Language Ideologies Research Articles

Language Ideology as Identity in the Uyghur Diaspora

Language Ideology as Identity in the Uyghur Diaspora

AN ANALYSIS OF CODE-MIXING USED BY ENGLISH TEACHER IN CLASSROOM INTERACTION AT NINETH GRADE MTS ANAK BANGSA

The research entitled "Analysis of the Use of Code Mix by English Teachers in Classroom Interaction" aims to identify the types of code mixing used by English teacher as well as the reasons behind their use in the teaching process. This research uses descriptive qualitative method, with the research subject being an English teacher at Mts Anak Bangsa. Data were gathered through observation, documentation, and interviews, and then analyzed using techniques for data reduction, data display, and drawing and verifying conclusions, as outlined by Sugiyono. The research findings show that there are three types of code mix used by teachers in classroom interactions, namely intra-sentential code mixing (77.16%), intra-lexical code mixing (12.34%), and involving change of pronunciation (10.50%). Among the three types, intra-sentential code-mixing is the most frequently used. English teachers use code-mixing due to situational factors, intrinsic messages and language attitudes which include dominance and security. The study concludes that teachers' use of code-mixing helps bridge language gaps between teachers and students, thereby enhancing students' comprehension of the subject matter.

Language Choice and the Problematics of Ideology in the Pre- and Post-Independence Ghanaian Press: A Historical and Cultural Analysis

This study adds to the existing literature on the history of the Ghanaian press from pre-colonial times to 1992, focusing on language: its choice and ideological, socio-cultural, and political ramifications. While the history of the press has received massive scholarly attention, the same cannot be said of language and its use in historical accounts. Thus, from a historical research perspective, employing an analytical and interpretive study of secondary data sources, and underpinned by cultural theories such as linguistic imperialism and hegemony, this study analyses how language was featured in the press during the research period and the implications thereof. This analysis shows that various institutions and individuals exploited language to foster narrow socio-cultural, ideological, and political agendas in the Gold Coast, later Ghana. This study also revealed that language use and its ideological forces during the pre- and immediate post-independence periods contributed immensely to Ghanaian media’s current state and Ghanaians’ general language attitudes. This study’s significance lies in the realisation that language, as a cultural artifact, and its choice, use, and consumption could have far-reaching consequences for the self-realisation, actualisation, and general progress of a society. Thus, African societies should be mindful of the ideological implications of language choices not just in the press but also in other societal contexts. This study, therefore, invites further studies on language and its use in the media, especially from 1992, for a more comprehensive appreciation of the issues raised in this study.

LANGUAGE DISCORD AND LANGUAGE ATTITUDE AMONG EFL LEARNERS: INSIGHTS FROM AN INDONESIAN UNIVERSITY

Language discord is one of problems experienced by Indonesian EFL learners when producing English utterances, and those problems can affect their language attitude towards English. The objectives of this research are to find (1) forms of language discord experienced by EFL learners when producing English utterances, (2) factors causing the language discord, and (3) language attitudes towards English as the effect of the language discord. Employing a qualitative approach, this case study was conducted at a university in South Sulawesi, and purposive sampling technique was used to obtain research participants. Based on certain criteria regarding the samples that were most suitable and considered to produce the desired data, four students from the English education department were selected as research participants. Data collection involved observations and in-depth interviews. The technique of data analysis involved a procedure consisting of data managing, reading and giving a memo, describing, classifying, data interpretation, visualizing, and representing. Findings showed three forms of language discord: naked language discord, disguised language discord, and uncontrolled language discord. From the interview results, three factors that caused language discord were found: high excitement, unpreparedness, and deference. As the effect of the language discord, the EFL learners stated they were more enthusiastic to become proficient English speakers, and they felt trained to memorize English vocabularies.

