Dominant Language Research Articles

Linguistic Variations in Urdu Lexicon in Everyday Communication: A Case Study of the Last Decade of the Modern Century

The study discusses the variation in general (everyday) communication found in the Urdu lexicon in the previous 10 years. The research is qualitative, based on random interviews collected from Urdu speakers belonging to District Sanghar and Karachi from Sindh; and Lahore from Punjab. The study is based on the data provided by the interviewed participants who have rich experience and proficiency in Urdu. The article aims to find the changes in the lexicon of Urdu that include modifications in Urdu vocabulary by borrowing words and code-mix in communication. It discusses the causes of variations (technology, migration, and language imperialism) in detail and determines the status of language after these changes. It highlights the words used in Urdu speech whose equivalent alternatives are present in Urdu and those words that have died due to a lack of use of those words. It determines the impact of geography, modernization, globalization, and cultural coherence on language. It studies the changes in words used to call family members and friends and the changes in speech for communication between friends and family.

Enhancing Cross Border Crime Investigations through the Application of Mother Tongue

This article explores the benefits of using mother tongue languages in cross-border criminal investigations. It highlights the importance of linguistic ability and cultural awareness in detecting international crimes. Mother-tongue languages can improve information accuracy, trust, and communication. However, they can also lead to communication breakdowns, language barriers, and incorrect interpretation of evidence. The article also discusses the challenges of using dominant languages, such as resource requirements, technology's role in multilingual communication, and legal and ethical requirements. The article concludes that embracing linguistic diversity in law enforcement can improve investigations, promote cooperation, and enhance community safety and security.

Name order effects on cobrand perceptions: the impacts of product similarity and language structure

PurposeThe Islamic world spans many different languages with different language structures. This paper aims to explore one way in which language structure affects consumer response to the marketing of cobrands.Design/methodology/approachTwo between subject experiments were conducted using samples of participants from Saudi Arabia and the USA. The first manipulated partner brand category similarity and brand name order, along with the structure of the language used to communicate with the market. The data for this study includes Arabic speakers in Saudi Arabia as well as English speakers in the USA. The second study explores how targeting a population fluent in multiple languages of varied structure nullifies the findings from the first study and uses Latino participants in the USA.FindingsThis study finds that when brands come from similar product categories, name order did not affect cobrand evaluations, but it did when the brands come from dissimilar product categories. Here, evaluations of the cobrand are enhanced when the invited brand is in the position that adjectives occupy in the participant’s language. The authors also find that being proficient in two languages, each with a different default order for adjectives and nouns, quashes the effect of name order otherwise seen when brands from dissimilar product categories engage in cobranding.Originality/valueBy examining the impact of language structure on the effects of cobrand evaluation and conducting studies among participants with differing dominant languages, this research can rule out simple primacy or recency effects.

Teacher’s Talk in English Classroom Using Foreign Language Interaction (FLINT) System

The researcher conducted the research to describe the teacher and student interaction during the teaching-learning process and to analyze the frequent FLINT categories by Moskowitz (1976). The participant in this research was an English female teacher taught in class VII F at SMP Negeri 1 Sungai Raya in the academic year 2022/2023. This research was a case study design that used qualitative method. The data was collected by observing the teacher and student interaction during the teaching-learning process. The researcher used the teacher talk video transcript in analyzing the FLINT categories. The result of the research showed that the teacher’s dominant language was Bahasa Indonesia. The teacher’s utterances in Bahasa Indonesia appeared 95 times during the teaching-learning process, which means the teacher used Bahasa Indonesia in English lessons. The teacher should be built good oral during the teaching-learning process, not only focus on delivering the material. The frequent categories used by the teacher were giving information and asking questions. Moreover, the rare category the teacher used was the student’s ideas. Through analyzing the FLINT system, teacher talk in the classroom was accessible in describing the dominant language performed by the teacher and analyzed frequent categories used by the teacher during the teaching-learning process.

