scholarly journals Sociolinguistic Indexicalities in Ethnic Diversity

2018 ◽  
Vol 92 (1-2) ◽  
pp. 35-61 ◽  
Author(s):  
Gerald Stell
Keyword(s):  
Ethnic Group ◽  
Ethnic Diversity ◽  
Urban Areas ◽  
Language Use ◽  
Linguistic Competence ◽  
Heritage Languages ◽  
Ethnic Boundaries ◽  
Linguistic Level

Abstract Ethnicity and language have often been considered jointly on the grounds of their intrinsic interrelation: hard ethnic boundaries are manifested by the use of heritage languages, while dynamics of assimilation reduce the need to linguistically project ethnic distinctness. This article seeks to test the interrelation between patterns of language use and ethnic boundaries in the context of Suriname by analyzing perceptions of ethnolinguistic boundaries elicited from a sample of young informants from Paramaribo. The findings suggest that Surinamese ethnic boundaries are salient, albeit eroding in urban areas. Erosion is visible at a linguistic level in what seems to be a general shift in urban areas toward Dutch and Sranan Tongo. However, this shift might be proceeding at different paces from one ethnic group to the next. As a result, ethnicity is reflected in variable levels of linguistic competence in Dutch and Sranan Tongo.

Linguistic Competence in Aphasia

2008 ◽  
Vol 17 (3) ◽  
pp. 87-92
Author(s):  
Leonard L. LaPointe
Keyword(s):  
Language Use ◽  
Linguistic Competence ◽  
Careful Study ◽  
Feral Children ◽  
Performance Factors ◽  
Performance Loss ◽  
Linguistic Rules ◽  
Communication Goals ◽  
Aphasia Treatment ◽  
And Performance

Abstract Loss of implicit linguistic competence assumes a loss of linguistic rules, necessary linguistic computations, or representations. In aphasia, the inherent neurological damage is frequently assumed by some to be a loss of implicit linguistic competence that has damaged or wiped out neural centers or pathways that are necessary for maintenance of the language rules and representations needed to communicate. Not everyone agrees with this view of language use in aphasia. The measurement of implicit language competence, although apparently necessary and satisfying for theoretic linguistics, is complexly interwoven with performance factors. Transience, stimulability, and variability in aphasia language use provide evidence for an access deficit model that supports performance loss. Advances in understanding linguistic competence and performance may be informed by careful study of bilingual language acquisition and loss, the language of savants, the language of feral children, and advances in neuroimaging. Social models of aphasia treatment, coupled with an access deficit view of aphasia, can salve our restless minds and allow pursuit of maximum interactive communication goals even without a comfortable explanation of implicit linguistic competence in aphasia.

Suburbanizing Segregation? Changes in Racial/Ethnic Diversity and the Geographic Distribution of Metropolitan School Segregation, 2002–2012

2017 ◽  
Vol 119 (7) ◽  
pp. 1-40 ◽  
Author(s):  
Kori J. Stroub ◽  
Meredith P. Richards
Keyword(s):  
Geographic Distribution ◽  
Ethnic Diversity ◽  
Urban Areas ◽  
Fixed Effects ◽  
Demographic Data ◽  
Ethnic Segregation ◽  
School Students ◽  
The Impact ◽  
Racial Ethnic ◽  
Racial Balance

