Sociolinguistics Books

Book SynopsisIn the United States today there is lively discussion, both among educators and employers, about the best way to prepare students with high-level language and cross-cultural communication proficiency that will serve them both professionally and personally in the global environment of the twenty-first century. At the same time, courses in business language and medical language have become more popular among students. Language for Specific Purposes (LSP), which encompasses these kinds of courses, responds to this discussion and provides curricular models for language programs that build practical language skills specific to a profession or field. Contributions in the book reinforce those models with national survey results, demonstrating the demand for and benefits of LSP instruction. With ten original research-based chapters, this volume will be of interest to high school and university language educators, program directors, linguists, and anyone looking to design LSP courses or programs in any world language.Trade ReviewWith this volume Mary K. Long highlights the complexities that exist within LSP studies, and she does this with a broad audience in mind. For those contemplating the inclusion of LSP courses into the curriculum, this essay collection will serve as a great starting point for conversation. * Hispania *Well illustrated and bolstered with useful appendices that explain methodologies and analyze data . . . [it] is a well-chosen and organized collection of essays that illustrates how interdisciplinary academic knowledge can be coupled with real world contexts. * The Rocky Mountain Review *Table of ContentsIntroduction: LSP and the Creation of Translingual and Transcultural CompetenceMary K. Long 1. New Directions in LSP Research in US Higher EducationLourdes Sánches-López, Mary K. Long, and Barbara A. Lafford Part I. New Direction in LSP Curriculum Development 2. Developing and Implementing LSP Curricula at the K-12 LevelMary Risner, Melissa Swarr, Cristin Bleess, and Janet Graham 3. Preparing Students for the Workplace: Heritage Learners' Experiences in Professional Community InternshipsCarmen King de Ramírez 4. Developing Intercultural Competence and Leadership through LSP CurriculaLeAnn derby, Jean W. LeLoup, James Rasmussen, and Ismênia Sales de Souza 5. Developing a More Efficient Conversation Paradigm for Learning Foreign Languages: Lessons on Asking and Answering Questions in an LSP ContextRobert A. Quinn 6. Integrating Project-Based Learning into English for Specific-Purposes Classrooms: A Case Study of EngineeringTatiana Nekrasova-Beker and Anthony Becker Part II. Rethinking Instructor Roles 7. The Instructor's and Learner's Roles in Learning Arabic for Specific PurposesEl-Hussein Aly 8. LSP Educators as Informal Career CounselorsAnnie Abbott Part III. Exploring Workplace Realities 9. Court Interpretation of an Indigenous Language: The Experiences of an Unexpected LSP ParticipantMary Jill Brody 10. Señor Google and Spanish Workplace Information Practices: Information Literacy in a Multilingual WorldAlison Hicks Conclusion: LSP Studies and the Future of Higher EducationMary K. Long List of ContributorsIndex

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Book SynopsisSociocultural linguistics has long conceived of languages as well-bounded, separate codes. But the increasing diversity of languages encountered by most people in their daily lives challenges this conception. Because globalization has accelerated population flows, cities are now sites of encounter for groups that are highly diverse in terms of origins, cultural practices, and languages. Further, new media technologies invent communicative genres, foster hybrid semiotic practices, and spread diversity as they intensify contact and exchange between peoples who often are spatially removed and culturally different from each other. Diversity-even super-diversity-is now the norm. In response, recent scholarship complicates traditional associations between languages and social identities, emphasizing the connectedness of communicative events and practices at different scales and the embedding of languages within new physical landscapes and mediated practices. This volume takes stock of the increasing diversity of linguistic phenomena and faces the theoretical-methodological challenges that accounting for such phenomena pose to socio-cultural linguistics. This book stages the debate on super-diversity that will be sure to interest societal linguists and serves as an invaluable reference for academic libraries specializing in the linguistics field.Table of ContentsIntroduction 1. Chronotopic Identities: On the Timespace Organization of Who We AreJan Blommaert and Anna De Fina2. "Whose Story?": Narratives of Persecution, Flight, and Survival Told by the Children of Austrian Holocaust SurvivorsRuth Wodak and Markus Rheindorf3. Linguistic Landscape: Interpreting and Expanding Language DiversitiesElana Shohamy4. A Competence for Negotiating Diversity and Unpredictability in Global Contact ZonesSuresh Canagarajah5. The Strategic Use of Address Terms in Multilingual Interactions during Family MealtimesFatma Said and Zhu Hua6. Everyday Encounters in the Marketplace: Translanguaging in the Super-Diverse CityAdrian Blackledge, Angela Creese, and Rachel Hu7. (In)convenient Fictions: Ideologies of Multilingual Competence as Resource for RecognizabilityElizabeth R. Miller 8. Constructed Dialogue, Stance, and Ideological Diversity in Metalinguistic DiscourseAnastasia Nylund9. Citizen Sociolinguistics: A New Media Methodology for Understanding Language and Social LifeBetsy Rymes, Geeta Aneja, Andrea Leone-Pizzighella, Mark Lewis, and Robert Moore10. Recasting Diversity in Language Education in Postcolonial, Late-Capitalist SocietiesLuisa Martin Rojo, Christine Anthonissen, Inmaculada Garcia-Sanchez, and Virginia Unamuno11. Diversity in School: Monolingual Ideologies versus Multilingual PracticesAnna De FinaContributorsIndex

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Book SynopsisIn the United States today there is lively discussion, both among educators and employers, about the best way to prepare students with high-level language and cross-cultural communication proficiency that will serve them both professionally and personally in the global environment of the twenty-first century. At the same time, courses in business language and medical language have become more popular among students. Language for Specific Purposes (LSP), which encompasses these kinds of courses, responds to this discussion and provides curricular models for language programs that build practical language skills specific to a profession or field. Contributions in the book reinforce those models with national survey results, demonstrating the demand for and benefits of LSP instruction. With ten original research-based chapters, this volume will be of interest to high school and university language educators, program directors, linguists, and anyone looking to design LSP courses or programs in any world language.Trade ReviewWith this volume Mary K. Long highlights the complexities that exist within LSP studies, and she does this with a broad audience in mind. For those contemplating the inclusion of LSP courses into the curriculum, this essay collection will serve as a great starting point for conversation. * Hispania *Well illustrated and bolstered with useful appendices that explain methodologies and analyze data . . . [it] is a well-chosen and organized collection of essays that illustrates how interdisciplinary academic knowledge can be coupled with real world contexts. * The Rocky Mountain Review *Table of ContentsIntroduction: LSP and the Creation of Translingual and Transcultural CompetenceMary K. Long 1. New Directions in LSP Research in US Higher EducationLourdes Sánches-López, Mary K. Long, and Barbara A. Lafford Part I. New Direction in LSP Curriculum Development 2. Developing and Implementing LSP Curricula at the K-12 LevelMary Risner, Melissa Swarr, Cristin Bleess, and Janet Graham 3. Preparing Students for the Workplace: Heritage Learners' Experiences in Professional Community InternshipsCarmen King de Ramírez 4. Developing Intercultural Competence and Leadership through LSP CurriculaLeAnn derby, Jean W. LeLoup, James Rasmussen, and Ismênia Sales de Souza 5. Developing a More Efficient Conversation Paradigm for Learning Foreign Languages: Lessons on Asking and Answering Questions in an LSP ContextRobert A. Quinn 6. Integrating Project-Based Learning into English for Specific-Purposes Classrooms: A Case Study of EngineeringTatiana Nekrasova-Beker and Anthony Becker Part II. Rethinking Instructor Roles 7. The Instructor's and Learner's Roles in Learning Arabic for Specific PurposesEl-Hussein Aly 8. LSP Educators as Informal Career CounselorsAnnie Abbott Part III. Exploring Workplace Realities 9. Court Interpretation of an Indigenous Language: The Experiences of an Unexpected LSP ParticipantMary Jill Brody 10. Señor Google and Spanish Workplace Information Practices: Information Literacy in a Multilingual WorldAlison Hicks Conclusion: LSP Studies and the Future of Higher EducationMary K. Long List of ContributorsIndex

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Book SynopsisSociocultural linguistics has long conceived of languages as well-bounded, separate codes. But the increasing diversity of languages encountered by most people in their daily lives challenges this conception. Because globalization has accelerated population flows, cities are now sites of encounter for groups that are highly diverse in terms of origins, cultural practices, and languages. Further, new media technologies invent communicative genres, foster hybrid semiotic practices, and spread diversity as they intensify contact and exchange between peoples who often are spatially removed and culturally different from each other. Diversity-even super-diversity-is now the norm. In response, recent scholarship complicates traditional associations between languages and social identities, emphasizing the connectedness of communicative events and practices at different scales and the embedding of languages within new physical landscapes and mediated practices. This volume takes stock of the increasing diversity of linguistic phenomena and faces the theoretical-methodological challenges that accounting for such phenomena pose to socio-cultural linguistics. This book stages the debate on super-diversity that will be sure to interest societal linguists and serves as an invaluable reference for academic libraries specializing in the linguistics field.Table of ContentsIntroduction 1. Chronotopic Identities: On the Timespace Organization of Who We AreJan Blommaert and Anna De Fina2. "Whose Story?": Narratives of Persecution, Flight, and Survival Told by the Children of Austrian Holocaust SurvivorsRuth Wodak and Markus Rheindorf3. Linguistic Landscape: Interpreting and Expanding Language DiversitiesElana Shohamy4. A Competence for Negotiating Diversity and Unpredictability in Global Contact ZonesSuresh Canagarajah5. The Strategic Use of Address Terms in Multilingual Interactions during Family MealtimesFatma Said and Zhu Hua6. Everyday Encounters in the Marketplace: Translanguaging in the Super-Diverse CityAdrian Blackledge, Angela Creese, and Rachel Hu7. (In)convenient Fictions: Ideologies of Multilingual Competence as Resource for RecognizabilityElizabeth R. Miller 8. Constructed Dialogue, Stance, and Ideological Diversity in Metalinguistic DiscourseAnastasia Nylund9. Citizen Sociolinguistics: A New Media Methodology for Understanding Language and Social LifeBetsy Rymes, Geeta Aneja, Andrea Leone-Pizzighella, Mark Lewis, and Robert Moore10. Recasting Diversity in Language Education in Postcolonial, Late-Capitalist SocietiesLuisa Martin Rojo, Christine Anthonissen, Inmaculada Garcia-Sanchez, and Virginia Unamuno11. Diversity in School: Monolingual Ideologies versus Multilingual PracticesAnna De FinaContributorsIndex