Linguistic diversity in transition: Shifting language orientations in the Swedish ECEC curricula

This article explores the dominant language orientations within the Swedish national curricula for early childhood education and care (ECEC), with a focus on multilingualism, an approach traditionally embraced in Sweden but recently under strain. Through documentary analysis of relevant policy documents over a period of 30 years, the research utilizes Ruíz’ (1984) analytical framework that identifies three orientations towards language in education policies: language-as-a-right, language-as-a-problem, and language-as-a-resource. The findings indicate first that language is seen as a positive resource, and multilingualism has been consistently embedded in curricular policy discourses even though there are shifts in the presence and emphasis of such discourses across time. Second, the differences in how much value is placed on diverse languages used in preschools, and their perceived associated functions, reflect changes in educational and social goals of ECEC. Finally, the findings identify a general shift in policies towards the prioritisation of competence development and Swedish language proficiency for future educational, social, and economic purposes. The article argues for a more comprehensive language policy approach and a policy orientation that helps preschool teachers to value and support multilingualism.

Digital echoes of heritage: toward a culturally balanced pedagogy in technology-enhanced bilingual education

PurposeThis study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings.Design/methodology/approachThis research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas.FindingsThe study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement.Originality/valueThis research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.

The role of INFL in code-switching: a study of a Papiamento heritage community in the Netherlands

IntroductionIn heritage bilingualism studies, code-switching has often been overlooked, with a focus on either the heritage language or the dominant societal language of the bilingual individual. However, exploring code-switching can provide valuable insights into heritage speakers' grammar, revealing patterns that may not be apparent when only examining monolingual speech. Recent research suggests that in code-switched clauses, functional elements must align with the language of verbal inflection (INFL), which encompasses tense, aspect, voice, and agreement. This generalization is usually referred to as the Matrix Language Frame (MLF). The present study explores the empirical validity of this generalization using an experimental protocol that controls for variables that earlier work did not take into consideration. These variables are (a) adjacency between INFL and the functional element, (b) the interaction of the MLF with embedded islands, and (c) the possibly degrading effects of inserting a functional category. Thus, the aim of this study is to provide evidence in support (or not) of the INFL constraint beyond the experimental limitations in earlier work. The study focuses on the bilingual combination Papiamento–Dutch. Our results, by and large, support the MLF generalization.MethodsWe carried out an online audio survey (3-point Likert scale) with 43 Papiamento–Dutch bilinguals. We manipulated the position of the switch and controlled for potential directionality effects by presenting code-switches in both switching directions.ResultsWe find a scale of acceptability, where the conditions that respect the INFL constraint are preferred. Additionally, and consistent with recent corpus and experimental literature, our results point to a clear asymmetry regarding directionality effects or choice of ML, reflecting how code-switching is deployed in the community.DiscussionControlling for directionality allows us to discern the mechanisms of the INFL constraint. Thus, these findings underscore the intertwining influence of linguistic factors and community norms in guiding code-switching dynamics. Such insights extend beyond the specific context to shed light on broader dynamics within (heritage-language) bilingualism.

Geo-political vampirism: how and why has Western literary scholarship appropriated and then re-mythologised the socio-historical origins of the vampire?

The article considers the claims of Western academics like Frayling (1992) that the literary vampire began with Polidori’s The Vampyre (1819). Crawford (2016) identifies a German literary vampire tradition existing one hundred years before Polidori, yet that work has strengthened Eurocentric claims concerning the literary vampire by academics like Bloom (2018). The article reviews Anatol’s (2022) challenge to the dominant position of Dracula in vampire criticism, Anatol identifying a literary tradition pre-dating Stoker, that tradition seeing the documenting of Caribbean vampire folklore by British colonialists/slave owners, travel writers and journalists. In sympathy with Anatol’s non-Eurocentric consideration, the article re-examines/disputes Western academia’s ‘mythology’ concerning the Villa Diodati (1816), when Lord Byron’s reading from the German Fantasmagoriana apparently inspired Polidori and Mary Shelley to write their novels. The article identifies an Ottoman literary tradition that directly influenced Byron’s 1813 poem ‘The Giaour’, his unfinished story ‘A Fragment’ (1819), and Stoker’s Dracula. The article explores Ottoman vampire (‘obur’) literature, starting with Celebi’s Book of Travels of 1666, which refers back to the fifteenth century ‘vampire fatwas’ in the Balkans under Ottoman rule. The article traces how the dominant Turkic languages of the region informed the proto-Albanian language, the ‘vampire’ (as both term and demonised ‘other’) entering Albanian folklore. The Ottoman empire declining, the rising Austro-Hungarian and then British empires appropriated the vampire westward, exoticising and demonising non-central Europeans. Finally, the article provides a post-colonial reading of Southey’s 1801 orientalist poem Thalaba the Destroyer, reading the first true ‘vampire’ in English literature.

