Pacific Northwest English: Historical Overview and Current Directions
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
New England Phonology*
New England phonology* Naomi Nagy and Julie Roberts 1. Introduction The six states that make up New England (NE) are Vermont (VT), New Hampshire (NH), Maine (ME), Massachusetts (MA), Connecticut (CT), and Rhode Island (RI). Cases where speakers in these states exhibit differences from other American speakers and from each other will be discussed in this chapter. The major sources of phonological information regarding NE dialects are the Linguistic Atlas of New England (LANE) (Kurath 1939-43), and Kurath (1961), representing speech pat- terns from the fi rst half of the 20th century; and Labov, Ash and Boberg, (fc); Boberg (2001); Nagy, Roberts and Boberg (2000); Cassidy (1985) and Thomas (2001) describing more recent stages of the dialects. There is a split between eastern and western NE, and a north-south split within eastern NE. Eastern New England (ENE) comprises Maine (ME), New Hamp- shire (NH), eastern Massachusetts (MA), eastern Connecticut (CT) and Rhode Is- land (RI). Western New England (WNE) is made up of Vermont, and western MA and CT. The lines of division are illustrated in fi gure 1. Two major New England shibboleths are the “dropping” of post-vocalic r (as in [ka:] car and [ba:n] barn) and the low central vowel [a] in the BATH class, words like aunt and glass (Carver 1987: 21). It is not surprising that these two features are among the most famous dialect phenomena in the region, as both are characteristic of the “Boston accent,” and Boston, as we discuss below, is the major urban center of the area. However, neither pattern is found across all of New England, nor are they all there is to the well-known dialect group. -
Downloaded an Applet That Would Allow the Recordings to Be Collected Remotely
UC Berkeley UC Berkeley PhonLab Annual Report Title A Survey of English Vowel Spaces of Asian American Californians Permalink https://escholarship.org/uc/item/4w84m8k4 Journal UC Berkeley PhonLab Annual Report, 12(1) ISSN 2768-5047 Author Cheng, Andrew Publication Date 2016 DOI 10.5070/P7121040736 Peer reviewed eScholarship.org Powered by the California Digital Library University of California UC Berkeley Phonetics and Phonology Lab Annual Report (2016) A Survey of English Vowel Spaces of Asian American Californians Andrew Cheng∗ May 2016 Abstract A phonetic study of the vowel spaces of 535 young speakers of Californian English showed that participation in the California Vowel Shift, a sound change unique to the West Coast region of the United States, varied depending on the speaker's self- identified ethnicity. For example, the fronting of the pre-nasal hand vowel varied by ethnicity, with White speakers participating the most and Chinese and South Asian speakers participating less. In another example, Korean and South Asian speakers of Californian English had a more fronted foot vowel than the White speakers. Overall, the study confirms that CVS is present in almost all young speakers of Californian English, although the degree of participation for any individual speaker is variable on account of several interdependent social factors. 1 Introduction This is a study on the English spoken by Americans of Asian descent living in California. Specifically, it will look at differences in vowel qualities between English speakers of various ethnic -
Language Variation and Ethnicity in a Multicultural East London Secondary School
Language Variation and Ethnicity in a Multicultural East London Secondary School Shivonne Marie Gates Queen Mary, University of London April 2019 Abstract Multicultural London English (MLE) has been described as a new multiethnolect borne out of indirect language contact among ethnically-diverse adolescent friendship groups (Cheshire et al. 2011). Evidence of ethnic stratification was also found: for example, “non-Anglo” boys were more likely to use innovative MLE diphthong variants than other (male and female) participants. However, the data analysed by Cheshire and colleagues has limited ethnographic information and as such the role that ethnicity plays in language change and variation in London remains unclear. This is not dissimilar to other work on multiethnolects, which presents an orientation to a multiethnic identity as more salient than different ethnic identities (e.g. Freywald et al. 2011). This thesis therefore examines language variation in a different MLE-speaking adolescent community to shed light on the dynamics of ethnicity in a multicultural context. Data were gathered through a 12-month ethnography of a Year Ten (14-15 years old) cohort at Riverton, a multi-ethnic secondary school in Newham, East London, and include field notes and interviews with 27 students (19 girls, 8 boys). A full multivariate analysis of the face and price vowels alongside a quantitative description of individual linguistic repertoires sheds light on MLE’s status as the new London vernacular. Building on the findings of Cheshire et al. (2011), the present study suggests that language variation by ethnicity can have social meaning in multi-ethnic communities. There are apparent ethnolinguistic repertoires: ethnic minority boys use more advanced vowel realisations alongside high rates of DH-stopping, and the more innovative was/were levelling system. -