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Book SynopsisDespite the significant presence of Cuban immigrants in the US, current research on Cuban Spanish linguistics remains underexplored, most crucially its ramifications to areas such as language contact and change. New analyses are desperately called for given the increasing interest in this area of research. The present volume covers these existing lacunae on Cuban Spanish dialectology by providing a state-of-the-art collection of articles from different theoretical perspectives and linguistic areas, including phonological and phonetic variation, morphosyntactic approaches, sociolinguistic perspectives, and the acquisition of Cuban Spanish as a heritage language. The book is highly valuable to students and scholars interested in Hispanic linguistics and Cuban Spanish dialectology.Table of ContentsForeword Robert Hammond Introduction Alejandro Cuza Part I: Phonological and Phonetic Variation1. Miami Cuban Vowels Brandon M. A. Rogers and Scott M. Alvord 2. The Phonetic Output of Word-Internal, Post-nuclear /l/ and / / Weakening in Havana Cuban SpanishKristin Carlson3. Code-Switching in Miami Cuban Spanish: A Preliminary Study of Suprasegmental EffectsAnn M. Aly Part II: Morphosyntactic Variation 4. Continuity and Change in Spanish among Cubans in New York: A Study of Subject Placement with Finite VerbsDaniel Erker, Eduardo Ho-Fernandez, Ricardo Otheguy, and Naomi Shin 5. The Variation of Subject Pronouns over Time in Cuban SpanishGabriela G. Alfaraz6. Cuban Spanish: Is it a Null Subject Parameter Dialect?Luis A. Ortiz-Lopez, Ashlee Dauphinais, and Hector Aponte Alequin 7. Recomplementation as an Unexplored Locus of Dialectal Variation: The Status of Reduplicative Que in Cuban SpanishJoshua Frank and Almeida Jacqueline Toribio 8. The Sociolinguistic Profile of Ser and Estar in Cuban Spanish: An Analysis of Oral SpeechManuel Diaz-Campos, Iraida Galarza, and Gibran Delgado-Diaz Part III: Lexical Variation 9. The Social Diffusion of English-Based Lexical Innovations in Miami Cuban Spanish Andrew Lynch 10. Cuban Spanish versus Peninsular Spanish: A Quantitative Lexical ApproachPascual Cantos-Gomez 11. Lexical Influences and Perceptions of Cuban Spanish in MiamiAntoni Fernandez Parera Part IV: Heritage Language Acquisition 12. Pronominal Subject Expression with Inanimate Reference in Heritage Speakers of Cuban SpanishAlejandro Cuza and Jose Camacho 13. Dative Experiencer Predicates in Child Heritage Speakers of Cuban SpanishDiego Pascual y Cabo and Inmaculada Gomez-Soler 14. Examining Code-Switching Performance Theories: Copula Choice in Spanish among Cuban Heritage SpeakersAna de Prada Perez and Andrea Hernandez List of ContributorsIndex

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Book SynopsisSpanish remains a large and constant fixture in the foreign language learning landscape in the United States. As Spanish language study has grown, so too has the diversity of students and contexts of use, placing the field in the midst of a curricular identity crisis. Spanish has become a second, rather than a foreign, language in the US, which leads to unique opportunities and challenges for curriculum and syllabus design, materials development, individual and program assessment, and classroom pedagogy. In their book, Brown and Thompson address these challenges and provide a vision of Spanish language education for the twenty-first century. Using data from the College Board, ETS, and the authors’ own institutions, as well as responses to their national survey of almost seven hundred Spanish language educators, the authors argue that the field needs to evolve to reflect changes in the sociocultural, socioeducational, and sociopolitical landscape of the US. The authors provide coherent and compelling discussion of the most pressing issues facing Spanish post-secondary education and strategies for converting these challenges into opportunities. Topics that are addressed in the book include: Heritage learners, service learning in Spanish-speaking communities, Spanish for specific purposes, assessment, unique needs for Spanish teacher training, online and hybrid teaching, and the relevance of ACTFL’s national standards for Spanish post-secondary education. An essential read for Spanish language scholars, especially those interested in curriculum design and pedagogy, that includes supporting reflection questions and pedagogical activities for use in upper-level undergraduate and graduate-level courses.Trade ReviewA must-read text for those committed to advancing the development of Spanish in the United States. Brown and Thompson do an excellent job of identifying and unpacking the debilitating mindsets and practices that have undermined the development and advancement of the Spanish language in the U.S., highlighting the roles of institutions of higher education. * Teachers College Record *Table of ContentsList of Illustrations Foreword by Manel Lacorte Acknowledgments 1. The Changing Landscape of Spanish Language Education2. The History and Evolution of Postsecondary Spanish Language Education in the United States 3. Helping Spanish Heritage Language Learners Find Their Place 4. Incorporating Meaningful Service Learning into Spanish Second-Language Curricula 5. Curricular and Programmatic Considerations in Spanish for Specific Purposes 6. Placement, Outcome, and Articulation Issues in Spanish Curricular Assessment 7. Connecting Spanish Language Education with Social, Economic, and Political Realities8. Training Future Spanish Teachers9. Technological Advances in Spanish Language Education 10. Charting a Course Forward Appendix: Description of Data Sets Index About the Authors

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Book SynopsisDespite the status of Arabic as a global language and the high demand to learn it, the field of Arabic second language acquisition remains underinvestigated. Second language acquisition findings are crucial for informing and advancing the field of Arabic foreign language pedagogy including Arabic language teaching, testing, and syllabus design. Arabic Second Language Learning and Effects of Input, Transfer, and Typology provides data-driven empirical findings for a number of basic and high-frequency morphosyntactic structures with two novel typological language pairings, examining Arabic second language acquisition data from adult L1 Chinese- and Russian-speaking learners of Arabic as a foreign language. Alhawary’s study examines the different processes, hypotheses, and acquisition tendencies from the two learner groups, and documents the extent of the successes and challenges faced by such learners in their L2 Arabic grammatical development during the first three years of learning the language. In addition, the book offers both theoretical and practical implications related to input exposure, L1 and L2 transfer, and typological and structural proximity effects. This book serves as a valuable resource for both second language acquisition experts and foreign language teaching practitioners.Table of ContentsAcknowledgmentsIntroductionAbbreviations Transliteration Symbols 1. Description of the Target Structures 2. Methods 3. The Acquisition of Nominal Gender Agreement 4. The Acquisition of Verbal Gender Agreement 5. The Acqusition of Tense/Aspect 6. The Acquisition of Null Subjects 7. Theoretical Implications 8. Pedagogical and Applied Implications Appendixes References IndexAbout the Author

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Book SynopsisIs it possible to conceive of the American diet without bagels? Or Star Trek without Mr. Spock? Are the creatures in Maurice Sendak's Where the Wild Things Are based on Holocaust survivors? And how has Yiddish, a language without a country, influenced Hollywood? These and other questions are explored in this stunning and rich anthology of the interplay of Yiddish and American culture, edited by award-winning authors and scholars Ilan Stavans and Josh Lambert. It starts with the arrival of Ashkenazi immigrants to New York City's Lower East Side and follows Yiddish as it moves into Hollywood, Broadway, literature, politics, and resistance. We take deep dives into cuisine, language, popular culture, and even Yiddish in the other Americas, including Canada, Argentina, Cuba, Mexico, and Colombia. The book presents a bountiful menu of genres: essays, memoir, song, letters, poems, recipes, cartoons, conversations, and much more. Authors include Nobel Prizewinner Isaac Bashevis Singer and luminaries such as Grace Paley, Cynthia Ozick, Chaim Grade, Michael Chabon, Abraham Cahan, Sophie Tucker, Blume Lempel, Irving Howe, Art Spiegelman, Alfred Kazin, Harvey Pekar, Ben Katchor, Paula Vogel, and Liana Finck.Readers will laugh and cry as they delve into personal stories of assimilation and learn about people from a diverse variety of backgrounds, Jewish and not, who have made the language their own. The Yiddish saying states: Der mentsh trakht un got lakht. Man plans and God laughs. How Yiddish Changed America and How America Changed Yiddish illustrates how those plans are full of zest, dignity, and tremendous humanity.

