Language Ideologies of Nepali People in YouTube Interactions

2021 ◽  
pp. 67-73
Author(s):  
Goma Acharya
Keyword(s):  
Language Ideology ◽  
Language Ideologies ◽  
Standard Language ◽  
Standard Language Ideology

This chapter investigates how Nepali people demonstrate colonized thinking in their responses to a speech by a former Minister of State for Health and Population. Nepali people seem to be influenced by standard language ideology. Therefore, this chapter argues that Nepali people should come out of their colonized thinking, which adheres to standard language ideology. They should rather embrace translingualism in order to appreciate their own cultural and linguistic heritage when communicating in English.

scholarly journals “This migrants’ babble is not a German dialect!”: The interaction of standard language ideology and ‘us’/‘them’ dichotomies in the public discourse on a multiethnolect

2015 ◽  
Vol 44 (3) ◽  
pp. 341-368 ◽  
Author(s):  
Heike Wiese
Keyword(s):  
Language Ideology ◽  
Public Discourse ◽  
Language Ideologies ◽  
Language And Identity ◽  
Folk Culture ◽  
Standard Language ◽  
The Public ◽  
Urban Neighbourhoods ◽  
Central Elements ◽  
Standard Language Ideology

AbstractThis article investigates a public debate in Germany that put a special spotlight on the interaction of standard language ideologies with social dichotomies, centering on the question of whether Kiezdeutsch, a new way of speaking in multilingual urban neighbourhoods, is a legitimate German dialect. Based on a corpus of emails and postings to media websites, I analyse central topoi in this debate and an underlying narrative on language and identity. Central elements of this narrative are claims of cultural elevation and cultural unity for an idealised standard language ‘High German’, a view of German dialects as part of a national folk culture, and the construction of an exclusive in-group of ‘German’ speakers who own this language and its dialects. The narrative provides a potent conceptual frame for the Othering of Kiezdeutsch and its speakers, and for the projection of social and sometimes racist deliminations onto the linguistic plane. (Standard language ideology, Kiezdeutsch, dialect, public discourse, Othering, racism by proxy)*

scholarly journals Contrasterende (standaard)taalideologieën bij Vlaamse leerkrachten

1970 ◽  
Vol 67 ◽  
pp. 219-248
Author(s):  
Steven Delarue
Keyword(s):  
Language Ideology ◽  
Language Ideologies ◽  
Classroom Context ◽  
Education Policies ◽  
Policy And Practice ◽  
Standard Language ◽  
Language Variety ◽  
Colloquial Language ◽  
The City ◽  
Standard Language Ideology

Flanders, the northern, Dutch-speaking part of Belgium, is facing a growing intra- andinterlingual diversity. On the intralingual level, tussentaal ('in-between-language’)emerged as a cluster of intermediate varieties between the Flemish dialects and StandardDutch, gradually becoming the colloquial language. At the same time, Flemish language-in-education policy strongly propagates Standard Dutch as the only acceptable language(variety) in the classroom, demonstrating the vigour of standard language ideology (SLI)in Flanders. This paper analyses the distinct ways in which teachers try to make sense ofthe gap between policy and practice, and how they act upon what is expected from themin a classroom context. By analysing interview data of eight teachers from a secondaryschool in the city of Ghent (East Flanders), I make an attempt at mapping their 'personalideological frameworks’, in order to uncover the ways in which teachers respond to language-in-education policies and strong standard language ideologies.

English ants are digging holes in the Chinese levee

2013 ◽  
Vol 37 (1) ◽  
pp. 31-45 ◽  
Author(s):  
Yan Xi
Keyword(s):  
Media Coverage ◽  
Language Ideology ◽  
Language Ideologies ◽  
Foreign Languages ◽  
Chinese Society ◽  
Standard Language ◽  
Chinese Media ◽  
The Media ◽  
Linguistic Purism ◽  
Standard Language Ideology

The media have become a key site for the production and reproduction of language ideologies in modern societies. This is typically reflected in language ideological debates in 2010 in the Chinese media. In 2009, an article entitled “English ants are digging holes in the Chinese levee” got wide media coverage and aroused much controversy in the Chinese media in the following year. The crusade for linguistic purism ended with the promulgation of new regulations banning China’s media organizations and publishers from randomly mixing foreign languages with Chinese in publications. The present study aims to explore the inherent language ideologies naturalized in the debates of Chinese linguistic purism and various strategies adopted for the construction of the ideologies. The findings reveal that the ideology of “one nation and one language” and standard language ideology play an important role in the sociolinguistic imagination of a homogeneous Chinese society and protection of “pure” Chinese against English invasion. It is hoped that the present study will contribute to language ideology studies and shed new light on Chinese sociolinguistic studies.

scholarly journals English phonology in a globalized world: Challenging native speakerism through listener training in universities in Sweden and the US

2021 ◽  
Author(s):  
Hyeseung Jeong ◽  
Stephanie Lindemann ◽  
Julia Forsberg
Keyword(s):  
Phonological Processing ◽  
Language Ideology ◽  
Standard Language ◽  
Pronunciation Instruction ◽  
University Courses ◽  
Wide Range ◽  
The Us ◽  
Listener Training ◽  
Globalized World ◽  
Standard Language Ideology

English phonetics and phonology often focus on improving learners’ pronunciation. However, phonological processing is ‘a two-way street’ involving both speaker and listener. Thus, pronunciation instruction in this globalized time needs to be complemented with ways to help listeners understand a wide range of accents, thereby challenging the native speakerism and standard language ideology of more traditional English teaching. In this paper, we share our experiences of promoting listener abilities in university courses in Sweden and the US, two very different teaching contexts. In Sweden, Jeong takes a truly phonetic approach, starting from students’ own pronunciations rather than a ‘standard’ model, and focuses on ability to comprehend diverse accents. In the US, Lindemann uses native-speaking students’ complaints about supposedly incomprehensible instructors, not as justification for further training of instructors who are already proficient English users, but as an opportunity to offer listener training to the students. Put together, these experiences provide a basis for reflection on the teaching of L2 phonetics and pronunciation in other languages such as Swedish, and the benefits of shifting some of the focus from speaker to listener in order to begin to overcome native speakerism and standard language ideology.