Variation in English /L
The University of Manchester Research Variation in English /l/ Link to publication record in Manchester Research Explorer Citation for published version (APA): Turton, D. (2014). Variation in English /l/: synchronic reections of the life cycle of phonological processes. University of Manchester. Citing this paper Please note that where the full-text provided on Manchester Research Explorer is the Author Accepted Manuscript or Proof version this may differ from the final Published version. If citing, it is advised that you check and use the publisher's definitive version. General rights Copyright and moral rights for the publications made accessible in the Research Explorer are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. Takedown policy If you believe that this document breaches copyright please refer to the University of Manchester’s Takedown Procedures [http://man.ac.uk/04Y6Bo] or contact [email protected] providing relevant details, so we can investigate your claim. Download date:08. Oct. 2021 Variation in English /l/: Synchronic reections of the life cycle of phonological processes A thesis submitted to The University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2014 Danielle Turton School of Arts, Languages and Cultures Contents List of Figures 7 List of Tables 11 Abstract 15 Declaration 16 Copyright 17 Acknowledgements 18 1 Introduction 20 1.1 Goals of the thesis . 21 1.1.1 Theoretical issues . 21 1.1.2 Empirical issues . 22 1.1.3 Peripheral goals . -
British Or American English?
Beteckning Department of Humanities and Social Sciences British or American English? - Attitudes, Awareness and Usage among Pupils in a Secondary School Ann-Kristin Alftberg June 2009 C-essay 15 credits English Linguistics English C Examiner: Gabriella Åhmansson, PhD Supervisor: Tore Nilsson, PhD Abstract The aim of this study is to find out which variety of English pupils in secondary school use, British or American English, if they are aware of their usage, and if there are differences between girls and boys. British English is normally the variety taught in school, but influences of American English due to exposure of different media are strong and have consequently a great impact on Swedish pupils. This study took place in a secondary school, and 33 pupils in grade 9 participated in the investigation. They filled in a questionnaire which investigated vocabulary, attitudes and awareness, and read a list of words out loud. The study showed that the pupils tend to use American English more than British English, in both vocabulary and pronunciation, and that all of the pupils mixed American and British features. A majority of the pupils had a higher preference for American English, particularly the boys, who also seemed to be more aware of which variety they use, and in general more aware of the differences between British and American English. Keywords: British English, American English, vocabulary, pronunciation, attitudes 2 Table of Contents 1. Introduction ..................................................................................................................... -
Resource for Self-Determination Or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification Among Alaska Native Students
EdWorkingPaper No. 21-420 Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students Ilana M. Umansky Manuel Vazquez Cano Lorna M. Porter University of Oregon University of Oregon University of Oregon Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared to non-Indigenous students. Indigenous students, unlike non-Indigenous students, are not required to have a non-English home or primary language. A critical question, therefore, is how EL classification impacts Indigenous students’ educational outcomes. This study explores this question for Alaska Native students, drawing on data from five Alaska school districts. Using a regression discontinuity design, we find evidence that among students who score near the EL classification threshold in kindergarten, EL classification has a large negative impact on Alaska Native students’ academic outcomes, especially in the 3rd and 4th grades. Negative impacts are not found for non-Alaska Native students in the same districts. VERSION: June 2021 Suggested citation: Umansky, Ilana, Manuel Vazquez Cano, and Lorna Porter. (2021). Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students. (EdWorkingPaper: 21-420). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/mym3-1t98 ALASKA NATIVE EL RD Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students* Ilana M. Umansky Manuel Vazquez Cano Lorna M. Porter * As authors, we’d like to extend our gratitude and appreciation for meaningful discussion and feedback which shaped the intent, design, analysis, and writing of this study. -
