Language Attitudes

This mixed-method (questionnaires and interviews) study investigated the attitudes of teachers of English across different level of institutes in Hong Kong towards HKE; the study includes both local English Teachers (LETs) and Native English Teachers (NETs). By analyzing both qualitative data and quantitative data from 100 questionnaires and 28 individual interviews, it is shown that both NETs and LETs had a generally positive attitude towards HKE although LETs showed a ‘bi-polar attitude’ when it comes to using HKE in class. Results also showed that NETs and LETs had different foci in pronunciation teaching and their teaching may be altered by their attitudes towards HKE. Further research should be done from teachers’ perspective because teachers play an influential role in executing teaching plans; their attitudes towards language may affect their students in long term.

This paper investigates the role of English in Japan, outlining its current status and use. The paper begins with a critical review of the World Englishes model as it relates to the categorization of Japan within the expanding circle of English use and continues with a brief history of English language contact with the country. It then examines the changing role of English in the Japanese education system and media. This is followed by a discussion of the influence of English on the Japanese language as well as the role which the English language plays within the discourses of nihonjinron and kokusaika. The paper concludes with a call for empirical research to be conducted investigating the spread, acquisition and attitudes towards English in Japan.

This paper investigates young learners " attitudes towards learning English as a foreign language (EFL) under different learning conditions. It reports on the findings of a quantitative study conducted between two comparable groups of Greek young learners (N=88), following English instruction, while attending Grade 6 in two primary schools with quite distinct approaches to teaching English. The data was collected with the help of a questionnaire, which explored the learners " attitudes towards the English language and learning English as well as their motivation to learn English. The results illustrate clearly that favourable learning conditions can spur learners " positive disposition towards the process of language learning at school.

The present study explores how translanguaging serves as vehicle to (help) re-con gure linguistic attitudinal and ideological structures in a university Spanish course for heritage speakers. Speci cally, it focuses on the links between exposure to (and engagement in) classroom translanguaging and the participants' challenging of  Listen   Log in | Register  In this article 2/7/2020 Exploring the role of translanguaging in linguistic ideological and attitudinal reconfigurations in the Spanish classroom for heritage speakers: Classroom … https://www.tandfonline.com/eprint/NJIYBXNBHMYKVBMVYPDW/full?target=10.1080/19463014.2019.1628793 2/34 engagement in) classroom translanguaging and the participants challenging of traditional monoglossic ideologies governing folk imaginary regarding language purity, standard, and appropriate academic discourse. Three class meetings worth of classroom ethnographic observations (among 17 students), and eight semi-structured individual interviews were transcribed and analysed via directed qualitative analysis. Departing from four predetermined categories (i.e. language attitudes, language ideologies, belief change, and translanguaging instances) the linguistic attitudinal and ideological dynamics among the participants were investigated. Results are weaved into a narrative which evolves around three main categories: (1) language attitudes and ideologies prior to entering the classroom, (2) attitudinal and ideological changes and their link to translanguaging, and (3) considerations about translanguaging in academic settings and academic discourse. Findings unveil a double-action whereby translanguaging creates a sociolinguistic frame that challenges widely held linguistic attitudes and ideologies about the nature of exible linguistic practices, as it stimulates their normalization and inclusion in a context that has traditionally been closed to such practices.

Language attitude study has proven to reveal students' success and failure in learning language. Attitude is not innate, but learned. Students learn to grow and improve their positive language attitudes towards foreign languages through certain programs at schools. The aim of this research is to investigate the language attitude of students in an Indonesian Islamic boarding school towards English as a foreign Language and to describe why they have the attitude. The respondents were 49 students of 2 nd grade of senior high school classes from HAC (High-Achieving Class) and LAC (Low-Achieving Class). The design of this research was mixed method using explanatory sequential design. To obtain the data, the instrument used was a questionnaire consisting of cognitive, affective and conative components of language attitudes. Interview was carried out to acquire the reason the students had the attitudes. The finding was both HAC and LAC students' language attitudes were mostly positive (91.83%) in cognitive, affective and conative language attitudes. Some (8.17%) had different language attitudes. They showed positive language attitudes, but acquired low scores and showed negative language attitudes, but acquired high scores. The interview revealed this phenomenon.

