Social Language Research Articles

A Case Study of a Chinese English Language Learner: Effective English Language Learning Through Interaction

Abstract: This article examines the English learning process of Mei, a 20-year-old Chinese university student, using both quantitative and qualitative analysis methods. Qualitatively, semi-structured interviews and natural observations explored Mei's learning experiences and social language use. Quantitatively, her English proficiency was assessed through CEFR-standard language assessment tests. The study found that: 1) Mei demonstrated high cultural and linguistic sensitivity in social English, effectively using slang and humor; 2) While her vocabulary and syntax skills were sufficient for daily and academic conversations, her vocabulary depth was lacking in complex contexts, potentially due to native language interference. These findings have significant implications for second language acquisition teaching, highlighting the importance of cultural knowledge and suggesting personalized teaching methods to enhance learners' language communication and cultural understanding.

A comparison of Heritage vs Homeland Taiwanese Mandarin speaker attitudes towards sajiao

This study investigates the language attitudes and perceptions of Taiwanese Mandarin heritage and homeland listeners towards the use of sajiao, a stylized speech type, in two varieties of Mandarin. A matched guise experiment was conducted via Qualtrics with heritage listeners from the United States (n = 6) and homeland listeners from Taiwan (n = 7). Participants listened to a recording and rated their perceived social constructions of the speakers in terms of their cuteness, pleasantness, femininity, masculinity, and professionalism on a scale from one to seven. In total, participants listened to 130 recordings, 64 target and 66 filler, of 4 different sentences with both sajiao and non-sajiao forms. We find that heritage speakers pattern similarly to homeland speakers, although not to the same extent. This positions heritage speakers in their own category, where they have acquired the social associations with this specialized speech style, but not to the same degree as homeland speakers. This research sheds new light on heritage language socialization and perceptions of language variation, namely regarding two varieties of Mandarin and speech style. Further research is needed to investigate how Beijing Mandarin heritage speakers would perform in this same task.

Young children becoming translingual practitioners in their Indo-Fijian community

ABSTRACT This article contributes new knowledge about how, prior to formal education, young children can develop ‘translingual practice' – dispositions, assumptions, and strategies for achieving shared understandings despite interlocutors’ linguistic differences. It engages with linguistic perspectives from the Global South to explore translingual practice in ‘Dovubaravi', a small, rural, Indo-Fijian community in Fiji. Eleven young Dovubaravi children, their mothers and extended families participated across two years. Qualitative ethnographic data included semi-structured conversations with mothers about their goals for their children’s language learning, photograph elicitation, audio- and video-recordings of naturalistic interactions, and field notes. The findings indicate the mothers hope their children will become adept translingual practitioners, and that Dovubaravi speakers demonstrate translingual dispositions, assumptions, and strategies in familial interactions with and around young children. The article draws on language socialisation theory to explain how young Dovubaravi children develop their translingual practice by observing and actively participating in routine familial interactions with translingual features.

Language and Education: Ideologies of Correctness

This review illustrates how language ideologies about correctness, in speaking and writing, have been discussed in research on the role of language in education. Research illustrates a give-and-take between the interests of multilingual speakers and advocates of language diversity on the one hand and, on the other, the correctness ideologies embedded in institutional demands for correctness and standardization (in schools and language policies) and commodification (in the global educational marketplace). More subtle than ideologies of correctness, language ideologies about “appropriate” language emerge as related to race, ethnicity, gender, and other embodied biases, and the nuanced mechanisms of language socialization illuminate the persistent dynamics of these appropriateness ideologies. Finally, we discuss the relevance of postcolonial epistemologies, the collaborative participatory research methods that are reframing what counts as correct and appropriate for the study of language and education, and the emerging role of generative artificial intelligence for language in education.