Reading in two languages: Parents’ strategy and language use across book formats during bilingual shared reading

ABSTRACT This study asked how bilingual parents read to their children in two languages. Data were collected in Montreal, Quebec, where French and English are spoken widely. Parents read children three books in different formats: books in their dominant language, books in their non-dominant language, and bilingual books. Parents’ quality and quantity of reading in any language was stable across formats, but non-dominant language use was highest with books written in that language. Overall, parents relied most on the dominant language during story discussion but provided children with high-quality reading interactions in both languages, regardless of their proficiency in the languages.

Abstract TP40: Identification of Domain-Specific Cognitive Phenotypes of Post Stroke Vascular Contributions to Cognitive Impairment and Dementia

Introduction: Vascular contributions to cognitive impairment and dementia (VCID) are variably expressed following stroke. The purpose of this investigation is to identify the domain-specific cognitive phenotypes of VCID in the acute and sub-acute post-stroke interval measured using the Mark VCID battery. Methods: Mark VCID neurocognitive test battery was administered to 33 patients with incident ischemic stroke in the left (n=15), right (n=17), and bilateral (n=1) hemispheres including the anterior and middle cerebral artery territory, and 39 age and sex matched healthy controls (HC). Participants ranged in age from 42 to 88 years (Patient M=65.64 yrs, Control M=64.97 yrs). Patient group consisted of 17 males and 22 females, and the control group had 20 males and 13 females. Mean post stroke interval was 8 weeks (Range: 2.5 to 19 weeks). The test battery assessed: language (naming, fluency), perception (facial recognition, spatial orientation), psychomotor speed (digit symbol substitution), memory (word list, story recall), and attention (trails, number span). Normative test scores were converted to z-scores for assessment of between group differences using independent t-tests. Results: Patients with stroke performed significantly worse (p<0.05) than HCs on measures of language (semantic and phonemic fluency), perception (facial recognition and spatial orientation), and psychomotor speed (symbol digit modalities test) (Figure 1). There were no significant group differences in the scores of memory (Hopkins Verbal Learning, Craft Story) and attention tracking (Oral Trails A, Number Span). Conclusion: Cognitive abnormalities in these acute stoke patients represent impairments in diverse dominant (language) and non-dominant (perceptual/spatial) hemisphere cortical and subcortical (psychomotor speed) abilities. At the group level, the findings suggest a phenotype of VCID in patients with acute middle and anterior cerebral artery ischemic stroke.

Words of a Leader: The Importance of Intersectionality for Understanding Women Leaders’ Use of Dominant Language and How Others Receive It

Management scholars have long examined gender disparities in leaders’ communication and followers’ reactions. There is, however, a paucity of research that takes an intersectional perspective. This article takes that step, using an intersectional lens to examine women leaders’ use of dominant language and how others receive it. Leveraging advances in natural-language processing, I analyzed the stereotype content of more than 250,000 Congressional remarks (Study 1) and almost one million tweets (Study 2) by leaders. Women leaders referenced dominance more than men did (using more words like “powerful”), violating stereotypes that depict women as submissive. However, as theory on racialized gender stereotypes suggests, this effect was unique to White leaders. Two additional studies revealed backlash to women leaders’ use of dominant language. Analyzing almost 18,000 editorials revealed the more that women leaders referenced dominance, the more they were portrayed as dominant but also cold. Effects were strongest for Black and Latina women (Study 3). Finally, an experiment using simulated social media profiles found the more that Black women (but not men) leaders referenced dominance, the more voters rated them as less likeable, a result that was unique to Black leaders (Study 4). The article demonstrates the critical importance of intersectionality for understanding gender inequality in leaders’ communication and its reception by the media and the public.

