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The purpose of this study was to describe the use of alay language in the conversations of students of SMA Negeri 2 Masamba, North Luwu Regency. The data source in this study is students of SMA Negeri 2 Masamba, North Luwu Regency and the data was obtained from reading the analysis of previous people's research.The type of research used is descriptive qualitative. Qualitative research is a research procedure that produces descriptive data in the form of written or oral words from people and observed behaviors.Data collection techniques consist of: observation, recording, tapping techniques, and documentation. The results of research on the use of contemporary language or alay language used by the students of SMA Negeri 2 Masamba North Luwu Regency in the form of phoneme additions, phoneme removal that occurred at the beginning of the word, the middle of the word, and the end of the word, the use of new terms is also the use of alay language used by students of SMA Negeri 2 Masamba North Luwu Regency.In addition, another form of the use of alay language used by students found by researchers is the replacement of haruf in the word.

We partly replicate von der Malsburg et al. (2020)’s recent experiments investigating the relationship between speaker expectations, gender stereotypes and language use in English on a grammatical gender language: French. The results of our experiment show how the linguistic particularities of the English and French gender marking systems interact with speaker expectations and stereotypes to create different patterns of gender marking production. They also raise a puzzle for current theoretical and computational frameworks that formalize Gricean pragmatics, particularly those in which informativity (Gricean Quantity) is assumed to play a driving role in linguisticproduction.

For people to communicate with each other, they must tie, or anchor, each of their utterances to the speaker, addressees, place, time, display, and purpose of that utterance. Doing this takes coordination. Producers must index each of these entities for their addressees, and addressees must identify each of the entities the producers are indexing. When people are face to face, they have a battery of resources for doing this—speech, gestures of all kinds, and interactive strategies. But when addressees are separated from producers in space, time, or worlds, as on the telephone or in print, the available resources are more limited. The problem is that research on comprehension, production, and communication has often ignored, disguised, or distorted anchoring. As a result, accounts of these processes are often incomplete, misleading, or incorrect. Clark highlights a neglected issue in research on language use: the process by which speakers and addressees anchor utterances with respect to individual entities in their common ground. In his review, he identifies the challenges linked to investigations of anchoring, but also displays the pitfalls of evading it. [ABSTRACT FROM AUTHOR]

Children show tremendous abilities in their language acquisition and language use. The current research reports the patterns in the language use of Arya, a four-year-old, female, neurologically healthy, multilingual child in India. A subjective report based on the observations of conversations in person and over phone calls obtained over a span of more than two and half years suggests that, in cross-cultural settings, multilingual children display communicative competence in their language use without any special instructions, provided they are exposed to the optimum amount of linguistic exposure. This research argues that children use their communicative competence as a socialization pattern to identify themselves with kith and kin. The research also hints at the future scope in pedagogy in general and in creating language teaching models, in particular. [ABSTRACT FROM AUTHOR]

In a present-day global world, immigrant communities manage multiple cultural and linguistic contexts. To better understand these cross-cultural connections, and bridge the fields of linguistics and transnationalism, the present study analyzes the interconnection between language use and symbolic transnationalism among heritage speakers of Spanish: 1.5- and second generation Cubans in Miami. While transnational studies address both the behavioral (physical) and symbolic (emotional) ties to the origin community, the role that language plays in establishing and maintaining symbolic transnational involvement, is not well-understood. Addressing this gap, a study was conducted with 75 young adults of Cuban origin residing in Miami. Statistical analysis, relying on correlation approach, was applied to analyze written questionnaires on language use and symbolic transnationalism. The results indicate strong evidence for overarching links between the level of symbolic transnationalism and language, such that greater affiliation with the culture of origin is related to a greater use and importance of the heritage language. Their direct correlation highlights symbolic transnationalism as a significant variable in sociolinguistic research with migrant communities, and thus provides a theoretical base for bridging linguistics and transnationalism. Moreover, this work emphasizes the importance of the context-based approach and cross-cultural awareness in language pedagogy. [ABSTRACT FROM AUTHOR]

Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research investigated the use of trilingual languages by Gayonese and Bataknese teachers in teaching English. This study used the theory of the Sapir-Whorf hypothesis and applied a qualitative method. The data were obtained from videos taken in the classroom. They were analyzed by transcribing the spoken language into written form, identifying the languages used by classifying them into sentences, and calculating the sentences of each language to find out the frequency of languages used by Bataknese and Gayonese teachers in teaching English. The teachers predominately used Indonesian in teaching English (62.70%), the local language (23.81%), and English (13.49%). [ABSTRACT FROM AUTHOR]

Personality plays a pivotal role at work. Many scholars have investigated the association between personality and language usage habits in the English corpus. Given that the Chinese language has the largest number of native speakers in the world, it is essential to analyze the pattern of personality expression in Chinese, which has garnered less attention. In this study, we used the TextMind system to examine the correlation between word categories and personality traits based on Chinese Weibo content. We also compared the results with previous studies to demonstrate the similarities and differences of personality expression between English and Chinese. Additionally, this paper established a prediction model based on machine learning methods to recognize personality. Results showed that language features were powerful indicators of personality. Finally, we made recommendations for using personality expression in the recruitment and selection. [ABSTRACT FROM AUTHOR]