A Sociolinguistic Analysis of the Philadelphia Dialect Ryan Wall [email protected]
La Salle University La Salle University Digital Commons HON499 projects Honors Program Fall 11-29-2017 A Jawn by Any Other Name: A Sociolinguistic Analysis of the Philadelphia Dialect Ryan Wall [email protected] Follow this and additional works at: http://digitalcommons.lasalle.edu/honors_projects Part of the Critical and Cultural Studies Commons, Other American Studies Commons, and the Other Linguistics Commons Recommended Citation Wall, Ryan, "A Jawn by Any Other Name: A Sociolinguistic Analysis of the Philadelphia Dialect" (2017). HON499 projects. 12. http://digitalcommons.lasalle.edu/honors_projects/12 This Honors Project is brought to you for free and open access by the Honors Program at La Salle University Digital Commons. It has been accepted for inclusion in HON499 projects by an authorized administrator of La Salle University Digital Commons. For more information, please contact [email protected]. A Jawn by Any Other Name: A Sociolinguistic Analysis of the Philadelphia Dialect Ryan Wall Honors 499 Fall 2017 RUNNING HEAD: A SOCIOLINGUISTIC ANALYSIS OF THE PHILADELPHIA DIALECT 2 Introduction A walk down Market Street in Philadelphia is a truly immersive experience. It’s a sensory overload: a barrage of smells, sounds, and sights that greet any visitor in a truly Philadelphian way. It’s loud, proud, and in-your-face. Philadelphians aren’t known for being a quiet people—a trip to an Eagles game will quickly confirm that. The city has come to be defined by a multitude of iconic symbols, from the humble cheesesteak to the dignified Liberty Bell. But while “The City of Brotherly Love” evokes hundreds of associations, one is frequently overlooked: the Philadelphia Dialect. -
Uptalk in Southern British English
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/305684920 Uptalk in Southern British English Conference Paper · May 2016 DOI: 10.21437/SpeechProsody.2016-32 CITATION READS 1 332 2 authors, including: Amalia Arvaniti University of Kent 93 PUBLICATIONS 2,044 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Components of intonation and the structure of intonational meaning View project Modelling variability: gradience and categoriality in intonation View project All content following this page was uploaded by Amalia Arvaniti on 28 August 2016. The user has requested enhancement of the downloaded file. Speech Prosody 2016 31 May - 3 Jun 2106, Boston, USA Uptalk in Southern British English Amalia Arvaniti1, Madeleine Atkins1 1 University of Kent [email protected], [email protected] Abstract but with different melodies for each: L* L-H% is used primarily with statements, and H* H-H% and L* H-H% with questions The present study deals with the realization and function of [4]. New Zealand English also uses uptalk for both statements uptalk in Southern British English (SBE), a variety in which the and questions [3], with the tunes used for each function use of uptalk has been little investigated. Eight speakers (4 becoming increasingly distinct [5]. In Australian English, on the male, 4 female) were recorded while taking part in a Map Task other hand, uptalk is used with statements mostly when the and playing a board game. All speakers used uptalk for a variety speaker wishes to hold the floor [3]. -
The Real California1
THE REAL CALIFORNIA1 PENELOPE ECKERT AND NORMA MENDOZA-DENTON When most Americans think of California English, they might remember the stereotypes made famous by Frank and Moon Unit Zappa in their song "Valley Girl," circa 1982. "Like, totally! Gag me with a spoon! " intoned Moon Unit, instantly cementing a stereotype of California English as being primarily the province of Valley Girls and Surfer Dudes. But California is not just the land of beaches and blonds. While Hollywood images crowd our consciousness, the real California, with a population of nearly 34 million, is only 46.7% white (most of whom are not blond and most of whom don't live close to the beach or in the San Fernando Valley). California has for generations been home to a large Latino population Ð a population that today accounts for 32.4% of Californians. Also for generations it has been the home of a large Chinese-American and Japanese-American population and in recent years, with the influx of immigrants from other parts of Asia, it now boasts a large and diverse Asian American population (11.2%). Most of the sizeable African-American population (16.4%) in California speak some form of African-American Vernacular English, with few traces of surfer dude or valley girl. Each of these groups brings a distinctive style, which provides a rich set of linguistic resources for all inhabitants of the state. Ways of speaking are the outcome of stylistic activity Ð activity that people engage in collaboratively as they carve out a distinctive place for themselves in the social landscape. -
Differences Between British and American English Introduction
