Language Attitudes

Developing a mixed methods research design can be challenging. Researchers must choose the appropriate quantitative and qualitative approaches necessary to answer the research question and design their mixed methods project using those approaches. There are many ways combine these approaches and there are no rigid formulas for designing a mixed methods project. This article describes types, advantages, disadvantages of mixed methods research methodology. The purpose of the article is to simplify the process of mixed methods research to enable the nursing researchers have a better understanding of steps in the research process and considering a mixed method research. Understanding the steps in the research process may benefit the nurses to implement the research in their day today practice. As Mixed methods research methodologies are popularly used in nursing research, it is essential that nurses understand the different approaches in mixed methods. The basic types of mixed methodology will, therefore, be discussed in this article.

This research aims to describe the students’ learning motivation and the effect of a tandem on distance on their writing skill. This research applied the descriptive quantitative method with two instruments. To gather the data, the researcher used questionnaires about learning motivation, tandem, and writing skill and documentation. The sample of this research are the 62 students who took the course German at B2 Level. Based on the result it can be concluded, that the learning motivation of the students is relatively good. However, there are some learning motivation’s aspects, which were not fulfilled. Those are the lack of positive mindset about the language, confidence, feedbacks from the lecturers, and the application of the target language. It was found, that tandem can be a solution to those mentioned problems and increase the learning motivation. The students also learn the German’s culture and get used to communicate with native speakers.

Abstract (English): A new communication technology - the Internet - offers people with hearing impairment the prospect of full participation and inclusion in society. This study provides an overview of people who have varying degrees of hearing loss and have access to available digital communication technologies. It analyses their use of social media to communicate and obtain information that can improve the quality of life of individuals with hearing loss. This study'sresults and interpretation provide valuable information that they can use to further enhance anddevelop communication technologies with social media types.

Key words: people with hearing impairment, users of sign language, social media

Abstrakt (Slovak language): Nová forma komunikačnej technológie – internet – ponúka ľuďom s poruchou sluchumožnosť plnej účasti a inklúzie do sociálnej spoločnosti. Táto štúdia poskytuje prehľad o ľuďochs rôznym stupňom straty sluchu, ktorí majú prístup k dostupným digitálnym komunikačnýmtechnológiám. Analyzuje ich používanie sociálnych médií na komunikáciu a získavanieinformácií, ktoré môžu zlepšiť kvalitu života jednotlivcov so stratou sluchu. Výsledky ainterpretácia tejto štúdie poskytujú cenné informácie, ktoré môžu ľudia využiť na ďalšiezlepšovanie a rozvoj komunikačných technológií s rôznymi typmi sociálnych médií.

Kľúčové slová: osoby s poruchou sluchu, posunkujúci, sociálne médiá

Tanto en el español de Medellín como en el de Santiago, las formas de tratamiento voseantes y tuteantes reflejan una estratificación sociolingüística influenciada por factores como el estatus social y el género. Para investigar qué rasgos sociales están asociados con estas variantes y determinar si estas asociaciones son consistentes en términos de procesamiento y relevancia en ambas ciudades, se llevó a cabo un experimento con 100 participantes de Medellín y 131 de Santiago, utilizando la técnica imitativa. Tras escuchar cuatro grabaciones, cada una con tres instancias de voseo o tuteo, los participantes evaluaron a los hablantes en diversas escalas de características sociales. El análisis estadístico de 5544 evaluaciones mostró que el tuteo obtiene puntuaciones más altas en recursos, educación, agradabilidad y simpatía, además de ser percibido como menos heteronormativo que el voseo. Sin embargo, se observaron diferencias significativas entre Medellín y Santiago en el procesamiento y la relevancia de estas características. Estos resultados sugieren que, al atribuir significado social a las variantes del habla, las personas consideran tanto el contexto general como el particular.

This paper examines the role of bilingual education in enhancing academic performance and social skills among elementary school learners. A review of literature reveals significant correlations between bilingualism, academic achievement, and social development. By analyzing various studies, this paper highlights the benefits of dual language programs and their implications for educational policy.

It is a common stereotype in Switzerland that speakers from Bern speak slowly and speakers from Zurich speak quickly. Are these differences in perception at all mirrored in production? We present a new method of crowdsourcing speaking rate through a free of charge iOS application. Astonishingly, results indicate that the temporal structure of a few words alone -as spoken by a few hundred speakers -are sufficient to tell apart the two dialects in speaking rate. In line with previous literature, females articulate more slowly than males. Further potential fields of application of the introduced method are discussed.

In this case study we examine sound change of Altoberdeutsch in Swiss German dialects. We used contemporary dialect data from nearly 60,000 speakers – collected with the smartphone app Dialakt App – and compared it to historical Atlas data from the 1950s. Results revealed hierarchical and contra-hierarchical diffusion patterns for some dialectal variants, while other variants remained virtually unchanged over the course of seven decades. We further report change in apparent time, with older speakers using traditional variants more frequently than younger speakers. Using this case study as a model, future work using the Dialakt App corpus will reveal patterns of feature diffusion and dialect leveling on a larger scale.