Background While postwar suburban migration established suburbs as relatively affluent, homogeneous white enclaves distinct from the urban core, recent waves of suburbanization and exurbanization have been spurred largely by rapid growth in the nonwhite population. While these increases in suburban racial/ethnic diversity represent a significant evolution of the traditional “chocolate city, vanilla suburbs” dichotomy, scholars have expressed concern that they are worsening racial/ethnic segregation among suburban public school students. Objective In this study, we document shifts in the racial imbalance of suburban schools in terms of several racial/ethnic and geographic dimensions (i.e., multiracial, black–white; between and within suburban districts, among localities). In addition, we extend the urban/suburban dichotomy to provide initial evidence on changes in racial balance in metropolitan exurbs. Finally, we use inferential models to directly examine the impact of changes in racial/ethnic diversity on shifts in racial imbalance. Research Design Using demographic data from the National Center of Education Statistics Common Core of Data on 209 U.S. metropolitan areas, we provide a descriptive analysis of changes in segregation within and between urban, suburban, and exurban localities from 2002 to 2012. We measure segregation using Theil's entropy index, which quantifies racial balance across geographic units. We assess the relationship between demographic change and change in segregation via a series of longitudinal fixed-effects models. Results Longitudinal analyses indicate that increases in racial/ethnic diversity are positively related to change in racial imbalance. However, observed increases in diversity were generally insufficient to produce meaningful increases in segregation. As a result, suburbs and exurbs, like urban areas, experienced little change in segregation, although trends were generally in a negative direction and more localities experienced meaningful declines in segregation than meaningful increases. Findings are less encouraging for suburbs and exurbs than for urban areas and underscore the intractability of black-white racial imbalance and the emerging spatial imbalance of Asians and whites. We also document an important shift in the geographic distribution of segregation, with suburbs now accounting for a plurality of metropolitan segregation. Conclusions Contrary to previous researchers, we do not find evidence that suburban and exurban schools are resegregating, although we fail to document meaningful progress towards racial equity. Moreover, while suburbs are not necessarily resegregating, we find that segregation is suburbanizing, and now accounts for the largest share of segregation of any locality. We conclude with a discussion of recommendations for policy and research.

Grammar and variation in the classroom

2022 ◽  
Author(s):  
Vít Dovalil ◽  
Adriana Hanulíková
Keyword(s):  
Language Use ◽  
Linguistic Competence ◽  
Classroom Setting ◽  
Social Forces ◽  
Teacher Interviews ◽  
Important Place ◽  
Successful Communication ◽  
Reference Corpus ◽  
Grammar Knowledge ◽  
Model Texts

Abstract Grammar is the structural foundation of successful communication, language use, and literacy development. Grammar is therefore sometimes viewed as the heart of language with an important place in language teaching. In a classroom setting, regulation of grammar knowledge through teachers is strongly influenced by teachers’ linguistic competence and beliefs. In this paper, we will first show the diversity in this knowledge by means of teacher interviews and speeded grammatical-acceptability data from pupils and students. We will then sketch a socio- and psycholinguistic perspective on several selected morphosyntactic variables in German. These will be discussed with reference to social forces that determine what is standard in a language (language norm authorities, language experts, model texts, and codifiers). Finally, we will draw a roadmap for teachers, language practitioners and editors looking for a qualified solution to grammatical cases of doubt in contemporary German and provide practical examples by drawing upon the German reference corpus.

Code-switching and the optimal grammar of bilingual language use

2011 ◽  
Vol 14 (4) ◽  
pp. 522-546 ◽  
Author(s):  
RAKESH M. BHATT ◽  
AGNES BOLONYAI
Keyword(s):  
Empirical Evidence ◽  
Language Use ◽  
Code Switching ◽  
Linguistic Competence ◽  
Theoretical Understanding ◽  
Cognitive Constraints ◽  
Local Functions ◽  
Global Principles

In this article, we provide a framework of bilingual grammar that offers a theoretical understanding of the socio-cognitive bases of code-switching in terms of five general principles that, individually or through interaction with each other, explain how and why specific instances of code-switching arise. We provide cross-linguistic empirical evidence to claim that these general sociolinguistic principles, stated as socio-cognitive constraints on code-switching, characterize multi-linguistic competence in so far as they are able to show how “local” functions of code-switching arise as specific instantiations of these “global” principles, or (products of) their interactions.

scholarly journals INDONESIAN EFL TEACHERS’ CONCEPTUALIZATION OF CULTURE IN THE 21ST CENTURY EFL CLASSROOM (Konseptualisasi yang Dimiliki Guru Bahasa Inggris Indonesia Terkait dengan Kultur dalam Pembelajaran Bahasa Inggris sebagai Bahasa Asing pada Abad XXI)

SUAR BETANG ◽  
2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Ruly Morganna ◽  
Sakut Anshori
Keyword(s):  
21St Century ◽  
Knowledge Construction ◽  
Language Use ◽  
Learning Culture ◽  
Linguistic Competence ◽  
Teaching Principles ◽  
Efl Teachers ◽  
Per Se ◽  
The Way ◽  
Efl Learning

