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• Measured ERPs during sound (phoneme) and visual (grapheme) categorization. • Listeners showed faster and stronger categorization of phonemes compared to graphemes. • Category neural representations emerged in both modalities within ∼250 ms. • Auditory and visual stimuli recruited common association areas in extrastriate cortex. • Isomorphic, domain-general mapping for phonetic categories in dorsal visual system. This study assessed the neural mechanisms and relative saliency of categorization for speech sounds and comparable graphemes (i.e., visual letters) of the same phonetic label. Given that linguistic experience shapes categorical processing, and letter-speech sound matching plays a crucial role during early reading acquisition, we hypothesized sound phoneme and visual grapheme tokens representing the same linguistic identity might recruit common neural substrates, despite originating from different sensory modalities. Behavioral and neuroelectric brain responses (ERPs) were acquired as participants categorized stimuli from sound (phoneme) and homologous letter (grapheme) continua each spanning a /da/−/ga/ gradient. Behaviorally, listeners were faster and showed stronger categorization of phoneme compared to graphemes. At the neural level, multidimensional scaling of the EEG revealed responses self-organized in a categorial fashion such that tokens clustered within their respective modality beginning ∼150–250 ms after stimulus onset. Source-resolved ERPs further revealed modality-specific and overlapping brain regions supporting phonetic categorization. Left inferior frontal gyrus and auditory cortex showed stronger responses for sound category members compared to phonetically ambiguous tokens, whereas early visual cortices paralleled this categorical organization for graphemes. Auditory and visual categorization also recruited common visual association areas in extrastriate cortex but in opposite hemispheres (auditory = left; visual = right). Our findings reveal both auditory and visual sensory cortex supports categorical organization for phonetic labels within their respective modalities. However, a partial overlap in phoneme and grapheme processing among occipital brain areas implies the presence of an isomorphic, domain-general mapping for phonetic categories in dorsal visual system. [ABSTRACT FROM AUTHOR]

The role of laughter in evaluating language use has received little attention in language attitude research and laughter studies. In this paper, which draws on focus group discussions involving 132 Nigerian university students, we analyse how students use laughter to perform social actions in evaluating language use in Nigeria. The analysis shows that participants use laughter to deride the outgroup, reinforce ingroup coherence, mark their own or others' linguistic inferiority, and mitigate self-face-threatening linguistic behaviour. We argue that a comprehensive theory of laughter should include the functions of laughter: especially how people use it to 'do things' in discourse. The implications of the findings vis-à-vis language attitude research are discussed. [ABSTRACT FROM AUTHOR]

• Escuela de Madres y Padres is an 8-session DBT skills-based program adapted for Latinx caregivers of school-aged children. • Participation was associated with decreased general perceived stress among caregivers. • Participation was associated with increased emotion regulation among caregivers. Latinx caregivers of school-aged children are faced with unique stressors. These stressors include racism, immigration status, and limited resources in schools. Despite an abundance of evidence-based programs for parents and caregivers, many were not developed by or with members of the intended demographic or with specific attention to racial and linguistic identities and social context. This study was a pilot-trial aimed to evaluate the feasibility and effectiveness of Escuela de Madres y Padres (EMP; "School for Mothers and Fathers"), a program based on Dialectical Behavior Therapy (DBT) skills adapted in a community context by Latinx community leaders who are recognized for their expertise in culturally responsive practices to support Latinx caregivers. EMP integrates DBT skills with a strength-based approach and decolonizing lens to highlight and promote the resiliencies and capacities of Latinx parents of school-aged students. Participation in EMP was associated with high satisfaction among participants, significantly decreased perceived stress among caregivers, significantly increased mindfulness in parenting, significantly increased emotion regulation among caregivers, and significantly decreased child behavioral difficulties. This study indicates that EMP holds promise as a culturally relevant program that could improve the well-being of Latinx caregivers. [ABSTRACT FROM AUTHOR]

This research analyses the linguistic strategies for identity construction in 246 mask-wearing signs collected from the businesses on four prosperous roads of Brighton and Hove during the pandemic. In regulating mask-wearing through signage, businesses could adopt one of four roles: (1) spokesperson for the guidance, (2) independent order giver, (3) emotional persuader, (4) strict caveator; or choose to integrate two or three of these roles. In the surveyed area most businesses preferred to act as independent order givers and instruct customers directly to wear face coverings for public health through imperative directives. This case study describes what directives were employed in terms of agency and politeness to display businesses' stance or engagement in regulatory signs when public health was under challenge. It is intended to categorise directives in mask signage in relation to agency, politeness and identity, and explore the basic features of English regulatory signage on public health in business setting. • English mask signage emphasised social involvement and information explicitness. • Directives in signage could contribute to displaying business active agency and independent stances. • Please wear construction could indicate businesses' entitlement to ordering customers to act altruistically. • You must wear construction could signal businesses' authority in making the restriction. • Thank you for wearing construction could express social respect for personal independence. [ABSTRACT FROM AUTHOR]

• Autonomous language learning experiences are explored using linguistic mudes. • Data are generated from practitioner's reflective journal after language counselling. • Four narratives identified related to learning and using English as an additional language. • Results show complex relationships between learning and use and language identity and practices. • The importance of reflection in connecting them is highlighted. This practitioner-research (PR) paper examines Finnish university students' learning experiences in an autonomy-focused English course through the lens of linguistic mudes. Mudes have been described as the change from being a learner to being a user of a language, an idea also common in learner autonomy. Following language counselling (also known as advising) sessions, the author recorded and reflected on student stories in a counselling journal, examining how the concept of mudes mapped on to students' learning experiences in the course. The study employs Exploratory Practice (EP), Reflective Practice (RP), and Narrative Inquiry (NI) to develop a pedagogically sustainable and context-sensitive approach to PR, particularising mudes to the author's counselling practice. Reflexive thematic analysis of the journal generates four distinct learning narratives, corresponding and contrasting with the idea of mudes. These narratives illustrate how PR approaches can contribute both to local knowledge and practices and to wider research and practice communities. [ABSTRACT FROM AUTHOR]

This study uses a multimodal conversation analysis to examine the interactional competence of participants in intercultural service encounters. American customers were video recorded while placing orders at small food shops in rural Japan. Two encounters illustrate how participants used multimodal resources to collaboratively achieve transactional goals in the face of features—linguistic difficulty and relational talk occasioned by language and sociocultural identities—that might be attributed to the 'intercultural' setting. The analysis shows how the participants used gesture, movement, and body position in concert with standard transactional routines to navigate relational and transactional sequences of talk and accomplish a shared, transactional goal. The discussion then considers whether these sequential developments are partly responsible for the particular 'intercultural' nature of these encounters, thereby contributing to a more nuanced understanding of the interactional components of service encounters between participants of different cultural backgrounds. • This study examines multimodality in intercultural service encounters. • Participants use gesture and gaze to deal with linguistic ambiguity. • Multimodal devices progress transactional actions during relational talk. • 'Interculturality' is a surface feature of otherwise routine transactions. [ABSTRACT FROM AUTHOR]