It is a common stereotype in Switzerland that speakers from Bern speak slowly and speakers from Zurich speak quickly. Are these differences in perception at all mirrored in production? We present a new method of crowdsourcing speaking rate through a free of charge iOS application. Astonishingly, results indicate that the temporal structure of a few words alone -as spoken by a few hundred speakers -are sufficient to tell apart the two dialects in speaking rate. In line with previous literature, females articulate more slowly than males. Further potential fields of application of the introduced method are discussed.

This paper analyses the metalinguistic statements about Italo-Romance dialetti made in Italian song lyrics. The analysis shows that attitudes and ideologies expressed in pop culture often mirror widespread language beliefs in Italian society: singers are divided between those who hold a positive opinion of dialects and those with a more negative perspective. The latter tend to reflect deep-rooted stereotypes, such as the perception of dialects as inferior languages spoken by historically marginalised groups. These representations underline the media's role in circulating cultural stereotypes and reinforcing social bias. At the same time, other artists challenge these stereotypes, advocating dialects as symbols of identity and condemning their social stigmatisation. Nonetheless, both positive and negative attitudes often rely on simplified conceptions of dialect. The findings suggest that despite the increasing use of dialects in Italian music, long-standing prejudices and stereotypes persist. The paper highlights how analysing attitudes conveyed by the media can provide a broader understanding of language attitudes in society.

The relevance of the ideology of the native-speaker (NS) as a model and target in English language teaching (ELT) has over the recent years been increasingly questioned with the emergence of English as a Lingua Franca (ELF). Accents that do not conform to NS standards are termed as 'foreign' and are usually considered to be something to get rid of by training. This study examines how non-native speakers (NNS) of English view NNS accents in relation to NS accents. The findings show that the respondents consistently ranked NS accents higher than NNS in terms of correctness, acceptability, pleasantness and familiarity.

Contrary to the predictions of Jan Baudouin de , English has become the international auxiliary language worldwide. Not artificial Esperanto, but natural English. Globalization of a natural language, however, inevitably has consequences for the language itself. How English is International English, we may ask. For linguists, this is a question of language change. For teachers, this is a matter of choice between a full-fledged native version of the language vs. the so-called ELF (English as a Lingua Franca, cf. the discussion in Dziubalska-Kołaczyk and Przedlacka 2008). The aim of this paper will be to arrive at a moderate "recipe" for teachers and learners. Język angielski stał się międzynarodowym językiem pomocniczym wbrew przewidywaniom Jana Baudouina de . Stał się nim naturalny język angielski a nie sztuczny język Esperanto. Globalizacja języka naturalnego ma jednak konsekwencje dla samego języka. Można by zapytać, jak bardzo angielski jest międzynarodowy angielski. Dla językoznawców to pytanie dotyczy zmiany językowej. Dla nauczycieli jest to kwestia wyboru pomiędzy pełną wersją rodzimego angielskiego a tzw. ELF-em (angielskim jako lingua franca, por. dyskusję w Dziubalska-Kołaczyk i Przedlacka 2008). Niniejszy artykuł ma na celu jest zaproponowanie umiarkowanego "przepisu" na angielski dla nauczycieli i uczących się.

A relatively recent transition from Apartheid to democracy has shifted race-based policies and practices from segregation to amalgamation in South Africa. This dramatic change has led to diverse forms of prejudice to co-exist simultaneously within the country, making it an ideal setting for researching different types of prejudices. The Constitution now boasts protective legislation against discrimination, challenging prejudicial behaviours toward protected marginalised identities. Accents remain legislatively unprotected and socially underacknowledged, making it ideal for such research. In researching accent-ism, modern and aversive types of prejudice have been theorised (Roessel, Schoel, and Stahlberg 2020). The purpose of this research was to explore other types of prejudice, specifically for the post-modern era. Using a qualitative approach and a hermeneutic phenomenology methodology, thirty participants' lived experiences in different environments were gathered through semi-structured interviews, thematically coded, and analyzed. The prejudicial norms and goals in different spaces and the attitudes toward non-prestigious English accents were linked to the cognitive and affective reactions towards one's own and others' accents. The above was used to theorise overt, reversing, and nonprejudicial environments, including an inquiry into reverse prejudice.

What does one learn about communication when one takes every communicative interaction to be the cooperative co-production of meaningfulness? In turning to generative AI, the question now becomes
what happens if this cooperative co-production of meaningfulness takes place when one of the partic-ipants is a new type of actor that operates according to principles of machine semiosis,  and thus offers utterances resulting from probabilistic analysis instead of utterances keyed to
context. Or put another way, since generative AI never refers, and people often view referentiality as a vital aspect of communication, what should sociolinguists be careful to attend to when studying human–AI interaction?