Aims and objectives/purpose/research questions: The current study examined the language-reading relationship for bilingual students in two grade levels (grades 1 and 3) and for two reading outcomes (decoding and comprehension) to understand the contribution of oral language in English reading. The study also explored the potential mediating role of oral language between language use, reading frequency, and reading outcomes. Design/methodology/approach: The study included 60 bilingual students from bilingual households that speak a language other than, or in addition to, English. All participants completed a battery of language and reading assessments and a background survey. Data and analysis: Three separate confirmatory factor analyses were conducted to derive an Oral Language factor (from oral language assessments), a Language Use factor, and a Reading Frequency factor (from survey items). A multivariate regression was conducted to investigate whether the language-reading relationship differed by grade and reading outcome. A multivariate mediation analysis was also conducted to examine whether the Oral Language factor mediates the effect of Language Use and Reading Frequency on reading outcomes. Findings/conclusions: Oral language proficiency significantly predicted both decoding and comprehension for both grades. Oral language also mediated the relationship between reading frequency and reading outcomes. Originality: This study investigates the contributions of oral language in young bilingual students' English reading outcomes, which is an under-explored topic. Significance/implications: The results demonstrated the importance of oral language proficiency in bilingual students' reading outcomes. Oral language plays a robust role in not only reading comprehension but also decoding. The study also clarified that the effects of reading frequency on reading outcomes are indirect and mediated via oral language. Improving bilingual students' oral language proficiency coupled with promoting their reading frequency can help promote their reading outcomes. [ABSTRACT FROM AUTHOR]

This study examined responses from a questionnaire administered to 98 second- and third-generation Rohingya refugees living in Mecca, Saudi Arabia. Questions concerned participants' self-reported language proficiency levels in the Rohingya heritage language and Arabic and patterns of language use in various domains. Findings demonstrate that the respondents from both generational groups reported a good level of Rohingya oral skills, which is a departure from the typical patterns of language shift over three generations. While Arabic seems to dominate the public, media, and religious domains, Rohingya is habitually used in the private domains of the family and ethnic community. The most important factors that seem to encourage intergenerational language transfer of Rohingya include (1) habitual use of the Rohingya language at home, (2) geographical concentration of Rohingya refugees in certain ethnic enclave neighbourhoods that provide exposure to the Rohingya language and usage opportunities, and (3) the ability of bilingual Rohingya refugees to utilise their language use patterns to index their status as ethnic Rohingyas and Muslims in the Saudi Arabic-dominant context. This study contributes to the current understanding of language contact situations and calls for greater attention to be paid to contact dynamics between languages in refugee contexts. [ABSTRACT FROM AUTHOR]

This paper investigates the differences in language use across gender. This current paper accounts for this verity of use within several linguistic features. On the one hand, prestige and conformity are analyzed to determine how the two genders differ according to these two aspects. On the other hand, linguistic features: lexicon, sound production "phonology", were discussed in the light of the difference across gender. The aim was to state explanations of the existence of these differences. The outcomes of this analytical and descriptive research showed that men and women use language differently. [ABSTRACT FROM AUTHOR]

One requirement of a theory of meaning for a natural language such as English is that it generate constraints on what speakers can use expressions to strictly and literally say or assert. Yet one significant recent philosophical defence of formal semantics, based on the technical innovations in semantics due to Kaplan, does not satisfy this requirement. On such a theory, meaning is a function from contexts to contents. But contexts in a Kaplanian theory are not uses of indexicals. Thus without some further bridge principle linking uses of indexicals to the contexts of a Kaplanian theory, functions from contexts to content do not determine any constraints on what an indexical can be used to strictly and literally say or assert. A great deal of recent work on Kaplanian theories has been dedicated to identifying the correct bridge principle in response to this challenge, but such work is doomed to fail. I argue that appeal to any such bridge principle in defence of a Kaplanian theory leads to an unacceptably weak account of the role of formal semantics in the study of human linguistic communication. [ABSTRACT FROM AUTHOR]

This study provides two exemplars of how grammatical analysis of language use in elementary science classroom discourse enhances the explication of students' epistemic process in the language use in that discourse. Methodologically, both practical epistemology analysis (PEA) and discourse register analysis (DRA) from systemic functional linguistics were employed as a combinatory approach. The former was used to construe epistemic process of students' language use and the latter was to articulate grammatical features of the language use. The exemplary analysis was administered for the discourse data collected at two elementary science classes in South Korea. The exemplars showed that ideational metafunction and its semantic relation analyses in DRA facilitated identifying gaps and relations in PEA, and interpersonal and textual metafunction analyses in DRA supported construing the flow of gap-filling or lingering process in PEA. Analysing students' language use by PEA combined with DRA can help science teachers find the points where the language use in school science gets epistemological productivity, while it is different from the language game in science disciplines. [ABSTRACT FROM AUTHOR]