PERMAINAN BAHASA SINDIRAN DALAM PROGRAM STUND UP COMEDY BERTAJUK SOMASI PADA PODCAST YOUTUBE DEDDY CORBUZIER (KAJIAN PRAGMATIK)

This research aims to describe: (1) satirical language games in Somasi content on Deddy Corbuzier's YouTube channel, (2) the meaning of language styles in language games in Somasi content on Deddy Corbuzier's YouTube channel. The theories in this research are language games and satirical language styles. This type of research is descriptive qualitative. The data source for this research is Deddy Corbuzier's YouTube channel. The research data is in the form of quotations of words that can be formulated as satirical language games based on the speech in the Somasi content on Deddy Corbuzier's YouTube channel. Based on data analysis and discussion, the research results showed that speakers used 31 pieces of satirical language games. The satirical language games found were abbreviation, reduplication, antonymy, deviation from the maxim of politeness, and deviation from the maxim of cooperation. The dominant language game of satire in the subpoena content on Deddy Corbuzier's YouTube channel is satire. The satirical language game in the Somasi content on Deddy Corbuzier's YouTube channel is a medium for conveying anxiety and criticism, but it is conveyed in a humorous way by comedians as speakers on Deddy Corbuzier's YouTube channel so that the satire and anxiety are conveyed well but do not hurt the feelings of the person being satirized.

Manifestation of speech disfluencies in preschool Cantonese-English speaking bilingual children

ABSTRACT Stuttering is characterised by disruptions in speech fluency that normally emerges between the ages of 2 to 5 when children start to formulate sentences. Current stuttering identification in children is largely based on speech disfluency criteria (>3% stuttering-like disfluencies, SLDs) developed for monolingual English-speaking children. Research in a Western language context shows that application of the criteria for monolingual to bilingual children may result in false positive diagnosis of stuttering. The applicability of these criteria to children speaking languages typologically distinct from English remains unclear. This preliminary study focused on bilingual Cantonese-English-speaking children, aiming to explore the manifestations of the speech disfluencies in Cantonese (a syllable-timed language) and English (a stress-timed language) while accounting for language dominance/proficiency and speaking task. Nineteen typically fluent Cantonese-English bilingual preschoolers were recruited for this study and their speech samples were collected across different speaking tasks (i.e. conversation and narration), and languages (i.e. Cantonese and English). The types and frequency of speech disfluencies were compared across both languages and the speaking tasks. The results showed that between 21–68% of children showed higher than 3% SLDs across different languages and speaking tasks. Linear mixed-effect analysis revealed that the prevalence of SLDs is higher in English (less dominant language) than Cantonese (more dominant language), and the prevalence is also higher in narration than conversation. These findings suggest the need for tailored stuttering identification criteria for bilingual children speaking diverse languages and emphasise the importance of considering language dominance/proficiency and speaking task when assessing stuttering in bilingual populations.