Mapping the dimensions of family language policy for young children: the case of Emirati families

ABSTRACT The United Arab Emirates has a unique multilingual landscape with over 100 languages considered as the first languages of its population, English as the dominant lingua franca for communication among virtually all residents, and Arabic as the official language. The Emirati (native Arab citizens) families with young children have been in a unique sociolinguistic dilemma, and little is known about how they deal with the dilemma. This study aimed to address the gap. Individual ethnographic interviews were conducted with 20 Emirati families by trained Emirati ethnographic interviewers. Focused open and axial coding generated three dimensions of family literacy policy (FLP). Language ideology encapsulates the parents’ perception, assumption, and aspiration about Arabic and English and the child’s learning of the two languages. Language behavior features environmental control, motivational control, and task control concerning language education. Language metacognition foregrounds the parents’ evaluation of their child’s language learning and reflection on their own language behaviour. The three dimensions of FLP are reciprocally related. The three-dimensional model may serve as a useful conceptual framework for future investigation into FLP.

Complex Relationships Between Students' Foreign Language Attitudes and Proficiency Perceptions with Foreign Language Classroom Enjoyment: Insights from Chinese University Students of Japanese.

In the present study, we addressed (a) Chinese students' level of enjoyment in studying Japanese; (b) the independent and interactive predictive associations of student attitudes towards the Japanese language and their perceived Japanese proficiency with their Japanese classroom enjoyment; and (c) the gender as a potential moderating variable in these relationships. Three hundred participants completed three questionnaires assessing their attitudes towards the Japanese language, perceived Japanese proficiency, and Japanese classroom enjoyment. Descriptive analysis, multiple regression analysis, and path analysis revealed the following: (a) high overall student enjoyment in the Japanese classroom; (b) student attitudes towards both Japanese and their perceived Japanese proficiency were significant positive predictors of their levels of Japanese classroom enjoyment; (c) there was no significant interaction in the relationship between student attitudes towards the Japanese language and their perceived Japanese proficiency and Japanese classroom enjoyment; and (d) gender differences significantly moderated the relationships between perceived Japanese proficiency and Japanese classroom enjoyment, characterized by a stronger relationship among female participants; but gender was not a significant mediator in the relationship between attitudes towards the Japanese language and Japanese classroom enjoyment. We discuss these findings and their pedagogical implications, as well as the limitations of this study and future research directions.

Language attitude of Pedawa`s adolescents towards their native language

Assessing language attitudes in a multilingual community is important to investigate the shifted language use. In certain domains, research on language attitudes has received much attention in recent years. Pedawa village is a traditional village that is newly developed into a tourism destination in the northern part of Bali Island, Indonesia. Due to its contact with recent developments in tourism, and the use of the National Language (Indonesian), it is presumed that the adolescents have shifted their attitude towards their native language, Bali Age (BA). This research aims to describe the language attitudes of Pedawa adolescents towards their native language; in-depth interviews and distributing questionnaires were conducted to obtain the data. The results revealed that they have a positive attitude towards their language. It is signified by the response to the questionnaires which have five indicators concerning the frequency of using their language (BA) compared to the Indonesian and Balinese languages with Bali Dataran dialect, and six questions related to language attitudes. Though the village has just been promoted as one of the tourist destinations, it does not affect their positive attitude towards their native language.

Do you speak English or my language? An LMT approach to language requirements in EU nations’ visa applications

ABSTRACT This study investigates the language ideologies manifested in the linguistic hierarchies produced by relevant EU governmental/political institutions through their language requirements for visa application documents. Based on the theoretical framework of Language Management Theory (LMT), this study employs a mixed-methods approach, combining quantitative analysis of visa statistics with qualitative content analysis of 200 social media narratives. At the macro-level, it analyzes the language ideologies underpinning the language requirements for national/long-term visa application documents. At the micro-level, it explores the intersecting point where language management behaviors from different levels converge through individuals’ pre- and post-interaction management behaviors, as observed in social media posts related to document preparation and potential visa interviews. The results project a spectrum of approaches among EU countries: eight countries exhibit the tendency to civic linguistic nationalism by mandating their national/official languages as the sole language choice; while the remaining seventeen countries display varying degrees of linguistic pragmatism by accepting the required documents in English. The paper concludes by discussing the implications of these findings for language policy and ideology in the context of global mobility, suggesting that the current language requirements may not only project the language ideology but also carry broader socio-political consequences.