Deep learning methods for language recognition have achieved promising performance. However, most of the studies focus on frameworks for single types of acoustic features and single tasks. In this paper, we propose the deep joint learning strategies based on the Multi-Feature (MF) and Multi-Task (MT) models. First, we investigate the efficiency of integrating multiple acoustic features and explore two kinds of training constraints, one is introducing auxiliary classification constraints with adaptive weights for loss functions in feature encoder sub-networks, and the other option is introducing the Canonical Correlation Analysis (CCA) constraint to maximize the correlation of different feature representations. Correlated speech tasks, such as phoneme recognition, are applied as auxiliary tasks in order to learn related information to enhance the performance of language recognition. We analyze phoneme-aware information from different learning strategies, like joint learning on the frame-level, adversarial learning on the segment-level, and the combination mode. In addition, we present the Language-Phoneme embedding extraction structure to learn and extract language and phoneme embedding representations simultaneously. We demonstrate the effectiveness of the proposed approaches with experiments on the Oriental Language Recognition (OLR) data sets. Experimental results indicate that joint learning on the multi-feature and multi-task models extracts instinct feature representations for language identities and improves the performance, especially in complex challenges, such as cross-channel or open-set conditions. [ABSTRACT FROM AUTHOR]

Linguistic self-representation and identity construction on social media have attracted much scholarly attention. However, relevant studies tend to overlook the temporal dimension of social media, potentially systematic patterning of linguistic behavior across time, and the attendant implications of such a temporal perspective on identity. Combining an automated lexical tool (LIWC) and the Box–Jenkins method of statistical time series analysis, this paper shows how the 'modelability' of linguistic choices across time can be interpreted as signatures of identity construction and complement existing frameworks for identity analysis. Two levels of modelability are discussed—the availability of a well-fitting time series model as evidence of temporal patterning, and specific parameters of that model interpreted in context. These are demonstrated with a case study of the construction of 'amateur expertise' over 109 consecutive makeup tutorial videos on the popular YouTube channel 'Nikkiestutorials'. Results show that the linguistic display of 'analytical thinking' reflects a strategy of 'short term momentum', the display of 'clout' and 'authenticity' a strategy of 'short term restoration', while the display of 'emotional tone' fluctuates randomly across time. The approach is further discussed in terms of its general principles and potential applications in other contexts of identity and related research. • Modelability across time is a signature of identity construction. • Combines LIWC and time series analysis to model identity construction across time. • Models interpreted in context reveal dynamics of 'momentum' and 'restoration'. [ABSTRACT FROM AUTHOR]

• Teacher candidates of color grapple with the additional burden of resolving tensions around their linguistic practices and identities. • Teacher candidates of color rely on their lived experiences and networks of support to critically engage these tensions using their emotions as guides. • There needs to be programmatic efforts to help teacher candidates of color resolve language and identity tensions. This study draws on raciolinguistic perspective (Rosa & Flores, 2017) and theorization of emotions (Benesch, 2018) to examine two teacher candidates of color's (TCCs') experiences of racialization. Data come from two research projects the authors conducted as part of their dissertations. Findings demonstrate TCCs' experienced raciolinguistic shame or a hovering sense of embarrassment that results from speaking marginalized linguistic varieties. Findings also show TCCs engaged in critical emotion work to challenge feelings of raciolinguistic shame by foregrounding alternative identities. Our discussion highlights how TCCs reconfigured perceptions of their linguistic dexterity and call for centering emotion work in language teacher education, as a critical component. [ABSTRACT FROM AUTHOR]

This article presents a conceptual history of identity in Swedish minority language policy, exploring how "develop[ing] a cultural identity" became integral to the minority language curriculum. Following the methodology of Wacquant (2022), which combines Bourdieu's sociology with the conceptual history of Koselleck, the study tracks identity through archived documents from the political, media and academic fields of the 1968–74 immigration inquiry in Sweden and subsequent actualisation of the so-called Home Language Reform in 1977. This reform continues to entitle children who are raised speaking a language other than Swedish to state-mandated tuition in this language via mother tongue instruction (MTI). As a space for non-hegemonic language practice, MTI struggles for political and societal legitimacy and existing research has yet to explore how identity is entangled in its (de)legitimation. Following debate in the 1960s about the unsuitability of "adjustment", the IC aimed to construct a new conceptual framework for migrant discourse. Analysis of bills, publications, minutes and media op-eds show that agents acted as brokers to jointly construct identity as a flexible framework to cover diverse needs within and across their respective fields. Within the media field, pundits argued either for the right of the individual to choose their level of engagement with established groups, or for the autonomy of migrant groups to establish their own schools and communities. Within the political field, inspiration came from the perceived successes of Canadian immigration reform, while key academics took interest in North American social psychology research. The focal point of this cross-field negotiation was a hybrid concept, a necessarily flexible frame of reference whose meaning differed slightly within each field. Given the lack of semantic precision of hybrid concepts, reflexive language science ought to consider and problematise their application in MTI research and in further academic enquiry. • This article explores how developing a cultural identity became integral to the Swedish minority language curriculum. • It follows the methodology of Wacquant which combines Bourdieu's sociology with the conceptual history of Koselleck. • Agents acted as brokers to jointly construct identity as a flexible framework within and across their respective fields. • Identity was imported into Swedish media and academic debate from North American immigration reform and social psychology. • Problematic hybrid concepts can be approached reflexively in the language sciences via socio-historical inquiry. [ABSTRACT FROM AUTHOR]

In this paper, a multilingual automatic speech recognition (ASR) and language identification (LID) system is designed. In contrast to conventional multilingual ASR systems, this paper takes advantage of the complementarity of the ASR and LID modules. First, the LID module contributes to the language adaptive training of the multilingual acoustic model. Then, the ASR decoding information acts as the confidence metric to balance the LID results. To simulate complex multilingual speech recognition situations, two types of LID strategies are conducted. For a multilingual speech recognition task in which only one language is contained in the speech stream, the language information can be directly determined based on utterance-level judgment. Under this condition, a segment-level statistical component and a two-stage update strategy are designed to assist in the utterance-level language classification. In another multilingual speech recognition task, where the speech stream contains multiple languages simultaneously, the Viterbi language state retrieval method based on neural network (NN) classification is used to perform dynamic detection of the language state. In both cases, the ASR decoding information is used to adjust the language classification results. Without prior knowledge of language identity information, the enhanced LID module achieves an accuracy of 99.3% for utterance-level language judgment and 92.4% for dynamic language detection, and the multilingual ASR system also provides performance comparable to that of monolingual ASR systems. • This paper presents a multilingual speech recognition system. • The ASR module and LID module are constructed in a unified architecture to complement each other. • The LID module contributes to the language adaptive training of the acoustic model. • The ASR decoding information acts as the confidence metric to balance the LID results. • The Viterbi beam search algorithm is applied to dynamic language identification. [ABSTRACT FROM AUTHOR]

