Regional variation in British English voice quality

This study considers regional variation of voice quality in two varieties of British English – Southern Standard British English and West Yorkshire English. A comparison of voice quality profiles for three closely related but not identical northern varieties within West Yorkshire is also considered. Our findings do not contradict the small subset of previous research which explored regional and/or social variation in voice quality in British English insofar as regionality may play a small role in a speaker’s voice quality profile. However, factors such as social standing and identity could perhaps be even more relevant. Even when considering homogeneous groups of speakers, it is not the case that there is a cohesive voice quality profile that can be attached to every speaker within the group. The reason for this, we argue, is the speaker-specificity inherent in voice quality.

Intensifying and downtoning in South Asian Englishes

As studies on socio-pragmatics in South Asian Englishes and – more generally – postcolonial Englishes are still rare, the present study analyses how age, formality of context, gender, topic of the conversation and type-token ratio of a given speaker influence intensifiers and downtoners in spoken Indian, Sri Lankan and British English as represented in the International Corpus of English. Central research interests cover (a) differences in the frequencies of intensifiers/downtoners regarding these factors and across the varieties studied and (b) variety-specific intensifiers/downtoners in these regional varieties. Two random forest analyses highlight that, while topic and type-token ratio are more important predictors than age and gender, all variables are – to different degrees – sensitive to variety. Possible explanations for a higher incidence of intensifiers/downtoners in British English than in Indian and Sri Lankan English include intensification strategies transferred from indigenous languages or high degrees of uncertainty avoidance in the South Asian speech communities.

The trappings of order

This study builds off of previous research into Caribbean Standard Englishes (which has largely used newspaper genres) by comparing the rates of features found in corpora of Bahamian, Jamaican, British, and American administrative writing, paying particular attention to whether and how the noted formality of Caribbean Standard Englishes manifests itself in administrative writing. The study employs expanded versions of ICE administrative subcorpora for the analysis. Features analyzed include lexis, orthography, as well as different morphosyntactic constructions such as be-passives and modals of obligation and necessity. The study finds that the contemporary British administrative writing corpus contains the most informal lexical choice of the national corpora studied, problematizing a Caribbean folk narrative that associates formality in administrative language and practice with Britishness.

Into-causatives in World Englishes

The paper analyses the frequency and use of the relatively rare, yet highly productive into-causative construction in twenty varieties of English on the basis of the 1.9-billion word Corpus of Web-based Global English (GloWbE; Davies 2013)1 and Schneider’s (2007) Dynamic Model. It hypothesises differences in frequency, variation in the preference for particularly frequent fillers as well as productivity differences in line with Schneider’s stages of linguistic evolution. However, it shows that only frequency differences reflect the Dynamic Model; with regard to the preference for frequent realisations and productivity, postcolonial varieties turn out to be very similar to British English. These results come as a surprise against the background of similar studies of the way-construction, where all of these effects have been documented convincingly. It is argued that the properties of into-causatives themselves (e.g. their idiomatic and semantic simplicity) might contribute to their more native-like usage patterns in postcolonial varieties of English.

Rethinking Maltese English as a continuum of sociolinguistic continua through evaluations of written and oral prompts

Scientific literature has tackled Maltese English (MaltE) mainly in the framework of World Englishes in order to focus on its features compared to other varieties of English around the world. In this paper we shed more light on MaltE by proposing a sociolinguistic perspective, oriented towards its social stratification, and by referring to it through degrees of linguistic competence in English. We therefore propose two continua of variation: MaltE as an L2 continuum and as a situational one. Within this framework, we identify two groups defined as Mainly Maltese Speakers (MMS) and Mainly English Speakers (MES). We suggest that MaltE can be interpreted both as an L2, and as a variety used according to speech events, domain, participants, in-groupness etc. To investigate this we carried out a perceptual experiment involving two groups of university students, specialising in Maltese and English respectively. We discuss the results based on ratings and evaluations of authentic MaltE written and spoken prompts.

The ideological debate on Naijá and its use in education

Naijá (also known as Nigerian Pidgin) is an extended pidgin with millions of speakers in Nigeria, and it is also a creole since some communities use it as a first language (Faraclas 2013; Mazzoli 2017). It is a common lingua franca in former English colonies in West Africa and has potential for transnational use. Notwithstanding its importance at multiple levels, Naijá is not mentioned in language-related policies in Nigeria, and its use in education is limited and stigmatized. This is due to aggressive ideologies that identify Naijá as an inferior language, especially with respect to English in Nigeria. In this paper, based on fieldwork data collected in southern Nigeria, I outline positive and negative ideologies related to Naijá, and argue that innovative ideologies have emerged among Naijá native speakers, which constitute a base for elaborating endoglossic policies and introducing Naijá into the classroom.