ENGLISH LANGUAGE IN PUBLIC SCHOOLS

The teaching of English, historically centered on structural paradigms, faces challenges with the rise of digital technologies in social interactions. Augmented Reality (AR), by integrating virtual elements into real environments, offers transformative potential. The present work, "English in Public Schools: Augmented Reality Applications and Social Language Practices," explores the integration of AR in English language classes. Based on teacher plans in Sergipe, data from a teacher training course conducted in 2021 are analyzed through Freeman's Teacher Research (1998). Results highlight the potential of augmented reality in public English teaching, emphasizing the importance of teacher training courses in the effective implementation of educational technologies.

Factors affecting teacher-student interactions in a foreign language teaching class: a language socialisation theory perspective

The study explored teacher–student interactions in foreign language teaching classes in China, aiming to identify ways to improve these interactions. Data were collected through 180 min of unstructured observations in two teaching classes. The study found that the frequency of interactions varied among teachers. After analysing the data with a language socialisation theory, the study revealed the factors that affected teacher–student interactions in foreign language classes in China: firstly, the concept of an equal teacher–student relationship is the precondition of teacher–student interactions; secondly, paying attention to both language acquisition and culture acquisition is the foundation of teacher–student interactions; thirdly, a good English acquisition context is one of the critical elements of conducting teacher−student interactions. The study delivered suggestions to promote teacher–student interactions based on English education in China. As there are many similarities in the English education policy and pedagogy between countries in Asia, the findings of the current study can be referenced by other Asian countries as well.

Military System Culture Archetype and Humanistic Thinking-In Sunzibingfa, Focusing on the Practical Will of Military System and Strengthening of Discipline

Regardless of the time and space differences between eastern and western countries before and after their origin, the improvement of military systems and solutions to problems all reflect the practical will of national defense strategic responsibility and tactics. From the anthropological point of view, no matter the development of the xianqin civilization and the victory or defeat of the war history, the establishment, development and changes of the system and discipline are discussed as the boundary and module of historical dialectics. This is a myth of the victory of the country's social and political diplomacy, a basic sanction of the security strategy, and a specific matter for the interpretation of the structural and institutional principles. Then, as a cultural prototype, can the other appearance and symbolic significance of this military system, as the AI social language view in the 21st century, become another status and security awareness of dominating the world? The positive answer to this is that as an individual country, its multiple roles are sufficient to enhance political strategies, diplomatic security, social tranquility and individual spirit of challenge. This issue actually plays a role as the boundary and module of the historical dialectics of military system through the changing process of the history of the times before discussing the concept and essence of a liberal democratic society.

Talking to children in Tsotsil Mayan: Interactional formats in child-directed communication across multigenerational caregivers

Research on the acquisition of Mayan languages has shown child-directed communication (CDC) to be low in frequency. Nevertheless, long-term linguistic-anthropological research with the Tsotsil Mayan in Southern Mexico has documented episodes in family life when children engage in interactional routines or interactional formats (IFs) with their multigenerational caregivers. These interactions are sequentially organized communicative acts (verbal and nonverbal) that call forth specific responses from the child in turn-taking episodes (e.g. muts’o la sate ‘close your eyes’, chibat, uto ‘say, good-bye’). This study analyzes IFs in four communicative events involving four children (11–17 months; M = 15) each from multigenerational families with a household average of 7.75 members. Three research questions are addressed: What types and functions of IFs characterize CDC experienced by Tsotsil children? How do IF types distribute across specific communicative events? How do IF types distribute across multigenerational caregivers? The study used both qualitative and quantitative methods. IFs were classified on the basis of their pragmatic function: directive, prompting, teasing, referential, regulatory, and evaluation. The six IF types and their relative frequencies reveal core language socialization practices among the Tsotsil Mayan of the study. Quantitative analysis makes clear a significant association between IFs and event, and IFs and caregivers’ CDC. A central finding is that non-parental input from multigenerational caregivers (i.e. grandmothers and sisters) is a more significant source of CDC than parental input.

