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"English language Dialects Periodicals."
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Dialect Matters : respecting vernacular language : Columns from the Eastern Daily Press
\"Based on Peter Trudgill's weekly column in the Eastern Daily Press newspaper, this book has two overall messages. The first is that language is a fascinating and enjoyable phenomenon which not enough people know enough about. The second is that we should not discriminate negatively against individuals and groups because of their accent, dialect or native language. Linguistic prejudice, known as 'linguicism', is more publicly and shamelessly demonstrated than racism and sexism, as is 'prescriptivism', the practice of elevating one language or language variety as 'better' than another. Written in an entertaining and accessible style, Trudgill's columns support the language of ordinary people and explore topics such as nonstandard versus standard dialects; vernacular (everyday) language as opposed to politically correct language; informal vocabulary as opposed to business-school jargon; and minority versus majority languages. Each article is also accompanied by notes designed for students and those unfamiliar with the East Anglian setting\"-- Provided by publisher.
Book
Multilingualism in academic writing for publication: Putting English in its place
We are living in an era characterized by multilingualism, global mobility, superdiversity (Blommaert, 2010), and digital communications. Mobility and multilingualism, however, have long characterized most geolinguistic contexts, including those where monolingual ideologies have influenced the formation of contemporary nation states (Cenoz, 2013). As language is a pillar of both curriculum and instruction, in many academic spaces around the world efforts are on the rise to acknowledge the colonial origins of English, decenter the dominance of Standard English(es), and decolonize knowledge production (e.g., Bhambra et al., 2018; de Sousa Santos, 2017). Additionally, many ‘inner circle’ (Kachru, 2001) Anglophone contexts have long witnessed the centrifugal forces of multilingualism. Yet what prevails in institutional academic contexts is a centripetal pull toward what has been captured in phrases such as ‘linguistic mononormativity’ (Blommaert & Horner, 2017) or ‘Anglonormativity’ (McKinney, 2017). Nowhere is this pull more evident than in the sphere of writing for publication, relentlessly construed as an ‘English Only’ space, as exemplified in Elnathan's (2021) claim in the journal Nature: ‘English is the international language of science, for better or for worse.’
Journal Article
Teaching English in multilingual Israel: Who teaches whom and how. A review of recent research 2014–2020
This article presents research on teaching English in Israel, a vibrant multilingual country, in the period between 2014 and 2020. After a brief introduction to the current approach to English language teaching around the world, it outlines the studies investigating: (a) learners of English, (b) English teachers, and (c) methods that are used in the country for teaching English. We explore how various student populations, Arabs, Bedouins, Circassians, Druze, Charedi (ultra-orthodox Jews), Jews, and foreign students, are taught English as well as their attitudes to this language. Then, we discuss research investigating different categories of English teachers in Israel, including teachers in Arab and Jewish sectors, the teachers labeled as ‘native speakers’, and also teacher trainers and teacher-training principles. We look at secondary and high school students, including those in special education, as well as those who take English courses in tertiary educational institutions. Finally, we are interested in whether innovative teaching methods compete with the conventional ones and which groups of learners have access to the former. Throughout the article, we aim to show to what extent practitioners and researchers are aware of the present-day realities of the interconnectedness of ‘teacher, student, and method’ elements and the impact of multilingualism on English teaching in Israel. This Country in Focus report also considers the current holistic perspective on English language teaching. This language should not be taught in isolation but work in concert with other contact languages.
Journal Article
Rhythm Perception in Speakers of Arabic, German and Hebrew
Rhythm perception in speech and non-speech acoustic stimuli has been shown to be affected by general acoustic biases as well as by phonological properties of the native language of the listener. The present paper extends the cross-linguistic approach in this field by testing the application of the iambic-trochaic law as an assumed general acoustic bias on rhythmic grouping of non-speech stimuli by speakers of three languages: Arabic, Hebrew and German. These languages were chosen due to relevant differences in their phonological properties on the lexical level alongside similarities on the phrasal level. The results show Iambic-Trochaic-Law (ITL) conforming weak–strong grouping for duration-cued acoustic salience. However, only German participants judged intensity-varying sequences as strong–weak; no grouping preferences were found for speakers of Arabic and Hebrew. Overall these results suggest that prosodic properties of the phonological phrase and of the lexical level of the native language show differing effects on rhythmical grouping.