Exploring language ideologies in migration: expat versus immigrant in Nicaragua

ABSTRACT This study explores the ways that English-speaking expats in Nicaragua understand and negotiate language ideologies in their intercultural interactions. Through in-depth interviews conducted on Zoom with 7 long-term expats in Nicaragua, this research project focuses on the connections between language and race in migration. This discussion nuances the way we understand migration and its relationship(s) to language. The study also addresses why some migrants use the term expat versus immigrant and provides evidence for cultural fusion as an important theoretical lens in the migration process.

English-medium teachers as policymakers through critical translingual literacy instruction

AbstractMany classrooms include students who use multiple languages other than the school-sanctioned or teacher’s language(s). This study asks how English-medium teachers develop language ideologies that support critical translingual literacy instruction. Using a collective case study, we ask how five English-medium teachers in a U.S. graduate course name and act on their language ideologies through literacy instruction. The cross-case analysis indicates the teachers’ language ideologies viewed students’ L1 use as a source of pride/identity and as a way to promote equity and social justice. These ideologies supported critical translingual literacy instruction through classroom actions (incorporating new texts, initiating family engagement, and positioning students as experts). Implications illustrate the need for literacy teacher education to focus on language ideologies, using literacy instruction as a powerful vehicle to effect language policy. Thus, focusing on critical translingual literacy instruction can support English-medium teachers to act as both literacy and language policymakers.

Metalinguistic Concepts and Attitudes toward Mexican Spanish in Oaxaca de Juárez, Mexico

This paper investigates metalinguistic concepts and language attitudes toward Mexican Spanish varieties and Spanish-Amerindian language contact in Oaxaca, Mexico. Theoretical-methodological approaches from Perceptual Dialectology and Metapragmatic Sociolinguistics are used to analyze non-linguists’ views of linguistic variation and their prestige attributions in the multilingual communicative space of southern Mexico. On the data basis of semi-narrative interviews with speakers from the metropolitan region of Oaxaca, we discuss the results of a discourse analysis of these perceptions. The results show a tripartite division of the Oaxacan dialectal space with sporadic mention of salient linguistic features for each conceptualized variational space, an overt prestige for the urban Oaxacan variety and its close link to the Mexico City standard, and a negative attitude toward linguistic interferences coming from Spanish-indigenous language contacts.

People incorrectly correcting other people: The pragmatics of (re-)corrections and their negotiation in a Facebook group

In highly standardized literate cultures, orthographic norms are perceived as socially binding, giving rise to negative evaluations of ‘incorrect’ writing, i.e., writing that deviates from the norm. This is evident in prescriptive practices in interactions on social media including direct corrections of a deviance (*you’re) or comments more or less implicitly referring to it (“would be great if you knew how to spell”). In this study, we focus on a special type of corrections and the reactions to them: incorrect corrections. They are often corrected in so-called re-corrections, which frequently give rise to entire chains of corrections and comments that reflect diverse practices and attitudes both shaped by and towards normativity. By conducting an exploratory case study, we investigate (meta-)pragmatic strategies of stancetaking – such as mocking or doing being an expert – as well as their negotiation in (re-)corrections. Specifically, we focus on three posts taken from the public Facebook group People Incorrectly Correcting Other People consisting of, on the one hand, decontextualized screenshots showing an incorrect correction and ensuing re-corrections framed by the reaction of the poster posting them to the group. On the other hand, given the large number of group members, they include a myriad of additional comments discussing (re-)corrections at a meta-level. Our analysis suggests that re-correcting serves to criticize not a mistake but the positioning of correctors as superior. Thus, it implicitly challenges the normativity of standard language ideologies by exposing the hypocrisy of prescriptive practices.

The linguistic landscape in China: a case study of Shangri-La ethnic primary school

ABSTRACT In this article, drawing on Gorter & Cenoz’s framework for analysing the functions and quantitative distribution of languages in signage, we explore the linguistic landscape of an ethnic primary school in China. The finding reveals a diverse distribution of languages, encompassing monolingual, bilingual, and multilingual contexts. The creators of the linguistic landscape adhere to various laws, regulations, and policy documents, which in turn reflect institutional ideologies in the linguistic landscape’s purposes and functions. However, the linguistic landscape of the school does not accurately reflect students’ language practices. The study finds that teachers predominantly value Chinese for its perceived importance and utility for students, while students themselves regard Chinese as beautiful, useful, and important, and express a strong desire to learn English. There is widespread support among both teachers and students for the standardised use of Chinese, Tibetan, and English in public signage within the school’s domain. These linguistic landscapes are indicative of a multifaceted interplay between language ideology, language choices, language education and implicit curriculum, making it a representative case study in the educational field. It also mirrors a tenuous link between the translanguaging and linguistic landscape.

