The Linguistic Performance of Race in Bermuda
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BATA Inaugural International Conference 24-25 June 2021
BATA Inaugural International Conference 24-25 June 2021 British Association of Teachers of Arabic (BATA) University of Leeds British Association of Teachers of Arabic (BATA) University of Leeds BATA Inaugural International Conference 24-25 June 2021 TEACHING, RESEARCH AND SCHOLARSHIP EXCELLENCE IN ARABIC LANGUAGE, LITERATURE, LINGUISTICS AND TRANSLATION 2 Conference Organiser Conference Partners 3 Conference Sponsors Conference Organising Committee - Prof. El Mustapha Lahlali (Conference Chair), University of Leeds - Prof. Daniel Newman (Conference Deputy Chair), University of Durham - Dr. Sara Al-Tubuly, Al-Maktoum College - Dr. Abdelghani Mimouni, University of Manchester - Dr. Mohamed Dayoub, University of Warwick - Mr. Mahammed Bouabdallah, University of Westminster - Dr. Salwa El-Awa, Swansea University Acknowledgement The Organising Committee would like to thank Mourad Diouri, University of Edinburgh, for his support, valuable advice and suggestions, including the design of the conference programme and promotional literature. 4 Welcome On behalf of the BATA Council and the Conference Organising Committee, I am very delighted to welcome you to the BATA Inaugural International Conference, hosted ONLINE by the University of Leeds, 24-25th June, 2021. Over the last year or so, a dedicated team of colleagues from different UK universities and schools have been working tirelessly to get the Association up and running, and I am very delighted that BATA is now functioning at full speed. BATA is designed to support, promote and enhance teaching, learning, scholarship and research in the fields of Arabic language, culture, linguistics, literature and translation. A wide range of activities has taken place over the last year, culminating in our upcoming BATA Inaugural International Conference, 24-25 June. -
Linguistic Variation, Identity Construction and Cognition
Linguistic variation, identity construction and cognition Katie K. Drager language Studies in Laboratory Phonology 2 science press Studies in Laboratory Phonology Chief Editor: Martine Grice Editors: Doris Mücke, Taehong Cho In this series: 1. Cangemi, Francesco. Prosodic detail in Neapolitan Italian. 2. Drager, Katie K. Linguistic variation, identity construction and cognition. ISSN: 2363-5576 Linguistic variation, identity construction and cognition Katie K. Drager language science press Katie K. Drager. 2015. Linguistic variation, identity construction and cognition (Studies in Laboratory Phonology 2). Berlin: Language Science Press. This title can be downloaded at: http://langsci-press.org/catalog/book/75 © 2015, Katie K. Drager Published under the Creative Commons Attribution 4.0 Licence (CC BY 4.0): http://creativecommons.org/licenses/by/4.0/ ISBN: 978-3-946234-24-1 (Digital) 978-3-946234-25-8 (Hardcover) 978-3-944675-56-5 (Softcover) ISSN: 2363-5576 Cover and concept of design: Ulrike Harbort Typesetting: Katie K. Drager, Sebastian Nordhoff, Felix Kopecky Proofreading: Svetoslava Antonova-Baumann, Timo Buchholz, Andreea Calude, Hugo Cardoso, Christian Döhler, Martin Haspelmath, Andreas Hölzl, Maria Maldonado, Aviva Shimelman, Charlotte van Tongeren Fonts: Linux Libertine, Arimo, DejaVu Sans Mono Typesetting software:Ǝ X LATEX Language Science Press Habelschwerdter Allee 45 14195 Berlin, Germany langsci-press.org Storage and cataloguing done by FU Berlin Language Science Press has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, ac- curate or appropriate. Information regarding prices, travel timetables and other factual information given in this work are correct at the time of first publication but Language Science Press does not guarantee the accuracy of such information thereafter. -
1 Sociophonetics = Sociolinguistics + Phonetics
Cambridge University Press 978-1-107-17595-2 — Sociophonetics Tyler Kendall , Valerie Fridland Excerpt More Information 1 Sociophonetics = Sociolinguistics + Phonetics The tension between the system of language and the way we actually speak it has long intrigued philosophers and language scholars. As far back as classical Indian philosophy, the Sanskrit grammarian Patañjali (ca. second century BCE) argued for the separation between “true sounds” and those which are uttered (Deshpande 2016). Before him, Pānini’s foundational Sanskrit grammar (fourth to sixth century BCE) _ described spoken Sanskrit and included both regional variants and notes on sociolinguistic usage. In more recent times, Ferdinand de Saussure, a founding father of twentieth century linguistics, coined the terms “Langue” and “Parole” to characterize the gulf between the way we conceptualize and the way we speak (Saussure 1916). Not surprisingly, phonology, the study of how human language organizes meaningful sound units, and phonetics, the study of speech sounds themselves, have become de rigor subjects of study for any student of linguistics. While we, users of language, conceptualize the sounds of language in the abstract categories referred to as phonemes, we speak in variant versions of these categories. That is, speech itself abounds with variation. Every time we produce a /b/, for instance, we produce it a little differently, and the physical, acoustical characteris- tics of the [b]s produced by different speakers are also distinct. Yet, a hallmark of speech is that we hear different productions of the same sounds as the same, despite great acoustical variability. In this book, we will often refer to an individual speech sound as a phone. -
Redefining Speakership: Implications for Language Program Direction
Second Language Research & Practice October 2020, Volume 1, Issue 1 pp. 99–123 RESEARCH ARTICLE Redefining speakership: Implications for language program direction Carl S. Blyth, University of Texas at Austin Amanda Dalola, University of South Carolina Abstract This article reviews scholarship in sociolinguistics and applied linguistics to discern how the definitions of speakership and competence have changed in the last fifty years. It is shown that the redefined concepts reflect a new understanding of language that is no longer consonant with many current teaching practices anchored in structuralism and monolingualism. Next, the article outlines five tenets of language based on Blommaert’s (2010) critical sociolinguistics of globalization and discusses the implications of these tenets for language program direction. Keywords: language pedagogy, sociolinguistics, speakership, language program direction APA Citation: Blyth, C. S., & Dalola, A. (2020). Redefining speakership: Implications for language program direction. Second Language Research & Practice, 1(1), 99–123. http://hdl.handle.net/10125/69843 Introduction The 2002 American Association of UniVersity SuperVisors, Coordinators, and Directors of Language Programs (AAUSC) Volume entitled The Sociolinguistics of Foreign Language Classrooms: Contributions of the Native, the Near-Native and the Non-Native Speaker explored the relevance of sociolinguistic research for language program direction. Blyth (2002) framed the Volume by posing a series of questions about the appropriateness of the theoretical construct of the native speaker for language education: “If we get rid of the native speaker, where does that leaVe us? If we deconstruct the native speaker, what do we construct in its place?” (p. xiv). The goal of this article is to reVisit the concept of speakership in the allied fields of sociolinguistics and applied linguistics to discoVer what has changed since the publication of the 2002 volume.