DOCSLIB.ORG

Working Papers 4, 2000

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Working Papers 4, 2000 Reading Working Papers in Linguistics 4 Department of Linguistic Science The University of Reading 2000 Contents Vol 4, 2000 Preface v The emergence of tense and agreement in Kuwaiti children speaking Arabic 1 Khawla Aljenaie Opacity and sympathy theory 25 Photini Coutsougera Dissociated lexical and grammatical development in children with specific language impairment 47 Richard Ingham ‘Salience’ as an explanatory factor in language change: evidence from dialect levelling in urban England 63 Paul Kerswill and Ann Williams Caste and class: reassessing their significance in investigating sociolinguistic variation and change in urban India 95 Sonal Kulkarni Testing Social Network Theory in a rural setting 123 Jonathan Marshall Early verbs in bilingual acquisition: a lexical profiling approach 175 Indra Sinka, Michael Garman and Christina Schelletter 2 Reading Working Papers in Linguistics 4 Preface We are pleased to present the fourth volume of Reading Working Papers in Linguistics. It represents work being done in the Department of Linguistic Science as of the current academic year 1999-2000, and includes contributions from staff and students in the fields of phonology, sociolinguistics, bilingual and monolingual language acquisition and language impairment. Richard Ingham Paul Kerswill Reading, Summer 2000 Our thanks are due to Michalis Georgiafentis for preparing the text for the Web (May 2001) Address for correspondence: Linguistic Science Faculty of Letters and Social Sciences The University of Reading Whiteknights PO Box 218 Reading RG6 6AA e-mail: [email protected] [email protected] 3 The emergence of Tense and Agreement in Kuwaiti children speaking Arabic Khawla Aljenaie Department of Linguistic Science, The University of Reading Abstract. This paper investigates the emergence of tense and agreement in Kuwaiti Arabic (KA). Arabic is a highly inflected language and FCs are highly parameterized. Tense has a regular paradigm of person, gender, and number formatives. The discussion is set in the context of Chomsky’s principles and parameter model of Universal Grammar (UG). According to Chomsky, parameterization is limited to Functional heads like Comp (complementizer), Inf (inflection), and Det (determiner). There is debate over the availability of UG. On one hand, the Continuity Hypothesis claims that all principles of UG are available from the start. On the other hand, Maturation Hypothesis asserts that UG principles emerge according to an innately specified maturation schedule. A study of morphosyntactic development in KA should provide: interesting insight into acquisition and development of KA; a test of whether UG principles are available to Kuwaiti children from the earliest stages; a study of the pattern of appearance and development of tense and agreement in Kuwaiti children. Two Kuwaiti children (age range 2;0-2;6) were audio recorded in free speech setting (45 minutes session fortnightly). The analysis was run in SALT (Systematic Analysis of Language Transcript, Miller & Chapman, 1993). The results reveal a variety of distinct inflections from the earliest recording and development is rather gradual. Within the tense paradigm, present is the most extensively represented. Individual differences are noted across the two paradigms and within the same morphological paradigm. 1. Introduction Chomsky’s theory of Universal Grammar (UG) has stimulated both psycholinguists and linguists to search for rules of grammar that explain a child’s acquisition and development of language. The question that evokes debate is “when do principles of UG become available to the child?” A variety of positions emerge in the recent literature. There are two distinct hypotheses, the Continuity Hypothesis and the Maturation Hypothesis. The former postulates that all principles of UG are available to the child from the start (Pinker 1984). The latter claims that UG principles emerge according to an innately specified maturation schedule (Borer & Wexler 1987; Radford 1990; Wexler 1990). These hypotheses are established on only a few languages, and thus Arabic provides a useful 1 K ALJENAIE testing ground. To what extent are UG principles available to an Arabic- speaking child from the early language production? And what developmental patterns characterise the acquisition of Arabic? The acquisition of western languages has been intensively studied. The acquisition of Arabic has received a very little attention. There are two studies that could be mentioned here: Omar (1973) studied the acquisition of Egyptian Arabic of 37 children (ranging in age from 6 months to 15 years) which mainly focussed on the nominal and adjectival morphology besides syntax and phonology. One of the major findings related to this paper is the fact that Egyptian children enter the multiword stage between 2;6-3;0. Second, morphology emerges at the age of 2;6. The second study was conducted by Abdu & Abdu (1986) on the acquisition of Palestinian Arabic of their two children. The data reveals early appearance of grammatical inflections before the age of 2;0 as well as individual differences in the developmental order and the time of appearance. Unfortunately, the previous studies lack quantitative measures of frequency and productivity. 