Ideologie językowe w programach wyborczych Nowej Partii Postępowej w Portoryko

The aim of this article is to analyze language ideologies towards Spanish, English and bilingualism articulated in selected political party programs (or party platforms, programa de gobierno) of the New Progressive Party (NPP) in Puerto Rico after 2000. The study examines the beliefs, declarations, and objectives related to the main language ideologies on the island, regarding: (1) Spanish as the national language of Puerto Ricans (monolingualism); (2) English as the language of American citizens and the U.S. federal government (monolingualism); (3) English as a resource for social and economic advancement (linguistic instrumentalism and/or linguistic entrepreneurship); (4) bilingualism as a resource for social and economic advancement (linguistic instrumentalism and/or linguistic entrepreneurship); (5) English as a global language (perceived as a universal means of communication). The article examines the programs presented during the general elections that led to the NPP candidates assuming the positions of governors: Luis Fortuño (2009-2013), Ricardo Rosselló (2017-2019), and Pedro Pierluisi (2021-2024). This analysis is contextualized within the language debates that form part of the island’s long history of the coexistence of Spanish and English since 1898.

Arabic or English? Multilingual users’ preferences in Dubai ATM transactions

Language choice or preference, that is the deliberate selection of language(s) for different purposes in different contexts, situations and domains, is a complex sociolinguistic phenomenon as it is usually motivated by numerous sociolinguistic factors. This study investigates language choice between Arabic and English during automated teller machine (ATM) transactions in Dubai, a cosmopolitan city in the United Arab Emirates (UAE), and aims at exploring the factors influencing these preferences. The data were collected, using a survey questionnaire, from 566 ATM users in Dubai. The findings reveal that nearly all non-Arab participants favor English over Arabic for ATM transactions, irrespective of their length of stay in the country and their proficiency level in English and Arabic, given that Dubai ATMs offer only these two languages. On the other hand, Arab participants, including UAE nationals and Arab expatriates, tend to use Arabic more frequently than English. However, those residing in Dubai show a greater preference for English compared to those living outside Dubai. Additional factors such as age, gender, level of education, occupation, and comfort with technology were also investigated. This research illuminates the prevalent use and elevated status of English in Dubai, affirming its significance among both native and non-native Arabic speakers. Furthermore, it offers insight into the linguistic resources employed by individuals in transactional exchanges, contributing to our understanding of the complex relationship between language contact, language attitudes, language choice, and technology adoption within a multilingual urban setting. The findings underscore the importance of examining linguistic preferences within specific subdomains of multilingual communities.

“I Should Only Use One Language”: A Case Study of Spanish-Speaking Emergent Bilingual Students’ Translanguaging Experiences in a Middle School Science Classroom

Despite the linguistic diversity in the United States, English-only norms persist in educational settings, placing culturally and linguistically diverse students at a disadvantage. Translanguaging, as a linguistic application of culturally relevant practice, utilizes students’ first and second languages to enhance understanding and communication. Guided by core questions and thorough qualitative analysis, this case study delves into middle school emergent bilingual students’ engagement and experiences with translanguaging in the science classroom within a monolingual school setting. Findings indicate that translanguaging positively impacts students’ comprehension and engagement in science learning, facilitating access to content and strengthening home–school connections. However, students’ attitudes toward translanguaging are influenced by the lack of institutional support and societal language ideologies, leading to mixed opinions about its effectiveness and preferences. The study emphasizes the importance of listening to students’ voices and advocating professional support to establish multilingual educational environments to maximize the advantages of translanguaging practices.