• Qualitative study of Greek diaspora in Australia focusing on nation-building. • Explores linkages between diaspora and national identity through example of language. • Demonstrates tensions in Greek language usage in relation to identity negotiations. • Advocates flexible, inclusive notions of diasporic belonging to multiple nations. This paper uses a qualitative case study of the Greek diaspora in Australia in order to add to debates on the geographies of diaspora and diasporic identity in relation to nation-building and nationalism through an exploration of Greek language usage. Specifically, it contributes to ongoing research in geography, diaspora studies and beyond, which stresses the need to examine and tensions and disunities within diasporic 'communities' through a focus on the materialities and emotionalities of diasporic lives and identities. The paper stresses that although more fluid and in-between diasporic identity negotiations are important, it is also necessary to examine the ways in which those in diaspora attempt to 'hold onto' times and spaces of homeland national identity in order to perform more static, bounded and inflexible notions of diasporic identity. The paper uses the example of language to demonstrate how tensions over the role and importance of homeland language in diaspora reveal different imaginations and emotions around what it means to be, feel and belong in diaspora. The paper contributes to debates over the roots and routes of diaspora, as well as the need for boundary (re)making. In doing so, it stresses the need for geographical research on diaspora, and the important role that geographers can play in critical interpretations of the lives and identities of those in diaspora, 'on the move', within and across borders. It therefore adds to ongoing geographical debates about the need to envisage diasporas in flexible and inclusive ways, but also account for the ways in which nation-building and nationalism continue to form part of diasporic identity articulations. [ABSTRACT FROM AUTHOR]

This paper investigates teasing as a linguistic resource for assisting the host of the Chinese dating reality show If You are the One , to construct professional identities. By drawing on the approach of interpersonal pragmatics, which allows for a detailed analysis of a teasing sequence in a multi-party interaction, this paper documents how different aspects of face are negotiated when the host teases one of the participants in an ongoing dyadic interaction, and how this practice is related to his construction of professional identities. By teasing one of the participants and transforming the tease effects to the other, the host's participation, done with consideration to both participants' face wants, can save both their faces, therefore being positively evaluated and perceived as supportive. It is suggested that the professional identities constructed are associated with the unique combination of the contextual and co-textual environments, and are co-constructed as a contextual expectation which becomes a norm of this community of practice. • Teasing facilitates constructing the identity of the teaser. • Our data shows a community of practice where face wants differ from the norm. • The host supports participants' connection/separation face wants. • Teasing must be constructed with sensitivity to context to be perceived favourably. • A tease's message can be transformed from recipient to unaddressed participant. [ABSTRACT FROM AUTHOR]

• Identity processing as an exemplary functional role for cerebral hubs (IPL, PCC, precuneus). • Domain specific networks (language, mathematics) share a domain-general process (identity processing). • Demonstration of the power of mental files theory to unify related concepts in Psychology, Linguistics, and Philosophy. Hubs emerge in structural and resting state network analysis as areas highly connected to other parts of the brain and have been shown to respond to several task domains in functional imaging studies. A cognitive explanation for this multi-functionality is still wanting. We propose, that hubs subserve domain-general meta-cognitive functions, relevant to a variety of domain-specific networks and test this hypothesis for the example of processing explicit identity information. To isolate this meta-cognitive function from the processing of domain-specific context, we investigate the overlapping activations to linguistic identity processes (e.g. Mr. Dietrich is the dentist) on the one hand and numerical identity processes (e.g. do "3 × 8" and "36–12" give the same number) on the other hand. The main question was, whether these overlapping activations would fall within areas, consistently identified as hubs by network-based analyses. Indeed, the two contrasts showed significant conjunctions in the left inferior parietal lobe (IPL), precuneus (PC), and posterior cingulate. Accordingly, identity processing may well be one domain-general meta-cognitive function that hub-areas provide to domain-specific networks. For the parietal lobe we back up our hypothesis further with existing reports of activation peaks for other tasks that depend on identity processing, e.g., episodic recollection, theory of mind, and visual perspective taking. [ABSTRACT FROM AUTHOR]

• Language isolate Vedda followed genetic isolation. • Vedda is a drifted group with a limited gene flow from neighbours. • Vedda is genetically linked with Indian tribals without any evidence of linguistic affinity. • The maternal haplogroup M branch mediated the initial settlement of Sri Lanka. • Vedda largely preserved their isolation and showed a deep genetic association with India. Linguistic data from South Asia identified several language isolates in the subcontinent. The Vedda, an indigenous population of Sri Lanka, are the least studied amongst them. Therefore, to understand the initial peopling of Sri Lanka and the genetic affinity of the Vedda with other populations in Eurasia, we extensively studied the high-resolution autosomal and mitogenomes from the Vedda population of Sri Lanka. Our autosomal analyses suggest a close genetic link of Vedda with the tribal populations of India despite no evidence of close linguistic affinity, thus suggesting a deep genetic link of the Vedda with these populations. The mitogenomic analysis supports this association by pointing to an ancient link with Indian populations. We suggest that the Vedda population is a genetically drifted group with limited gene flow from neighbouring Sinhalese and Sri Lankan Tamil populations. Interestingly, the genetic ancestry sharing of Vedda neglects the isolation-by-distance model. Collectively, the demography of Sri Lanka is unique, where Sinhalese and Sri Lankan Tamil populations excessively admixed, whilst Vedda largely preserved their isolation and deep genetic association with India. [ABSTRACT FROM AUTHOR]

The mixing of three or more languages in casual conversations, a hallmark of Chinese Malaysian informal speech, expresses a range of sociological and ideological meanings in the ongoing construction of Chinese Malaysian heteroglossic identities. While code-switching patterns sometimes mark different speaker positions, they also express broader language identities and ideologies that transcend individual conversations. This is especially clear when analysing the relative frequency and semantic domains of single lexeme mixing, where English is mostly used for consumer culture, Malay for place names and personal names, and Chinese topolects for expressing emotion. Detailed analysis of 12 adult conversations recorded in natural settings in diverse regions of Malaysia is corroborated by language attitudes expressed in focus groups, Facebook posts, and informal conversations and interviews, revealing the diverse and sometimes contending language ideologies linked to specific languages in the Chinese Malaysian setting. [ABSTRACT FROM AUTHOR]