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Book SynopsisA fascinating cultural and linguistic history of the Slavic languages, exploring the deep connections and distinctions between them Water, whiskey, and vodka are three words that seem to have nothing in common, but each of them comes from the same root. Water, Whiskey, and Vodka takes a deep dive into the origins of the Slavic languages, from a common ancestor language through various cultural and historical shifts to arrive at the current breadth of languages. The book takes a captivating look at the unique sociolinguistic context of the Slavic languages and pays special attention to the cultural subtleties particular to each one and the people who speak it. Danko Šipka touches on the origins of the Slavic languages, their linguistic similarities and differences, word borrowing across them all, and the cultural importance of languages even within this family of languages. Water, Whiskey, and Vodka will fascinate readers—whether or not they speak Slavic languages—interested in the history and development of one or more Slavic languages. Writing from the Slavic linguistic tradition, where talking about language happens in the public sphere, he offers readers a deeper understanding of various Slavic cultural traditions and historical events as they are reflected in their languages.Table of ContentsAcknowledgments List of AbbreviationsIntroduction 1 What Is a Slavic Language, and How Do Language and Culture Interact? Part I: Nuts and Bolts2 Water, Whiskey, and Vodka: How Slavic Languages Came to Be3 The Sounds of the Slavs: Like Dancing in the Air4 The Forms of Slavic Words: Bending and Gendering Part II: Words, Words, Words5 How Time and Space Split Slavic Roots6 How Well Do Slavs Understand Each Other?7 How Slavic Languages Lend and Borrow Words Part III: Languages as Tools of Cultures8 Pens and Peasants: How Slavic Literacies Have Emerged9 Slavic Rock Star Linguists10 Slavic Language Wars BibliographyAppendix: Transcription and Pronunciation GuideIndex

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Book SynopsisThe chapters in this volume seek to bring hybrid language practices to the center of discussions about English as a global language. They demonstrate how local linguistic resources and practices are involved in the refashioning of identities in a variety of cross-cultural and geographical contexts, and illustrate hybridity as an enactment of resistance and creativity. Drawing on a variety of disciplines and ideological perspectives, the authors use contexts as diverse as social media, Bollywood films, workplaces and kindergartens to explore the ways in which English has become a part of localities and social relations in ways that are of significant sociolinguistic interest in understanding the dynamics of mobile cultures and transcultural flows.Trade ReviewLinguistic and cultural landscapes in our global society are changing so much and so fast as to render existing sociolinguistic theories hopelessly inadequate. In response, this book problematizes several concepts including hybridity and bilingualism, shedding critical light on metrolingual, transglossic, and transcultural phenomena. Voices from around the world present a compelling piece of analysis that our profession cannot afford to ignore. * B. Kumaravadivelu, San Jose State University, USA * This book is an important and valuable contribution to the growing literature on linguistic globalization. It offers a thoughtful reassessment of the nature and significance of the concept of hybridity, illustrating the key role it plays in the relationship between language-related issues and the process of globalization. * Philip Seargeant, The Open University, UK * Covering diverse locations in the world, The Global-Local Interface and Hybridity: Exploring Language and Identity highlights how global linguistic flows produce local innovations of linguistic practices, requiring us to reconceptualize the notion of language. Yet, the book also pushes us to scrutinize the contested nature of hybridity arising from cultural and economic complexities. * Ryuko Kubota, University of British Columbia, Canada *Table of ContentsIntroduction 1. Rani Rubdy and Lubna Alsagoff: The Cultural Dynamics of Globalization: Problematizing Hybridity Part I: Interrogating the Canon 2. Christina Higgins: When Scapes Collide: Reterritorializing English in East Africa 3. Rani Rubdy: Hybridity in the Linguistic Landscape: Democratizing English in India 4. Beatriz P. Lorente and T. Ruanni F. Tupas: (Un)Emancipatory Hybridity: Selling English in an Unequal World 5. Emi Otsuji and Alastair Pennycook: Unremarkable Hybridities and Metrolingual Practices 6. Ofelia García: Countering the Dual: Transglossia, Dynamic Bilingualism and Translanguaging in Education Part II: Hybridized Discourses of Identity in the Media 7. Rakesh Mohan Bhatt: Reading Gender in Indian English Newspapers: Global, Local, or Liminal? 8. Elizabeth Martin: Linguistic and Cultural Hybridity in French Web Advertising 9. Anjali Gera Roy: What’s Punjabi Doing in an English Film? Bollywood’s New Transnational Tribes 10. Jamie Shinhee Lee: Hybridizing Medialect and Entertaining TV: Changing Korean Reality Part III: Multilingual Diaspora and the Internet 11. Mario Saraceni: The Language of Malaysian and Indonesian Users of Social Networks: Practice vs. System 12. Tope Omoniyi: Constructing Local and Global in the E-Borderland 13. Vincent B Y Ooi and Peter K W Tan: Facebook, Linguistic Identity and Hybridity in Singapore Part IV: Performing Hybrid Cultural Identities 14. Laurel D. Kamada: Contested and Celebrated Glocal Hybrid Identities of Mixed-Ethnic Girls in Japan 15. Lubna Alsagoff: Singlish and Hybridity: The Dialogic of Outer-Circle Teacher Identities 16. Corazon D. Villareal: Enacting Hybridity in the Philippine Diaspora 17. Rani Rubdy and Lubna Alsagoff: Reframing the Global-Local Dialectic and Hybridized Textual Practices

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Book SynopsisMigration and the mobility of citizens around the globe pose important challenges to the linguistic and cultural homogeneity that nation-states rely on for defining their physical boundaries and identity, as well as the rights and obligations of their citizens. A new social order resulting from neoliberal economic practices, globalisation and outsourcing also challenges traditional ways the nation-state has organized its control over the people who have typically travelled to a new country looking for work or better life chances. This collection provides an account of the ways language addresses core questions concerning power and the place of migrants in various institutional and workplace settings. It brings together contributions from a range of geographical settings to understand better how linguistic inequality is (re)produced in this new economic order.Trade ReviewThis stimulating volume brings together classic strands of critical sociolinguistic work on how immigrants are disadvantaged in social gatekeeping institutions and the contemporary sociolinguistics of globalization. Taking a broad view of 'migrants' as sociolinguistically mobile citizens, the authors mobilize an impressive array of ideological, political and economic frameworks to explore the continuing power of institutions to confer and withhold status and opportunity as well as forms of resistance to these processes. -- Alexandra Jaffe, California State University, Long Beach, USAThis major sociolinguistic contribution, with its wide-ranging and detailed ethnographic attention to the structures shaping migrant experiences of language, sheds innovative analytic light on the neoliberal regimentation of language at work, in school, and in bureaucratic processes, the commodification of language skills, and the contradictions of contemporary capitalism that shape linguistic practices and ideologies. -- Bonnie Urciuoli, Hamilton College, USAThis book does a wonderful job of focusing critically on the sociolinguistics of migrant workers - the protagonists of the book - in various institutions and workplaces (or their exclusion from them). From the informal locutorios of Barcelona and Congolese la débrouille in Cape Town, to the decapitalisation of migrant students in Madrid schools and the mismatched aspirations and actual work of Japanese flight attendants, these studies focus both on local migrant sociolinguistics as well as wider social and economic orders. Making questions of the (re)production of linguistic, social and economic disparities central, this book thus provides vital insights into language, mobility and inequality. -- Alastair Pennycook, University of Technology, Sydney, AustraliaThis book contains a wealth of good scholarship and revealing critical analyses of the local ways in which social inequality is produced or contested. Each of the contributions has been very well written and the authors show a sincere commitment to learning how language issues affect people’s life chances. -- Joan Pujolar, Universitat Oberta de Catalunya, Spain * Journal of Sociolinguistics, 2015-2016 (Volumes 19-20) *Table of Contents1. Alexandre Duchêne, Melissa Moyer & Celia Roberts: Introduction: Recasting Institutions and Work in Multilingual and Transnational Spaces Part I: Sites of Control 2. Eva Codó: Trade Unions and NGOs under Neoliberalism: Between Regimenting Migrants and Subverting the State 3. Kori Allan: Skilling the Self: The Communicability of Immigrants as Flexible Labour Part II: Sites of Selection 4. Celia Roberts: The Gatekeeping of Babel: Job Interviews and the Linguistic Penalty 5. Ingrid Piller & Kimie Takahashi: Language Work aboard the Low-Cost Airline 6. Luisa Martín Rojo: (De) Capitalising Students through Linguistic Practices. A Comparative Analysis of New Educational Programmes in a Global Era 7. Vally Lytra: From Kebabçı to Professional: The Commodification of Language and Social Mobility in Turkish Complementary Schools in the UK Part III: Sites of Resistance 8. Werner Holly & Ulrike Hanna Meinhof: ‘Integration hatten wir letztes jahr.’ Official Discourses of Integration and their Uptake by Migrants in Germany 9. Melissa G. Moyer: Language as a Resource. Migrant Agency, Positioning and Resistance in a Health Care Clinic 10. Cécile B. Vigouroux: Informal Economy and Language Practice in the Context of Migrations 11. Maria Sabaté i Dalmau: Fighting Exclusion from the Margins: Locutorios as Sites of Social Agency and Resistance for Migrants Mike Baynham: Postscript Contributors