Swear words make an important aspect of any language despite their taboo nature. Taking this feature of language into account, this paper investigates how the language attitude of Pashtu nonnative speakers of English towards Pashtu and English languages might impact the use of swear words in these languages in different situations. Data from30 male undergraduate university students were collected through semi-structured interviews. The analysis revealed that Pashtu non-native speakers of English had a positive attitude towards English and Pashtu languages owing to instrumental and integrative motivation, respectively. Swearing in Pashtu and English was shown to be determined by the speakers' perceptions of the degree of offensiveness of swear words in the languages, social status of the users of the language in the society, and the setting and context in which those words were used. It was concluded that the positive attitude of Pashtu non-native speakers towards English and Pashtu resulted in their swearing-in English and Pashtu for different reasons: swearing-in English was controlled by the high status of the language in the society, whereas swearing-in Pashtu was used as a marker of solidarity and covert prestige.

In Sweden, over the few past decades, a large amount of research has been conducted on new urban youth styles, here called suburban slang. More recently, some researchers have begun to focus on the way young individuals from multilingual suburbs speak in more formal situations, here called suburban Swedish – i.e. Swedish close to standard but with a suburban touch, due to, in particular, phonological features indexing suburb. Among the general public, these two ways of speaking are often lumped together under popular labels such as immigrant Swedish or Rinkeby Swedish. As a result, widespread negative attitudes towards the well-known suburban slang risk “rubbing off” on suburban Swedish. This may cause serious problems for the speakers, e.g. if this occurs in a job interview. This danger of negative evaluation was investigated in a folk-linguistic listener study on gatekeeper perceptions. Ten speech stimuli from young adult speakers (among which two samples each of suburban Swedish ...

In Pakistan there is science, biology, chemistry education in common for students especially for girls and say girls can become doctor ,engineers, pilot, medical especially etc, as there is not accurate system of it not future s jobs for them, mostly girls get married and get not more biology chemistry physics completely the result is, there learn not behaviour well because they do not study home economics education or not study kindness, living manners with others so that create aggressive, disorder behaviour every time, just think they are better then others, as societies also promots, such environment, if they ought to be arts study for girls then societies and environment may be control better but after study science subjects there is not well manners societies. As science has not really scope in Pakistan for girls, but yes computer education ought to be all equally, this is the best way to promotes environment the best with out arrogance, cleverness,

The present research work is an attempt to analyse the sociolinguistic situation of Tlemcen which is an Algerian Town and Beni semiel one of its outskirts a village in Tlemcen province in northwestern Algeria. The main purpose of this research work is to try to describe some linguistic features characterizing the speech community of Beni Semiel and Tlemcen. The research work consists of three chapters. The first one provides definitions of key concepts related to the research work. The second chapter draws an overall picture of the sociolinguistic situation of Algeria in general then of Tlemcen and Beni semiel. The third chapter provides a description of the linguistic aspects of the areas under investigation. It also illustrates the linguistic features of each area and how they differ from each other and also in the same area in relation to age, gender, and level of education and language attitude in language variation. Data were collected through using a questionnaire and observation. The results were analysed quantitatively and qualitatively. The findings have revealed that the population mobility and the social factors, such as gender, age, level of education and language attitudes have affected language use in Tlemcen and Beni Semiel.

This study explores the linguistic landscape of Peshawar by focusing on three interrelated dimensions: physical space, language policies, and residents' attitudes towards spatial practices. Theoretically, the study is grounded in Trumper-Hecht's three-dimensional theory of space. A total of 753 signs were collected from three key survey areas in Peshawar-Qissa Khawani Bazaar, Saddar Bazaar, and University Road-and analyzed to determine the visibility and dominance of languages. The 1973 Constitution of Pakistan was examined to understand the state's language policy. Additionally, interviews were conducted with 15 onlookers to gain insights into community attitudes toward language use in public spaces. The findings reveal that English is the most dominant language in Peshawar's public spaces, followed by Urdu and Arabic. These three languages are recognized by state language policies, which in turn influences community preferences for their use in the linguistic landscape. In contrast, local languages remain largely absent from public signage and are not recognized in the Constitution. Nevertheless, some participants expressed a preference for the inclusion of local languages in public spaces. The study recommends incorporating local languages into all three dimensions of the linguistic landscape to promote inclusivity and cultural representation.

Apstrakt Rad ispituje aktuelna sociolingvistička pitanja u Americi. Aktuelna sociolingvistička pitanja u Americi obuhvataju varijante engleskog jezika koji se govori u Sjedinjenim Državama, obuhvataju domaće varijante govornika i uključuju etničke varijante poput Afroameričkog engleskog jezika kao i engleski jezik američkih starosedelaca i američkog slenga. Istorijski gledano, korene američkog engleskog jezika pronalazimo kod engleskih doseljenika iz sedamnaestog veka sa istočne obale. Prvi koji su izvršili formativni uticaj na američki engleski jezik su Škoti iz Alstera i njihov govor koji ima direktan nastavak uticaja na apalački engleski jezik. Kasnije će i veći broj drugih evropskih nacionalnosti koji su kroz svoju istoriju emigrirali u Americi, kao što su Nemci, Skandinavci, Holanđani, Francuzi, Poljaci i Italijani doprineti razvoju engleskog jezika u Americi. Ključne reči: Sociolingvistika, Aktuelna sociolingvistička pitanja u Americi, engleski jezik američkih starosedelaca i Afroamerikanaca, američki sleng.