• Social networking tools such as WeChat have become important sites for literacy work. • Physical and digital spaces operate with normative values that privilege certain languages and literacies while limiting others. • Writing teachers should reconsider pedagogical practices informed by monolingual ideology. • Students' multilingual repertoire and multimodal expertise index local and translocal semiotic resources. Writing research has yet to fully explore multilingual, transnational students' literacies as negotiated across formal, informal, and digital spaces and as mediated by semiotic and identity resources mobilized across local and translocal contexts. This study draws on theoretical concepts of polycentricity and scale (Blommaert et al., 2005a, 2005b; Canagarajah & De Costa, 2016) to examine one Chinese international student's (Morgan) literacies across an honors-designated first-year writing class and WeChat (a popular social networking smartphone application). Based on detailed tracing of Morgan's literacies, this study examines her language and identity practices as mediated by local and translocal semiotic resources distributed across spaces and times. In connecting WeChat and the writing classroom as two centers of Morgan's multilingual work, this study provides a nuanced account of spaces as semiotic resources that operate with normative values that legitimize certain language practices while constraining others. A scalar analysis of Morgan's self- and school-sponsored literacies complicates current accounts of digital literacies as expanding opportunities for literacy learning by suggesting ways in which literacy mobility might be constrained by power differentials that position spaces and language practices in hierarchical orders. [ABSTRACT FROM AUTHOR]

Background: With growing numbers of bilingual children on the autism spectrum in UK classrooms, the interaction between autism and bilingualism is becoming a pressing issue for practitioners, researchers and families. In this study, we report the school experiences of bilingual, autistic children in the UK through their own voice with focus on five aspects of their school life.Method: Using interpretative phenomenological analysis (IPA) as a methodological framework, semi-structured, computer-assisted interviews were conducted with 11 children aged 7 to 14 from across England and Wales. Interviews were carried out in English and took place in mainstream schools or the children's home, depending on their preference.Results: Results indicate that, while children's school experiences vary widely, there were commonalities in this population's identity formation, including being bilingual, and their classroom experiences. Most notably, children educated in more multilingual environments (i.e. in schools with larger multilingual populations) expressed more positive views about multilingualism than those in more monolingual settings. In line with previous studies, limited social circles and classroom anxiety were present in participants' school experiences.Implications: The findings of this paper suggest that giving autistic children from bilingual backgrounds opportunities to explore their linguistic identities in the classroom may enhance their experiences of school. Further research should focus on parents' and practitioners' attitudes and perspectives towards the support available for this population. [ABSTRACT FROM AUTHOR]

• The South-Slavonic spelling reforms occurred after the disintegration of Yugoslavia. • Study based on one of the largest datasets of speakers' views on language identity. • The more contested a language ideology, the greater spelling conflicts. • The more personal a spelling issue, the greater spelling conflict. • The less socially responsible the standardization, the greater spelling conflict. This article analyzes spelling-change conflicts linked to Bosnian, Croatian, Montenegrin, and Serbian. These standard languages share a long history of common sociopolitical identity and high mutual intelligibility, and the spelling standardization processes became embroiled in the Yugoslav disintegration process and the creation of new political entities. This study presents results from a 2022 survey of 2000 participants in four countries (matched to country census quotas on five demographic criteria), and is thus one of the largest data sets of speakers' attitudes and beliefs about language identity and its sociopolitical context. I argue that analyzing spelling-change conflicts can uncover the motives for spelling changes and the causes of such conflicts. I propose, based on this analysis, three principles for predicting (inter)national spelling-change conflicts. These principles offer a novel contribution to the state of the art in comparative standardology and sociological studies of conflicts. [ABSTRACT FROM AUTHOR]

• Individuals use languages as a tool to present their life trajectories. • The rapport between language and identity is inherently intertwined. • Language learners can have more than one identity and their linguistic identities are fluid. • When a multilingual's linguistic repertoire expands, the formation of one's linguistic identity becomes more complex and dynamic. Language is a fundamental tool that people use to express and communicate their sense of self to a wider social world. An individual's identity is understood as being fluid, unfixed and multifaceted. Therefore, how an individual presents their identity through the use of languages in one's linguistic repertoire is a complex and dynamic process. This present study explored the linguistic repertoire and linguistic identities of Taiwanese multilingual students, ranging in age from 11 to 17, through the use of a Language Portrait Silhouette. The analysis focused on the qualitative data and sought to understand how individuals represent their rapport with their languages through the choice of color, the mapping location of a language on the silhouette and written narratives. Results revealed that Taiwanese students' identities are evolving as their linguistic repertoire is expanding. That is to indicate that Taiwanese multilingual students' linguistic identities are flexible and constantly changing. [ABSTRACT FROM AUTHOR]

• Language portraits can be used as a longitudinal research tool to investigate the outcomes of specific pedagogical strategies. • Students' linguistic identities and language repertoires are expanded by multilingual pedagogies. • Immigrant minority students who have been exposed to multilingual pedagogies include their native tongues in their language portraits without regard for embarrassment or fear. • The majority of the kids include their peers' languages in their language portraits after being exposed to multilingual pedagogies. The purpose of this study is to investigate the use of language portraits as a tool for longitudinally investigating the changes in children's language awareness within a project that combines and implements translanguaging pedagogy and pluralistic approaches in an Italian primary and middle school (from Grade 1 to 8) with a high percentage of immigrant students. The language portraits produced by 71 children (between 9 and 12 years old) before and after their exposure to multilingual pedagogies were analysed using NVivo R1 in order to identify recurring patterns and differences. After engaging in multilingual activities, the emergent bilingual children whose first language portraits did not include their home languages decided to represent them. The majority of the children in the second language portrait also represent the languages spoken by their peers, indicating the recognition of the collective linguistic repertoire, as a result of the implementation of multilingual pedagogies. [ABSTRACT FROM AUTHOR]

Abstract Vague category markers (hereafter VCMs), also known as general extenders, are a pervasive phenomenon of spoken discourse. They include expressions such as and things like that and or whatever. They have been studied in conversational contexts and specialised contexts (e.g. courtroom discourse, radio broadcasts) but spoken business and professional communication has received relatively less attention. Using two corpora, this article addresses: (1) the forms and functions of VCMs in English business talk and in Russian business/professional talk, and (2) the comparability of VCMs across the two datasets. In both corpora, a range of VCMs similar to those found in everyday conversational contexts occur. The functions of VCMs in business/professional data replicate those illustrated in previous research into VCM use, i.e., the projection of fluid, exemplar-based categories which appeal to shared knowledge, hedging, the projection of a shared identity both within and between groups and as shorthand references to different levels of shared knowledge, from internal knowledge shared by the group to general, global knowledge and experience. The efficient functioning of VCMs is evidenced in turn-taking. VCMs in both datasets attach to a wide range of exemplar-types, regardless of syntactic configuration. Although the two datasets could not be perfectly matched, sufficient similarities enable useful comparisons to be made, albeit translatability of VCMS is often complicated by the number of internal variants any VCM may display. Highlights • Vague Category markers which are common in casual conversation are also found in business talk in both English and Russian. • The functions of vague category markers are largely comparable between English and Russian. • VCMs often display no syntactic matching between exemplars and their projected categories. • Both English and Russian VCMs are prominent markers of linguistic identity. • The creation and maintenance of identities (whether corporate, national or cultural) is supported by VCM use. [ABSTRACT FROM AUTHOR]