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Book SynopsisWhat happens in globalised social contexts if people identify with a language that is not traditionally considered to be ‘their’ language? This unique contribution to the field of sociolinguistics scrutinises language ideologies of German and Australian Communities of Practice constituted by Salsa dance and asks what languages symbolise in transnational, non-ethnic cultures. Using ethnographic methodology and a deconstructive approach to language it examines these different Salsa communities and gives insight into the interaction of social discourses from local, national and transnational realms, examining differences, similarities and a simultaneous multiplicity of languages’ symbolic functions. This book will be welcomed by postgraduates, professional sociolinguists and linguistic anthropologists as well as scholars of cultural anthropology, sociology and cultural studies who are interested in the development of modernist categories in transnational culture.Trade ReviewSalsa, Language and Transnationalism is a unique and complex study about the deconstruction of the relationship between language ideologies and a cultural practice in transnational contexts. The novelty of this book lies in the object of study: while most studies have placed the center of attention on certain ethnic/national groups, Britta Schneider focuses on communities based on a Latin or Hispanic cultural practice – salsa dance in Germany and Australia. The research in these transnational salsa communities successfully stays away from the essentialist approach and abstains from the traditional “one-to-one” mapping of language and identity. At the same time, with the use of ethnographic observation and discourse analysis, the author moves beyond the national language discourses and offers an insightful discussion of the co-constitution of societal and cultural discourses and language ideologies in transnational salsa communities. -- Giovanna Tang, The Chinese University of Hong Kong, Hong Kong * Multilingua, 2015 *This book empirically justifies the theoretical necessity to reimagine the notion of language in the globalizing social system, which leading sociolinguists have called for in the last decade. This book demonstrates several important points that resonate with existing studies of the sociolinguistics of globalization, such as decoupling of linguistic and cultural authenticity, multiple layers of language practices and ideologies, and commodification of language and culture. However, this book does not lose sight of the nation-states roles in language practices in the transnational context. -- In Chull Jang, Ontario Institute for Studies in Education, University of Toronto, Canada * LINGUIST List 27.1074, 2016 *Locating language choice and multilingualism at salsa parties on two different continents, this book offers a fresh and engaging way of doing sociolinguistics in the 21st century. On this global tour we meet dancers who embrace cosmopolitan, consumerist and strongly individualist identities at the same time that they cannot quite shake off the identities and ideologies of the nation state. * Ingrid Piller, Macquarie University, Australia *By tracing transnational movements of Spanish together with salsa, Britta Schneider finds her way into a subtle, language-centered approach to globalization. Dancing between Germany and Australia, partnering ethnography with social critique, she has written an account which is interesting for its particulars, but also important as an argument for thinking about language together with bodily practices in new projects of global modernity. * Joe Errington, Yale University, USA *In this light-footed, fast-turning study (language is as language does), Britta Schneider takes us into the salsa classes of Sydney and Frankfurt, asking why it is that these Latin cultural practices may or may not be accompanied by Spanish. This original and intriguing book asks what language means to people, what ideologies inform these understandings of language, and how these views on language are connected to other cultural practices, such as dancing. * Alastair Pennycook, University of Technology, Sydney, Australia *Table of Contents1. Salsa, Zombies and Linguistics 2. Transnational Language Discourse 3. Transnational Salsa – Cultural Re-inventions of the Global in Local Contexts 4. ‘…wenn ich Spanisch spreche, das macht mich immer unheimlich glücklich’: Multilingual Longing and Class Exclusion in Frankfurt Salsa 5. ‘It doesn’t matter what they sing and how sad they are, they always sound happy’: Evolutionist Monolingualism and Latin Branding in Sydney L.A. Style Salsa 6. ‘It’s the Cool Factor’ – Multilingualism and Authenticity in Sydney’s Cuban Style Salsa Community 7. Language in a Transnational Age – Mobile Meanings and Multiple Modernities Appendix References

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Book SynopsisIn today's increasingly interconnected, knowledge-based world, language policy in higher education is rapidly becoming a crucial area for all societies aiming to play a part in the global economy. The challenge is double faceted: how can universities retain their crucial role of creating the intellectual elites who are indispensable for the running of national affairs and, at the same time, prepare their best-educated citizens for competition in a global market? To what extent is English really pushing other languages out of the academic environment? Drawing on the experience of several medium-sized language communities, this volume provides the reader with some important insights into how language policies can be successfully implemented. The different sociolinguistic contexts under scrutiny offer an invaluable comparative standpoint to understand what position can – or could – be occupied by each language at the level of higher education.Trade ReviewThis book seeks to fill a gap in the study of higher education language policies. It is a well-researched, well-documented, and thoughtful comparative consideration of the challenge of internationalisation for ‘linguae academicae’ other than English. Vila and Bretxa’s edited volume will definitively help decision-makers, language activists and scholars to understand the complexities and to identify the opportunities for universities under the current process of internationalisation, and to reduce the anxieties it sometimes produces. -- Xabier Arzoz, University of the Basque Country, SpainThis book focuses on languages under pressure from globalization to lose their prestige status at universities. While major languages remain strong, medium-sized ones are close to succumbing to the global champion, English. This volume lucidly combines theory with meticulous case studies to reveal insights opening up new research perspectives and applications. -- Ulrich Ammon, University of Duisburg-Essen, GermanyTable of Contents1. F. Xavier Vila: Language Policy in Higher Education in Medium-sized Language Communities: An Introduction 2. Hartmut Haberland and Bent Preisler: The Position of Danish, English and other Languages at Danish Universities in the Context of Danish Society 3. Tamah Sherman: The Position of Czech and other Languages at Universities in the Czech Republic: Some Initial Observations 4. Sabine Ylönen: The Position of Finnish and Swedish as well as other Languages at Universities in Finland 5. Drorit Ram: Challenges for Hebrew in Higher Education and Research Environments 6. Anne-Marie Beukes: Challenges for South Africa’s Medium-sized Indigenous Languages in Higher Education and Research Environments 7. Eva Pons Parera: The Position of Catalan in Higher Education in Catalonia 8. F. Xavier Vila: Medium-sized Languages as Viable Linguæ Academicæ

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Book SynopsisThis book examines how young people at a martial arts club in an urban setting participate and interact in a recreational social community. The author relates analyses of their interactions to discussions of relevance to the sociology of sports, anthropology and education, ultimately providing an analytically nuanced contribution to the study of contemporary sociolinguistic processes and identity practices. The author explores how the young participants negotiate their place in the social order, create and maintain friendship groups and relate to different social categories using the ecological descriptions provided by linguistic ethnography. The book will appeal to researchers of discourse analysis, sociolinguistics, sport sociology, extra-curricular education and anthropology.Trade ReviewIn this highly original and compelling study of contemporary urban youth language in a Copenhagen taekwondo club, Lian Malai Madsen looks beyond ethnic difference to focus on interaction and integration practices within the informal domain of a martial arts club. Malai Madsen shows the importance of understanding community labels themselves – girls and fighters – rather than externally imposed or assumed categories. A very important book that delivers a spinning kick to sociolinguistic studies of language and identity. -- Alastair Pennycook, University of Technology, Sydney, AustraliaMalai Madsen provides a compelling sociolinguistic account of the identity politics youth enact as they participate in an extracurricular sports club. She argues against popular accounts of social difference, showing how diversity is more heterogeneous than we typically think. The book describes vividly in the details of local semiotic practices how difference is constructed and contested. -- Stanton E.F. Wortham, University of Pennsylvania, USAMalai Madsen presents us with a dynamic, erudite and engaging rendition of young people doing a leisure activity of their own choice in contemporary Copenhagen. She invites us into the world of a martial arts club where we come face-to-face with the local and lived realities of youth negotiating their relationships, describing their successes and failures, relating their hopes and aspirations, and revealing their cultural values and orientations. This fascinating, cutting-edge piece of research sets important new interdisciplinary research agendas in the contemporary sociolinguistics of globalization. -- Angela Creese, University of Birmingham, UKTable of ContentsList of Figures List of Tables Transcription Symbols Used Acknowledgements Chapter 1: Preliminaries Chapter 2: Sports, Integration and Participation Chapter 3: Girls, Boys and Interaction Chapter 4: Youth, Language and Ethnic Categorisation Chapter 5: School Orientaton in an Out-Of-School Setting Chapter 6: Perspectives References

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Book SynopsisThis book examines medium-sized linguistic communities in urban contexts against the backdrop of the language policies which have been implemented in these respective areas. The authors provide new data and reflections on these linguistic communities which have languages somewhere in between the majority and minority, and re-evaluate the opposition between ‘majority’ and ‘minority’. The book focuses on seven European cities, providing detailed information on their current situation and on the corresponding evolution of their linguistic repertoire. The book aims to improve our understanding of how and why languages live and decay, and of how intercultural cities, where communities show interest in each other’s culture and language, can be better developed and encouraged.Trade ReviewThe sustainability of medium-sized language communities is a new and original subject of sociolinguistic research carried out at the University of Barcelona. The well-known linguist and editor Emili Boix-Fuster presents a highly interesting book that shows how political and economic factors favour or disfavour the maintenance of medium-sized language communities in seven European cities. -- Gabriele Berkenbusch, West Saxon University of Applied Sciences of Zwickau, GermanyA welcome wealth of information on 'medium sized' European languages and their bases in notably diverse, multilingual cities. Not small and endangered, not big and hegemonic, urban not bucolic, these languages – and their speakers and policymakers – share challenges and possibilities for long-term sustainability thoughtfully explored here. -- Kathryn A. Woolard, University of California, San Diego, USATable of ContentsEmili Boix-Fuster: Introduction 1. Guus Extra: Mapping Urban Multilingualism in Europe: In Search of Untapped Resources in Primary Schools 2. Philippe Hambye: Competitive and Cooperative Orientations in Language Policies: A Critical Look at the Situation of Dutch in Brussels 3. Iago González Pascual and Fernando Ramallo: Linguistic Diversity in Vigo 4. Pirkko Nuolijärvi: Helsinki as a Multilingual City 5. Josep Soler-Carbonell: Tallinn, a Multilingual City in the Era of Globalisation: The Challenges Facing Estonian as a Medium-Sized Language 6. Miquel Nicolás Amorós and Francesc Jesús Hernández Dobon: Multilingual Valencia: Linguistic Destruction and Reconstruction of an Urban Space 7. Emili Boix-Fuster: Multilingualism in Barcelona: Towards an Asymmetrical Multilingualism 8. Marie Maegaard and J. Normann Jørgensen: Language in Copenhagen: Changing Social Structures, Changing Ideologies, Changing Linguistic Practices Emili Boix-Fuster: Conclusions