Variasi Bahasa pada Konten Youtube Majelis Lucu: Kajian Sosiolinguistik

Many content creators convey Arabic material in a funny and witty way. It is not uncommon to convey Arabic content videos via Youtube in informal language and evem use slang to make it seem more communicative. The aim of this research is to find out the variations of Arabic found in the funny assembly youtube content, as well as find out the social language found in it. The research method used is a qualitative content analysis approach with the research subject being one of the videos from the Majelis Lucu’s youtube account. The research instrument used was observation in one of the videos with analysis of each Arabic sentence delivered and documentation to record the time the sentence was delivered in the video in question. The result of the reseach show that in the videos submitted in humorous forums, a total of 12 variation of Arabic were found, with details of 7 of language interferences, 2 language integrations, 1 code switching. And 2 arabic code mixings in youtube content. Meanwhile, the social language in the video found 2 social language with the type of slang and vulgar. The influence of conveying Arabic through youtube social media has a big impact on people’s understanding of Arabic.

Effect of the COVID-19 pandemic on infants' development: analyzing the results of developmental assessments at ages 10-11 and 18-24 months.

The purpose of this study was to determine the effect of the COVID-19 pandemic on infant development. The study investigated the development of infants at 10-11 months of age between 2020 and 2023 by using the Kyoto Scale of Psychological Development-2020 (KSPD2020), an individualized developmental scale, and the Kinder Infant Developmental Scale (KIDS), a developmental questionnaire. We compared the results of the KSPD2020 with those of a pre-pandemic developmental research and compared the developmental age (DA) of KIDS with children's chronological age (CA). Moreover, the same developmental research was conducted again on the same children at 18-24 months of age. DA for receptive language and expressive language was lower in the KIDS compared to CA in the investigation at 10-11 months. However, in the investigation at 18-24 months, there were no areas where KIDS' DA was lower than CA, and DA in the areas of manipulation, receptive language, social relationship with adults, discipline, and eating was higher than CA. On the other hand, using the KSPD2020, there were no differences when compared to pre-pandemic data in the investigation at 10-11 months. Furthermore, the investigation at 18-24 months showed that developmental quotient (DQ) was lower in the Language-Social (L-S) areas than in the investigation at 10-11 months. The lower DQ of L-S in this study was also evident in comparison to the 18-24 months pre-pandemic data. These results suggested that to investigate the medium- and long-term effects of the COVID-19 pandemic on children's development, it is necessary to use not only parent-filled questionnaires but also individualized developmental scales. In addition, the finding that results may differ depending on the method of developmental assessment is considered important not only for developmental researchers but also for professionals involved in supporting children's development.

Voicing infant talk: Infant's agency in Spanish family interactions

In a moment in which society frequently legitimizes the narrative that young children are “goal-oriented”, “competent” and “agents”, this paper denaturalizes this core value through empirical examples of how agency is enacted in family practices in which parents and siblings animate infant “speech” (voicing), fortifying the child's active family membership. The paper draws from a multimodal, longitudinal, ethnographic study examining the language socialization of infants in Spanish middle-class families from Madrid. In dialogue with a relational approach to agency, voicing is analyzed to showcase how the social construction of babies' agency dynamically changes in different positions (e. g. between competence and vulnerability) and in different verbal and no-verbal attunements between babies and family members. As we consider the interactional and verbal routine of voicing, we also move to a more vaguely defined terrain of undervalued dimensions, such as infant vocalizations and other forms of multimodal and embodied communicative practices, as they co-occur in socio-material ensembles.

Language Use in Exogamous Marriages in South-west Nigeria

This study examined language use of the exogamous families in Southwestern Nigeria in order to find out the language choice in a range of domains (formal and non-formal) and with different speech partners. The theoretical framework adopted for this study is Fishman’s (1972) Domain Analysis. Language use questionnaire was structured and administered to these families. The population of the study included nine hundred (900) respondents drawn from twelve (12) Local Governments of South-western Nigeria and the respondents were strictly from exogamous families. Data collected were analysed using statistical tool. The findings revealed that English language is the most used language among the exogamous marriage families in South-Western Nigeria in both formal and non-formal domains. The study also revealed that the children of all the exogamous marriage families have language socialization as they acquired at least one of the languages spoken by their parents easily, but lack the use of it in everyday dialogue rather they prefer to use English. This is because, they lack balance bilingualism or 'multilingualism. The researchers recommended that comparable research could be conducted on exogamous couples living in both rural and urban communities in order to enrich the knowledge of the sociolinguistic findings and better assessment.