1763) transmitiram-nos o texto de um documento (perdido) datado em 1222 pelo qual os mestres das ordens militares de Alcântara e Calatrava cediam o usufruto do mosteiro de Armeses (c. Maside, Ourense) à condessa Sancha Fernandes. A escritura apresenta, do ponto de vista idiomático, uma configuração compósita já que nela se amalgamam a expressão galego-portuguesa e a castelhana. O uso do romance como veículo linguístico desta carta constitui um fenómeno insólito nessa altura na Galiza e só pode ser entendido como resultado do acompanhamento fortuito das práticas scripto-linguísticas vigentes no território de Castela.

Neste artigo faise un estudo, desde unha abordaxe diacrónica, dos radicais do tema de presente do verbo trager que se documentaron nun corpus do galego medieval. Para este propósito, faise unha valoración crítica das fontes empregadas así como unha exposición dos lexemas existentes e a súa análise no percurso proposto da historia da nosa lingua.

Whilst the social integration and sociolinguistic state of Lithuania's largest national and ethnic minorities have received considerable academic attention in recent decades, studies on first-generation adult immigrants from all over the world have primarily discussed their challenges, motivations, and attitudes towards the Lithuanian language or learning it. However, a holistic investigation into first-generation adult immigrants' self-reflection on their migration story, identity development, and interpersonal relationships through the Lithuanian language is currently overlooked. The article aims to explore language attitudes and identity as intertwined elements in first-generation adult immigrants' understanding of themselves and Lithuanian society. Ten first-generation adult immigrant women were recruited for a pilot study and completed a questionnaire consisting of four sections: personal biography, language repertoire, Lithuanian language learning, and identity in transformation. Then, they participated in semi-structured interviews to share memories and future projections. Language attitudes are discussed in the article following the theoretical framework of three dimensions: cognitive, affective, and behavioral attitudes. The data show that the Lithuanian language is necessary to feel integrated and show respect to the country, however, the process of reevaluation of identity requires not only the learner's efforts but also the encouragement of a supportive network of peers and relatives. Overall attitudes are positive, and learning Lithuanian, together with codifying cultural constructs, helps achieve the women's feeling of personal independence to function in society as active citizens, not as temporary guests. Experiences with the COVID-19 outbreak, the importance of using digital learning tools, and the role of the acquired family are some of the factors influencing the development of new identities that emerged as a result of the research.

When the Maskil Ayzik-Meyer Dik (ca. 1807-1893) retooled as a kritiker, a writer of satire, he did so by keeping it local. Most effectively, he exposed the evils and failings of the Jewish body politic by locating his satires in and around the crowded shulhoyf, the Great Synagogue and Courtyard, of his native Vilnius. Endowed with a phenomenal memory and a wicked sense of humour, there was no end to the gallery of schnorrers, shnorrerkes, rogues and misfits whom he could rescue from out of the recent, unenlightened past. But to speak for Jewish Vilna the way that Eugène Sue had spoken for Paris meant learning a new set of skills. To write popular fiction meant to draw upon the dialogical nature of language itself: the way low-lives and charlatans mimicked the speech of the learned class, while uncensored speech betrayed their boorishness, voracious appetites and debauchery; the way the speech of servant girls trafficked in the speech of their mistresses and outperformed them. Who spoke for the shulhoyf was the folksshrayber, the popular writer. Speech was dialogical, because to become a responsible folksshrayber required that one allow others to do the talking. Willy-nilly, and despite his professed ideology, Dik became the first writer to turn Ayalon-Linove-Vilna into the natural habitat of Yiddish.

In this paper, I investigate the qualitative evaluations of both Spanish-dominant Mexican and U.S.-born bilingual participants toward Mexican and U.S. Spanish, assessing the influence of lived experiences on how they perceive both varieties. More specifically, I employ the theoretical framework of biographical indexicality (Sharma, 2021) to explain how personal biography influences the way we hear the world. I conclude that the groups use Spanish for distinct contextual and stylistic purposes, and given these biographical differences, the varieties of Spanish come to adopt different social meanings for each group. For Mexicans who speak almost exclusively in Spanish, and for whom Spanish is the language of power, prestige, and social advancement, the language is more likely to be associated with status and institutional hierarchies, while, for U.S.-born speakers who use Spanish at home and English in most other contexts, Spanish is considered a language of interpersonal relationships with high value placed on communicative competence rather than academic perfection. I conclude that the participants’ contextualized use of Spanish (and their exposure to the ideologies embedded in those contexts) conditions the indexical social meanings linked to Spanish varieties. As they perceive and produce different types of Spanish, they recursively reflect and constitute the social world around them, relying on a lifetime of experiences to navigate existing and to create new social meanings specific to their sociolinguistic environments.