Few grammars acknowledge the full variation in direct object pronouns in Brazilian Portuguese (BP), which allows for both normative clitic and non-standard tonic variants. Bagno (2009) notes that clitics are not learned naturally, but only once children go to school, implying the “correctness” but also artificial nature of these pronouns. Perini (2010) describes a prescriptive preference for clitic pronouns and negative attitudes towards their tonic counterparts. Nevertheless, no prior studies have investigated empirically speaker evaluations of these competing pronoun variants. Therefore, in this project we created a perception experiment of direct object pronouns in spoken Brazilian Portuguese, in order to investigate the role of attitudes and social evaluations in language variation (cf. Evans & Iverson 2007; Campbell-Kibler 2009). We hypothesized that it would reveal clear patterns of evaluation towards the variants, and specifically that normative clitic forms would be evaluated more negatively than tonic forms.

Data were collected through an online survey on Qualtrics where participants evaluated fictional speakers in terms of six different adjectives (educated, intelligent, formal, friendly, irritating, pedantic), using a five-point Likert scale. These adjectives were used in dos Santos & Mendes’ (2019) study of the BP subjunctive and adapted for our project. Participants evaluated 32 survey items (16 target items, 16 distractors). Target items were presented with 16 scenarios varied according to pronoun type (clitic, tonic), and utterance type (monologue, dialogue), in order to assess the role of the language internal factors in sociolinguistic evaluation, as well as respondent age, gender, socioeconomic class, level of education, and state of origin.

The responses of 160 native Portuguese speakers who completed the survey were analyzed using mixed-effects linear regression in R, with survey item and verb as random effects. The dependent variable, survey respondents’ evaluation of fictional speakers via the previously- mentioned adjectives, was z-score normalized to account for disparate scale usage. The best-fit model of our data selected pronoun type and utterance choice as significant predictors of respondents’ evaluation of speakers. Specifically, fictional speakers are significantly more likely to be evaluated negatively (irritating, pedantic, formal) when using clitic pronouns, as well as of higher education status (educated, intelligent). By contrast, speakers employing tonic pronouns were consistently rated friendlier and less irritating/pedantic than those using clitics. With regard to specific pronouns, clitic nos was evaluated as more irritating than tonic a gente, while the accusative use of lhe received the most negative evaluations. Regarding utterance type, speakers using clitics were rated more negatively in dialogues than in monologues. None of the external factors were significant.

Given the wide gulf between the grammars of normative BP and actual spoken BP, our study provides a new direction for future research on competing grammatical variants in this variety and their subjective evaluation by native speakers. More generally, our results suggest that the role that social evaluation plays in usage preferences should be re-assessed based on studies linking subjective attitudes with grammatical choices (dos Santos & Silva 2019; Squires 2014).

The present dissertation investigates the Sardinian language policy, focusing on the language beliefs and attitudes of a specific educational institution’s teaching staff. Language policy is considered to be composed of language practices, language beliefs and language management (Spolsky, 2004), and speakers’ beliefs and attitudes are thought to be capable of conditioning the success of language management provisions (Baker, 1992; Spolsky, 2009). The language planning initiatives carried out by the Sardinian authorities have been trying to promote the use of Sardinian in various public settings, especially in schools, and therefore, teachers’ language ideologies and attitudes might be particularly important for their implementation. The data – obtained from questionnaires and interviews – show that participants see Sardinian positively at a general level, because that language is part of their identity and cultural heritage. Furthermore, teachers acknowledge the importance of a plu...

Language attitudes and language behaviour are important factors for language maintenance in a situation of two languages in one space, especially when one of those languages is the dominating language of the environment and the other is a minority or only a home language, for instance, in case of emigration. The paper deals with language attitudes in an atypical situation of international adoption. It analyses data from a sociolinguistic survey to Italian families who have adopted children from Lithuania. In the situation under study the attitudes cannot influence the language behaviour and this gives a possibility to observe how the language is not maintained and how rapid the process is, despite the positive language attitudes of the adoptive parents.