This article describes qualitative findings from an explorative study of the interplay between languages in school signage and students’ language practices in early total Swedish immersion in Finland. The relationship between languages and identity has been studied before, but mainly in non-immersion contexts. Previously no priority has been given to studies of the ways linguistic landscapes may inflect immersion students’ language use and shape their linguistic identities. Our data include photographs and field notes taken in a primary school and a focus group discussion with three eleven-year-old students. The study reveals a dominance of student’s L1 (Finnish) and L2 (Swedish) in the linguistic landscape. A content-based categorization of the focus group discussion shows that the students notice also other languages in the signage. However, the students mainly associate their multilingualism with bi- and multilingual discourses outside the school. Therefore further research is needed to explore linguistic landscapes and linguistic identities in immersion settings. [ABSTRACT FROM AUTHOR]

When people report that a person's identity has changed, what do they mean by this? Recent research has often assumed that participants are indicating a change in numerical, rather than qualitative, identity. Investigations into this matter have been hampered by the fact that English has no clear way to demarcate one type of identity from the other. To resolve this matter, we develop and test a novel task in Lithuanian, which has lexical markers for numerical and qualitative identity. We apply this task to intuitions about changes in moral capacities, which has previously shown to lead to high ratings in identity change. We discover that, when people say that a morally altered person is dramatically different, they mean the person is qualitatively transformed, but numerically intact. We conclude that this methodology is a valuable tool not only for illuminating the specific phenomenon of the moral self, but for general use in studying folk ascriptions of identity persistence. [ABSTRACT FROM AUTHOR]

The present investigation explored the relation between the amount of language input and neural responses in English monolingual (N = 18) and Spanish-English bilingual (N = 19) infants. We examined the mismatch negativity (MMN); both the positive mismatch response (pMMR) and the negative mismatch response (nMMR), and identify a relationship between amount of language input and brain measures of speech discrimination for native and non-native speech sounds (i.e., Spanish, English and Chinese). Brain responses differed as a function of language input for native speech sounds in both monolinguals and bilinguals. Monolingual infants with high language input showed nMMRs to their native English contrast. Bilingual infants with high language input in Spanish and English showed pMMRs to both their native contrasts. The non-native speech contrast showed different patterns of brain activation for monolinguals and bilinguals regardless of amount of language input. Our results indicate that phonological representations of non-native speech sounds in bilingual infants are dependent on the phonetic similarities between their native languages. [ABSTRACT FROM AUTHOR]

• This study simultaneously tackles conceptual, interactive, and linguistic dimension of talk. • A positive quadratic effect of teachers' lexical diversity on early literacy gains was found. • Lower student participation in Instructional Non-Present Talk displayed lower literacy gains. • High teacher participation with teachers' high lexical diversity impacted negatively in literacy. Although the relation between child-caregiver non-present talk and children's language and literacy development has been extensively studied, scarce research has examined the contributions of teacher talk's conceptual, interactive, and linguistic dimensions to early literacy. Using fine-grained linguistic analysis, lessons from 16 Chilean classrooms from Pre-K to 2nd grade were coded for: conceptual (non-instructional, instructional present, instructional non-present), interactive (teacher-student talk ratio), linguistic (syntactic complexity, lexical diversity). Students were administered baseline and end-of-year literacy assessments (n=343). Controlling for school, classroom, and individual-level factors, HLM analyses revealed a positive quadratic effect of teachers' lexical diversity on early literacy gains and a negative effect of teacher-student talk ratio, such that classrooms with greater teacher participation in instructional non-present talk tended to display lower literacy gains. A significant interaction revealed that at greater levels of teacher participation, teachers' higher lexical diversity negatively impacted literacy gains. [ABSTRACT FROM AUTHOR]

• Language socialization plays an important role in the process of language teacher identity formation. • Language socialization manifests in specific ways in teacher-student communicative interactions. • Pre-service L2 teachers are socialized into language teacher identity through teacher educators' expectations. • A clearer understanding of language socialization provides fresh insights for future research on language teacher identity formation. Language teacher identity formation has long captured researchers' attention in second/foreign language (L2) teacher education, and nowadays it has been increasingly viewed as a process of socialization. However, much remains unexplored about this socialization process, especially how language socialization impacts L2 teachers' professional growth. To bridge this gap, this ethnographic study was conducted in a Chinese culture class, aiming to uncover mechanisms of language socialization manifested in the communicative interactions between pre-service English-as-a-foreign-language (EFL) teachers and their teacher educator. Results based on qualitative data analyses demonstrated three key mechanisms through which pre-service teachers' language teacher identity was shaped through their language experience in the classroom. These findings indicate the importance of investigating the influence of language socialization on L2 teachers' learning experience. Future research directions are also discussed to further the field's understanding of the nature, processes, and outcomes of socialization in language teacher identity formation. [ABSTRACT FROM AUTHOR]

This article reports on a study that investigated issues involved with the teaching of features of spoken English, sometimes called spoken grammar, including the use of vague language, placeholders, lexico-grammatical units and ellipsis. Materials focussing on four spoken features were prepared and presented over a period of two months to 19 students aged 18 to 20 preparing to enter a private university in Istanbul, Turkey. Of these students, nine were female and 10 male. It was found that although some initial uptake of these features was evident at the time of the post-test, little had been maintained by the time of the delayed post-test three weeks later. During focus group interviews, students attributed this attrition to the fact that spoken grammar norms conflicted with their own sense of identity, making them feel “fake”, “artificial” and “embarrassed”. The dilemma regarding the perceived pedagogical need to teach “natural” English by native speaker norms, versus students’ need to adopt features with which they feel comfortable according to their own sense of identity is discussed. It is suggested that teaching spoken grammar should be seen as offering learners choices which they are free to adopt or not according to their own identities. [ABSTRACT FROM AUTHOR]

This work addresses the use of deep neural networks (DNNs) in automatic language identification (LID) focused on short test utterances. Motivated by their recent success in acoustic modelling for speech recognition, we adapt DNNs to the problem of identifying the language in a given utterance from the short-term acoustic features. We show how DNNs are particularly suitable to perform LID in real-time applications, due to their capacity to emit a language identification posterior at each new frame of the test utterance. We then analyse different aspects of the system, such as the amount of required training data, the number of hidden layers, the relevance of contextual information and the effect of the test utterance duration. Finally, we propose several methods to combine frame-by-frame posteriors. Experiments are conducted on two different datasets: the public NIST Language Recognition Evaluation 2009 (3 s task) and a much larger corpus (of 5 million utterances) known as Google 5M LID, obtained from different Google Services. Reported results show relative improvements of DNNs versus the i -vector system of 40% in LRE09 3 second task and 76% in Google 5M LID. [ABSTRACT FROM AUTHOR]