Refashioning the Relationship with the Social World: A Nexus Analysis of a Japanese Queer Immigrant’s English Learning in Canada

Drawing on ethnographic data, this article chronicles a Japanese queer immigrant’s English learning experiences in a metropolitan area in western Canada. Informed by sociocultural theories and identity-centred approaches to Second Language Acquisition (SLA) research, I highlight the significance and interconnection between social identity, ideology, and language learner agency in second language (L2) learning, teaching, and education. Over a seven-month span, I investigated two research questions targeting the ideological constraints and potential coping strategies in the key participant’s English learning. Nexus analysis is applied as the methodological framework. Following a three-step procedure, I first illustrate my positionality as a researcher and the rationale of the project. I then conduct critical discourse analysis delving into two featured social actions selected from the database generated through ethnographic observations, semi-structured interviews, and participant’s reflective journals. I conclude with a discussion of how SLA researchers and educational practitioners can better support marginalized immigrants’ L2 learning. Building on this case, I propose an allyship-centred approach in L2 teaching and researching and a model of collaborative working between researchers and educational practitioners to provoke more equitable nexuses of practice in immigrants’ L2 education.

Language Attitudes in a Historic Latino Community: The Case of Spanish in Northwest Indiana

Despite the burgeoning Latino population in the Midwest, research on language attitudes in this region remains sparse. This study addresses this gap by examining language attitudes and beliefs towards Spanish in the Northwest Indiana region, one of the oldest Latino immigration gateways in the Midwest. Data collected from a 2018–2019 sociolinguistic survey, involving 236 participants representative of the local Latino community, form the basis of the analysis. The study aims to elucidate attitudes towards various Spanish dialects, particularly the local variety. Findings indicate widespread acceptance of the local Spanish variety, with participants viewing its divergence from Mexican or Puerto Rican Spanish as normal and inevitable. Despite perceptions of linguistic mixing with English, the community’s Spanish is valued as an effective communication tool and cultural asset, including in educational settings. This positive attitude towards a stigmatized linguistic variety suggests a preference for any form of Spanish over none, particularly in situations of low Spanish language maintenance. The study of language attitudes shows that speakers will tend to reproduce in their speech new ways of speaking that they find acceptable. This generalized behavior, in turn, leads toward linguistic change.

A Study on the Language Status of Left-behind Children in Key Counties of National Rural Revitalization and a relevant Application development : A Case Study of Youyang

At present, the problem of left-behind children in our country is receiving more and more attention. As the key object of rural revitalization, the language status of left-behind children is very important to the improvement of rural education quality and the overall revitalization strategy. Taking Youyang County as an example, this paper aims to explore the influencing factors of left-behind children's language attitude in Youyang area, and analyze the role and benefits of corresponding Putonghua Help App on language learning. Through the investigation and analysis of the left-behind children's language use in Youyang area, it is found that they have the characteristics of "multi-language coexistence, strong side and weak side" in language. In this context, the emergence of Mandarin Help App provides a convenient, efficient and interesting way for left-behind children to learn. By using Putonghua Help App, left-behind children can better improve their Putonghua level and promote ethnic language exchange and cultural inheritance. Therefore, Putonghua Help App plays an important role in improving the language attitude of left-behind children in Youyang area and improving Putonghua level, which has positive significance in promoting the improvement of local language environment. Meanwhile, the research results will provide strong support for improving the language education of left-behind children and promoting rural revitalization.

Language ideologies of three intercultural and interlingual parent couples in Canada: an examination of intervening factors that prevent active multilingualism for their children

ABSTRACT This paper presents the family language policies of three intercultural parent couples in Canada. Drawing upon a larger study of their perceptions of childhood and childrearing, and recognising the families as microcosms reflecting larger wholes, this paper revisits the narrative case studies composed in the original research to examine each couple’s language ideologies. In this study, the developmental niche framework was employed in analysis of the parents’ experiences and perspectives as they pursued, considered, or rejected multilingualism for their children. The parent couples included (1) one French Canadian spouse born and raised in Canada and one in Uganda; (2) one Scottish/English spouse born and raised in Canada and one in The Netherlands; and (3) a Plains Cree spouse born and raised in Canada and one in Romania. Findings were that not all participants desired to impart a heritage language to their children due to social, cultural, political, and economic realities and histories. Participants who did desire multilingualism for their children reported being unsuccessful due to various intervening factors: the affective dimension, differing parental language ideologies and impact beliefs, parental cognitions of language use, child agency, a lack of language community, and an autochthonous minority language. Further interpretive studies are recommended.