Kalbinės nuostatos ir kalbinis elgesys yra svarbūs kalbos išlaikymo dviejų kalbų vienoje erdvėje aplinkybėmis veiksniai, ypač kai viena iš tų kalbų yra dominuojanti aplinkos kalba, o kita-mažumos ar tik namų aplinkos kalba, pavyzdžiui, emigracijoje. Straipsnyje nagrinėjamos kalbinės nuostatos netipiškomis-tarptautinio įvaikinimo-aplinkybėmis. Analizuojami sociolingvistinės apklausos, kurią vykdant apklaustos iš Lietuvos į Italiją vaikus įvaikinusios šeimos, duomenys. Tiriamoje situacijoje nuostatos negali paveikti realaus kalbinio elgesio, o tai suteikia galimybę matyti, kaip kalba neišlaikoma ir kaip greitai tai įvyksta, nepaisant teigiamai veikiančių įtėvių kalbinių nuostatų.

The purpose of this article is to show the changing dynamics of attitudes toward indigenous languages in the USSR and the Russian Federation. Since language attitudes have rarely become a special object of investigation in Russian sociolinguistics, the article dwells on theoretical issues of language attitudes studies. Then the author briefly describes attitudes to indigenous languages in the USSR and in the Russian Federation and their close correlation with the state language policy. As an argument confirming the change in language attitudes, the author brings results of a psychosociolinguistic experiment conducted in the Republic of Buryatia in 2013. More explicit and detailed argumentation is provided using the case of languages of peoples of the North focusing on boarding schools for northern peoples in Russia and Finland. The author comes to the conclusion that Finland has switched to practical measures to preserve and develop the Sámi language, while in Russia the corresponding changes can be observed only at the level of attitudes to indigenous languages, and the majority of languages of the peoples of the North are in different stages of language shift. Generally, the article concludes about two opposite trends in Russia: one towards the policy of centralization and support of the state (Russian) language, another one is seen in the gradual change of language attitudes towards greater tolerance and appreciation of linguistic diversity and in the increase in language activism.

The study elucidates young Cypriot speakers' attitudes towards the Cypriot dialect by asking them to describe then recognize specific characteristics from all linguistic levels . As it turns out they fail to identify local characteristics as typical of the dialect but instead focus on characteristics that tend to be found in the urban variety of Cypriot.

Authenticity in global reggae and dancehall music: Jamaican attitudes toward the linguistic appropriation of Jamaican Creole The global spread of Jamaican Creole (JC) has been accelerated by the growing international popularity of reggae music, Rastafarianism, as well as the globalization of the sound system in dancehall culture. Eventually, non-Jamaican artists began to "cross" (Rampton 1995) into JC during their performances (Gerfer 2018). While crossing has already been extensively studied in the context of hip-hop music (Eberhardt & Freeman 2015), attitudes toward the use of JC by non-Jamaican reggae and dancehall artists and the question of authenticity are still understudied fields in sociolinguistic research. In the context of music performances, authenticity proves to be a highly complex concept which depends on multiple factors, such as music genre, an artist's origin and linguistic background, and audience expectations. In order to elicit Jamaicans' attitudes toward the linguistic appropriation of JC by non-Jamaican reggae and dancehall artists, interviews with Jamaican university students are conducted. The participants listen to seven sound samples (six non-Jamaican artists and one Jamaican one) which provide the basis for questionnaire-based interviews. These interviews serve to answer the following research questions: 1) Do the Jamaican participants notice that the majority of the sound samples are taken from non-Jamaican artists? Which linguistic and non-linguistic factors trigger their perception? Do they find the artists' language behavior authentic? 2) How do the Jamaican participants evaluate the use of JC by non-Jamaican artists? Preliminary results show that those artists who use a wide range of phonological, morpho-syntactic, and idiomatic expressions as well as Dread Talk (Pollard 2009) are perceived as more authentic than others. Especially songs dealing with Rastafarian topics are thought to be authentically Jamaican. Jamaican university students tend to welcome the use of JC by non-Jamaican reggae and dancehall artists. They feel the artists appreciate the language, use it successfully, and promote a positive image of Jamaica. Those who perceive it as negative state that the artists do not treat JC with respect but take advantage of it for the purpose of amusement without considering the historical context of Jamaican culture and language. References Gerfer, A. (2018). Global reggae and the appropriation of Jamaican Creole. World Englishes, 37(4), 668-683.