Differences between British and American English Introduction British and American English can be differentiated in three ways: o Differences in language use conventions: meaning and spelling of words, grammar and punctuation differences. o Vocabulary: There are a number of important differences, particularly in business terminology. o Differences in the ways of using English dictated by the different cultural values of the two countries. Our clients choose between British or American English, and we then apply the conventions of the version consistently. Differences in language use conventions Here are some of the key differences in language use conventions. 1. Dates. In British English, the standard way of writing dates is to put the day of the month as a figure, then the month (either as a figure or spelled out) and then the year. For example, 19 September 1973 or 19.09.73. The standard way of writing dates in American English is to put the month first (either as a figure or spelled out), then the day of the month, and then the year. For example, September 19th 1973 or 9/19/73. Commas are also frequently inserted after the day of the month in the USA. For example, September 19, 1973. 2. o and ou. In British English, the standard way of writing words that might include either the letter o or the letters ou is to use the ou form. For example, colour, humour, honour, behaviour. The standard way of writing such words in American English is to use only o. For example, color, humor, honor, behavior. 3. -
Sounding Southern: Identities Expressed Through Language1
FEATURED ARTICLE Sounding Southern: Identities Expressed Through Language1 Irina Shport and Wendy Herd 2 “Where are you from?” is the question one often hears in innovations necessary to understand them, and the inter- the United States. Many English speakers from the South- play of sociolinguistic variables in identity expression ern United States can hardly avoid this question (similar through language. Elements typical to Southern speech to speakers of English as a second language) unless they are used selectively and creatively by individual Southern become bidialectal and learn to switch between a Southern speakers rather than as a stereotypical bundle that some accent and a more mainstream, Standard American accent, are accustomed to see in descriptions of Southern speech. as many Southerners nowadays do (to compare South- ern and Standard pronunciation of a bidialectal speaker, The Stabilized Representation of listen to Multimedia1 at acousticstoday.org/shportmm). Southern United States English Southern US English stands out among North American Comprehensive overviews and synthesis of acoustic English dialects as being talked about and stigmatized the research on Southern US English can be found in works most, similar to English spoken in New York City (Pres- such as the Atlas of North American English (ANAE; Labov ton, 1988). It is often portrayed in the media and public as et al., 2006) and the special issue on Southern US English having a Southern drawl, twang, nasal, or sing-song qual- of The Journal of the Acoustical Society of America (Shport ity to it. These labels serve to stereotype Southern speech and Herd, 2020; Thomas, 2020). -
A Survey and Collection of American English Dialect Recordings Set out to Address This Problem in Two Ways
CAL ---------------------------------"'l Final Report to the National Endowment for the Humanities Humanities A SURVEY AND COLLECTION OP AMERICAN ENGLISH ENGLISH DIALECT RECORDINGS RECORDINGS Donna Christian, Project Director Director Center for Applied Linguistics 1118 22nd Street NW ~ Washington, D. C. 20037 i3 ~~--------------------------------CAL Final Report to the National Endowment for the Humanities A SURVEY AND COLLECTION OF AMERICAN ENGLISH DIALECT RECORDINGS Donna Christian, Project Director Grant Number: Number: RC-20500-83 Grant Period: Period: September 1, 1983 February 28, 1986 Amount of Grant: $18,986 Center for Applied Linguistics 1118 22nd Street NW Washington, D. C. 20031 May 30, 1986 SUMMARY Within the humanities research community, a resource exists which has not been fully utilized. This resource is the extensive set of recordings of speech which have been made by investigators who use spoken language as data. Access to these recordings is typically limited to the collector and a few close associates. Considerable duplication of data collection effort results and opportunities for comparative studies are missed. A Survey and Collection of American English Dialect Recordings set out to address this problem in two ways. First, a comprehensive survey of tape-recorded speech samples of American English that currently exist was conducted. The goal of the survey was to document the characteristics of existing recordings by describing the social attributes of the speakers represented, the topics discussed, the technical properties of the tapes, and the potential for access by others. A reference guide entitled American English Dialect Recordings: A Guide to Collections was prepared which describes over 200 collections, including speakers from 43 states and the District of Columbia, Canada, and communi ties in other locations.