2. The Arabic language and Kuwaiti Arabic (KA) The Arabic language, which belongs to the Semitic group of languages is classified as Classical Arabic (CA), Modern standard Arabic (MSA) or Modern Literary Arabic, and Colloquial Arabic. Classical Arabic is the language of the Quraan (the Holy book of Muslims). MSA is a written form of the language and it is used in the media (radio, newspaper, and television), education, legal and formal texts. The grammar or morphology of Classical Arabic still applies sufficiently to MSA. However, MSA differs from Classical Arabic mainly in vocabulary and stylistic features (Fischer 1997). The expansion of the mass media has led to the popularity of the MSA (Bulos 1965). Colloquial Arabic dialects are used primarily for ordinary oral communication and each country in the Arab world is characterized by its own dialect (Beeston 1970; Bulos 1965; Fischer 1997). Arabic is a synthetic language and the inflectional markers are realized in suffixes, prefixes and infixes as well. Often two or three of these markers combined together. For example: prefixes ma-ktab ‘office’, infixes in-t-aqala ‘transferred or moved’ and suffixes !ammr-a ‘red-F’ (Owens 1997). The characteristic feature of Semitic languages is their basis of consonantal roots (CCC), which mostly consist of three consonants (triliteral) (Beeston 1970). The triliteral root is the most common type in the language (Erwin 1963). There are some 2 EMERGENCE OF TENSE AND AGREEMENT quadriconsonantal roots and also a limited number of biconsonantal roots. A variation in shade of meaning is obtained first by varying the voweling of the simple root, and secondly by the addition of the prefixes, suffixes, and infixes. By the combination of the root + vowel pattern a stem is attained which make up word classes (Bakall 1979; Erwin 1963; Jensen 1990; Lyovin 1997; Mitchelle 1962; Owens 1997). Various words with the same root share same meaning through their association with that root (Bakalla 1979). For example, daras ‘he studied’, madrasa ‘school’, modarris ‘male teacher’ etc, are related to the triliteral root drs which means ‘studying’. Erwin (1963) categorizes triliteral roots into two types. The first type is the strong root (CCC; C stands for a consonant) which includes sound roots (second and third radical are not identical), e.g. ktb ‘write’ and double roots (second and third radical are identical such as skk ‘close’). The second type is the weak root where one or more radical element is unstable with either ", w or y or it may be represented by vowel length. Examples of the second type are "kl ‘eat’, rwV ‘show’ and yVV ‘come’ (the V stands for the weak radical). It is important to emphasize that the root and pattern are “theoretical abstractions” and not pronounceable in their own realization (Beeston 1970; Jensen 1990). 2.1 The Verb Arabic has its own system of derived stems into which triliteral verbs fall into and most Arabic dialects maintained. MECAS (1965:110) describes the verb derivation: “the system of derived or increased forms is one by which modification to the First Form of a verb are accompanied by modification in the meaning”. Within that system there are 10 derivational Classes (Template or Forms) (Erwin 1963; Kaye & Rosenhouse 1997; MECAS 1965). For the purpose of this paper, the main focus is on three Classes only. 1. Class 1: Mostly simple verbs belong to this Class like taa! ‘fall’. Both transitive and intransitive verbs belong to this Class which has no particular meaning. 2. Class II: is the class to make transitive verbs from other forms and the most frequent meaning of the verbs in this Class is causative. Verbs in this Class are characterized by a double middle radical. The conjugation of the Class I verb taa! ‘fell’ is tayya! ‘fell/drop’ intransitive causative verb since verb taa! ‘fell’ is a weak middle root tV!, the y in the 3 K ALJENAIE causative form is basically the weak radical of that root as elaborated above. 3. Class V: is often considered a reflexive counterpart of Class II, where prefixes t- to Class II verb or sometimes from Class I. For example sabba! ‘to give a bath’ and the conjugation of that verb is tesabba! ‘to take a bath’. Class V renders the intransitive equivalent of the Class II. 2.2 Tense Tense is a complex issue; grammarians have used terms like perfect (which denotes completed action) and imperfect (which denotes incomplete action) (Bulos 1965; M.E.C.A.S. 1965; Mitchelle 1962). It is not easy to know whether there is an aspectual or tense distinction in Kuwaiti Arabic. Holes (1990) acknowledges that there is an overlap between past tense and perfect aspect. Lyovin (1997) also indicates that perfect is used for the past, while imperfect is used for both present and past, that is for ongoing actions where there is no certain end.