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Book SynopsisThis book investigates the acquisition of sociolinguistic knowledge in the early elementary school years of a Mandarin-English two-way immersion program in the United States. Using ethnographic observation and quantitative analysis of data, the author explores how input from teachers and classmates shapes students’ language acquisition. The book considers the different sociolinguistic messages conveyed by teachers in their patterns of language use and the variety of dialects negotiated and represented. Using analysis of teacher speech, corrective feedback and student language use, the author brings together three analyses to form a more complete picture of how children respond to sociolinguistic variation within a two-way immersion program.Trade ReviewThis book provides an exciting addition to research on the crucial question of when and how children acquire sociolinguistic norms in the early stages of language use. Starr’s investigation focusses on both teacher and student talk in a two-way language immersion class, providing a multi-pronged approach to the crucial question of how teacher input may effect student output in negotiating the complexities of sociolinguistic variation. This rigorous yet accessible book will be invaluable for sociolinguists, acquisitionists and educators, and is set to be a key text for students working in these areas. * Jennifer Smith, University of Glasgow, UK *Focusing on a Mandarin-English two-way immersion school, Starr meticulously analyzes in this book the issue of accents of both languages. She innovatively combines applied linguistic and sociolinguistic research and brings our attention to sociolinguistic variations in bilingual classrooms. Scholars in both sociolinguistics and second language acquisition should read this book – as well as teachers and parents who work with bilingual children! * Wenhao Diao, University of Arizona, USA *Written in an articulate and engaging manner, Rebecca Starr’s innovative study shows how first graders in a Mandarin-English two-way language immersion program negotiate between languages and dialects in interesting and complex ways. Rich in qualitative and quantitative analyses of sociolinguistic variation in the use of language patterns, the book’s fascinating findings contribute significantly to our understanding of childhood bilingualism in general and heritage Chinese development in particular. * Virginia Yip, The Chinese University of Hong Kong, Hong Kong *The ongoing polemic nature of the instruction or impermissibility of sociolinguist variation in the classroom reinforces the book’s importance. The increased awareness of nonstandard varieties is an important step towards the acceptance of variation and the elimination of the stigma accompanying such varieties. Starr’s work will be of interest to all who work with speakers of various dialects of any language, including variationists, sociolinguists, and language teachers. -- Farrah Neumann, University of Pittsburgh, USA * Language in Society Vol. 47, Issue 1, February 2018 *Table of Contents1. Introduction 2. Standard Mandarin and Sociolinguistic Variation 3. Teacher Language Use 4. Corrections and Other Metalinguistic Discourse 5. Student Language Use 6. Implications and Future Directions References

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Book SynopsisAre we facing an immense wave of language death or a period of remarkable new linguistic variation? Or both? This book answers this question by analysing studies of language endangerment and loss along with those of language change, revitalization and diversity. Using case studies from Russia and the EU, the authors compare historical language variation to that of the present day, arguing that accelerated language extinction can be considered a result of colonization, modernization and globalization, but so too can many new creoles, intertwined and mixed languages, new ethnic identities, new groups of urban dwellers or migrant groups, all with their own distinct cultural traits. The book therefore surmises that the linguistic heritage of today is simultaneously more endangered and more diverse than ever before.Trade ReviewThis inspiring collection of chapters thematizes ethnic and linguistic variation as they are experienced today in a variety of contexts characterized by accelerating urbanization, rising literacy and the spread of new media. The book campaigns successfully for a freshly optimistic perspective on the future of the world’s linguistic diversity. * Anneli Sarhimaa, Johannes Gutenberg-Universität Mainz, Germany *This innovative collection provides a ground-breaking look at not only language loss, but also the emergence of new kinds of linguistic variation that develop in the context of language ecologies undergoing shift. An emphasis on case studies in the under-researched arena of languages in contact with Russian provides fresh perspectives in this invaluable volume. * Lenore Grenoble, The University of Chicago, USA *In the mainstream of today's research of language endangerment, Linguistic Genocide or Superdiversity? is a refreshing and optimistic read against the gloomy background of dozens of books predicting the inevitable disappearance of all languages except English. With Foley's metaphor of 'language birth' in mind, the authors suggest interesting alternatives to another widespread metaphor, that of 'language death'. -- Nikolai Vakhtin, European University at St Petersburg, RussiaThe book, with its multitude of case studies, represents a useful resource for anyonewanting to gain a detailed insight into the wide range of diversities across Europe. -- Katharina Prochazka, University of Vienna, Austria * Language in Society 47:2 (2018) *This volume constitutes an important intervention into linguistic and linguistic anthropological discussions about the nature of and prospects for linguistic diversity in a context of globalization. The editors of the book have worked to draw together the two primary – and seemingly opposite – approaches to understanding the contemporary global sociolinguistic landscape, and convincingly articulate the case for unifying the two ideas. -- Sarah Shulist, MacEwan University, Canada * LINGUIST List 28.2314 *Table of Contents0. Reetta Toivanen and Janne Saarikivi: Introduction to New and Old Language Diversities in Russia and Europe: Language Endangerment, Variation and Change in Minority Communities in Flux I Language Communities or Networks of Communication? Old and New Linguistic Diversity 1. Niko Partanen and Janne Saarikivi: Fragmentation of the Karelian Language and Its Community: Growing Variation at the Threshold of Language Shift 2. Heini Lehtonen: What’s Up Helsinki? New Linguistic Diversity Among Adolescents 3. Boglárka Janurik: Varieties of Erzya–Russian Code-Switching In Radio Vaygel Broadcasts 4. Christian Pischlöger: Udmurt and Welsh on Social Network Sites II Standardizing Languages and Ethnicities: Mission Impossible? 5. Hanna Lantto: A Tale of a City and Its Two Languages: A History of Bilingual Practices In the City Of Bilbao 6. Oksana Myshlovska: Nationalizing Fluid and Ambiguous Identities: Russia, Western Ukraine and their Ukrainian and Russian Minorities, Diasporas and 'Compatriots Abroad' 7. Erika Sarivaara: Emergent Sámi Identities – From Assimilation towards Revitalization 8. Reetta Toivanen: Localizing the Global In the Superdiverse Municipalities in The Artic: The Case of Inari III Language Revitalization: Protection Standards or Tolerance for Variation 9. Konstantin Zamyatin: Russia’s Minority Education and the European Language Charter 10. Johanna Laakso: Metadiversity, Or the Uniqueness of the Lambs 11. Ulriikka Puura and Outi Tánczos: Division of Responsibility in Karelian and Veps Language Revitalization Discourse 12. Svetlana Edygarova: Standard Language Ideology and Minority Languages: The Case Of The Permian Languages of Russia