Media are powerful tools in influencing public opinions and attitudes, and issues surrounding language(s) are no exception (e.g. Kelly-Holmes 2012). Without questioning this impact, this study attempts to examine more closely the link between popular ways of thinking and textual media representations, by taking as an example the representations and attitudes towards multilingualism.
Studying representations of multilingualism in British public discourse is an endeavor of high social relevance. Britain is one of the most linguistically diverse countries in Europe and this diversity is sometimes celebrated (Milani et al. 2011). At the same time, the knowledge of languages is considered problematic and, sometimes, iconically associated with negative events or undesirable forms of behavior (Blackledge 2004). In addition, research concerned with the thematising of multilingualism has shown that media are vehicles of such ambiguous representations, in that they tend to reduce the complexity of multilingual practices to a few essentialist images or myths (Ensslin and Johnson 2006, Lanvers and Coleman 2013). These different representations projected in the media have therefore the potential to influence the public attitudes towards multilingualism.
There is already a considerable body of sociolinguistic research on language attitudes in multilingual settings. However, most of this work either focuses on specific language varieties or it is mainly concerned with language learning and educational policies (Siemund, Gogolin, Schulz & Davydova 2013; Rindler Schjerve & Vetter 2012; Varcasia 2011; Ibarraran, Lasagabaster & Sierra 2008; Lasagabaster & Huguet 2007).  The focus of this study is not on a particular linguistic variety, but on multilingualism as a social phenomenon and on attitudes towards living in a multilingual speech community.
Firstly, we are interested in the discourses about bi- and multilingualism disseminated in British national newspapers. Secondly, we examine the extent to which the media representations are shared and/ or refuted in the views of general public. To do so, we adopted a multi-method approach which combines the tools of Corpus-Assisted Discourse Analysis (CADS) with a sociolinguistic attitude survey. A large corpus of 664 articles from the major British national newspapers discussing bi- and multilingualism and published since 1990 was compiled and explored by studying keywords and their collocational profiles. Salient discourses identified in this way were then fed into the creation of an online survey, which was distributed to 200 mono- and multilingual people living in a large urban city in the South of England.
The analysis and cross-checking of the results have demonstrated that certain media discourses surrounding multilingualism, especially those related to ‘elite bilingualism’ seems to be endorsed by the general public. At the same time, the general public seems to agree with some of the ‘concerns’ that are often linked with multilingualism in the media, including social cohesion and immigration. Differences in the attitudes of monolingual vs. multilingual participants were also identified.
The results of this study emphasise the importance of raising the general public’s awareness about multilingualism through the media, in order to further boost positive attitudes and to encourage linguistic and cultural integration in a multilingual city.

PhD thesis investigating implicit and explicit attitudes towards non-native (Asian) speakers of English in China, Japan and South Korea using a cross-cultural research instrument for direct comparison. The study also investigates factors on social judgements such as nationality, gender, and identification rate. The research uses a verbal guise experiment, a free classification task and an adapted perceptual dialectology task in order to measure judgements towards speakers of English from Hong Kong, India, Japan, Mainland China and South Korea.

See download for detailed abstract.
Full text available at: http://nrl.northumbria.ac.uk/id/eprint/18036

Keywords: language attitudes; EFL; ELF; Asian Englishes; World Englishes; verbal guise; speaker identification; speech perception; folk linguistics; sociolinguistics

This paper focuses on the variety of Italian spoken in Bozen (South Tyrol, Italy) by Italian L1 speakers. Due to the peculiar multilingual situation of South Tyrol, Italian speakers are concentrated in the big towns of this area (e.g. Bozen), whereas the majority of Tyrolean people speak German or German dialects. Leaving apart the interaction problems between the two speaking groups, this work focuses on Italian community settled in Bozen by emphasizing the composition of their linguistic repertoire, and the differences among the districts of the town, also in terms of linguistic identity.
For this purpose, the few data actually at disposal on this linguistic variety will be analyzed, in order to highlight the presence and use of Italo-Romance dialects by Italian speakers. A field work on this variety has never been carried on before, thus all previous statements were based only on aprioristic assumption (i.e. they were not data-driven). Without data of sort, scholars assumed the absence of spoken Romance dialects in the variety of Italian spoken in Bozen, basing on the belief that Italian speakers were not originally settled in this town.
Arguing against those previous assumptions, this paper will show how dialects constitute a central part of Italian linguistic identity in the multilingual setting of South Tyrol, as it emerges from a collection of expressions collected in the so-called “Slang of Bozen”, and from speakers’ linguistic perceptions recorded during face-to-face interviews. The results of this study point out that a large number of dialects are used inside the family, and sometimes also for informal communication, whereas some words and expressions are more largely used as part of a we-code characteristic of the Italians of Bozen.