Load more

Recommended publications
  • The Emergence of Multicultural London English
    Contact, the feature pool and the speech community: The emergence of Multicultural London English Jenny Cheshire School of Languages Linguistics and Film Queen Mary, University of London Mile End Road London E1 4NS [email protected] fax +44 (0)20 8980 5400 tel. +44 (0)20 7882 8293 Paul Kerswill Department of Linguistics and English Language Lancaster University Lancaster LA1 4YL United Kingdom [email protected] fax +44 1524 843085 tel. +44 1524 594577 Susan Fox School of Languages Linguistics and Film Queen Mary, University of London Mile End Road London E1 4NS [email protected] fax +44 (0)20 8980 5400 tel.+44 (0)20 7882 7579 Eivind Nessa Torgersen Sør-Trøndelag University College 7004 Trondheim Norway [email protected] fax +47 73559851 tel. +47 73559790 Page 1 of 64 Contact, the feature pool and the speech community: The emergence of Multicultural London English Abstract In Northern Europe’s major cities, new varieties of the host languages are emerging in the multilingual inner cities. While some analyse these ‘multiethnolects’ as youth styles, we take a variationist approach to an emerging ‘Multicultural London English’ (MLE), asking: (1) what features characterise MLE? (2) at what age(s) are they acquired? (3) is MLE vernacularised ? (4) when did MLE emerge, and what factors enabled its emergence? We argue that innovations in the diphthongs and the quotative system are generated from the specific sociolinguistics of inner-city London, where at least half the population is undergoing group second-language acquisition and where high linguistic diversity leads to a feature pool to select from.
    [Show full text]
  • Multicultural London English / Multicultural Paris French. Implications for the Classroom
    Éducation et sociétés plurilingues 39 | 2015 Varia Multicultural London English / Multicultural Paris French. Implications for the classroom Raymonde Sneddon Electronic version URL: http://journals.openedition.org/esp/662 DOI: 10.4000/esp.662 ISSN: 2532-0319 Publisher Centre d'Information sur l'Éducation Bilingue et Plurilingue Printed version Date of publication: 1 December 2015 Number of pages: 79-88 ISSN: 1127-266X Electronic reference Raymonde Sneddon, « Multicultural London English / Multicultural Paris French. », Éducation et sociétés plurilingues [Online], 39 | 2015, Online since 01 October 2016, connection on 10 December 2020. URL : http://journals.openedition.org/esp/662 ; DOI : https://doi.org/10.4000/esp.662 © CIEBP Éducation et Sociétés Plurilingues n° 39 - décembre 2015 MULTICULTURAL LONDON ENGLISH / MULTICULTURAL PARIS FRENCH. IMPLICATIONS FOR THE CLASSROOM Raymonde SNEDDON Le projet Multicultural London English /Multicultural Paris French (http://www.mle- mpf.bbk.ac.uk) fut lancé en 2010 à Birkbeck, University of London. Les données ont été recueillies auprès de jeunes dans divers lieux des banlieues parisiennes, puis comparées à celles réunies lors d’un projet antérieur sur l’anglais multiculturel de Londres. MLE/MPF est la première comparaison à grande échelle du langage infor- mel employé par des jeunes dans deux contextes significatifs de l’Europe occidentale. Cet article décrit les princi- pales conclusions de la recherche par rapport aux marqueurs pragmatiques, traits syntactiques, éléments de voca- bulaire et de phonologie. Il inclut les ressources développées par le projet afin de servir dans la salle de classe pour aider les élèves dans leur recherche, leurs enquêtes inter-linguistiques et la créativité langagière. Mots-clés: langues des jeunes; français multiculturel de Paris; anglais multiculturel de Londres; marqueurs pragma- tiques; traits syntactiques; vocabulaire; phonologie Il progetto Multicultural London English /Multicultural Paris French (http://www.mle- mpf.bbk.ac.uk) è stato lanciato nel 2010 a Birkbeck, University of London.