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Book SynopsisRichard Ruiz has inspired generations of scholars in language planning and multilingual education with his unique orientations to language as a problem, a right and a resource. This volume attests to the far-reaching impact of his thinking and teaching, bringing together a selection of his published and unpublished writings on language planning orientations, bilingual and language minority education, language threat and endangerment, voice and empowerment, and even language fun, accompanied by contributions from colleagues and former students reflecting and expanding on Ruiz’ ground-breaking work. This book will be of great interest to both undergraduate and postgraduate students in language planning and multilingual education, Indigenous and minority education, as well as to junior and senior researchers in those fields.Trade ReviewRichard Ruiz’s influence on the fields of language policy and language education has been immense. His scholarship was always especially elegant and insightful. It was also, crucially, always grounded in social justice and a related commitment to effecting positive change for bilingual and minoritized students. His untimely death has robbed us of not only a great academic but also a remarkable person. But this is all the more reason why this collection is so important, because in reading it we can still clearly hear his voice, see his vision, and understand the significance, reach and influence of his work. * Stephen May, University of Auckland, New Zealand *This book is both a tribute to a remarkable man and a passionate call for social and educational change. Richard Ruiz was a quiet and persistent leader in education research and theory. The volume advances his theories through the reproduction of his own pieces and the publication of those who studied and worked with Richard over many years. The volume is his legacy to the field and will be a treat and an education for all who read it. * Elizabeth Birr Moje, University of Michigan, USA *Expertly and affectionately choreographed by Nancy Hornberger and other colleagues and former students, Richard Ruiz emerges from these pages not only as a brilliantly original scholar but also as a passionate advocate for equity and an inspirational, warm, and funny friend and mentor. * Jim Cummins, University of Toronto, Canada *[Richard's] legacy is not limited to scholarship in language planning and bilingual education, as this book’s title aptly suggests. In addition, it is the memory of Richard’s modest wisdom and tenacious humanity that gives us strength to resist structures that disempower. I, for one, am thankful that this memory manifests as an edited resource, in which such strength is available to access and share. Poised to act and teach, future generations of Richard’s students are waiting, patiently. -- Adam Schwartz, Oregon State University, USA * Language Policy (2019) 18 *Table of ContentsDedication Introduction: Richard Ruiz and his Legacy -- Nancy H. Hornberger Acknowledgements Part I: Language Planning 1. Teresa L. McCarty: “Language Planning Is Social Planning”: Reflections on the Language Planning Contributions of Richard Ruiz 2. Orientations in Language Planning. 1984b. NABE Journal, 8(2), 15-34. 3. Official Languages and Language Planning. 1990. in K. Adams & D. Brink, Eds. Perspectives on Official English: The Campaign for English as the Official Language of the USA, 11-24. Berlin: Mouton. 4. Language Planning Considerations in Indigenous Communities. 1995. Bilingual Research Journal 19, 71-81. 5. Threat Inversion and Language Policy in the United States. 2006, Unpublished. 6. English Language Planning and Transethnification in the USA. 2010. Telescope. (Aménagement Linguistique De L’anglais Et La Transethnification Aux États-Unis). Part II: Bilingual Education 7. Norma González and Eric J. Johnson: Richard Ruiz and Bilingual Education 8. Language Teaching In American Education. 1984a. Washington, DC: National Institute of Education Report. 9. Bilingual Education. 1997. In C. Grant & G. Ladson-Billings, Eds. Dictionary Of Multicultural Education, 29-31. 10. The Paradox of Bilingualism. 2008c. in J. Gonzalez, Ed. Encyclopedia of Bilingual Education, 645-650. Sage. 11. The Knowledge Base of Bilingual Education. Review Of González (2008) The Encyclopedia Of Bilingual Education. Education Review, November 8, 2008a. Part III: Language Fun 12. Perry Gilmore, Brendan H. O’Connor and Lauren Zentz: Taking “Language Fun” Seriously 13. The Parable of the Pigs. 1992/1996, Unpublished 14. Jesus Was Bilingual. 2003, Unpublished 15. The Ontological Status of Burritos. 2008b, Unpublished Part IV: Language Minority Education 16. Luis C. Moll and D.Lane Santa Cruz: Introductory Reflection 17. Ethnic Group Interests and the Social Good: Law and Language in Education. 1983. in W. Van Horne, Ed., Ethnicity, Law and the Social Good, 49-73. Milwaukee: American Ethnic Studies Coordinating Committee. 18. The Empowerment of Language Minority Students. 1991. in C. Sleeter, Ed., Empowerment through Multicultural Education, 217-227. Albany: SUNY Press. 19. Asymmetrical Worlds: The Representation of the Ethnic in Public Discourse. 2000, Unpublished. 20. The Educational Sovereignty of Latino/a Students in the United States, By L. Moll and R. Ruiz. 2005. in P. Pedraza & M. Rivera, Eds. Latino Education: An Agenda for Community Action Research, 295-320. Erlbaum. Part V: Perspectives on Language Planning Orientations and Language Threat Inversion 21. Erin Mackinney: Language Ideologies and Bilingual Realities: The Case of Coral Way 22. Julia Richards and Janelle Johnson: Language Orientations in Guatemala: Toward Language As Resource? 23. Olga Bever: ‘Language-As-Catalyst’: Exploring the Role of Linguistic Landscapes in the Framework of Richard Ruiz’s’ Orientations in Language Planning’ 24. Kevin S. Carroll and Joyce Pereira: Threat Inversion and Language Maintenance in Puerto Rico and Aruba Part VI: Communities As Linguistic Resources Across The Americas: A Symposium Of Essays 25. Mary Carol Combs and Sheilah E. Nicholas: Language, Voice and Empowerment Frameworks 26. Leisy Wyman, Candace Kaleimamoowahinekapu Galla and Luz Jiménez-Quispe: Indigenous Youth Language Resources, Educational Sovereignty, and Praxis: Connecting a New Body of Language Planning Research to the Work of Richard Ruiz 27. Amparo Clavijo Olarte and Ángela Pamela González: The Missing Voices in Colombia Bilingüe: The Case Of Ӗbӗra Children’s Schooling in Bogotá 28. Iliana Reyes and Ana Christina Da Silva Iddings: Learning about Linguistic Resources through Home Engagements: Opportunities for Latina Pre-Service Teachers to Shape Their Language Orientations Afterword: Richard Ruiz - Colin Baker Author Bios Ruiz CV 2015

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Book SynopsisIn this revised and updated 2nd edition of her pioneering textbook, Allyson Jule offers fresh insights into the study of language and gender for those new to the subject. Students will gain a thorough grounding in theoretical and practical perspectives on gender and language in the workplace, media, school, religion and domestic settings. Updates to the 2nd edition include discussion of: language and rape culture; LGBTQ terminology; language and social media; gaming; eco-feminism; and language, gender and Islam. The book is an ideal introductory text for courses specifically focused on language and gender, as well as those where an understanding of these issues would be helpful. Written in an engaging and reader-friendly style, with study questions, suggestions for further reading and a glossary, this book is the ideal starting point for students wishing to understand how language and gender interact in the modern world.Trade ReviewA Beginner’s Guide to Language and Gender is a comprehensive, nuanced and accessible guide to the most important issues in language and gender. In this second edition, which covers everything from gendered toilet spaces to technology, from violence on campus to sexuality, Jule writes with elegant clarity and clear expertise, connecting research to reality in a seamless whole. * Annabelle Mooney, University of Roehampton, UK *The second edition of Allyson Jule’s A Beginner’s Guide to Language and Gender is an excellent introduction to the field. Sophisticated in its concepts, while being very clear in its writing, it is as comprehensive as an introductory text can be. And it is thoroughly up-to-date, including coverage of new technology, sexuality, and transgenderism. * Jane Sunderland, Lancaster University, UK *Table of ContentsAcknowledgements Prologue to the Second Edition Part I: Understanding Gender and Language Use Chapter 1. The Emergence and Direction of the Field Chapter 2. Language as Gendered Part II: Understanding Gender and Language Use in Various Contexts—Brief Introductions Chapter 3. Gender and Language Use in the Media and Technology Chapter 4. Gender and Language Use in Education Chapter 5. Gender and Language Use in the Workplace Chapter 6. Gender and Language Use in Religion: Judaism, Christianity and Islam Chapter 7. Gender and Language Use in Negotiated Relationships Chapter 8. An Anti-Conclusion Glossary References Index

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Book SynopsisThis volume shares the results of research conducted within and across the complex nexus of language, religion and new technologies. It identifies the dynamic and mobile ways religious practice and language interact online to modify, confirm, transform and consolidate linguistic resources and repertoires. It makes a significant contribution to work in the emerging sub-discipline of the sociology of language and religion and adds to the growing work on digital religion. It also showcases leading and ground-breaking researchers working on online and offline examples of the complex relationships evinced by the study of language and religion. The chapter authors explore a wide range of religions, technologies and languages in order to provide an innovative insight into the overlap between the study of language and religion and language and technology.Trade ReviewResearch in the Sociology of Language and Religion (SLR) has been gaining momentum over the past decade or so. This volume advances the discussion by focusing on computer and telephonic technologies. Students of religion and sociolinguistics alike will benefit from these skillful probes of the digital world in which we now seem to live and move and have our being. * Brian P. Bennett, Niagara University, USA *The explosion of online resources will inevitably affect religion, the master emotion, as well as its handmaiden, that is, its language. In this modest but significant volume, technology, language and religion come together as a viable and potent nexus. * Phyllis Ghim-Lian Chew, Nanyang Technological University, Singapore *From Muslim televangelist discourses and Brazilian Pentacostalist language ideologies on Facebook to the impact of Nigerian internet platforms on religious worship. From Christian digital parishes to online Hindu practices and Yiddish Wikipedia groups, this volume captures in fascinating detail the technological and discursive strategies of religious groups in our modern age as they reinvent their communities in cyberspace. * Christian Münch, CUSC – University of Barcelona, Spain *This volume does a good job of navigating the various theoretical backgrounds involved in the discussion of language and faith online, by offering a variety of analyses of how these factors interact in different contexts and in different communities. It successfully opens the discussion of the intersection of faith and language online, which have been analyzed separately as they are performed in digital spaces. However, faith and language are often intertwined and inseparable as components of social practice. This volume provides a way forward as to how analysis can be conducted to ascertain the ways in which these factors interact with each other in digital spaces. -- Jordan Jordan Lavender, Colby College, USA * LINGUIST List 29.3625 *Table of Contents1. Andrey Rosowsky: Faith and Language Practices In Digital Spaces: Introduction Section 1 – Faith, Language and Social Media 2. Thor Sawin: Re-Parishing In Social Media: Identity-Based Virtual Faith Communities and Physical Parishes 3. Ana Souza: Facebook: A Medium for the Language Planning Of Migrant Churches Section 2 – Faith, Language and Transnational Online Practices 4. L. Oladipo Salami: Ifa, the Word and the Virtual World: A Study of the Perceptions of and Attitudes Towards Ifa Religious Tradition on the Internet 5. Iyabode Deborah Akande: Globalizing Yoruba Taboos and their Socio-Cultural and Religious Value 6. Tatjana Soldat-Jaffe: Yiddish Wikipedia - History Revisited Section 3 – Faith, Language and Online Televangelism 7. Tope Omoniyi: Digital Evangelism: Varieties of English in Unexpected Places 8. Shaimaa El Naggar: American Muslim Televangelists as Religious Celebrities: The Changing “Face” of Religious Discourse Section 4 – Faith, Language and Online Ritual 9. Rajeshwari V. Pandharipande: Online Satsang and Online Puja: Faith and Language in the Era of Globalization 10. Andrey Rosowsky: Virtual Allegiance: Online “Baya’a” Practices Within a Worldwide Sufi Order Section 5 - Afterword 11. Bernard Spolsky: Afterword