Avec un nombre croissant de nouveaux arrivants chaque année, le Québec est devenu la société d'accueil de milliers d'immigrants de diverses origines culturelles dont plusieurs ne maîtrisent pas le français (Amireault, 2011). Il est important d'outiller adéquatement ces immigrants pour faciliter leur intégration; le ministère de l'Immigration, de la Diversité et de l'Inclusion met à leur disposition différentes stratégies pour atteindre cet objectif. Également, Calinon (2010) mentionne que les cours de français langue seconde du gouvernement du Québec visent à favoriser «l'insertion sociale et économique des immigrants grâce aux connaissances linguistiques et culturelles dispensées » (p.129). D’ailleurs, plusieurs chercheurs se sont déjà questionnés sur la relation entre un apprenant en langue et le monde social qui l'entoure (McKay et Wong, 1996; Norton Peirce, 1995). La langue n'est pas un moyen neutre de communication, elle est étroitement liée au contexte social dans lequel les gens l'utilisent (Norton, 2000).
Une entrevue individuelle semi-dirigée avec des apprenants au stade intermédiaire, inspirée des études d'Amireault (2007), Jaidev (2011) et Norton Peirce (1995), a été réalisée. C’est une étude qualitative, empirique et exploratoire, en lien avec le Programme-cadre de français pour les personnes immigrantes adultes au Québec du ministère de l'Immigration et des Communautés culturelles (MICC, 2011). Selon les données obtenues, tous les participants affirment parler davantage en français dans leur vie quotidienne que lors de leur arrivée au Québec. Par contre, ils ont majoritairement des difficultés en compréhension orale, ce qui démontre la nécessité de l'enseignement d'une variété plus familière du français québécois afin de les aider dans leurs interactions avec les locuteurs québécois à l'extérieur des salles de cours (Veilleux, 2012; Boucher, 2012). Ils ajoutent qu’il leur faudrait avoir un travail ainsi qu'un réseau social pour arriver à s'intégrer (Pagé et Lamarre, 2011; Calinon, 2009; Lapierre-Vincent, 2004; Renaud, 2001; Piché et Bélanger, 1995).

Parents' assessment of children's development in the first and the second language is an essential part of their family language policy (FLP) and an important component of parent–child communication. This paper presents a pilot study focused on Russian-speaking immigrant parents' assessment of their children's language knowledge in Russian as a first language and Hebrew as the second language in the context of their FLP. The research questions were as follows: How is parents' assessment of their children's bilingual language development linked to their choice of bilingual versus monolingual preschool education? To what degree are parents' reports of their children's language knowledge similar or different to their children's actual language knowledge? Which domains of language knowledge do parents relate to or ignore when assessing their children's language development? The sample consisted of 27 children (14 from bilingual and 13 from monolingual kindergartens), and their parents. Two sets of measurements were used, one to obtain parents' reports on child's knowledge of Russian and Hebrew and the other to assess children. The finding points out parents' insensitiveness to the length of the children's utterances and their tendency to rationalise FLP by overestimating their children's general language knowledge.

The topic of this study is the language situation of third-generation Turkish immigrants in Germany with a focus on heritage language maintenance, language shift, language choice, and attitude. Third generation Turkish immigrants will fill out a questionnaire where they will be answering questions regarding their extent of language use of Turkish and German, their language proficiency in each language, the domains in which they use Turkish or German, their attitudes towards the two languages, and the factors that support the use of either language.