Assistance in Learning Activities Using Games and Songs Media to Increase Learning Motivation and English Vocabulary of Class 3 Students of SDN 3 Bebalang in 2023

English has become a globally dominant language that is widely used in various sectors of life. Its significance in international communication and its widespread use in various fields can emphasize the importance of acquiring English language skills for personal and professional growth. This study aims to investigate efforts to improve motivation in learning English through songs and games on the topics of days of the week and parts of the body. This research adopts the Peer Assisted Learning Strategies (PALS) methodology, which involves (1) identifying the teacher's problems, (2) conducting a needs analysis to address the identified issues, (3) designing coaching and mentoring programs, (4) implementation, (5) monitoring and observing the activities, and (6) reporting and follow-up. The subjects of this study are 15 third-grade students from SDN 3 Bebalang. The focus of this research is on motivation and English vocabulary. The results of this study indicate an improvement in English vocabulary and student motivation, students are more actively engaged in the learning process and show enthusiasm for learning English. With the positive impact shown by this research, it can be concluded that the implementation of the mentoring method using English games and songs has succeeded in achieving the stated goals, namely increasing students' learning motivation and mastery of their English vocabulary.

The Role of English Speaking- Skills in Career Progression: A Case Study among Sudanese Undergraduate EFL Students

The present study is to shed light on the nature and extent of the impact of English language proficiency on career advancement across a range of professional contexts by compiling and critically analyzing scientific research on the subject. The research shows on the connections between language proficiency, professional mobility, and socioeconomic circumstances by drawing on the ideas of linguistic capital, socio-linguistic adaptation, and globalized labour markets. Moreover, the English language has a significant influence on our workplaces and businesses. Regardless of differences in geography, society, politics, or religion, English has emerged as the dominant language in the global business community. Fieldwork was carried out at Vignan's Foundation for Science, Technology & Research, Andhra Pradesh. For this, Sudanese graduating EFL students were chosen from various courses of the institute.The findings show a significant relationship between job success and English language competency, particularly in fields where English is the predominant language of exchange. The extent of this advantage, however, it varies depending on the industry, the cultural setting, and the specific organizational policies. The findings highlight the importance of English education and training in workforce development plans, particularly in locations with a low native English-speaking population. Businesses may benefit from investing in language training as a means of retaining and developing talent. Policymakers may take these findings into account when creating educational curriculum and social interventions to address linguistic gaps on a larger scale. The investigation reveals a favorable correlation between professional advancement and proficiency in the English language.

The Influence of Chinese Characters on Chinese Sign Language

Chinese Sign Language (CSL) and Chinese are languages used in the Chinese mainland. As a dominant language, Chinese has great influence on all levels of CSL. CSL, as a visual sign language, is fundamentally different from Chinese in linguistic structure. Unlike English, Chinese, as a pictograph, has influence on Chinese and CSL. This study explains in detail the influence of Chinese characters on CSL at the lexical level, including many elements from Chinese, such as “仿字 fangzi” (form imitating Chinese characters), “书空 shukong” (writing in the air with the index finger), loan translation, finger spelling, and mouthing patterns. This influence is not a simple borrowing of Chinese characters, but a creative imitation and adaptation according to the needs of sign language to express meaning. After a long period of evolution, the characteristics of Chinese characters are naturally integrated into CSL loanwords, which makes the relationship between sign language and Chinese characters closer. CSL borrows a large number of Chinese words, most of which are signs to express non-core concepts. These borrowed signs are an indispensable part of the CSL sign language family, enrich sign language vocabulary, improve the accuracy of sign language expression, and play a positive role in promoting the learning, work, and lives of deaf people.

Language exposure practices among Hasidic Yiddish-Hebrew speaking children – in support of Yiddish vitality in Israel