• GTAs, while not considered teachers in scholarly or institutional discourses, teach countless students. • GTAs experience institutional and pedagogical tensions while inhabiting a role of both teacher and student. • GTAs navigate tensions as they form their own teacher identity. • These tensions are sites of struggle wherein a GTA may engage in agentive action. • GTAs react to institutional authoritative discourses and form their own internally persuasive discourse(s) in response. This paper reports on a qualitative case study of an often-overlooked language teacher: The graduate teaching assistant (GTA). The study relies on the theoretical premise that teachers' professional learning is a process of identity construction. During this process, teachers experience tensions as they are introduced to professional authoritative discourses (ADs) and negotiate internally persuasive discourses (IPDs). In the qualitative case study of Karina, a GTA at a US University (State University, henceforth), we address the research question: How did Karina navigate her identity tensions as a GTA in the German program at State University? Our findings detail the effect of authoritative discourses in the program, and a GTA's agency in developing her own IPD. [ABSTRACT FROM AUTHOR]

• Language awareness in brokering events advance learning and social participation. • Textually-mediated language brokering shows ongoing change in literacy. • Siblings in family brokering activities collaborate in making sense of interactions. Drawing on ethnographic data from everyday practices within an Afghan-origin family in Denmark, the present study takes a language brokering perspective to investigate literacy—doing things with texts. It shows that literacy is social, multilingual, multimodal, and imbued with attitudes, norms, and values. Additionally whereas several previous research concentrate on one youth or child language broker, the study illustrates that language brokering involves multiple parties and develops multidirectional interactions, particularly when the family is relatively newly arrived. Furthermore, focusing on literacy events provides insights into how discussing language within interactional settings may advance processes of learning and participation in social practices. Methodologically, the study applies a linguistic ethnographic approach and engages both emic and etic views to the family members' negotiations of social and linguistic practices, identities, and relations. [ABSTRACT FROM AUTHOR]

Rendaku is a morphophonological process whereby the initial consonant of the second member of compounds becomes voiced. One famous factor that blocks rendaku is Lyman's Law: when a second element already contains a voiced obstruent, rendaku is blocked. This blockage of rendaku due to Lyman's Law is almost exception-less in the contemporary Japanese, and thus has been treated as if it applies uniformly to all forms that fit the structural description. However, our current experiment shows that this uniformity assumption does not hold. Concretely, the experiment reveals a hitherto unnoticed generalization: among those structures that violate Lyman's Law, there are some that are more disfavored than others. More specifically, Japanese speakers disfavor structures with two adjacent identical CV moras with a voiced obstruent onset (e.g. / dada na/) more than structures that merely contain two voiced obstruent onsets (e.g. / d o g ara/). In addition to this new descriptive discovery in Japanese phonology, this paper makes three contributions to general linguistic theory: (i) the importance of experimentation in linguistic research; (ii) the role of grammar that cannot be deduced from lexical patterns; (iii) parametrization of the locality of dissimilatory effects within a single language. [ABSTRACT FROM AUTHOR]

This article explores Jehovah's Witnesses' use of Oaxaca Chontal, an endangered language spoken in Mexico. The Witness religion is highly centralized and standardized: Witnesses obeyed instructions to use Chontal because these instructions bore the authority of the Watch Tower Society institution. This article proposes the concept of the globalizing textual community, which synthesizes understandings of community from throughout social science literature, in order to explain how religious identity can supersede national, ethnic, and linguistic identities. A central mechanism of this community is the discourse of the “pure language,” which renders language choice irrelevant even as it provides a warrant for extensive translation. [ABSTRACT FROM AUTHOR]

This study examined how the investment in identity of English as a second language (ESL) learner guides pragmatic choices. Findings show that the participants in this study often made pragmatic choices in hopes of a better return for their social identity. Aspects of individual learners' backgrounds, such as age and length of stay in the target country as well as interlocutors' age and power were found to closely relate to learners' pragmatic decisions. However, learners' own evaluations of these factors did not lead to certain fixed pragmatic choices. Rather, more significant for pragmatic choice were learners' decisions about investment based on constant negotiations between conflicting identities and pragmatic norms in relationships with others. These findings call for greater sensitivity toward learner subjectivity by both researchers and educators to understand learner's pragmatic decisions and their performance. [ABSTRACT FROM AUTHOR]

Highlights: [•] It sheds light on some aspects of the interface between language and identity. [•] It provides a new account for unexplored usages of na in Japanese. [•] Na shares the ‘incorporative’ function with ne. [•] Na has a special property to convey a tone of ‘camaraderie’, whereas ne does not. [•] The use of na is related to Japanese cultural values on gender and formality. [Copyright &y& Elsevier]

Foreign-accented speech categorizes the speaker as an outgroup individual with a lower linguistic competence and a different knowledge heritage from a native speaker. Here we explore whether the identification of an individual as a native or a foreign speaker has an impact on trivia statement judgments, regardless of her foreign-accented speech. Italian native participants first read a bio description of a native and of a foreign speaker and then rate to what degree a series of statements associated with each of the speakers makes sense (Studies 1 and 2) or are true (Study 3). Importantly, the fluency processing between native and foreign speakers was kept constant by using a written presentation of the materials. Under-informative statements such as ' Some frogs are amphibians ' were tested in Study 1. The results of Study 1 show more acceptable judgments when the sentences were associated with the foreign speaker. Unknown facts about world knowledge such as ' Butterflies do not see gray ' were tested in Studies 2 and 3. The results show more acceptable (Study 2) and more true (Study 3) judgments when the sentences were associated with the foreign speaker. In addition, in Study 3 the foreign speaker was considered more trustworthy than the native speaker in a rating test at the end of the main judgment-sentence task. Our findings show that linguistic identity per se has an impact on evaluation judgments, suggesting that message interpretation cannot be dissociated from who is communicating the message. • Foreign speakers are judged more trustworthy than native speakers • The linguistic identity of the speaker affects message interpretation • Message interpretation cannot be dissociated from who is communicating the message [ABSTRACT FROM AUTHOR]

Highlights: [•] The study takes into account the issue of race in English language teaching/learning. [•] It qualitatively examines student whiteness and resistance in L2 writing practices. [•] It shows that language/racial ideologies result in inferiorization in L2 writing. [•] L2 writing professionals are urged to promote racial and language equality. [ABSTRACT FROM AUTHOR]

Abstract: Drawing on the theoretical perspectives of figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998), dialogic discourse (Bakhtin, 1981), and a poststructuralist approach to language, this three-year ethnographic study explores the ways in which artifacts and classroom discourse of a church-based ESL program in a Southeastern U.S. city facilitate or constrain the immigrant adult learners’ participation. This study indicates that the church-based ESL program is a Christian figured world that is not natural but nurtured and naturalized. This program serves as a linguistic, cultural, and community broker to help the adult learners with learning English and socialization, whereas Christian principles, norms, and values are imposed on the adult learners. This can lead to some learners’ resistance or non-participation. The church-based ESL program is therefore a missionary tool to proselytize. Learning English in this Christian figured world is a process of being, self-assigned or other-assigned identity transformation. [Copyright &y& Elsevier]