“I know this language, that language, and my language”

Abstract Adopting a longitudinal dynamic perspective on the field of Family Language Policy (FLP), combined with insights from language socialization, the current study explores five Iranian immigrant family members’ language ideologies, practices and policies and aims to unfold the processes through which the language ideologies and policies are instantiated and negotiated. Particular foci are the evolving nature of family language ideologies and practices, emphasizing the influence of children’s language ideologies and societal interactions. Through detailed analyses of multiparty family interactions, the study argues the significance of considering children’s language ideologies as integral to understanding of their language practices, moving beyond a simplistic attribution of actions to mere ‘agency’.

Individual Networks of Practice and Socialization into Academic Writing Outside the Classroom: A Case Study of an English Learner in Japan

AbstractThe theory of language socialization and its subfield academic discourse socialization consider how newcomers are socialized into the practices and identities of communities through interaction with various communicative partners. Drawing on the framework of individual networks of practice, this case study considers the academic writing practices of an English as a foreign language (EFL) learner (Tomomi) at a university in Japan through the lens of her outside‐classroom social network. Data were drawn from a study of seven first‐year Japanese university students and included interviews, writing assignments with written feedback, and class materials. Through inductive qualitative analysis, shared English academic discourse practices were identified across all participants. For this case study, Tomomi's interview accounts and out‐of‐class social network were considered in light of these practices to determine her socialization trajectory. Analysis showed Tomomi leveraged many informal social ties to access writing‐related support outside the classroom, building knowledge of (and sense of competence in) writing practices. Her interpretations of teacher‐written feedback shaped how she evaluated peers as sources of writing support, leading Tomomi to refine her network to individuals who could best support her socialization. The study demonstrates how socialization into academic practices in EFL contexts can also transform out‐of‐class networks.

Impacts of LMS Socio-Linguistic and Psychometric Factors on Students' English and Translation Proficiency and Communicative Competence: A Paradigm Shift During COVID-19 Pandemic

This quantitative study investigated the impacts of Learning Management Systems’ (LMS) socio-linguistic and psychometric factors on students' English and translation proficiency and communicative competence. The participants were enrolled at the College of Languages and Translation, Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. The results highlighted the positive experiences students had with the LMS platforms, with a notable frequency of (79.6%). Additionally, a significant percentage (86.2%) affirmed the effectiveness of these platforms in aiding them in achieving academic objectives. However, (52%) indicated that students consistently or often faced challenges when using technology. The findings highlighted improvements in various areas, including linguistic abilities (71.7%), translation skills (73.7%), social skills (62.5%), and psychometric abilities (70.3%), emphasizing the role of online environments in fostering effective communicative skills. The study also revealed the benefits of language and translation technology for students, with (84.1%) using computer-assisted translation, (82.9%) engaging in dubbing and voice translation, and (75.6%) utilizing language audio/video resources. Positive impacts on proficiency and communicative competence were evident, with frequencies of (74.4%) and (69.1%), respectively. These findings underscore the positive influence of technology on language and translation learning, emphasizing communicative approaches that enable students to develop competencies based on language socialization and real-time translation practices. The study recommends ongoing technology training for students and advocates for the use of psychometric tools embedded in LMS to encourage self-assessment and independent learning. The study's significance lies in understanding the intricate relationship between cognition, educational technology, and language and translation learning, particularly in the context of higher education.

The social language environment – domain: ECEC teachers’ self-reported ratings of strategies in teaching literacy

ABSTRACT ECEC settings are children's first contact with early education, and ECEC teachers are expected to encourage and support children's early literacy development. This study aims to pilot test the self-assessment tool Social Language Environment – Domain, (SLE-D), in order to gain more knowledge about teachers’ strategies when teaching literacy. Fifteen ECEC teachers used the tool as a support to focus on didactic strategies that provide conditions for children's early literacy development over 22 months. The data consists of (N = 299) self-reported and rated teaching activities across four time-points. Cronbach's alpha showed satisfactory internal consistency for the entire self-assessment tool, while each domain showed somewhat lower levels of consistency. Principal component analysis suggested a 5-factor solution, indicating subdimensions of the three dimensions. However, item mean values showed notable changes in ECEC teachers’ ratings, which can be interpreted as teachers developing their strategies in literacy-related play activities by using the tool.