Attempts to prevent language endangerment seem to have overlooked how families proceed in surrendering the language whose intergenerational transmission is their main responsibility. The present paper envisages language maintenance or loss from the vantage point that beliefs about language are the main referents of language use in the family in multilingual settings, and can, therefore, explain the protracting process of language death. The data were collected through a questionnaire adapted from the BALLI [Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72(3), 283–294.], which was administered in fifty families. These were then analysed through a logistical regression. The findings revealed, among many other things, a strong correlation between the referents people attribute to their indigenous languages and the likelihood of the use of those languages with their children. Some of these included ethnic language acquisition difficulty, the nature of mother tongue acquisition, transmission strategies, acquisition aptitude, and reward. Negative beliefs about indigenous languages, as well as lack of language consciousness as underscored by this study are real matters for concern as these beliefs, more than any other external factor, may accelerate the vanishing of indigenous languages in the world. [ABSTRACT FROM AUTHOR]

In peer learning, students’ cognitive processes can manifest in verbal communication. This study investigated how students use spoken language to interlink their ideas in partner work (transactivity). In 83 university students, transactive statements were coded by raters via students’ content-related ideas and their link to their partner’s ideas. Analyses resulted in 27 lexical units, grouped into four clusters, that occurred more often in transactive statements than in nontransactive statements. In a cross-validation, students’ use of the lexical units correlated positively with their coded transactive statements and their learning results. We interpret the use of the lexical units as students’ attempt to establish logical relations between their ideas and their learning partner’s ideas, to signal tentativeness and insecurity about their ideas, and to invite the partner to elaborate on their ideas.

The issue of gender-based violence (GBV) against women in South Africa is prevalent in mainstream and online social media. Women and girls are targeted in what is seemingly becoming a prolonged cycle of GBV in the country. Human right activists, organisations, and political leaders condemn this violence through various platforms, including the media. Civil society in South Africa have organised and mobilised marches and protests, tirelessly speaking out against the issue of violence against women in the country. The focus of this study is to explore and analyse how counter-discourse has been used against GBV in the country and used to reject commonly held assumptions about GBV. Through the purposive sampling of selected posts/placards used during marches and protests collected from online sources, this article examines how language is being used to combat and expose the issue of GBV and how language, when used mindfully and purposefully, could be a crucial tool in curbing GBV, including femicide, abuse, assault, rape, and violence, amongst other crimes.

The paper investigates language ideology and language use in the families of Banat Swabians between the two world wars. It is argued that the linguistic practices of the Banat Swabians cannot be understood without insight into the historical context and the most important ideological nuclei of the Danube Swabians, as the ethnic group to which they belong. The analysis is therefore based on previous research on the Danube Swabians, primarily carried out by historians, anthropologists and linguists, and on contemporary field research carried out within the German Banat community. The paper shows that the Banat Swabians in the interwar period are characterized by the heterogeneity of language ideologies and practices, which depends on their family and social status, as well as on the changing socio-political circumstances in the Kingdom of Yugoslavia and Europe at that time. The language ideologies of the Banat Swabians, as shown in the paper, oscillated between national (standardizing) and local (vernacular). Language use was characterized by standard language culture and diglossia of Swabian (vernacular variety of German) and Hochdeutsch (literary, standardized variety). The social values attributed to local Swabian varieties in the school, in the local German press and within Swabian families also fluctuated between stigmatisation and admiration. As the Swabians inhabited areas where German was not the majority language, they praised and practiced multilingualism, especially in the public sphere. The language repertoire of all social strata included almost all the main languages of the Banat social environment – German, Hungarian, Serbian, Romanian, etc. Furthermore, we argue that the Banat Swabians perceived the entire area of the former Monarchy, and partly Germany, as interconnected cultural and social spaces. Transnational mobility was thus an integral part of their everyday and family life.

Language use is a critical indicator for ethnolinguistic vitality. The greater the number of domains where a language used, the stronger a language. This study aims to examine the vitality of Adang language in Adang Buom, Teluk Mutiara District, Alor Regency based on indicator of language use. The Adang use is observed in five domains such as home, religion, transaction, education, government and health institution. Data are collected using questionaire and analyzed within ethnolinguistic vitality theory. This study finds that the number of Adang domains amongst Adang Buom community has decreased. Adang is used in conjuction with Indonesian (or Malay-alor), both in private and public domains. The young generation tends to use Indonesian (or Malay-Alor) in home domain. Based on the indicator of language use, Adang could be categorized as a language with dwindling domains. Trend in Indonesian usage amongst Adang community is motivated by communicative, economic, prestigious, and religious motivations. Abstrak Penggunaan bahasa dalam ranah merupakan indikator penting vitalitas etnolinguistik. Sebuah bahasa yang digunakan di ranah yang beragam akan memiliki daya hidup yang kuat. Kajian ini bertujuan untuk mengukur tingkat daya hidup bahasa Adang di Adang Buom, Kecamatan Teluk Mutiara, Kabupaten Alor berdasarkan indikator penggunaan bahasa. Penggunaan bahasa Adang dilihat dalam lima ranah, yaitu rumah, ibadah, transaksi, pendidikan, dan institusi pemerintahan dan kesehatan. Data kajian dikumpulkan dengan menggunakan kuesioner dan dianalisis dengan teori vitalitas etnolinguistik. Hasil kajian menunjukkan jumlah ranah penggunaan bahasa Adang dalam komunitas tutur Adang Buom mengalami penyusutan. Bahasa Adang digunakan bersamaan dengan penggunaan bahasa Indonesia (atau Melayu-Alor), baik di ranah yang bersifat pribadi maupun publik. Generasi muda cenderung menggunakan bahasa Indonesia (atau Melayu-Alor) di ranah rumah dengan keluarga. Dari indikator penggunaan bahasa, Adang dapat dikategorikan sebagai bahasa dengan ranah yang berkurang atau dwindling domains. Adanya kecenderungan penggunaan bahasa Indonesia di kalangan komunitas Adang didorong oleh motivasi komunikatif, ekonomi, prestisius, dan religius.