Notwithstanding a body of research examining the way names areassociated with the perception and treatment of individuals acrosssocial contexts, scant attention has been paid to the study of names inlanguage attitudes research. This study explores American English listeners’ evaluative reactions to standard American and Spanish-accented English when exposed to a name indexing ethnic affiliation (White or Latinx). Participants listened to recordings and rated them along the dimensions of status and solidarity, and perceived accentedness. Additionally, listeners’ expectations about name–accent pairings were measured, and responses about how they reasoned these expectations were also collected and analysed thematically. The results showed that, overall, standard American English was more positively evaluated for status, but not solidarity, than Spanish-accented English. Relatedly, although names were not associated with solidarity or accentedness, there was an effect in which speakers paired with Latinx names were attributed higher status when compared to a control group (audio only). Furthermore, name–accent pairings were a reliable predictor of the valence of listeners’ expectations, which the thematic analysis revealed were underpinned by ideologies of nativeness, raciolinguistic ideologies and ideologies of goodness-of-fit. These findings underscore the importance of exploring other non-verbal cues such as names to better understand listeners’ language attitudes.

L'étude actuelle vise à contribuer au débat en cours sur l'intégration de l'anglais comme langue d'enseignement (ALE) dans l'enseignement supérieur. Dans ce débat, les attitudes et perspectives des étudiants doctorants en sciences marocains sont analysés et examinés. Elle cherche à mettre ce sujet au premier plan, car l'anglais a acquis plus d'espace et de prestige au niveau national et international. Bien que de nombreuses études aient examiné l'intégration de l'ALE dans l'enseignement supérieur à partir des attitudes des étudiants post-doctorants et des professeurs d'université, peu ont examiné cette incorporation à partir des croyances des chercheurs doctorants ; par conséquent, cette étude tente de combler cette lacune. L'étude adopte une conception de recherche qualitative où neuf étudiants doctorants en sciences de deux universités marocaines différentes, l'université Mohammed V et l'université Sidi Mohammed Ben Abdellah, ont été interviewés individuellement. Ces entretiens ont été transcrits pour une analyse thématique ultérieure. Les résultats montrent que ces étudiants ont des attitudes positives envers l'anglais. Cette préférence pour l'anglais est liée de manière instrumentale, mais pas exclusivement, à leur besoin de publier des articles dans des revues indexées, de poursuivre des études à l'étranger et de trouver des emplois. De tels résultats servent de déclencheur pour les décideurs politiques afin d'intégrer l'anglais comme langue d'enseignement dans l'enseignement supérieur. Mots-clés : anglais comme langue d'enseignement, enseignement supérieur, attitudes, perspectives, étudiants doctorants en sciences.

Language-in-education policies often serve hidden political and economic agendas, and thus language policy research must examine policies beyond official state discourse. This article critically analyzes Morocco's Language Alternation Policy (LAP), introduced in 2019, using the historical-structural approach. It examines the broader historical context and structural factors that shape the adoption and implementation of LAP. While the official policy discourse frames LAP as an egalitarian reform aimed at promoting balanced multilingualism by alternating instructional media in science education, its de facto implementation reveals a stark contradiction. The ideological underpinnings of LAP are the resurgence of French as the exclusive medium of instruction in science and technology classrooms. This policy undercuts a decades-long Arabization of science and the promotion of the Amazigh language, as well as denying Moroccans the potential advantages of learning English. The disparity between official policy discourse and implementation reveals the influence of France's neocolonial agenda, exercised through Francophonie, international clientelism, and financial patronage. Through implementing LAP to align with France's interests in Morocco, French-trained political actors undermine the country's decolonization efforts and preserve the long-standing socioeconomic privileges of the francophone elite. We analyze how LAP functions ideologically to resolidify France's cultural and linguistic hegemony and reinforce pre-and post-independence linguistic and social inequalities.

Debates about language of instruction are central to many speech communities. This study examines the role of language attitudes in recent language policy changes to the language of instruction in Moroccan science classrooms. We take a bottom-up approach to analyzing the role of stakeholders’ (students, teachers, and families) attitudes toward the application of a new framework law that introduces French in science classrooms and its effect on students’ educational trajectories. The data anal- ysis shows that commentators’ stance against the use of French in science instruction primarily stems from identity-based reasons and the inefficiency of foreign language instruction. Respondents’ attitudes highlight the social ramifications and inherent inequalities in changing the medium of instruction to a non-native language. The significance of the results for language policy and planning debates in Morocco and for language policy and planning research is discussed.
Key words: language policy and planning, identity, Arabic, French, attitudes, educa- tion, language of instruction, Morocco, mother tongue education

The aim of this study is to bring forth the notion of insularity in terms of frontier space, hybrid by definition, characterised by a dynamic relation and inner and outer fluctuation. First and foremost, we try to identify to what extent this configuration could get involved in the collective memory, the social life and in the identity construction of island people. Besides other forms of manifestations of identity stakes, the language, made up of stories, of shared references and of corpora of shared practices, would allow the subjects to track down the outreach of identity versus alterity. As part of the linguistic acclimatisation in an island context, the Portuguese language of the first colonisers who arrived on the Island of Madeira in the XVth century, has undergone a path marked both by isolation and linguistic contact with the overseas lands, resulting in an acknowledged, if little researched, regional variety. This variety circumscribed to periphery, discontinued against the varieties of peninsular Portuguese, is shaped as interwoven with a diversity of competing variants (conservatory, normative and innovative). The dialectal uniqueness, under the heterogeneity of socially structured usages, will be envisaged, in the present article, as the reflection, from a symbolic perspective, of an identity process led by these Lusophone island specialists, engaged in the debate on the multiple significances attached to their singularity.