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Book SynopsisEste libro ofrece un acercamiento a la sociolingüística y al estudio del lenguaje y la sociedad, que luego se aplica al análisis del español hablado en Estados Unidos. Además de proporcionar información clave sobre la demografía y la historia del español en dicho país, se analiza su situación sociopolítica, la relación de la lengua con las identidades latinxs, y las formas en que las ideologías y políticas lingüísticas reflejan y condicionan la percepción del español y sus hablantes. Se examina el uso y la representación del español en una amplia gama de contextos, incluyendo el habla cotidiana, los medios de comunicación, las escuelas, el censo y las instituciones gubernamentales y no gubernamentales. Cada capítulo incluye preguntas de discusión y actividades de análisis. Esta edición se basa en Speaking Spanish in the US (2020), pero está pensada específicamente para el público hispanohablante. An English-language edition of this book is also available: http://www.multilingual-matters.com/display.asp?isb=9781788928274.Trade ReviewAdoptando un enfoque crítico, socioconstruccionista y absolutamente interdisciplinario, Leeman y Fuller logran enormes avances en la tarea de desentrañar la miríada de fundamentos etnorraciales, geopolíticos y socioculturales que afectan a las personas de habla hispana a la hora de ser contadas, educadas y atendidas dentro de la sociedad estadounidense. Este libro se convertirá, sin duda, en una piedra angular en la formación de la próxima generación de intelectuales y activistas que se dediquen al estudio del español en los Estados Unidos. * Glenn A. Martínez, Ohio State University, Estados Unidos *El español en los Estados Unidos es una realidad orgánica que no se deja asir con facilidad. Las profesoras Leeman y Fuller se han puesto manos a la obra y no han dejado tema por tratar, debate por discutir ni polémica por afrontar. Hablar español en Estados Unidos es un libro formativo e informativo, pero también atrevido, que refleja la intensidad con que puede vivirse una realidad sociolingüística tan compleja como la estadounidense. * Francisco Moreno Fernández, Universität Heidelberg, Alemania y Universidad de Alcalá, España *Este excelente libro ya ha establecido su importancia como una perspicaz presentación del español en Estados Unidos, sobre todo desde la perspectiva innovadora de la sociopolítica del lenguaje. La edición en español es significativa tanto por hacerlo accesible al público hispanohablante como por los interesantes desafíos lingüísticos que plantea. El énfasis en el ‘lenguaje inclusivo’ ejemplifica la sensibilidad de las autoras hacia el lenguaje que sustenta este libro. * Clare Mar-Molinero, University of Southampton, Reino Unido *En definitiva [este libro] muestra las realidades sociolingüísticas del español en EEUU, visibilizando la diversidad de la comunidad latinx y su relevancia en la historia, sociedad y desarrollo económico de este país. Es un libro accesible para estudiantes e investigadores que no tienen formación especializada en los estudios sobre lenguaje en su contexto sociocultural; sin embargo, también constituye un estudio de largo alcance que indaga perspicazmente las causas etno- racionales, geopolíticas, ideológicas y sociales que subyacen en el discurso que degrada a los hispanohablantes y a sus prácticas lingüísticas. -- Gabriela Prego-Vázquez, Universidade de Santiago de Compostela, Spain * Discurso & Sociedad, Vol.15(4), 2021 *This book is an extremely valuable resource not only for language educators and school administrators, but also for anyone interested in the contemporary experiences of Latinxs in the United States, as well as the country’s linguistic history [...] the authors do an excellent job outlining the aspects on which we should focus in the future to elevate the status of Spanish in the United States, improve the lives of Spanish-speakers, and defend their right to preserve and transmit their heritage language to their future children. -- Anna Marrero-Rivera, Arizona State University, USA * Heritage Language Journal 19 (2022) *Hablar español en Estados Unidos es una obra admirable por su ambición, su enfoque sociopolítico y su manera de integrar referencias esenciales del campo y bibliografía reciente, gran parte de la cual no está disponible en español. La capacidad de síntesis de las autoras es francamente impresionante, y otro tanto puede decirse de su capacidad para conectar los aspectos estrictamente lingüísticos con nociones de disciplinas como la historia, la sociología, los estudios latinos y los estudios poscoloniales. En inglés no hay ninguna obra comparable; en español, todavía menos. -- Bruzos Moro Alberto, Princeton University, USA * Infoling 11.24 2022 *Table of ContentsTablas y figuras Agradecimientos 1. Hablar español en Estados Unidos: Presentación del libro 2. La demografía del español en Estados Unidos 3. La historia del español y sus hablantes en Estados Unidos 4. Ideologías lingüísticas 5. Raza, racialización e identidad etnorracial de la población latinx 6. Lengua e identidad 7. El español y las personas latinxs en los medios estadounidenses 8. La política lingüística y el español en Estados Unidos 9. El español en las escuelas de Estados Unidos 10. Variación y contacto entre lenguas: aspectos formales del español en Estados Unidos 11. El futuro del español en Estados Unidos Glosario Referencias Índice

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Book SynopsisIn this ground-breaking contribution to the study of tourism and languages, Alison Phipps examines what happens when tourists learn to speak other languages. From ordering a coffee to following directions she argues for a new perception of the relationship between tourism and languages from one based on the acquisition of basic, functional skills to one which sustains and even strengthens intercultural dialogue. The twelve chapters comprising this book tell stories of the experience of learning and speaking tourist languages. Drawing on a range of disciplines Alison Phipps takes the reader on a journey through risk, way finding, mistakes, laughter, conversations and the imagination. She provides rich descriptions of the world of language learning which has remained invisible to mainstream studies of language education, existing as it does on the margins of educational life. She shows how tourism is shaped by the learning experiences of everyday life. Languages, she argues passionately, fundamentally change the nature of perception, dwelling and relationships to other people and the world. This book will be essential reading for all those interested in tourism studies and in modern languages education. It is a timely study, coming at time of crisis in languages, as English exerts its power as a world language and as a dominant language of tourism. Learning the Arts of Linguistic Survival: Languaging, Tourism, Life will also be of interest to anthropologists, linguists, geographers, sociologists and those studying education.Trade ReviewLanguage and difference have always pushed against the boundaries of certainty, authoritarianism, and hope. In this beautifully written, poetic, and brilliantly insightful book, Alison Phipps addresses the social, cultural, and political implications of learning to speak a tourist language and its broader implications for a meaningful sense of dialogue, cultural change, and democracy itself. Moreover, Phipps offers us a new way of understanding learning as a form of public pedagogy that takes place outside traditional sites of learning and in doing so constitutes a pedagogical space rich with the possibilities of desire, agency, and a global cosmopolitanism. This may be one of the most important books written on language, pedagogy, and tourism in the last fifty years and hopefully will be widely read by anyone wishing to enter the changing conditions of a global democracy. -- Henry Giroux, McMaster University, Canada.This lively book provides an intriguing view of why we still want to learn foreign languages. Others have seen tourism as sounding the death knell for language learning: Phipps takes the opposite view and shows how travel actually motivates ordinary people to try and communicate in a new language. She goes so far as to suggest that tourism may even be the single phenomenon that enables most intercultural encounters for the greates number of people in today's world. I found myself questioning many long-held assumptions after reading Phipps' provocative book. -- Susan Bassnett, University of Warwick, UKThis is a very unusual book that should be read by an unusually wide audience as it crosses a number of boundaries, and thereby questions comfortable assumptions inherent in many of the disciplines it touches upon. Modern language professionals have tended to look down upon the practices of learning languages for tourism, and yet, Phipps demonstrates, they have much to learn from these. In tourism studies again little attention has been paid to language learning relative to the economic aspects of tourism or the critical focus on the tourist gaze, for example. This is a work of linguistic anthropology or 'auto-anthropology' as Phipps puts it which focuses on the self as guest (who is trying to be a good guest), rather than the self as host, through 'languaging'. Phipps's original take, and lively prose, as well as her commitment to her subject, make this a really good read which should shake us language professionals out of some of our dearly-held prejudices! -- Judith Still, University of Nottingham, UKThis book is worth reading for reasons of content, style, and mode of research. In concert with other publications in the series, such as Tourism and Intercultural Change: Why Tourism Matters, it is passionately written, electrifying, and insightful. The book is recommended for all interested in the complex relationship between tourism, language, intercultural dialogue, and human interaction. -- Melani Nekic * KULT Online Issue 19 (2009) *Alison Phipps has written a thought-provoking and unusual book, which deserves to be read by tourism academics and, perhaps even more so, by those in mainstream language education who are struggling to keep their discipline alive. -- Frances Brown * Tourism Recreation Research 34(1) 2009 *Alison Phipps' Learning the Arts of Linguistic Survival is an inspiring, intellectually and morally provocative book, which is nothing short of a state of the art of theorizing tourism and tourists from a language-sensitive or language-oriented perspective. Phipps offers a view of tourists that is rare and refreshing, and builds on well grounded approaches, which, in my mind, can be generally labelled “post-structural.” Through applying these dynamic and critical perspectives, and not taking anything for granted, Phipps attends to the seemingly ordinary spheres of tourism, and to where the extraordinariness of tourism meets the ordinariness of everyday lives. This juxtaposing—of tourism and everydayness—turns out to be remarkable, because it shows how rather interesting and worthy are everyday lives of some people. In other words, through researching tourists, we gain a contribution to what might we might call the “contemporary human condition,” over and above the contribution to “tourism scholarship.” -- Chaim Noy, The Hebrew University of Jerusalem * Tourism Review International *Table of ContentsAcknowledgements Introduction 1. Languages, Tourism and Life 2. Educating Tourists 3. Risks 4. Way Finding 5. Pronunciation 6. Conversation 7. Games 8. Rehearsing Speech 9. Breaking English 10. Tourist Language Learners 11. Surviving Afterword Bibliography