    [Show full text]
  • Research Report Multicultural London English (MLE)
    Volume 17(1), 2011 ISSN 1756-4476 Research report Multicultural London English (MLE) / Multicultural Paris French (MPF) Duration: 48 months United Kingdom Principal investigator/coordinateur: Dr. Penelope Gardner-Chloros, Birkbeck, University of London Co-investigator: Professor Jenny Cheshire, Queen Mary, University of London Research assistant: Maria Secova, Birkbeck, University of London / Queen Mary, University of London France Principal investigator/coordinateur: Professor Françoise Gadet, Université Paris Ouest Nanterre Members: Michelle Auzanneau, Gisèle Bard, Jean-David Bellonie, Sahar Benslimane, Christine Deprez, Wajih Guehria, Emmanuelle Guerin, Nacer Kaci, Anna Makerova, Stéfanie Malausa, Roberto Paternostro, Gabrielle Varro, Sandrine Wachs. - 73 - Research report Abstract This sociolinguistic project aims to compare developments in contemporary London English and in Paris French. It pays attention to the influence on the main languages, English and French, of varieties spoken by major communities of immigrant origin, including Afro-Caribbeans in the UK and French Caribbeans and Maghrebis in France. Data obtained in two previous ESRC funded projects, is being used as a basis for a similar data-collecting exercise in Paris, having regard for the very different distribution of ethnic communities in the two cities. Research assistants are collecting recordings in areas of Paris with a heavy concentration of migrant populations. These recordings are being transcribed and coded according to the CLAN/LIDES system. Linguistic features will be carefully analysed at different levels to determine their relationship with ethnic-derived varieties and with more traditional sites of linguistic change, such as non-standard varieties of English and of French. The data obtained in London is currently being re-examined so as to pick out features susceptible to language change, such as discourse markers and new verb forms.
    [Show full text]
  • Causal Interrogative Variation in Multicultural and Traditional Varieties of London English
    Causal Interrogative Variation in Multicultural and Traditional Varieties of London English James Brookes, David Hall, Jenny Cheshire and David Adger Queen Mary, University of London October 2017 Queen Mary’s OPAL #36 Occasional Papers Advancing Linguistics Causal Interrogative Variation in Multicultural and Traditional Varieties of London English James Brookes, David Hall, Jenny Cheshire and David Adger Queen Mary University of London 1 Introduction The grammar of English has several interrogative expressions that serve to question an eventuality’s reason or purpose, termed “causal interrogatives”.1 Alongside the basic why, as in 1a, we also find two other well-established variants—the discon- tinuous what. for, as in 1b, and how come, as in 1c. (1) a. Why are you looking at me like that? (Ryan; Sulema_Ryan_Kirsty; LIC)2 b. What you look at me like that for? (Chris; Chris_Kim; LIC) c. How come no one don’t look here? (Roshan; Roshan_Robert_Kevin_2; MLEC) These three variants exist alongside each other in most, if not all, dialects and varieties of English.3 Yet in one specific variety Multicultural London English 1In using “cause”/“causal” as a hypernym for both “reason” and “purpose”, we follow Huddle- ston and Pullum (2002); for discussion, see below. Why can also be used as a relative, discussed below, but this usage is less basic; here we use “interrogative” as a fairly loose term that includes the relative case. 2The examples given here (and elsewhere, unless otherwise stated) are drawn from the two main corpora we make use of in this paper: LIC = Linguistic Innovators, MLEC = Multicultural London English.