This paper investigates transgenerational change in the use of formal address forms among Polish heritage speakers in Germany by analyzing their language attitudes and usage preferences. The survey-based study involved 100 bilingual Polish speakers with a migration background, including both late and early immigrants vs. representatives of the first and second generations, respectively. The survey included two parts: (1) a questionnaire assessing language attitudes toward formal address systems in Polish and German, respectively, and (2) an Acceptability Judgment Task evaluating respondents' preferences for different address variants, including contact-induced hybrid forms, in simulated communicative situations. By comparing language attitudes and usage preferences among heritage speakers, the study seeks to identify mechanisms of transgenerational change in pragmatics of their heritage language. The findings reveal a discrepancy between language attitudes and actual language use by heritage speakers. While respondents recognize asymmetries between Polish and German formal address systems, their usage preferences align predominantly with the Polish monolingual norm, particularly in perceptually oriented tasks. However, the emergence of hybrid forms of formal address suggests a gradual shift toward increased tolerance and acceptance of contact-induced variations. This finding supports the hypothesis that pragmatics, like other linguistic levels, undergoes a transgenerational shift in migration settings, with language attitudes serving as earlier indicators of change.

This book presents case studies of ideologies of communication in Japan which respond to recent epistemological and methodological developments in the field and reflect the subject-wide shift from ideologies of language to ideologies of communication. Chapters explore a wide range of language contexts, from formal language learning settings to video games, smartphones and language use in couples and by immigrants. The authors use an array of innovative methodological approaches and theoretical perspectives, including language portraits, soundscapes and social space. The book also contains chapters that present positive perspectives on ideologies, examining how they can be created and mobilized to inspire specific groups to pursue their interests. Together the chapters give a complex and inclusive picture of language in Japan and the current breadth of the field of ideologies of communication.

In West Malaysia, three racial groups namely Malay, Chinese and Indian form the bulk of the Malaysian population and their languages are widely used. However, in East Malaysia, there also exist many other ethnic groups. Their languages and dialects are being threate-ned ...

The contribution offers an outlook on the sociolinguistic concepts of language ideologies and attitudes as central tools for investigating metalinguistic representations and practices. The first section, dedicated to the theoretical and methodological foundations, is followed by a historical overview of the main intellectual traditions: the Marxist-influenced fields of Philosophy of ideology, Philosophy and Sociology of Language, Discourse Linguistics and Linguistic Anthropology in the case of language ideologies and Sociolinguistics and Variationist Linguistics in the case of language attitudes. The state of research and the main methodological procedures are also provided. The author argues that research on language ideologies concerning Romance languages starts in the Sociolinguistics of Catalan and Occitan in the 1960s and that language attitudes and ideologies are accounted for in the investigation of naive linguistic conscience in the Soviet Sociolinguistics of the 1920s. The final section discusses the state of research on language attitudes and ideologies in regard to Romance-speaking countries with an emphasis on studies on and from hispanophone areas.

En este estudio exploramos la relación entre la autopercepción de la
competencia comunicativa y la competencia real de un grupo de estudiantes  multilingües de la Comunidad Autónoma Vasca. En el estudio participaron 193  estudiantes de Educación Primaria (N= 95) y Secundaria (N=98). La principal lengua de instrucción utilizada dentro del aula era el euskera, y el castellano, el euskera y el inglés se impartían como asignaturas obligatorias. Los participantes completaron escalas de autopercepción sobre su competencia en euskera, castellano e inglés. Se diseñaron y validaron pruebas específicas para medir su competencia comunicativa real en las tres lenguas. Además, se realizaron dos grupos focales con el profesorado (n=14). La autopercepción en las tres lenguas y las puntuaciones obtenidas en las pruebas objetivas señalan en la
misma dirección, pero los resultados muestran diferencias entre las dos etapas educativas. La autopercepción y la competencia real son más altas en castellanoen ambos grupos, pero las puntuaciones difieren en el orden de las otras dos lenguas. El alumnado de primaria puntúa más alto en las dos mediciones en euskara mientras que el alumnado de secundaria lo hace en inglés. Los resultados ponen de manifiesto la compleja interacción entre diversos factores (entorno social, exposición, utilización, edad...) que afectan el desarrollo de la competencia lingüística en una segunda lengua.

M anuel Lugrís Freire (Sada -A Coruña, 1863 / A Coruña, 1940) é figura que sobrancea na historia contemporánea do país por cultivar a poesía, a dramaturxia, a oratoria, a narrativa, por promocionar notoriamente o activismo cultural etc., e, tamén, por ser o autor dunha gramática para a nosa lingua, a Gramática do idioma galego, que chegou a ter dúas edicións, a primeira en 1922 e a segunda en 1931. O interese das páxinas que agora comezan céntrase nalgunhas das características que presenta esa obra, tanto en si propia canto a respecto da tradición gramatical galega en que se insire; preténdese, por tanto, podermos valorizar o traballo lingüístico-gramatical de Lugrís Freire nun contexto histórico-político determinado e no marco dunha filoloxía galega que comezara a dar os seus primeiros pasos xa no século XIX e que tencionaba, na altura do traballo de Lugrís, consolidarse na Galiza dos primordios do XX.