Spanish is the first or heritage language of many Latinx in the U.S., whether speakers are fluent in it or not. Even though Spanish is the most frequently spoken language after English (U.S. Census), it continues to be publicly repressed and stigmatized. Since the 2016 elections, there has been an increase in anti-immigrant climate and Anglo-centric rhetoric, as well as an explicit attack to Spanish and bilingualism in the U.S. Ironically, Spanish has functioned as a resource exclusively for those in positions of power, for political or economic advantages, yet it is considered unpatriotic to use Spanish as a “symbol of a positive Latino ethnic identity” (García, 1993).
Given the current political climate, in this paper we study Latinx’s use of Spanish in public spaces since Trump became president. We examine whether there has been a recent shift in the attitudes of young Latinx heritage language speakers toward using Spanish. Data from Arizona and California helps us shed light on how diverse Latinx communities are negotiating language use in the face of immigrant stress, especially as there are increased racial attacks, linguistic discrimination and linguistic profiling since the last elections (Flores, 2018; Holguín-Mendoza, Oliver Rajar, Vergara-Wilson, 2017; Zarate, 2018).

This paper presents the results of a survey on the attitudes of young British people (age range 18-25) towards the learning of the UK’s regional languages. A combined quantitative and qualitative questionnaire was administered to 71 respondents, who were all born and spent the majority of their youth in Britain. It was found that overall attitudes to regional languages are largely positive and that a great proportion of the target group reported they were potentially willing to learn one of the regional languages. Cultural identity and a desire to integrate with the community were identified as major contributors to willingness to learn. A major factor for unwillingness to learn was “lack of real need” (i.e. the ability to get by with English). The paper also looks at the distribution of these attitudes against gender, age and education, all of which were significantly related. Further, respondents already speaking a regional language were found to have more favourable attitudes overall.

2010 marked ten years of the New Zealand government monitoring the attitudes of New Zealanders, both Māori and non-Māori, towards the Māori language. Academic researchers have been undertaking similar research for a much longer period. This article reviews the main findings of research on attitudes towards the Māori language among non-Māori in particular since the 1980s, and considers to what extent recent government surveys show evidence of change in the attitudes of New Zealand's non-indigenous population towards the country's indigenous language. The article concludes that work undertaken to date provides us with many insights into attitudes towards the Māori language, but further research is required to determine whether and how such attitudes are changing.

Author, co-author : De Bres, Julia
Publication date : 2011
Journal title : New Zealand Studies in Applied Linguistics
Publisher : Applied Linguistics Association of New Zealand
Volume : 17
Issue/season : 2
Pages : 5-19

The optimal language for literature and educational materials is not the same for all Zay areas. The data gathered during the current study points to Zay as optimal for the islands on Lake Ziway and Oromo as optimal for the lakeshores. However, the Zay people living on the islands would probably be well served by Amharic literature and educational materials until most of them immigrate to the shore or the Oromo educational system causes a shift in preference to Oromo. Zay’s case is one of an endangered language that could prove to be a development success story, but only if the level of motivation for a language development project is high enough to initiate and sustain the effort.

Multilingualism is the absolute norm in the everyday-experienced life of participants in German language courses in the field of adult education (Council of Europe 2001). Yet, this does not seem to have direct effects on the didactic implementation of this multilingual resource. In light of relevant approaches to foreign and second language education, this article discusses the attitudes towards multilingualism of course instructors for German as a Second Language in Germany, drawing on a quantitative study with 884 participants. The study shows that one third of the respondents present a consistent and marked monolingual habitus.

RESUMEN Esta investigación analiza las actitudes lingüísticas de Ñani Migrante, una comunidad transnacional de San Jerónimo Xayacatlán-Staten Island, frente a la lengua mixteca, mediante la observación de las dinámicas lingüísticas, así como del uso real y simbólico del mixteco, para comprender cómo estas actitudes afectan la vitalidad de esta lengua en la comunidad de origen. Para esta tesis, se entrevistó a 15 miembros de la comunidad transnacional: cinco residentes en Staten Island, Nueva York, fundadores de Ñani Migrante, y diez habitantes de San Jerónimo Xayacatlán, Puebla. A partir de la entrevista a profundidad y de las observaciones realizadas durante el trabajo de campo, se propone una tipología de las actitudes lingüísticas encontradas en la comunidad, las cuales se engloban en cinco temas y están relacionados con diferentes factores, donde el más predominante es el social. De esta manera, se concluye que la interacción entre los residentes de la comunidad de origen y la comunidad de llegada da lugar a una "importación" de actitudes lingüísticas positivas hacia el mixteco, lo cual ha producido un cambio de actitud en la comunidad de origen, lo que ha generado iniciativas comunitarias de preservación de la lengua. (Palabras clave: mixteco, actitudes lingüísticas, comunidad transnacional, vitalidad lingüística)