In dealing with the 21st century EFL pedagogy where interculturality and multiculturality are promoted to be the crucial aspects of EFL learning, this study is oriented towards investigating Indonesian EFL teachers’ conceptualization of culture in EFL classroom. The conceptualization in this sense is emphasized on their knowledge construction underlying their teaching principles. This study was conducted qualitatively by engaging three Indonesian EFL teachers selected purposively. The data of this study were garnered from open-ended questionnaires and interview. Regarding the teachers’ conceptualization, this study revealed that culture referred to the way of living becoming the framework of language use since language per se referred to a social semiotic, and the framework of learning going on inter and intra-individually. In EFL learning, culture was viewed from its interculturality. Interculturality was supported although two teachers stayed in native-speakerism specifically for linguistic competence. This study is meaningful since it serves a set of contributive knowledge vis-a-vis culture in EFL learning for EFL teachers and curriculum developers. However, this study is still delimited on cultural conception. Further studies are expected to work on the practice of cultural conception to deal with the 21st century EFL learning in Indonesia.

scholarly journals Erasmus-Erfahrungsberichte. Eine textlinguistische Analyse mit didaktischen Anmerkungen für den DaF-Unterricht

2018 ◽  
Vol 91 (4) ◽  
Author(s):  
Andrea Bies
Keyword(s):  
Language Use ◽  
Linguistic Features ◽  
Function Structure ◽  
Everyday Language ◽  
Common Features ◽  
Intercultural Skills ◽  
Advice Giving ◽  
Text Types ◽  
Linguistic Level ◽  
Erasmus Programme

In this article exchange student testimonials (Erasmus Programme) are examined as text types. In this context function, structure, topics and selected linguistic features of the texts are focused. Analysis shows that the majority of the examined exchange student testimonials demonstrate many common features with advice giving texts. Regarding content, culture comparing topics are found as characteristic elements, and on the linguistic level, a frequent occurrence of elements of conceptual orality. These texts can therefore become relevant authentic teaching materials, as they are able to enhance knowledge of everyday language use and intercultural skills. Thus, the article concludes with didactic notes.

scholarly journals A multiethnic association analysis of hyperuricaemia with cardiovascular risk in rural and urban areas in Chinese adults

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Leilei Liu ◽  
Juan Lei ◽  
Linyuan Zhang ◽  
Nana Ma ◽  
Zixuan Xu ◽  
...  
Keyword(s):  
Older Adults ◽  
Coronary Heart Disease ◽  
Heart Disease ◽  
Ethnic Group ◽  
Rural Women ◽  
Urban Areas ◽  
Rural Residents ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
Increased Risk

AbstractComprehensive research on rural–urban disparities in the association of hyperuricaemia (HUA) with cardiovascular disease (CVD) in China, especially among minority groups, is limited. We explored the HUA-CVD relationship between rural and urban areas within ethnic Chinese groups. We included Dong, Miao, and Bouyei adults in Southwest China from the China Multi-Ethnic Cohort Study. Multivariable logistic regression models were used to assess the relationship between HUA and CVD in both residences. We performed stratified analyses by sex and age. The study population included 16,618 people (37.48% Dong, 30.00% Miao, and 32.52% Bouyei) without a reduced estimated glomerular filtration rate. We identified 476 (188 Dong, 119 Miao, and 169 Bouyei) and 175 (62 Dong, 77 Miao, and 36 Bouyei) CVD cases in rural and urban areas. Compared to urban residents, an at least 49% increased CVD risk (adjusted OR 1.49, 95%CI 1.06–2.08 for the Dong ethnic group; 1.55, 1.07–2.25 for the Bouyei ethnic group) and a 1.65-fold elevated coronary heart disease risk (1.65, 1.03–2.64) related to HUA was present in rural residents. Moreover, HUA was positively associated with increased risk of CVD and coronary heart disease in rural women (2.05, 1.26–3.31; 2.11, 1.19–3.75) and rural older adults (1.83, 1.22–2.75; 2.32, 1.39–3.87) among the Bouyei ethnic group, respectively. We found rural elderly individuals with HUA among the Dong ethnic group had a 52% elevated risk of CVD (1.52, 1.05–2.21); furthermore, an at least 79% increased risk of stroke related to HUA was observed in women (2.24, 1.09–4.62) and elderly people (1.79, 1.02–3.13) in rural areas among the Dong ethnic group. But a positive association was not found among the Miao ethnic group. Screening early-onset HUA patients may be helpful for the control and prevention of CVD in rural residents, especially for women and older adults living in a rural community, among the Dong and Bouyei ethnic groups in China.

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