The focus of Cognitive Sociolinguistics (Geeraerts, Kristiansen, Peirsman 2010) on the social grounding of language has made it the locus for a rapprochement between Cognitive Linguistics and Critical Discourse Analysis, and thus spawned a number of cognitively inspired studies on the construal and framing of politics and identity in discourse . However, whereas Cognitive Sociolinguistics also stresses the need for a usage-based, quantitative methodology, studies in Critical Discourse Analysis still mainly rely on qualitative analysis and relatively small data sets. Although the complexity of semantic and pragmatic discourse phenomena necessarily involves a fair amount of interpretative analysis, we will argue that quantitative methods can help to strengthen the empirical base of discourse studies. In previous work (Peirsman, Heylen & Geeraerts 2010), we have shown how Semantic Vector Spaces can serve as an explorative tool to investigate in large data collections which wording is used to construe attitudes towards religions and how these change over time. In this paper we extend this work and use Semantic Vector Spaces to identify construal patterns in immigration discourse and we analyze the construal on the more fine grained level of specific utterances. As a case study, we look at immigration discourse in Belgium and the Netherlands in the period that both countries experienced a break-through of political parties with a strong anti-immigration platform (Vlaams Blok in Belgium in 1999 and Lijst Pim Fortuyn in the Netherlands in 2002). In a 1.3 million word corpus of Dutch and Belgian newspapers from 1999 to 2005, we collect the occurrences of lexemes referring to the concept IMMIGRANT in Dutch: allochtoon, vreemdeling, (im)migrant, buitenlander, nieuwkomer. We use Semantic Vector Spaces both on a type-level and a token-level (Turney & Pantel 2010, Heylen,Speelman & Geeraerts 2012) to structure the meaning relations between the lexemes and between their occurrences based on the similarity of their contextual usage. Multi Dimensional Scaling allows us to represent these contextual similarities in a 2-dimensional semantic space. Using an interactive visualization, we can then analyze the different construal patterns and their contextual realizations, the differences between the Netherlands and Belgium and between different newspapers, as well as the change in the construal patterns from 1999 to 2005. In both countries, the contextual usage of the lexemes shows an initial focus on three topics: (1) the effect of immigration problems on the local political system (election results, voting rights); (2) racism and discrimination as an ethical issue; (3) immigrants and crime. Although these topics remain in the discourse, there is a clear shifts to two new topics towards the middle of the decade: (1) a more practical discussion of how to increase the socio-economic opportunities of immigrants; (2) a focus on new immigration (as opposed to the immigrant population from the wave of immigration in the 50s, 60s and 70s). In general, this shift occurs later in the Netherlands then in Belgium, and more clearly in the highbrow newspapers then in the popular press

RESUMO Este artigo 3 , fundamentado nos pressupostos da Teoria da Variação Linguística (cf. WEINREICH; LABOV e HERZOG, 2006 [1968]), investiga o fenômeno de não-elevação da vogal média anterior /e/, em posição postônica final, e quais as motivações linguísticas e sociais que influenciam esse fenômeno. Os dados são provenientes do Banco VARLINFE e contemplam entrevistas sociolinguísticas de 24 informantes de Mallet, Paraná, Brasil, moradores da zona rural e descendentes de imigrantes eslavos (ucranianos e poloneses). Os resultados indicam um percentual alto de não-elevação da vogal /e/ na amostra pesquisada. Indicam ainda que a não-elevação constitui-se em uma marca identitária do falar local. Palavras-chave: variação linguística, não-elevação de vogal, identidade linguística, etnia eslava. Palavras iniciais A região centro-sul do Paraná concentra grande parte dos imigrantes eslavos-ucranianos e poloneses-que imigraram para o Brasil especialmente no final do século XIX. De acordo com...

Language not only facilitates communication but also constructs social identities through listeners' perceptions and language ideologies. This study examines how listeners perceive second-generation Chinese Americans when they switch between English and Mandarin Chinese. Using a matched-guise perception task, 22 advanced-level English-speaking learners of Mandarin evaluated speakers on attributes of friendliness, confidence, meticulousness, and rationality. Results showed that speakers were rated as significantly more friendly and confident when speaking English than when speaking Mandarin, while no significant differences were observed for meticulousness and rationality. These findings suggest that language choice influences perceived identity traits, with English aligning speakers more closely with dominant American cultural norms, while Mandarin indexes different cultural associations.