Standard language ideology in an English-medium Irish secondary school

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Stephen Lucek
Keyword(s):  
Secondary School ◽  
Student Teacher ◽  
Language Ideology ◽  
Classroom Interaction ◽  
Qualitative Approach ◽  
Economic Disadvantage ◽  
Standard Language ◽  
Power Differential ◽  
Standard Language Ideology ◽  
Teacher Classroom

The current paper aims to address how one English-medium school functions from the different perspectives within the school: the principal, student/teacher classroom interaction and the students. This approach allows us to see the power differential of the different stakeholders in a school and how iconisation, fractal recursivity, and erasure affect teenagers in Dublin. This paper presents interview data with a principal and the students in a secondary school. Taking a qualitative approach to these data, I show that standard language ideology is linked with economic disadvantage. The school principal’s approach to identifying, problematising and seeking to eliminate certain types of nonstandard language in the school reflects a standard language ideology and is consistent with a raciolinguistic approach to linguistic discrimination. The data suggest that the students themselves take a more nuanced approach.

ELF and migrant categorization at family clinics in Finland

2019 ◽  
Vol 8 (1) ◽  
pp. 97-123
Author(s):  
Päivi Iikkanen
Keyword(s):  
Language Proficiency ◽  
Language Ideology ◽  
English Language ◽  
Language Ideologies ◽  
Native Speaker ◽  
Working Life ◽  
English Language Proficiency ◽  
Membership Categorization Analysis ◽  
Membership Categorization ◽  
Standard Language Ideology

Abstract The aim of this paper is to examine how nurses in family clinics use language, and clients’ perceived English proficiency in particular, when categorizing their non-Finnish-speaking clients in their talk. Through membership categorization analysis (Schegloff, Emanuel A. 2007. A tutorial on membership categorization. Journal of Pragmatics 39(3). 462–482), this study shows that perceived proficiency in English, along with migration status and reliance on the native English speaker norm, seemed to be the most decisive elements in how the nurses categorized their migrant clients. The findings demonstrate the power of categorization as an instrument in institutional decision-making and highlight the role language plays in these categorizations. In particular, the study shows how influential perceived English language proficiency and the native speaker norm are in how nurses categorize their migrant clients. The findings suggest that being able to interact with clients in English is becoming a more and more important skill in working life in Finland, also in the health care sector. It would be important to understand how influential perceived language proficiency is in the way nurses conceptualize their clients, and to what extent this relates to the standard language ideology (Milroy, James. 2001. Language ideologies and the consequences of standardization. Journal of Sociolinguistics 5. 530–555).

The Internet's (New) Usage Problems

English Today ◽  
2016 ◽  
Vol 32 (3) ◽  
pp. 18-19 ◽  
Author(s):  
Hielke Vriesendorp
Keyword(s):  
Social Media ◽  
Language Ideology ◽  
The Internet ◽  
Previous Issue ◽  
Standard Language ◽  
Online Groups ◽  
Standard Language Ideology

In the previous issue of English Today, Lukač (2016) discusses the increasingly important role of online language authorities for users of the internet who are looking for usage advice. However, prescriptivism also reaches these users when they are not actively looking for it. They encounter advice in newsfeeds in different social media, such as Twitter and Facebook, and some of them join online groups to discuss usage problems. The standard language ideology seems to have established itself firmly on these new platforms, adapting itself in the process. Articles on usage shared on social media are almost without exception in the form of lists with eye-catching ‘clickbaity’ titles (e.g. ‘7 Grammar Mistakes That Make You Look Dumb’), and their most important topics differ strongly from those of traditional prescriptivism.

The role of the descriptor ‘broken English’ in ideologies about nonnative speech

2017 ◽  
Vol 46 (5) ◽  
pp. 649-669 ◽  
Author(s):  
Stephanie Lindemann ◽  
Katherine Moran
Keyword(s):  
Language Ideology ◽  
American English ◽  
Nonnative Speakers ◽  
Standard Language ◽  
Depth Analysis ◽  
English Speaking ◽  
Standard Language Ideology

AbstractThis study investigates how the descriptor ‘broken English’ is used to construct speakers as nonnative within standard language ideology. In-depth analysis of examples found through WebCorp, used to search US websites, and the Corpus of Contemporary American English found that the term was largely used to refer to comprehensible English identified as nonnative. Users of such English were constructed as Other, usually highly negatively. The rarer cases of more positive descriptions referred to encounters outside English-speaking countries, consistent with monolingualist ideology, and when used for a more distantly superior person, made them more attractive through greater apparent accessibility. Four mechanisms are discussed by which use of the term naturalizes ideologies. Crucially, its ambiguity promotes slippage between ‘neutral’ and negative uses, allowing any English identified as nonnative to be characterized as ‘broken’, slipping into ‘not English’, with such descriptions treated as an acceptable way to identify nonnative speakers as public menace. (Standard language ideology, ideology of nativeness, monolingualist ideology, Othering, corpus-informed research)*

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