

The demonstrative copulative or can that lady cook: African languages,authoritarianism and servility

This paper discusses some African language materials including books for learners, phrase books as well as grammars and dictionaries. The metalanguage created to explain African languages both to learners and scholars alike is very briefly analysed. Furthermore, it is shown that some of the materials contain more than a modicum of references to conditions of subalternity and servility imposed on speakers of African languages in the past. It is suggested that historically the creation of a field of African language studies and linguistics is ultimately linked to complex local social histories that then find a more than superficial reflection in the language materials themselves. Moreover, it is shown that these materials are often reprinted without significant changes in the post-apartheid era, which perhaps indicates a great resilience in perceptions and practices related to African languages.