This paper examines factors complicating the definition of Standard Chinese, including register and socio-geographical variation, sound change and folk etymology, foreign loans and contact-induced structural change, and inherent imprecisions in the national spelling system. Also examined are reactions to change in the linguistic and language-teaching communities, how lay and academic attitudes towards impurities and linguistic innovation differ, and how differences between Chinese and western notions of 'language' and 'dialect' serve to further widen the gap between the textbook standard and perceived standardness. Predictions are made regarding the future development of Modern Standard Chinese that take into consideration the popular appeal of the language of westernized Chinese societies (e.g., Hong Kong and Taiwan) and the effect of the growth of native speakers of Mandarin in the Chinese-speaking world.

This paper examines factors complicating the definition of Standard Chinese, including register and socio-geographical variation, sound change and folk etymology, foreign loans and contact-induced structural change, and inherent imprecisions in the national spelling system. Also examined are reactions to change in the linguistic and language-teaching communities, how lay and academic attitudes towards impurities and linguistic innovation differ, and how differences between Chinese and western notions of 'language' and 'dialect' serve to further widen the gap between the textbook standard and perceived standardness. Predictions are made regarding the future development of Modern Standard Chinese that take into consideration the popular appeal of the language of westernized Chinese societies (e.g., Hong Kong and Taiwan) and the effect of the growth of native speakers of Mandarin in the Chinese-speaking world.

Изследването е посветено на една специфична група отрицателни глаголни форми за относителна следходност, при образуването на които негиращият маркер е поставен преди пълнозначния (или втория спомагателен) глагол, а не в начална позиция (срв.: щях да не забележа, щеше да не си (различен), щял съм да не се съглася, щяха да не зависят, щели да не вземат, щял бил да не докосва и др. вм. норм. нямаше да забележа, нямаше да си (различен), нямало да се съглася, нямаше да зависят, нямало да вземат). Прави впечатление, че подобни форми не са засвидетелствани в повечето от системните български граматики, но се срещат в съвременната устна и писмена речева практика. Основните задачи на лингвистичния анализ са: 1) да се потърсят причините за наблюдаваното отклонение от нормативния модел за образуване на относителни следходни отрицателни форми, като се характеризират контекстовите условия, в които те се използват; 2) да се даде отговор на въпроса какъв е статутът им в глаголната система (варианти или девианти). В хода на научното описание е използван и анкетният метод, чрез който се представя надеждна информация за отношението на езиковите носители към разглежданите вербални образувания.

The aim of the present study is to investigate the attitudes of philology students towards bilingualism in a multilingual environment. The research was conducted among students majoring in Hungarian, English, Ukrainian, and German language and literature at the Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education in Transcarpathia, Ukraine. Data were collected with the help of an online attitude survey (N=185) and three focus group interviews (N=12). Based on the results, philology students have generally positive attitudes towards bilingual language use, code-switching and lexical borrowing. They consider language learning as extremely important nowadays, especially English if someone wants to live or work abroad, while Hungarian-Ukrainian bilingualism is most useful in Transcarpathia. The main problem is that the Ukrainian state language is taught as a first language to ethnic minorities instead of being taught as a foreign language like English. As a result, many Hungarian children cannot speak Ukrainian. Furthermore, most students are not aware of the importance of additive language teaching, which considers the native dialect of learners to be as precious as the standard language variant. Therefore, it would be advisable to introduce the additive approach into the curriculum of all prospective teachers in multilingual environments.

Day care centers in Zamboanga City in western Mindanao, Philippines use the home language as a medium of communication as they carry out daily lessons for young children through songs, stories, games, and various social activities. Workers at the study's day care site disclosed that the pandemic has significantly impacted language use among children in the community in favor of English. Internet connection and access to popular programs, particularly YouTube, have provided very young children easy access to English. As guardians and parents were forced to work from home at the height of the pandemic, the home became an extension of work, with most homes having a space for work using a laptop, a tablet, a cellphone, or other similar gadgets. It is within this setup that children who were born between 2019 and 2020, who grew up within the lockdown period imposed by the deadly spread of COVID-19, and attended day care for the first time when they were around three to four years of age were observed to speak in English. Data from an experimental task where 3-4-year-old children were asked to describe animals using target language forms in Chabacano reveal that young Zamboangueño children spoke English most of the time. Excerpts from the data demonstrate how children generally spoke in English even while the task was delivered primarily in Chabacano. Demographic data and linguistic background of both the children and adults as provided by the parents or guardians of these children through a questionnaire help explain this phenomenon in greater detail. A closer look at the data reveals translanguaging at work among these multilingual children.

Recent work shows that ambient exposure in everyday situations can yield implicit knowledge of a language that an observer does not speak. We replicate and extend this work in the context of Spanish in California and Texas. In Word Identification and Wellformedness Rating experiments, non-Spanish-speaking Californians and Texans show implicit lexical and phonotactic knowledge of Spanish, which may be affected by both language structure and attitudes. Their knowledge of Spanish appears to be weaker than New Zealanders' knowledge of Māori established in recent work, consistent with structural differences between Spanish and Māori. Additionally, the strength of a participant's knowledge increases with the value they place on Spanish and its speakers in their state. These results showcase the power and generality of statistical learning of language in adults, while also highlighting how it cannot be divorced from the structural and attitudinal factors that shape the context in which it occurs.