This article applies the Dynamic Model (Schneider 2007) and the Extra-and Intra-territorial Forces (EIF) Model (Buschfeld & Kautzsch 2017; Buschfeld et al. 2018) to Standard English in Trinidad based on the findings of a large-scale attitude study. The results suggest that, in the educational domain in Trinidad, a multidimensional norm orientation with coexisting standards that incorporates exo-and endonormative tendencies is prevalent. The Dynamic Model is not fully able to explain the findings, but the EIF Model can account for this norm complexity. However, the assumption underlying both models that postcolonial Englishes prototypically achieve (full) endonormativity unless their development is stalled at an earlier stage or even reversed is unlikely to fully capture the norm developmental processes in Trinidad and other complex postcolonial speech communities. We therefore propose an extension of the EIF Model that, depending on the constellation, directionality, and continuity of different sets of forces, allows for multinormative stabilization as an alternative development. We also introduce translocality as an alternative theoretical framework for the conceptualization of forces and argue for a more comprehensive understanding of intra-varietal heterogeneity. An extended and modified version of the EIF Model that takes these further complexities into account can help explain the norm developments in highly complex postcolonial speech communities.

This paper investigates the relationship between language and ethnic identity of Pontic Greeks who currently reside in Cyprus. More specifically, I examine how ethnic identity is perceived and reflected in language preference by Pontic Greeks. The Pontic Greek community in Cyprus, however, does not seem to be homogeneous in terms of ethnicity and language choice since the majority of Pontic Greeks coming from Georgia and those from Russia show different patterns of linguistic behavior. The geographical distribution of Pontic Greeks, which divides them into two groups on the principle of their respective country of origin, has some effects on their ethnic affiliations that are expressed by the different ethnic labels they self-identify. The obtained results and the relevant analysis suggest that Pontic Greeks from Georgia assimilate more actively into the Greek social and linguistic contexts than those from Russia, who seem to wish to preserve their Russian social, national as well as linguistic ties.

本文由「語言純淨心理」（language purism）出發看漢語標準語在過去八十年間的演變，分析民眾對國語的認知及其與官定標準的落差，以及造成此種落差的原因。首先介紹 Thomas（1991）歸納東歐、法國語言純淨現象所導出的理論架構，用以解釋國語人口暴增之後所產生的「大眾普通話」運動中，支持者與反對者所提出的各種論證。隨後進一步分析學界反對「大眾普通話」的主要原因之一：對於言語不通的畏懼，及對於「語言」與「方言」觀念的混淆。最後以當下流行媒體和海外華人社區的語言偏好為例證，大膽為現代漢語的演變方向做出預測。

Here is the first chapter of my most recent book (thanks to Benjamins for permission to post and it share it here).
TOC and abstract of the entire book can be accessed here: https://www.academia.edu/18162995/The_Written_Questionnaire_in_Social_Dialectology_History_Theory_Practice_Dec._2015_

Uno de los factores más importantes que determinan la vitalidad de una lengua es la actitud de sus hablantes y el ambiente general en el que se desarrolla el proceso de la interacción lingüística. El trabajo presenta los resultados de un estudio piloto realizado en 15 comunidades shuar durante el año 2010. Los temas que forman el eje del presente estudio son la vitalidad de la lengua shuar, la actitud de los hablantes hacia su lengua vernácula, y la posición de la lengua shuar en el sistema educativo. Aunque la lengua shuar no se encuentra entre las más amenazadas, los resultados del análisis documentan una transición muy rápida del bilingüismo hacia la pérdida completa de la lengua vernácula. A la vez, la mayoría de los miembros de esta etnia no son conscientes del peligro que corre la lengua, puesto que no correlacionan el idioma que transmiten a sus hijos con la situación general de la lengua vernácula. El tema subyacente del estudio es la relación entre los conceptos de lengua, cultura e identidad. Por esta razón, la posible pérdida de la lengua vernácula supone a la vez alteraciones sustanciales en la identidad de cada individuo.