Young children’s language socialisation to baby talk and ontology of infancy in a small rural Indo-Fijian community

Young children’s language socialisation to baby talk and ontology of infancy in a small rural Indo-Fijian community

학문공동체에서 중국인 유학생의 침묵에 대한 연구

This study aims to investigate the complex and dynamic meanings of silence exhibited by Chinese international graduate students within their host academic community. Adopting a language socialization perspective and utilizing qualitative data from three participants, the findings reveal that even those who actively participate in the community may exhibit silence in certain contexts. Their silence does not signify non-participation, but rather represents a choice for personal investment and development. This, in turn, contributes to their socialization within the host community. In conclusion, educational implications are discussed from the perspectives of both learners and the community.

The Functioning of the English Language in the Educational, Political and Cultural Spheres of Belgium

Introduction. The English language continues to spread around the world, exhibiting a globalist function. The relevance of the presented research lies in the interest that follows from this fact in the positions of this language in countries where it is not a native or a state one. Belgium, as one of the important European centers from a socio-political point of view, is also a unique case due to the linguistic situation present in the country related to the Dutch and French languages. The purpose of this work is to analyze the position of the English language in Belgium in various areas and try to determine the trends in its development in the European state.Methodology and sources. The research materials include statistical data obtained as part of a study of the level of English language proficiency, recordings of speeches of the Prime Minister of Belgium at the UN, as well as information from the website of the Cannes Film Festival. Additionaly, results of the researchers Janssens and Hertogen concerning the language situation in Belgium are addressed. This work uses methods of synthesis and analysis, observational and descriptive methods, as well as a comparative method.Results and discussion. Belgium is one of the most advanced countries in terms of English language proficiency. Despite the existing ambiguous linguistic situation between the official languages of Belgium, English is not only able to make its way into this environment, but also has a fairly high influence. This is noticeable in the field of higher education, where, albeit with varying percentages by region, each of Belgium's most prestigious higher education institutions has programs in English. We can talk about a similar influence in the political sphere, since some major political figures in Belgium predominantly prefer English, even on those platforms where French is one of the languages of these platforms. However, the example of cinema shows that English is still poorly spread in the cultural sphere of life in Belgium.Conclusion. Younger generations of Belgium are accelerating their learning and mastery of English, playing a role in establishing very high levels of English proficiency. The contradictions that are reflected in the sphere of culture, partly in the sphere of higher education, as well as in the falling rates of language proficiency among older generations, ultimately do not alter those factors that allow us to say about the widespread and possible increase in the role of this language in the social language environment of Belgium.

Defining the Aristocrat: From Geneva to Revolutionary France

In the political and social language of the early modern period, aristocracy did not denote a social class, but a form of state or government. At the dawn of the revolutionary age, however, the concept of aristocracy suddenly moved to the centre of disputes over the new political and social order in European states—and with it the previously unknown figure of the aristocrat. This article traces the conceptual history of aristocracy and aristocrats between about 1760 and 1789. It argues that the rise of these revolutionary battle terms was largely rooted in the constitutional struggles of the small Geneva Republic, which were widely observed and commented throughout Europe. Protagonists such as the Geneva opposition leaders and writers François d’Ivernois and Étienne Clavière, and the French philosophers and politicians Jacques-Pierre Brissot and Honoré Gabriel de Riqueti, Comte de Mirabeau, were involved in translating these concepts from the political language of republicanism into the context of the French monarchy, where members of the nobility were now denounced as aristocrats in the run-up to the Estates General. The outbreak of the French Revolution and its perception throughout Europe ultimately shaped the meanings of the concepts of aristocracy and aristocrat in the modern world.