The use of language is central to the constituting and expressing of academic understanding. The theme of this article is set against the background of previous and ongoing phenomenographic research, with a theoretical approach presented as an alternative to main cognitive and socio-cultural approaches. One main characteristic of this research is a focus on the relation between the learner as an agent and the external situation the learner relates to, especially the subject matter, and the knowledge involved in this relation. It is suggested that to fully understand the constituting and expressing of academic understanding one has to consider the immediate personal and situational context, and to see the learner as an agent mediating the relation to, and the significance of, broader cognitive and socio-cultural contexts. This means considering the personal context in a more complete way than is done in either cognitive or socio-cultural orientations. Three cases, selected from previous interview research, are presented to demonstrate the importance of the agency of the learners, using a contextual phenomenographic approach which proved useful in discerning and clarifying the personal, situational, cognitive and socio-cultural contexts within which academic understanding develops.

This theoretical paper first explores how English-as-a-foreign-language (EFL) teachers’ beliefs impact their delivery of textbook content. In response to this important pedagogical relationship, as well as the trend of de-contextualized teaching in EFL settings, this paper argues for the compatibility of systemic functional linguistics (SFL) as an intervention tool to shape teachers’ beliefs and facilitate their deconstruction of textbook content in terms of the co-play between language form (i.e., grammar/vocabulary) and meaning representations. The paper ends with pedagogical strategies for pre-service and in-service EFL teacher education, enabling teachers to conceptualize the dynamic relationship between language form and meaning embedded in textbook content and to enact contextualized instruction in textbook-based classrooms.

The focus of this article is patterns of language use within the Bantawa community, with attention to how these patterns are influenced by the relative homogeneity of each dialect area, access to education, access to the area, and its perceived prestige.Bantawa is the largest language spoken among the Kirat Rai peoples of eastern Nepal. Gerd Hansson’s work with the Linguistic Survey of Nepal (1991) gave a broad overview of Bantawa within the context of describing the “bewildering variety” of languages spoken by the Kirat Rai. This included a hypothesis of four major dialects of Bantawa spoken in and near Bhojpur district. My research builds on Hansson’s work, interviewing mother-tongue speakers of Bantawa within Bhojpur district and adjacent areas.Informal interviews with Bantawa people in each dialect area showed that intergenerational transfer patterns are not the same throughout the language area. Several key factors interrelate in different ways in each dialect area, allowing greater opportunity for vitality in some areas than in others. This study adds to the literature concerning Bantawa by contributing descriptions of the primary dialect areas and nomenclature from an emic perspective, as well as investigating patterns of language use within each dialect area.

This paper reports on a sociolinguistic study of the Baram language undertaken as a part of the Linguistic and Ethnographic Documentation of the Baram Language (LEDBL) project funded by the Hans Rausing Endangered Languages Documentation Programme (HRELDP) and hosted by the Central Department of Linguistics at Tribhuvan University in Nepal. This study, carried out in different Baram-speaking areas in the Gorkha District (Western Nepal), is based on the analysis of data collected by the LEDBL team between May 2007 and April 2010, employing tools such as sociolinguistic questionnaires and Swadesh Wordlist, as well as interpersonal interactions and conversations with members of the Baram community and Baram language consultants.The main objectives of this sociolinguistic study were to: Identify the areas of Baram settlement; Gather information about Baram speakers; Collect details about various sociolinguistic aspects of the language such as the language name, language variation, knowledge and use of the language, language attitudes, vitality and maintenance, and the level of language endangerment.

