Use Of Language Varieties Research Articles

Analysis of the Use of Various Languages in Msme Digital Marketing on Instagram: Case Study of Pukis Kota Baru

The rapid development of technology requires MSME Entrepreneurs to be more creative and innovative. Instagram is one of the Social Media that is widely used in promoting their products today. Like the @pukiskotabaru account which uses Instagram as a digital marketing tool. The purpose of this study is to determine the type of use of language varieties in video content on the @pukiskotabaru Instagram account and assess the effectiveness of the use of language varieties by the @pukiskotabaru Instagram account in attracting attention and influencing consumers. In this study, researchers used qualitative methods with data collection techniques then used content analysis techniques, where researchers collected several video content to find several interesting posts or videos in the process of digital marketing of their products. The results of this study indicate that the use of language varieties in the video content of the @pukiskotabaru Instagram account consists of spoken language varieties, written language varieties, and nonstandard language varieties, the use of persuasive written language varieties and strong visuals to attract consumer interest and the use of these language varieties has proven to be quite effective in attracting attention and influencing consumers.

Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?

AbstractThis mixed methods study examined how a National Professional Development Grant project's first cohort (2018–2020) in the Midwest impacted mostly White and monolingual inservice teachers who work with emergent bilingual learners (EBLs). Two research questions (RQs) guided this study: RQ1: What were the inservice teachers English language ideologies and their confidence in teaching EBLs after they completed professional development on racially, linguistically, and culturally (RLC) responsive teaching mindsets and pedagogies? and RQ2: How did the inservice teachers respond to prompts about raciolinguistic ideologies and EBLs' use of Standard American English? Quantitative t‐tests and factor analyses on pre‐post teacher surveys were conducted to investigate RQ1. Qualitative open and axial analyses on teachers' reflections to prompts about language ideologies were completed for RQ2. Quantitative results revealed that a majority of the participating teachers reported improved confidence in developing RLC responsive teaching strategies for EBLs. At the same time, their reflections showed that they persisted in their deeply‐rooted raciolinguistic ideologies about English, even though they intended to acknowledge and appreciate EBLs' use of language varieties.

To Correct or Not Correct: Confronting Decisions about African American Students’ Use of Language Varieties in the English Classroom

This article raises the reality of English as a naturally variant and fluid language inseparable from culture. The author addresses the tensions teachers face in the classroom when they make decisions about how African American students should use their language.

The Inclusion of Dialects in Education: An Exploration into the Use of Afan Oromo Dialects in Primary Educational Context

The use of language varieties for instructional purposes is one of the significant factors in education. Education is claimed to be more efficient when it is provided through the medium of students’ mother tongue. This, in turn, suggests the varieties which are spoken by students should be used for education. However, it is not clear whether or not the different dialects of Afan Oromo are used in the textbooks and National Exams. Hence, the main concerns of this study were to investigate the extent to which Afan Oromo dialects are used in primary education and to describe how far the educational system is inclusive or address the diverse dialect speakers. To achieve these purposes, three school subjects (one which is taught as a subject and the other two which are taught using the language) were selected for analysis. Accordingly, the contents of the students’ textbooks and National Exams of Afan Oromo and two other subjects namely, Biology and Geography were selected and analyzed. Different findings were obtained from the data analysis. Regarding the use of dialects in education, the study noted that the vocabularies of the four dialect areas were used in the textbooks and National Exams, but the share given to the dialect areas does not seem similar. The data analysis also divulged that the Eastern and the Western Dialect Areas were largely used and the Central Dialect was less used in Grade 8 textbooks and National Exams. Besides, the research depicted that the use of dialects shows similarities in the National Exams and textbooks when Afan Oromo is studied as a subject and used as a Medium of Instruction (MOI). Finally, recommendations were given based on the findings of the study.

The Function of Language in Characterization: Dialectal Speech in the Animated Film Chicken Little

The article discusses the use of language varieties by the main character in the animated film Chicken Little in English and Slovene. Both versions of the film are dubbed by professional actors and are aimed at a young target audience, children. The main intention of the article is to analyze the characteristics of Chicken Little’s speech in both languages, to compare the differences in the use of language varieties, and to evaluate the consequences of shifts in language use on the character and the story in the target language. The analysis is based on a transcript of the speech and enables comparison on four different levels: phonetics, morphology, syntax and vocabulary. The main focus is on the analysis of speech in the target language: Maribor regional colloquial language, with influence from the dialectal speech of Ruše. The main conditions influencing the use of certain language varieties are taken into consideration: the characteristics of the dubbing process, specifics of the target audience, and prevailing norms related to the use of language on television.

Code Switching in Sons and Lovers

Lawrence’s writing is heavily influenced by his social background. He is in an incompatible family, for his parents come from different social classes. His sensitiveness to class distinctions brought about by his family background is deeply rooted in his writings. Novel Sons and Lovers is this typical work. One of the distinctive features of the novel is the use of two language varieties which expresses the bilingual situation of the Morels’ family in Sons and Lovers. The writer Lawrence alternatively uses two language varieties in dialogues to reveal the psychology of the characters and the most characteristic of his theme: class conflict. This study researches into the use of language varieties of three major characters (Mr. Mo-rel, Mrs. Morel and their son Paul) in Sons and Loversfrom the viewpoint of code switching to discover how class conflict is presented by alternative use of language varieties. To appreciate and deeply understand the novel, it is necessary to know the application of code switching in this work.

Affiliation or appropriation? Crossing and the politics of race among children in New York City

Based on ethnographic research in a diverse New York City neighborhood, this article examines issues surrounding the practice of crossing from children’s perspectives. Crossing refers to the use of language varieties to which one does not have conventional access, practices that could be disparaging or affiliative. The author explores how children distinguished the two types through the principle of authenticity, itself derived by means that went beyond the usual determinants of blood, birth and bodies. While playful, the author argues that crossings were one way for children to participate in the everyday politics of difference and critique the existing racial order.

Code selection and shifting in Guyana

ABSTRACTCreolists have been showing that the use of codes in Creole societies is linguistically motivated, but these scholars have neglected the social principles informing the use of language varieties in these societies. This paper takes the position that the use of Creole and English varieties in Guyana is socially motivated. The typical Guyanese speaker uses linguistic items which are socially appropriate or mandated in the social context or cultural milieu he finds himself in, and uses items from both English and Creole. The speaker's use of linguistic forms seems to be related more to his conscious or subconscious social intentions than to linguistic principles which inhere in the basilect to acrolect continuum model with which many creolists work. The linguistic behavior of nine groups of individuals from three communities in Guyana is examined within a theoretical framework proposed by R. B. LePage (1972, 1973, 1977). This framework allows us to see these groups, and individuals within them, as exploiting the codal resources of their society to their social advantage. (Sociolinguistics, Creole linguistics, language contact)

The Role of ESL in Bilingual Education: Objectives and Implementation*

ABSTRACT This paper focuses on the long‐range (at the completion of grade 12) objectives of ESL in bilingual/bicultural programs. These objectives include: (1) the writing of acceptable prose, (2) reading English at an acceptable level, (3) competence in the analysis of grammatical structures, (4) competence in the art of verbal persuasion, (5) competence in the skills of a coordinate bilingual, (6) functional comprehension of both cultures, and (7) appreciation and use of language variety. Suggestions for implementation accompany discussion of each objective.