Japanese learners of English often feel unwilling to communicate in English because they feel ashamed of their accent’s failure to match that of Inner Circle (Kachru, 1985) native speakers, and have also lacked opportunities to use English communicatively with an authentic purpose. This paper reports on some exploratory classroom action research in which exposure to world Englishes was combined with student-generated communicative research projects in a university English communication course. Listening comprehension activities involved recordings of a variety of Inner Circle, Outer Circle and Expanding Circle speakers talking about cultural topics. The researcher administered an attitudes questionnaire at the beginning of the course and again at the end. Findings included positive increases in the students’ attitudes towards various speakers recorded on the Speech Accent Archive website, their beliefs and personal preferences concerning specific varieties of English, and their orientations towards gaining ability in authentic English communication.

日本人英語学習者はインナー・サークル(Kachru, 1985)の母語話者の発音と合致しない発音上の誤りを恥ずかしいと感じているので、また本物のコミュニケーションで英語を使用する機会も欠如しているので、英語でのコミュニケーションを図りたがらない。本論文は、大学の英語コミュニケーションの授業において世界諸英語への露出と学生中心コミュニケーション研究プロジェクトとをうまく組み合わせたクラスルーム・アクション・リサーチについて報告する。インナー・サークル、アウター・サークル、イクスパンディング・サークルの話者が文化的話題について話した記録を聴解活動に組み入れ、授業の始めと終わりに態度についてアンケートを行った。調査結果としては、スピーチ・アクセント・アーカイブ・ウェブサイトに記録された様々
な英語に対して前向きな態度が増加したこと、特定種類の英語について思い込みや好みが見られたこと、そして本物の英語コミュニケーション能力の獲得に向けて学生をうまく方向付けできたことを述べる。

(Présentation à Bunia, RDC lors d'une conférence pour marquer la Journée Internationale de la Langue Maternelle, 21 février 2022) Un résumé des résultats préliminaires d'un projet de recherche, mené oct-nov 2021, pour récolter les données de référence sur l'état d'alphabétisation parmi les Vanuma (Wanyali-Tchabi).

Le vanuma (<vau>, D.30) se parle dans la Province de l'Ituri, au nord-est de la République Démocratique du Congo. Malgré une petite population et des pressions démographiques, les Vanuma commencent à lire et écrire leur langue. Les trois langues dans le répertoire communautaire sont le français (langue nationale), le swahili (langue régionale), et le vanuma.

Pour mieux planifier les efforts en alphabétisation et éducation parmi les Vanuma, il a fallu
  - découvrir les aspirations et les besoins ressentis en ces égards;
  - éclaircir les pratiques actuelles en lecture et écriture des trois langues,
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Preliminary summary of the results of research in 2021 to inform literacy efforts among the Vanuma people of northeastern Democratic Republic of Congo. The study sought to
- establish a baseline of reading and writing ability in French, Swahili and the local language (Vanuma, <vau>, D.30)
- discover felt needs and aspirations with regard to literacy and education

Kriol, an English-lexifier contact language, has approximately 20,000 speakers across northern Australia. It is the primary language of the remote Aboriginal community of Ngukurr. Kriol is a contact language, incorporating features of English and traditional Indigenous languages. The language has been perceived both positively and negatively, although recent literature suggests a shift towards more favorable views. This paper investigates how community members in Ngukurr responded to the question of non- Indigenous residents (known locally as Munanga) learning Kriol. Interviews with local Indigenous residents showed positive attitudes to Kriol, with respondents providing a number of perceived benefits for outsiders learning the language. Our interviews provide empirical evidence for pride in the language, affirming a shift to more positive attitudes.

This research investigates the English lecturers' attitude toward the variation of English in the process of English learning. The purpose of this study is to discuss the types of English variations uttered by English lecturers who are considered as respondents in this study and their attitudes toward the variations of language that appear to their speech during the teaching-learning process. This research is descriptive by using a qualitative approach. The data to be presented in this research is taken from several words of Indonesian lecturers at several universities in Padang West Sumatra by distributing some questionnaires and also interviews. The method of data analysis is divided into two types, first, methods which related to the correlation of external language objects with a non-linguistic element called correlation method or method of matching, and secondly, methods which related to surgical, processing or internal verbal tampering called the method of operation or distribution method.