The purpose of this study is to draw on the conceptual blending hypothesis from the socio-cognitive approach to investigate the conceptually equivalent translation written in L2—English—of bilingual students via two tasks of translating and defining individual words and translating texts from L1 to L2. Next, the study demonstrates how translation abilities that vary amongst groups can affect students’ lexical density, lexical diversity, lexical sophistication, and lexical idiosyncrasies in translated text. The translating process in bilinguals could be interpreted via the lens of the conceptual blending hypothesis and dueling contexts framework to demonstrate that bi/multilingual students do not differ from monolingual ones pertaining to cognitive or linguistic abilities. Rather, the distinctive difference between bilingual and monolingual language users is bilingual speakers’ abilities of the third competence of formulating a synergism across word concepts and utilizing a bidirectional translation between two languages. When a word in L2 is acquired, there is a conceptual blending between the new conceptual information, encoded after each time the L2 word is used in an L2 socio-cultural context and the existing socio-cultural conceptual information in L1. The new concept created after the blending is called a synergic concept. If the synergic is not well developed, the language user selects incorrect or inappropriate words in a context, resulting in lexical idiosyncrasies. Data gathered from 30 English–Chinese bilingual university students in a transnational program in sociology were collected and compared against 15 monolingual American students. The preliminary findings are as follows: (1) regardless of the location of where the English (L2) socio-cultural meaning conceptualization mainly takes place (in China or the U.S.A.), English–Chinese bilingual language users demonstrated a significant difference in connotative meaning knowledge of noun word concepts and idiomatic concepts, compared with English native speakers; (2) the synergic concepts were detected in all experimental concepts and demonstrated the conceptual blending to a varying degree that affects their translating process and its outcomes: the domineering L1 socio-cultural concept, the well-blended L1 and L2 socio-cultural concept that results in a “third culture”, and the assimilating L2 socio-cultural concept; (3) the synergistic blending of two socio-cultural loads embedded in lexical concepts detected in the bilingual students in the U.S.A. was more robust than those in China, resulting in significantly fewer sophisticated words and lexical idiosyncrasies in their English translated essays. The study sheds new light on understanding the dynamism in bilingualism via translation tasks to indicate bilingual learners’ lexical development. Implications for using translation tasks and analysis of word concepts across languages to support bi/multilingual students in language and academic learning are discussed.

In 2005, Arnold Zwicky posited two misapprehensions about language: the Recency Illusion, or the false idea that certain language variation is new, and the Frequency Illusion, the erroneous belief that a particular word or phrase occurs often. Since their conception, these concepts have received widespread attention in popular scientific linguistics, but quantitative research investigating their application is scarce. The purpose of this paper is to provide an empirical investigation of Zwicky’s proposed illusions. It does so by collecting statements about recency (‘this word is new’) and frequency (‘this construction occurs often’) from a database of Dutch prescriptive publications (1900–2018). I assessed their accuracy by comparing them to linguistic sources, including dictionaries, and usage corpora and other data. Our research showed that recency statements were rare, but that frequency statements, especially using high frequency terms such as vaak (‘often’), were commonplace. Compared to usage, most prescriptive recency and frequency statements for both lexis and grammar indeed constituted Zwickian illusions. This seems partly due to genuine erroneous or unsupported beliefs by authors, but also partly to prescriptive genre conventions and rhetorical choices. Our explorative research highlights the complex usage–prescriptivism interface, and argues for more research into this aspect of language perceptions.

It is widely accepted that high competition over transboundary resources createsconflicts between competing parties. Although such conflicts may differ greatly in nature and dimension, often times they result from what competing parties do and say. While the actions attract a lot of attention from the public, less attention is given to the symbolic expressions used by conflicting communities. Using the transboundary conflicts in Namatala wetland in Eastern Uganda, this paper examines the language used by conflicting communities and highlights the symbolism embedded in the language. The study adopteda qualitative approach with8 focus group discussions and 12 key informant interviews. Results indicate that language is used to depict power differences, social class struggles and uncertainty about their future.The article illustrates how such symbolism contributes to the persistence of the conflict. Therefore, it is important to understand the expression of feelings attached to the resource in order to get meaningful and sustainable mechanisms of managing the conflict.

Discussion on sexism regarding language focuses on how women are discriminated against in our daily language and in academic writing. Although we are against any kind of discrimination, when it comes to dealing with this phenomenon in language and language use, we should be more careful. Language is not only a symbolic means whereby humans interact, it is also a product of human intellectual activity imbued with various experiences of our past and recent ancestors. Thus, it is also a reflection of our society’s conceptual system through which we interpret physical and mental phenomena. In this paper, we have analyzed views regarding sexism and language; tried to display how improving the so-called injustices in language would result in some dire situations which may have never been foreseen. We finally put forth our own solutions to overcome the problems of sexism in academic writing.

In the context of the quantitative shift in the translation field, both pragmatic and legal, this article aims to return to the role of interpretation and meaning concepts and to place them back at the centre of legal translation concerns. Starting from the observation of the necessity of interpretation, it is a question of highlighting the social anchoring of any translation as an act of communication and the inadequacy of the paradigm of equivalence (Sandrini, 2017) which results from it. Based on Schütz’s theory, the concepts of relevance and stock of knowledge and their role in translation will be highlighted (Schütz, 2004b). Finally, the outlines of a practical method of translation based on relevance and usage (Wittgenstein, 2004) will be outlined.

The aim of this article is to explore the dynamic of language choice and language use as well as to examine the effect of language policy on language attitudes in the Department of Correctional Services (DCS) with special reference to Pretoria Central Prison, now called Kgoši Mampuru Correctional facility where there is some resistance to the use of English as the only official language of business.