Ultra-Orthodox Hasidic communities in Israel maintain the use of Yiddish as a prestigious language, connecting generations and preserving the communities’ traditional way of living (Hary and BenorBerlin, 2019)). Yiddish, the Community Language (CL), is supported within the family and the Hasidic community outside the family, while Hebrew, the Majority Language (ML), is used with members outside the community. Hasidic communities present a unique model of bilingualism to be discussed within the framework of the Ethno-linguistic Vitality Theory (Giles et al., 1977). The current study presents language exposure practices among bilingual Yiddish-Hebrew-speaking children in Israel and aims to reveal its possible influence on both language abilities and the communities’ vitality.Thirty-five parents and children (aged 37 months–80 months) participated in the study. Parents filled out the Bilingual Parents' Questionnaire (BIPAQ) (Abutbul-Oz and Armon-Lotem, 2022) addressing the children’s language-exposure practices as well as linguistic abilities and children's ML-Hebrew abilities were assessed with the Goralnik (2009) standardized test. Results indicated higher exposure to Yiddish when significant differences between daily hours of exposure for each language, number of months in an educational setting of CL-Yiddish and ML-Hebrew as well as the richness of the languages the children are exposed to. Furthermore, interpersonal exchanges conducted in CL-Yiddish outside the family supported Yiddish and influenced ML-Hebrew abilities; more usage of Yiddish with grandparents, teachers and peers was related to lower results of ML-Hebrew assessment whereas Yiddish use with younger siblings was related to higher evaluation of Yiddish abilities. Support of CL-Yiddish usage combined with its prestigious status and demographic characteristics of the Hasidic communities suggests a high vitality of the Yiddish-speaking community in Israel and its success in maintaining its language despite the dominance of the majority language (Hebrew).

Language Standardization as a Form of Resistance in the Face of Russian Linguistic Colonialism (An Example of the Georgian Language of the 19th Century)

The article examines the anatomy of the Russian linguistic colonialism in 19th-century Georgia and the nature, scale, and consequences of its influence on the functioning of the Georgian language. It analyzes the measures taken by Georgian figures of this period to raise the social status of the native language in the face of the challenges of Russian colonialism. It shows how in the changed socio-political situation as a result of the annexation of Georgia, they turned the standardization and codification of the language into one of the strong forms of resistance, with which they opposed the at-tempts of linguistic assimilation coming from the Tsarist government. The article sheds light on the fact that a correct vision of the advanced intelligentsia on language poli-cy and an adequate assessment of the dangers of colonialism often save the colonized languages from being swept away by the dominant language and from extinction. Their consideration of language as one of the main markers of national identity, on the one hand, and the perception of linguistic colonialism as a manifestation of Rus-sian cultural hegemony, the real goal of which was to introduce the imperial cultural norms, values, and ideologies in the colonized country, played an important role in improving the ecological environment of the Georgian language, overcoming the difficulties of the linguistic hierarchy. and, finally, to preserve the national identity.

Analysis of the Meaning of Repetition Language Style in Hermann Hesse's Der Steppenwolf Roman

Repetitive language style in romance literary works is not only used to create aesthetic effects, but also creates emotional and intellectual resonance that enriches the reading experience. This study aims to analyze the meaning of repetition language style in the romance Der Steppenwolf by Hermann Hesse. The research uses descriptive qualitative method with semantic analysis approach. The analysis revealed that anaphora is the most dominant language style used, with the amount of data reaching 40.74%, followed by epistrophe around 31.48%, and polysyndeton 27.78% of data. Meanwhile, the meaning of repetition language style includes strengthening the character's feelings towards the world, providing structure and rhythm to the story, creating nuances and deep emotions. Repetitive language styles in romances can provide new insights into how literary works are constructed and influence readers.

Three Women, Three Generations: An In-Depth Case Study of Language Retention and Shift in One Family from the Maltese Australian Community in Melbourne

This paper analysis one family pertaining to the Maltese Australian community in Melbourne and investigates the retention of the Maltese language. The Maltese Australian community is a small community that is getting smaller since migration from Malta to Australia has largely stopped. Thus, the Maltese language is spoken mostly by the first generation of immigrants who left the island after the Second World War seeking a better future. The second generation, born in Australia, usually understands the language but lacks the opportunity or the will to speak the language except with members of the family. The third generation, raised in a multicultural country, normally has very little fluency in the Maltese language. The investigation is grounded in interview data gathered among a family of three generations of Maltese origin in Melbourne. The findings of this research show that the aging population of the Maltese community and the dominance of the English language do not favour the retention of the Maltese language in the future. With the end of the first generation of post-World War Two migrants and the emergence of the fourth and fifth generations, probably, there will be an absolute shift to English, the de-facto national language of Australia.