Journal Article
Provincial Newspapers as Vehicles for Dialect Spread and Enregisterment: Insights from Nineteenth Century Devonshire Dialect
This paper takes provincial newspapers as the basis for a discussion on dialect spread and enregisterment during the nineteenth century. It departs from the premise that, during this era of nationwide diaspora and industrial advancement, periodicals served as the main means of entertainment and identity expression. For this purpose, it takes two letters submitted by R. Giles to the North Devon Journal in 1885, where his use of the Devonshire dialect is available for analysis. It aims to explore the most remarkable dialectal features documented in his submissions in an attempt to justify my claim that provincial press could have contributed to an early process of Enregisterment in dialects.
Journal Article
“No Difference Between African American,Immigrant, or White Children! They Are All the Same.”: Working Toward Developing Teachers’ Raciolinguistic Attitudes Towards ELs
This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education.
Journal Article
In Memory of Professor Farzad Sharifian (1964-2020): A Selected Bibliography
In the early hours of 12 May 2020, Professor Farzad Sharifian unexpectedly passed away after a short illness. We in RELP have absolutely missed Farzad Sharifian (RIP) as one of our vibrant and valued Editorial Board members and a wholly decent, wonderful gentleman. Highly awarded as a competent researcher, Farzad was a leading, prolific scholar and an outstanding, inspirational figure in Cultural Linguistics, an internationally recognized, flourishing field of inquiry that he successfully developed on the foundation laid by Palmer (1996). Farzad will undoubtedly live on not only in his numerous presentations and publications but also in the hearts and minds of all those who, like us, respected Farzad personally or professionally (across his discipline) nationally and internationally, including his family, friends, academic fellows, and former students. To celebrate his incredible, life-long contributions to the field, RELP decided to publish a selected bibliography of his seminal, influential works, the majority of which were devoted to Cultural Linguistics, disseminated in the form of books, book chapters, and journal articles. The list is by no means claimed to be comprehensive; his conference presentations and interviews are not included here either. Our meticulous colleagues are invited to help us add to and update it by contacting RELP via the official email of the journal: relp@khuisf.ac.ir or our personal emails. May God bless his soul!
Journal Article
Pathways for Indigenous Education in the Australian Curriculum Framework
This article reflects on pathways for Indigenous education in the developing agenda of the Australian Curriculum, the cross-curriculum priorities, the general capability area of intercultural understanding, and the positioning of Indigenous learners within the diversity of learners with English as an additional language or dialect (EALD).
Journal Article
L1 Orthography in L2 Chinese Morphological Awareness: An Investigation of Alphabetic and Abugida Readers
The current study aimed to explore the effect of first language (L1) orthography on second language (L2) Chinese morphological awareness. One hundred and twenty-nine students (61 L1 English readers and 68 L1 Thai readers) who studied Chinese as a second language participated in this study. They completed four tasks of morphological awareness (morpheme segmentation, morpheme discrimination, compound structure discrimination, compound structure analysis) and two control measures (reading vocabulary tasks). Drawing upon MANCOVA analysis, the study revealed that Thai readers outperformed English readers on compound awareness after the effect of L2 reading vocabulary was accounted for. The study suggests that L1 orthographic differences and similarities (e.g. interword boundary) may affect word identification, thus contributing to morphological processing of Chinese compound words. The study provided empirical evidence to support cross-language influence in morphological processing of a non-alphabetic language.
Journal Article
Use of Prosocial Word Enhances the Processing of Language: Frequency Domain Analysis of Human EEG
Use of prosocial language enhances human cooperation and harmony. Previous research has shown that talking about helping, sharing and giving to others creates positive impression on others, by which individuals and governments gain public approval. So far, the value judgement of approval and disapproval in terms of prosocial or antisocial has not been investigated in the domain of neuroscience of language. Here, the influence of prosocial words towards neural adaptability for greater acceptance is examined using behavioural response mapping with electroencephalography activities of human brain. The prosocial and antisocial words employing correct and incorrect set of sentences in English are presented to participants for performing grammatical judgement task. Our results show that processing of antisocial word requires larger neurocognitive resources as compared to prosocial one, which is corroborated with our behavioural response time suggesting higher response time for antisocial than prosocial words.
Journal Article