The feeling of inferiority is the confusion of a person who does not believe he is capable of solving a problem he/she faces. An individual evaluates whether the language he/she uses is sufficient or insufficient, based on the society. Due to insufficient language perception, foreign words and foreign language rules can be used more. If the language used in the communication has worked, the individual can enter into an acceptance without checking whether it is true or false. With the increase in these acceptances, the rules of a foreign language start to be more effective in a mother tongue. To call such a language a mother tongue means to ignore a sense of humiliation emerges in the language caused by wannabe and the perception of the self as weakness. Considering the area in which it is spoken, Turkish is a language that has interacted with many languages and incorporated new elements. The aim of this study is to describe whether the feeling of inferiority is reflected in the language behaviors of language users in the direct use of foreign words entering Turkish or not preferring newly produced Turkish equivalents for concepts and terms, and in which situations the feeling of inferiority may have arisen. In this study, using Alfred Adler’s principles of inferiority complex, the reflection areas of this complex in language have been tried to be discussed. It was emphasized how situations such as hopelessness, negative life experiences, weakness of the self, worthlessness, dysfunctionality and wantingness due to the use of words in a foreign language instead of Turkish will build the feeling of inferiority in Turkish language use. Non-interactive qualitative research design was used in the study. The data are selected from daily language examples and described. [ABSTRACT FROM AUTHOR]

Patients with secondary education who were born in Australia use English in medical encounters, but those who were born in Arabic-speaking countries use either MSA or regional Arabic dialects. This discussion indicated that the Arabic-speaking Australians who were born in Australia can speak Arabic for general purposes. In fact, talking about diglossia in Arabic may take us back to the 6th century when the prophet Mohammad asked his companions to write the Qur'an using Maki accent which means that Maki dialect is the standard Arabic or the "Fus-ha". The Arabic-speaking community in Australia is one of these diglossic communities in which people use two different languages in their daily lives (English and Arabic). [Extracted from the article]

Copyright of Cuadernos de Lingüística de el Colegio de México is the property of El Colegio de Mexico AC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Parent report data on 82 preschool children with complex neurodevelopmental disabilities including Down syndrome, dyspraxia, autism, and global developmental delay suggests communicative language use must reach a threshold level before vocabulary size becomes the best predictor of word combining. Using the Language Use Inventory and the MacArthur-Bates CDI (with sign vocabulary option), statistical modelling using regression trees and random forests suggests that, despite high linear correlations between variables, (1) pragmatic ability, particularly children's emerging ability to talk about things, themselves and others is a significantly better predictor of the earliest word combining than vocabulary size; and (2) vocabulary size becomes a better predictor of later word combining, once this pragmatic base has been established. [ABSTRACT FROM AUTHOR]

Growth language mindsets (i.e., beliefs that language ability can be improved) are found to sustain learners' motivation and resilience in challenging situations. Considering that migrants who are speakers of languages other than the dominant ones often face challenging daily communications, we examined important but understudied questions of 'how' and 'when' growth language mindsets predict migrants' language experiences, including language anxiety, language use, and perceived English proficiency. In 3 studies, we surveyed 2,163 foreign‐born university students in Canada who indicated English as their second language. We found that growth language mindsets positively predicted self‐assessed English proficiency, even 4 months after the initial assessment of mindsets. Answering 'how,' we found that migrants with stronger growth mindsets were less anxious, were more likely to use English, and reported higher proficiency, even after accounting for baseline proficiency. Concerning 'when,' we found that mindsets have significant and moderate association with language use, anxiety, and perceived proficiency for only more recently arrived students (who lived in the receiving country for less than 7 years). Although newly arrived migrants are more anxious about using English and less likely to use English, they are resilient when they envision growth in their new language. Growth mindsets may help English as a second language (ESL) students thrive in intercultural communication and succeed in language development. [ABSTRACT FROM AUTHOR]

The study presents an overview of reflections on the synergic application of methodological paradigms in predominantly paradigmatic structuralism after the communicative and pragmatic turn in linguistics. The reflections on methodological continuity are applied to the research of the active aspect of language rooted in the real social world. These theoretical pillars of linguistic research are seen in relation to the methodological situation in the humanities, as well as in the social sciences and are enriched with stimuli from the functioning of the so-called civil science. The foundations of researching and stimulating social inclusion are laid on the background of the mentioned theoretical frameworks, with the support of a selected professional semi-variety of the national language. The so-called easy language rooted in the professional vocabulary for the laymen, created by linguists and supported by civil science in the conditions of liberalization of the digital era society, becomes the medium for optimizing social relations between experts and non-experts. [ABSTRACT FROM AUTHOR]

The diversity of experiences among bilingual children is reflected in the variability of abilities in each of their languages. This paper describes the CECER-DLL Child and Family, and Teacher Questionnaires and discusses the utility of these tools. These questionnaires were created to address the need for valid and reliable tools to document contextual characteristics and language experiences of young bilingual children in developmental and educational research. A multi-site validity study using the CECER-DLL Questionnaires demonstrates how children's language skills are influenced by language exposure at home and at school, mothers' and teachers' skills in each language, mother's generational status, and languages used during language and literacy activities at home. [ABSTRACT FROM AUTHOR]