Highlights: [•] In their investments in literacy, children draw on figured worlds as interactional resources in creation of social identity. [•] For the three children portrayed in the article, investing in literacy is not a rationally calculated and targeted process. [•] For them investing in literacy is a complex process based on ‘as if realms’ that adds meaning to various literacy practices. [•] In the interviews, the focal children talk about investment in literacy as mutually linked to winning an identity in school. [•] In this setting, a perception of ‘can/cannot’ read and write dominates when the children represent themselves. [ABSTRACT FROM AUTHOR]

Work on communicative competence (CC) has focused upon the type of CC developed in small group settings. This paper examines the types of competences that develop as part of a person’s schooling and media consumption. Involvement in these activities enables competence to comprehend others’ ways of speaking and an ability to evaluate these ways of speaking, which I refer to as “knowledging”. Where acts of knowledging are ratified as appropriate, we can say that this represents an example of CC. I use audio-video recordings of organized teledrama viewing sessions involving a group of Indonesians to show how these Indonesians comprehend and evaluate signs that have associations with particular ethnic stereotypes that they themselves do not identify with. [ABSTRACT FROM AUTHOR]

Abstract: One of the common practices in many basic schools in Ghana is the constant reminder to students to speak English at all times, and the threat of sanctions to those who do not abide by this language regulation. Considering that Ghana is a multilingual country, one would have thought that any of the Ghanaian languages can be used by students at different times. Using self-reported and interview data, the paper sets out to find out whether Ghanaian students speak English as a choice of lingua franca or due to some ideological underpinnings. The discussion opens a window into the motivations that move Ghanaian students to speak English both in and out of the classroom. The paper has implications for education, language policy and the National Literacy Acceleration Programme, NALAP. [Copyright &y& Elsevier]

Abstract: The concepts of ‘native speaker’ and ‘mother tongue’, which attribute to the individual one fixed underlying ‘linguistic identity’ (or two in the case of bilinguals), are shunned by sociocultural linguists with an interest in group identities, precisely because identities, while being linguistically constructed, are held by the ethnographer to be ‘fluid’ and never antecedently given. Sociolinguists working on identity within the sociocultural framework have therefore turned their back on any dialectological questions, preferring to focus on how linguistic features may contextually index a social identity as part of ‘styles’ (rather than ‘varieties of language’). This paper critically examines the work of two American anthropologists and linguists, Mary Bucholtz and Kira Hall, from the vantage point of an integrational critique of linguistics (cf. also ). The focal point of our critique is the conviction that ‘identities’, as first-order communicational phenomena, cannot be the object of scientific empirical research because this presupposes that indexical values are viewed as micro-contextually determined and available to outsiders with an ‘insider view’. The integrationist, in turn, sees ‘identity’ as a metadiscursive label used by lay speakers to cope with their everyday first-order experience. For the integrationist, this is where identity research begins and ends. [ABSTRACT FROM AUTHOR]

Abstract: The introduction of the Spanish Constitution in 1978, together with the development of the Statutes of Autonomy in the autonomous communities, established the co-official status of the regional language alongside Spanish. In one of these communities, Catalonia, located on the north-west boundary of the Lleida province, is the Aran Valley, where three languages coexist: Occitan-Aranese (regional language), Catalan (Catalonia''s co-official language) and Spanish. The Valley of Aran is an ideal setting to study the construction of their collective identity and its relation to the language in an intercultural setting. As a result of immigration and the gradual decrease in the population born in the region, intercultural contact takes place among clearly distinct groups. In this work we present an analysis of the development of the Aranese identity and of the role language plays in this process and the way this process influences intergroup relationships. The study is based on a perspective that considers that the influence of language on the creation of collective identity is not a categorical and universal phenomenon [Fernández, M. A. (2000). Cuando los hablantes se niegan a elegir: monolingüismo e identidad múltiple en la modernidad reflexiva. Estudios de Sociolingüística 1 (1), 47–58; Siguán, M. (1996). L’Europa de les Llengües. Barcelona: Edicions 62]. Rather, we view language as a socially constructed means of expressing community membership. In this way, language plays an important part in the formation of Aranese identity, but the meaning given by the population to the language varies according to whether residents identify themselves or not with the Aranese world. At the same time, language also interferes in the relationship between the different groups living in the territory. [Copyright &y& Elsevier]

Abstract: The aim of this paper is to reflect on the relationship between the conversational structure and the wider social structure in bilingual conversation. In this reflection, I have found Cameron''s [Cameron, Deborah, 1990. Demythologising Sociolinguistics. Reprinted in Coupland, N., Jaworski, A. (Eds.), 1997, Sociolinguistics: A Reader and Coursebook. MacMillan, New York, pp. 55–67.] idea of a ‘demythologised sociolinguistics’ very helpful. My starting point is that ‘identity-related’ accounts [Sebba, Mark, Wootton, Tony, 1998. We, they and identity: sequential vs. identity-related explanations in code-switching. In: Auer, P. (Ed.), Code-Switching in Conversation: Language, Interaction and Identity. Routledge, London, pp. 262–286.] of language alternation have been dominated by what Cameron refers to as the ‘language-reflects-society’ perspective. In the paper, some of the shortcomings of this perspective are discussed and an alternative view of the relationship between language alternation, as a conversational structure, and the wider social structure is suggested. Drawing on insights form Conversation Analysis (CA) and Membership Categorisation Analysis (MCA), my argument is that, in bilingual conversation, the conversational structure relates to the social structure insofar as language itself is a social structure, i.e. insofar as language itself structures society. In turn, this is only a matter of taking the often evoked notion of linguistic identity seriously. As for the issue of the interaction between language alternation and non-linguistic social structures, it is argued that a theory of interpretive processes in conversation is needed that is much broader than the language-reflects-society perspective. [Copyright &y& Elsevier]

• The first longitudinal ethnographic project on Greeks in Qatar from an insider's perspective. • Nostalgia as a multimodally, and linguistically constructed discourse with (in)authenticity-related spatiotemporal dimensions. • Diaspora as a web of creatively styled sociolinguistic and semiotic identities. • Facebook as a transformative, creative, and agentive digital fieldsite for negotiation of migration experience. This paper deals with the discursive constructions of transformative, agentive and creative ethnolinguistic self-conceptualizations and positionings of some select members of the approximately 3000-member Greek diasporic community in the State of Qatar. It is a digital and linguistic ethnographic study focusing on the linguistic and semiotic ways whereby Greeks in Qatar negotiate, challenge, process and ultimately respond to the sociopolitical and cultural narratives that constitute "nostalgia," namely remembrance and homesickness for Greece. The main argument put forward is that multimodal and translanguaging group styling is employed for the construction of diasporic nostalgia discourse, and the assertion of nostalgic diasporic identities, which in unison construct community membership anew all the time. Nostalgia, as a constructed discourse with (in)authenticity-related spatiotemporal dimensions, and diaspora, as a web of creatively styled sociolinguistic and semiotic identities, are two concepts found in tension primarily due to the contextual precarity Greeks in Qatar live in. The paper contributes empirical and methodological knowledge to the field of language and identity in diaspora by focusing on an under-researched diasporic group, and by employing an emic ethnographic perspective in its discursive and sociolinguistic practices. [ABSTRACT FROM AUTHOR]