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Book SynopsisThis book discusses the existing sociolinguistic order in Africa, how it is sustained, how it might be changed to the advantage of those who are dominated by it and, most importantly, how it affects the development potential of the Continent. It raises issues about African languages that the average person is not always aware of. For example, why must the African child learn how to read and write in a foreign language? Why must all African doctors be trained in languages that their patient population do not understand? Why must African leaders address their people in languages they know the people do not understand? What are the flow-on effects of these language practices on Africa’s development goals? The book also proposes sustainable and development-oriented alternatives to these practices.Trade ReviewThe manuscript will make an important contribution to African sociolinguistics and will have an impact beyond African scholarship. It will expand and deepen the work in African sociolinguistics because of the range of topics which include, but are not limited, to economics, health, education and development. -- Professor Sinfree Makoni, Linguistics and Appied Language Studies and African and African-American Studies, Pennsylvania State University.This is a powerful piece of work that draws together a lot of disparate information, much not readily accessible to an English speaking public, about African languages, their use and the impact of that on the (non)development occurring in Africa, thereby highlighting the role that African languages might play in reversing that situation. * Richard B. Baldauf Jr., University of Queensland, Brisbane, Australia *Paulin Djite brings together different sets of data - economic, political,- to provide a convincing perpective on language problems in Africa. Linguistic diversity is not a handicap by itself : monolingualism is not going to solve all development problems as naive apologists of global English would like us to believe. Multiculturalism without multilingualism is mere posturing! This book provides some tools to understand this truth. * Alain Ricard, directeur de recherche au cnrs, Paris *Scholarly, engaging, and accessible, Paulin Djite’s book challenges two of the lingering myths about the role of language in Africa’s development - multilingualism is an obstacle to development and the latter is possible only via the medium of an ex-colonial language - and calls for the use of the African languages in the key areas of development: education, health, the economy and governance. Language policy makers, language professionals, and anyone who is interested in the language question in Africa will find in this important book an insightful and most timely contribution to knowledge about language and development in the continent. * Professor Nkonko M. Kamwangamalu, Howard University *What an excellent book. I enjoyed every moment I devoted to reading it. The book is going to become compulsory reading for anyone wishing to work on sociolinguistics and applied linguistics in Africa. It has numerous qualities that will make it inescapable as a vade-mecum in these fields. It describes concisely the state of the art with respect to the relationship between language policy, language use and economics, health, education, and governance, the domains that it covers in the main. At the same time, it challenges all the myths and many orthodox assumptions and authoritative positions in these domains. As such, it will undoubtedly give rise to very necessary polemics inside and beyond the continent. In view of the global trend towards the valorisation of cultural diversity, the positions that are put forward here, such as the relationship between multilingualism and economic development, will undoubtedly help to shape the orthodoxy of the future. Coming as it does at the very moment when a Pan-African Masters and Doctoral degree programme in Applied Linguistics and African Languages is about to be launched, its seeds will fall on fertile ground. * Neville Alexander, University of Cape Town, South Africa *Table of ContentsAcknowledgements Foreword Introduction Chapter 1: Prolegomena to the Sociolinguistics of Development in Africa Chapter 2: Language, Education and Development Chapter 3: Language, Health and Development Chapter 4: Language, the Economy and Development Chapter 5: Language, Governance and Development Conclusion Endnotes Bibliography

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Book SynopsisLanguage Disabilities in Cultural and Linguistic Diversity takes a critical perspective on traditional bio-cognitive-social approaches to language disabilities – specific language impairment, communication difficulties, dyslexia and deafness. A socio-cultural approach orientates a reinterpretation of research, educational practices and policies in assessment, teaching and intervention. A Vygotskian framework affords repositioning of assessment, learning and development for language disabilities as they are influenced and shaped by experiences of multilingualism, culture, ethnicity and race. The author, rather than present definitive answers, aims to offer new analyses and extend current understanding of linguistic phenomena fraught by dilemmas of disentangling diversity and disability. The volume serves as a source of reflection and inquiry for students, professionals and policy makers in education and health who are interested in disability and language disabilities in multilingual and multicultural contexts.Trade ReviewThis book fills a significant gap in the current literature in an original and stimulating way. Deirdre Martin was among those who recognised at an early stage that professionals such as speech and language therapists and teachers would need to develop better strategies for working with children with communication and interaction needs who were learning English as an additional language. -- Tony ClineThis volume offers a nuanced account of language related disabilities in culturally and linguistically diverse contexts. It invites a critical rethink of key theoretical and methodological issues regarding multilingualism and communication disorders. It also provides practical advice to professionals and parents who have to deal with real-life situations on a daily basis. -- Professor Li Wei, Birkbeck College, University of LondonI must say that it's been difficult for me to put this book down. This is a great book. I like how Martin has interconnected the various strands of research on bilingual children and their clinical management in speech therapy with the underlying sociocultural/sociopolitical subtext of speech services to these children. -- Jose Centeno, St. John's University, USAThis book uses Vygotskian and Sociocultural perspectives to explore issues related to Cultural and Linguistic Diversity and language disabilities, and considers a wide range of client groups. It is a very thought-provoking and interesting read which is high on theory and Iowan practicality. (If you want a 'how to' book, this is definitely not for you!) Overall the book is complex to read, but well worth the effort if your caseload includes clients with cultural and linguistic diversity and you have a need for a good grounding in the issues that may arise. It will appeal to therapists already working in this specialist field or those wishing to develop a specialism in this area. -- Linda Robinson, a highly specialist speech and language therapist with Barnsley Primary Care Trust * Speech and Language Therapy in Practice, Autumn 2011 *Table of ContentsIntroduction Chapter 1 A Socio-cultural Activity Approach: Key Concepts Chapter 2 Provision for Communication Disabilities in CLD Chapter 3 Disability and Disabling Cultural and Linguistic Diversity Chapter 4 Bilingual Speech and Language Development and Difficulties Chapter 5 Literacy, Literacies and Difficulties with Printed Language Chapter 6 Deafness in Culturally and Linguistically Diverse Communities Chapter 7 Assessment Approaches: Comparison, Product and Process Chapter 8 Learning, Teaching, and Intervention Chapter 9 Collaboration as Inter-professional Learning Chapter 10 Parents, Families and Children Working with Professionals

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Book SynopsisThis volume explores the relationship between 'study abroad' and the acquisition of 'sociolinguistic competence' - the ability to communicate in socially appropriate ways. The volume looks at language development and use during study abroad in France by examining patterns of variation in the speech of advanced L2 speakers. Within a variationist paradigm, fine-grained empirical analyses of speech illuminate choices the L2 speaker makes in relation to their new identity, gender patterns, closeness or distance maintained in the social context in which they find themselves. Using both cross-sectional and longitudinal data, four variable features of contemporary spoken French are analysed in a large population of advanced Irish-English speakers of French. This close-up picture provides empirical evidence by which to evaluate the wide-spread assumption that Study Abroad is highly beneficial for second language learning.Trade ReviewThis book is a real eye opener for anyone who would equate conjugating verbs and memorizing noun genders with 'learning' a second language. Regan et al. offer a stunning demonstration that effective communication hinges on acquiring the sociolinguistic competence to interpret (and produce) the many choices among variant linguistic structures that native speakers make regularly in their everyday interactions. Exemplifying with the controversial Year Abroad experience, the authors provide a first detailed account of how this is achieved. Their results should be required reading for educators, planners and policymakers, as well as linguists of all stripes. -- Shana Poplack, FRSC, Distinguished University Professor of Linguistics, University of Ottawa, CanadaThis exciting new book represents a significant leap forward for research on the effects of study abroad on second language acquisition. It focuses on the sociolinguistic competence of second language learners in a university setting, an unexplored dimension of this research strand. The volume offers a careful documentation and analysis of the crucial role played by a one-year stay in France on the acquisition of key aspects of sociostylistic variation in the spoken French of advanced-level students of French as a Second Language. Second language researchers, programme planners, and teachers will undoubtedly find this volume an insightful and useful resource. * Raymond Mougeon *This book makes a contribution to the growing literature on study-abroad programs by focusing on the acquisition of sociolinguistic competence in learning a non-native language by means of immersion. It provides valuable information about SLA in the study-abroad context, one that is favored by the European Union authorities in their attempt to promote language learning among the citizens ofits member states. This book constitutes invaluable endorsement for the study-abroad programs. especially providing convincing evidence for a widely-held belief that spending a year abroad favors L2 speakers' linguistic and sociolinguistic development. * Rub *Table of ContentsChapter 1 – Second Language Acquisition and Linguistic Variation Chapter 2 – Linguistic Outcomes of Second Language Acquisition in a Study Abroad Context Chapter 3 – Extralinguistic Factors Affecting L2 Development during Study Abroad Chapter 4 – The Research Project: An Overview Chapter 5 – The Acquisition of ne Deletion by Irish Learners of French Chapter 6 – The Variable Use of Nous/On by Irish Learners of French Chapter 7 – The Acquisition of /l/ deletion by Irish Year Abroad Speakers of French Chapter 8 – The Variable Use of Future Temporal Reference Chapter 9 – The Role of Gender in the Acquisition of Sociolinguistic Competence in an L2 During the Year Abroad Chapter 10 – Spending a Year Abroad: Do we Acquire Sociolinguistic Competence?

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