The objective of our study was to investigate the acculturation experiences of Syrian refugee families in two contexts (Toronto, Canada, and Munich, Germany) 2 years postresettlement. Specifically, using qualitative methodologies, we examined acculturation orientation through the lens of parent and child minority and majority language use and preferences within multiple contexts. The interview data related to parent and child minority and majority language practices in Canada suggested an integration orientation. Those of families living in Germany were less indicative of a clear orientation; contextual factors restricted parents' participation in the majority culture, while the youngest of their children tended toward assimilation. Our study revealed similarities and differences in the acculturation experiences of Syrian refugees in Canada and Germany and unveiled specific factors that influenced acculturation orientation in each country. [ABSTRACT FROM AUTHOR]

This article examines the linguistic landscape of the nineteenth-century Highlands through the lens of the labour market. It analyses a corpus of over 600 job advertisements seeking Gaelic speakers which appeared in the Inverness Courier between 1817 and 1899 and draws on a further 200 from selected years of the Glasgow Herald and The Scotsman. It examines the range of roles in which an ability to speak Gaelic, alongside English, was seen as either a necessity or advantageous by employers, considering in turn, education, health and social welfare, commerce, domestic service, law and order, estate and land, and the church. Some of the factors behind growing opportunities for skilled and semi-skilled Gaelic speakers are explored, such as the expansion of the health and welfare system in the wake of the 1845 Poor Law (Scotland) Act, and the accommodations made for the needs of Gaelic speakers when new roles were created. The continuing utility of Gaelic in Highland commerce also emerges as a counter to contemporary views of the language as unsuited for such transactional contexts. The evidence from these advertisements underlines the complexity of language usage in the Highlands in the nineteenth century as well as the need for further research to extend our understanding of the use of Gaelic in both public and private spheres. [ABSTRACT FROM AUTHOR]

Taking the interrelationship of language and thought as starting point, Cognitive Linguistics considers language as providing central insights into cognitive structures and processes as well as into their experiential basis. In its role as a gateway for exploring and describing phenomena at the interface between the individual and society by means of public language use, Cognitive Linguistics thus ranges between the poles of trans-situational, overarching language structures and situated, specific language use. But how exactly are system and use to be distinguished and related to one another? What range has, for example, a particular political frame detected from a sample of media coverage with regard to 'its' audience? When can we reliably label several instances of individual language use as an overarching language pattern or a frame? The paper aims to address these and further questions in reference to Critical Cognitive Linguistics concerning, for one thing, its own theoretical and methodological assumptions and, for another, its social role in light of current social and political phenomena and developments. [ABSTRACT FROM AUTHOR]

This article presents a longitudinal panel study analyzing the evolution of a sample of more than 1000 informants in the language practices with peers during the period between the end of primary education and the end of secondary education in Catalonia. Results led to the identification of five clusters of informants according to their linguistic trajectories. Three of them, which together accounted for 75% of all informants, combined the strong predominance of a single language —respectively Catalan, Castilian, and other languages— and a remarkable stability in patterns of language choice during the five years' period under scrutiny. The other 25% of informants, grouped in two different clusters, declared more bilingual/multilingual behavior and underwent more significant changes that may be related to linguistic mudes [Pujolar, Joan, and Isaac Gonzàlez. 2013. 'Linguistic "Mudes" and the Deethnicization of Language Choice in Catalonia.' International Journal of Bilingual Education and Bilingualism]. The study also explores the relevance of the transition between primary and secondary education as a social moment favorable for linguistic mudes and concludes thata small but still significant percentage of informants went through such changes in that transition. [ABSTRACT FROM AUTHOR]

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The present study aims to unravel the language of fear aroused in the English Newspapers about health and economy during Covid-19. The qualitative data was drawn from the daily Dawn, and 'The News'. Eight articles, four from each newspaper, were analyzed through qualitative lens. Findings reveal that the language of fear related to the country's healthcare system and economy is deployed mostly. The study demonstrates that certain phrases were used repeatedly to report about the worst economic recession and overwhelming situation in hospitals. A discourse of fear was created by sensationalizing certain situations and exploiting the language of Covid-19. The recommends reporting more about solutions to the problem than to create a hype that may damage the mental health of readers. [ABSTRACT FROM AUTHOR]

This article analyzes the negotiation of taboo surrounding grief after the suicide of a loved one. It draws on ethnographic fieldwork with a support group and individual interviews with its members. While the topic of taboo was prominent at group meetings, the same group members tended to claim in the interviews that they had not experienced it. To explore the issue of taboo, beyond affirmation or denial of its existence, we analyzed how the bereaved navigated the topic of suicide in language using Werner's psychological theory of metaphor, which argues that metaphors arise to circumvent explicit reference to tabooed subjects. Members of the grief group clearly developed different strategies of metaphorical and other linguistic rephrasing to deal with the topics of death and suicide. Additionally, their language use differed depending on the person's attitude toward the suicide, whether he or she was alone or with other group members, as well as whether the general public was being framed as an out-group. [ABSTRACT FROM AUTHOR]