• A sociocultural approach to the analysis of migrant identity and multilingualism. • A qualitative study of Congolese youth in Cape Town. • Young multilingual migrants, their peer and sociocultural networks and practices. • Analysis demonstrate how language, identity, and vulnerability are stylized. • Illustrates sociocultural stylization of language and identity interactions. This paper takes a sociocultural approach to the analysis of migrant identity and multilingual negotiations among young Congolese migrants in Cape Town. The data for this study draws on a qualitative interactional study of Congolese youth in Cape Town, South Africa. These youth form part of a migration class that have shaped immigration sociolinguistic practices in the Global South. They arrived in South Africa at a young age with their parents and have to date been significantly exposed to the local sociocultural dynamics of language and identity practices and negotiations. In this paper we demonstrate that the task faced by these young migrants is to immerse in education, peer and cultural networks and practices that help shape their new identities in the host country, and sustain links to their country of origins (Congo). [ABSTRACT FROM AUTHOR]

This study investigated the impact of the speaker's identity generated by the voice on sentence processing. We examined the relation between ERP components associated with the processing of the voice (N100 and P200) from voice onset and those associated with sentence processing (N400 and late positivity) from critical word onset. We presented Dutch native speakers with sentences containing true (and known) information, unknown (but true) information or information violating world knowledge and had them perform a truth evaluation task. Sentences were spoken either in a native or a foreign accent. Truth evaluation judgments were not different for statements spoken by the native-accented and the foreign-accented speakers. Reduced N100 and P200 were observed in response to the foreign speaker's voice compared to the native speaker's. While statements containing unknown information or world knowledge violations generated a larger N400 than true statements in the native condition, they were not significantly different in the foreign condition, suggesting shallower processing of foreign-accented speech. The N100 was a significant predictor for the N400 in that the reduced N100 observed for the foreign speaker compared to the native speaker was related to a smaller N400 effect. These finding suggest that the impression of the speaker that listeners rapidly form from the voice affects semantic processing, which confirms that speaker's identity and language comprehension cannot be dissociated. • Foreign-accented speech affects speaker's perception on social aspects. • Speaker's identity and language comprehension cannot be dissociated. • The impression of the speaker generated by the voice affects semantic processing. [ABSTRACT FROM AUTHOR]

• A new conceptual framework to study identity and language proficiency. • An account of urban and secondary-level Indigenous language education in Latin America. • Over-assignation of proficiency carries negative consequences for language learners. Schools are sites where youth's identities as uninterested in their Indigenous languages and cultures are constructed in everyday interactions. This article addresses the ways in which constructs of personhood and language proficiency interact to impact learners' identities in Quechua language education, a process I call Indigenous speakerhood socialization. Specifically, I examine the process through which one high school student came to be identified by her teacher as a Quechua denier, someone who allegedly knew Quechua, but did not care to show it or learn it. I draw on ethnographic and interactional data to show how local figures of personhood, language ideologies, individuals' biographical information, teaching practices and classroom participation patterns became meaningful resources that led teachers to misidentify certain students as uninterested speakers who denied their Quechua abilities. The article concludes by highlighting implications for Indigenous and heritage language education research and practice. [ABSTRACT FROM AUTHOR]

Cognitive control is the ability to adapt flexibly to current demands by promoting task-relevant information in the face of interference, and this has been asserted as an advantage with bilinguals. Bilingual language control and general-purpose cognitive control are discussed in the literature using different types of stimuli, cognitive tasks, component processes (selection, interference, inhibition, switching) and groups (bilingual vs. monolingual; high proficient vs. low proficient bilingual). The present study was designed to investigate the neurocognitive correlates of inhibitory control with linguistic (i.e., words) and nonlinguistic (i.e., line drawings of objects) stimuli in Hindi-English bilingual adults. We conducted the behavioural experiment first to establish the linguistic version of identity negative priming paradigm followed by the Event-related potential (ERP) experiment using the linguistic and nonlinguistic negative priming task. Results show the presence of inhibition effect using mean reaction times as well as ERP data while comparing the control and ignored repetition conditions, and this pattern varied with different stimuli – linguistic vs. nonlinguistic. Thus, the current study suggests that bilingual language control is not entirely subsidiary to general-purpose cognitive control and shows differences based on the stimulus type. Also, proficiency in L1 and L2 differentially predicts performance on the nonlinguistic and linguistic negative priming paradigm, respectively. These results are indicative of a dynamic cognitive control system associated with bilingualism, which varies as a function of stimulus type as well as language proficiency. • We examined neurocognitive correlates of inhibitory control with linguistic and non-linguistic stimuli using the negative priming paradigm in bilingual adults. • Inhibition effects were modulated by the weight of a particular language with greater inhibition effect for L1 compared to L2. • We find significant modulations of the N200 amplitudes as a function of demands on inhibitory control and language. • Bilingual language control is related to the overall L2 proficiency and General-purpose cognitive control is related to the overall L1 proficiency. [ABSTRACT FROM AUTHOR]

• The paper explores how Korean homogeneity is influenced by contact with superpowers. • An analysis is provided within the frames of geopolitics, geoeconomics and identity. • The findings highlight the impact of geopolitics and geoeconomics on identity. Despite South Korea's long reputation as a homogeneous society, recent research suggests that it is facing transitions in ethnic composition and language use. This paper explores this proposition by studying the linguistic landscape (LL) of Seoul. The survey offers a varied account of and new insight into many issues, including Korean homogeneity, that are influenced and transformed by contact with superpowers. By adopting the frame-analytic perspective suggested by Scheff (2005) and Coupland (2012) , we provide an interpretive and critical analysis within the frames of geopolitics, geoeconomics and identity. Each frame has specific historical, political, cultural and socioeconomic underpinnings that are sometimes in tension with or overlap each other. This study highlights the need to reconsider the increasing impact of geopolitics and geoeconomics, which continue to make their presence felt in the LL of Seoul and contemporary debates regarding Korean identity. The tendency to imagine South Korea as a homogeneous society is no longer accurate. Inherently, the LL reveals that the call for a common vision of 'multilingualism and multiculturalism' in traditionally homogeneous societies can be hegemonic and that maintaining identity in the face of pressures from internationalism can be difficult, representing issues that we frequently naively overlook. [ABSTRACT FROM AUTHOR]