Masculinity (Benwell 2004; Connell 2016; Connell & Messerschmidt 2005; Kiesling 1996; Messerschmidt 2019), including Afrikaner masculinity (Du Pisani 2001, 2004, 2013; Swart 1998) has been thoroughly researched across the social sciences. Male identity, as it manifests itself in the South African zef subculture, has also come under investigation (Du Preez 2011; Krueger 2012), however, the role of language use in the creation ofsuch a zef identity has not yet been researched. This article investigates how protest masculinity is projected and maintained on the WatKykJy?-blog, a satiric online environment, through language use, and more pointedly, the use of taboo words. This projected masculinity also relates closely to what is perceived as important in the identity of a zef male, which in itself is a reaction to traditional Afrikaner identity and the negative associations it acquired in the post-apartheid years. The WKJ?-corpus is used to conduct the analysis. The corpus consists of 1,4 million words and has been divided into one-year periods, starting at the year 2000 and ending in 2017. A total of 50 texts have been selected randomly and analysed by hand in order to find and expand the taboo domains set out by Stapleton (2010) and van Huyssteen (1996). Apart from the scatological, blasphemous and sexual domains identified in previous research, two more domains (weather and plant domains) have been identified from the corpus. The weather domain is mainly employed to refer to violent behaviour, although it is occasionally used to express surprise. The plant domain is more frequently associated with the use of sexual metaphors. The analysis indicates that WKJ?-readers and -authors frequently use taboo language on the blog. A total of 29 389 taboo words are identified, which translates into a relative frequency of20 taboo words per 1 000 words. Individual lexical items with the highestfrequency are fok 'fuck' (1709) and its derived form fokken 'fucking' (5631), as well as kak 'shit' (3162), poes 'pussy' (1249) and moerse 'huge' (literally 'mothers') (1128). The semantic domain that is the most productive taboo domain is the sexual domain, where taboo words with a strong sexual connotation are used quite liberally, alongside words that are metaphorically invoked to convey sexual meanings as well, such as names of animals, e.g. haas 'hare', teef 'bitch', kat 'cat', and goose for females and slang 'snake', bastard or voël 'bird'for males. Women and/or their genitals are also portrayed as edible objects, such as vy 'fig', cherry or koek 'cake', while men are represented as the active eaters thereof. Sexual acts are metaphorically represented as if they inflict pain on women, e.g. brand 'burn', or saag 'saw'. The second most frequent domain is the scatological, where euphemisms and dysphemisms are encountered, such as the euphemism modderotter uitrol (literally "rolling out the mud beaver") for bowel movement, and the dysphemism kakhuis (literally "shit house") for toilet. The third domain of taboo words draws on weather, especially stormy weather, and is often used to refer to people (die dom donner, "the stupid thunder") or to fighting (ek fokken bliksem julle almal "Ifucking thunder (verb) you all"). These words have moderate taboo value in Afrikaans, but form a template for extension to sexual terms with a meaning in the fighting domain, with much higher taboo value, such as voordat ek iemand gaan poes "before I go and pussy (verb) somebody". The fourth domain, the final one with non-negligible frequency, is the domain of blasphemous word use, including the plain forms Jesus and Here 'Lord', but also euphemistic spelling variants such as Jissis 'Jesus' and Jirre 'Lord', which are typically employed as interjections at clause boundaries. Taboo language is used purposefully and deliberately to undermine the puritan values that are part of the traditional hegemonic Afrikaner masculinity, and also expose the duplicity and contradictions thereof. The protest masculinity that is offered instead emphasises physicality, but shares the homophobic and hierarchical gender role components of hegemonic masculinity. The male participants on the website are constructing and projecting a zef identity, for the purpose of creating a post-apartheid identity that denounces any political alliances but rejects the hegemonic masculinity of the traditional Afrikaner male associated with the apartheid era. Yet, the persistent use of irony makes it ambiguous whether the alternative zef masculinity is really held up as new model. [ABSTRACT FROM AUTHOR]

This study examines the use of languages (English and Irish) by bilingual undergraduate mathematics learners. Although many studies exist examining the role of language in learning mathematics, fewer studies have examined the specific use of languages by bilingual learners when engaged in mathematical thinking. This study adopts a commognitive lens to examine whether language use by two bilingual undergraduate mathematics learners impacts upon meta-level mathematical processes of the learners, in particular in relation to functions. The findings suggest that the learners' rarely engaged in code switching between languages when performing mathematical tasks and also that completing the mathematical tasks individually or in pairs impacted on the choice of language employed in the discourse. There was greater evidence of the learners employing meta-level discourse through the medium of Irish than English. Overall, the learners' language preferences for communicating mathematics learning are situated and can impact on the discursive processes of bilingual learners. [ABSTRACT FROM AUTHOR]