    [Show full text]
  • UK Language Variation and Change 12 London | 3-5 September 2019
    UK Language Variation and Change 12 London | 3-5 September 2019 BOOK OF ABSTRACTS PLENARIES 8 Modelling sociolinguistic cognition with existing systems 8 Kathryn Campbell-Kibler Ohio State University Calibrate to innovate: variation and change between childhood and adolescence 9 Sophie Holmes-Elliott University of Southampton Urban contact dialects: A comparative view 10 Heike Wiese Humboldt-Universität zu Berlin TALKS 11 A [ʃ]triking change in Manchester English 11 George Bailey1, Stephen Nichols2, Maciej Baranowski2 & Danielle Turton3 1University of York, 2University of Manchester & 3Lancaster University The role of identity and mobility in reconciling individual and community change: Insight from a combined panel and trend study 13 Karen Beaman Queen Mary University of London Phonetic stability across time: Linguistic enclaves in Switzerland 16 Andrin Büchler & Adrian Leeman University of Bern Intersections between race, place, and gender in the production of /s/ 18 Jeremy Calder1 & Sharese King2 1University of Colorado Boulder, 2University of Chicago 'BE LIKE' quotatives in other languages: pragmatic borrowings or independent developments? 19 Jenny Cheshire1 & Maria Secova2 1Queen Mary University of London, 2The Open University The Effect of Priming on Accent Attitudes: An Investigation of their Affective and Cognitive Bases 21 Mary Chioti University of Manchester - 1 - The Evolution of a Vernacular: Insights into the Motivations for Linguistic Change through Longitudinal Case Study Research 23 Patricia Cukor-Avila University of North
    [Show full text]
  • The Emergence of a New English Pronoun1
    Journal of Sociolinguistics 17/5, 2013: 608–633 Grammaticalisation in social context: The emergence of a new English pronoun1 Jenny Cheshire Queen Mary University of London, United Kingdom The paper documents the early stages of grammaticalisation of a new first person singular pronoun, man, used in multi-ethnic adolescent peer groups in innercitiesoftheU.K.Iarguethatthepronounderivesfromapluralnounman, which is used in the peer groups to refer to a group of individuals whose precise composition isdefinedbythelinguistic orsituationalcontext.Therecruitment of man as a pronoun is encouraged by the frequent use of its homonym as a pragmatic marker and address form in the peer groups, and by the locally salient connotations of some uses of the singular noun man. The functions of the plural noun and the pragmatic marker are reflected in the two main rhetorical functions of the new pronoun: adolescent speakers use the man pronoun to position themselves as members of a contextually defined group and thereby provide authority for their opinions or mitigate a potentially face-threatening act, and they also use it to solicit empathy from their interlocutororconstructsolidarity.Isuggest thatacompositionalmodelofthe semantics of pronouns can account for the emergence of the new pronoun. Cet article analyse les premieres etapes de la grammaticalisation d’un pronom nouveau, man, chez les adolescents multi-ethniques dans quelques grandes villes de l’Angleterre. Dans ces groupes de pairs, le substantif man a developpe une forme plurielle, man, qui fait reference a un groupe d’individus dont la composition precise s’est definie par le contexte linguistique ou situationel. Je soutiens que le pronom vient de ce substantif et que son apparition est renforce par l’usage frequent par les adolescents de man en tant que marqueur discursif et terme d’adresse.
    [Show full text]
  • Peter Trudgill
    Curriculum Vitae: PETER TRUDGILL Departamento de Filología Inglesa Facultad de Letras 2018 Curriculum Vitae: Peter Trudgill Address 6 Amelia House Colegate Norwich NR3 1DD Reino Unido Born on November 7, 1943 in Norwich, England E-Mail: [email protected] Appointments •Professor Emeritus of English Linguistics, University of Fribourg, 2005- •Honorary Professor of Sociolinguistics, University of East Anglia, Norwich, UK 2005- •Department of Foreign Languages, University of Agder, Kristiansand, Norway: Professor of Sociolinguistics, 2006-2016 •Centre for Research on Language Diversity, La Trobe University, Melbourne, Australia: Adjunct Professor, 2006-2014 •Department of English, University of Fribourg, Switzerland: Professor of English Linguistics, 1998-2005 •Department of English, University of Lausanne, Switzerland: Professor of English Language and Linguistics, 1993-98 •Department of Language and Linguistics, University of Essex: Professor of Sociolinguistics (Personal Chair), 1987-92 Reader in Sociolinguistics, 1986-87 •Department of Linguistic Science, University of Reading, UK: Professor (Personal Chair), 1983-86 Reader, 1978-83 Lecturer, 1973-78 Assistant Lecturer, 1970-73 Education and qualifications • BA (MA) in Modern and Mediaeval Languages, King’s College, Cambridge, 1963-66 • Postgraduate Diploma in General Linguistics, University of Edinburgh, 1966- 67 • PhD in Linguistics (Sociolinguistics), University of Edinburgh, 1967-70 • PhD thesis, 1971: The social differentiation of English in Norwich 1 Honours and recognition • Doctorate Honoris Causa, Faculty of Letters, Uppsala University, Sweden, June 2, 1995 • Honorary Doctorate (LittD), University of East Anglia, July 11, 2002. • Honorary Doctorate, La Trobe University, Melbourne, Australia, November 9th, 2005. • Honorary Doctorate, The University of British Columbia, Vancouver, Canada, November 30th, 2018. • Honorary Doctorate, University of Patras, Greece, 14th May 2019.
    [Show full text]
  • Was/Were?Variation: a Perspective from London [PDF 263KB]
    1 Was/were variation: a perspective from London Jenny Cheshire and Sue Fox Queen Mary, University of London February 2008 _____________________________________________________________________ Abstract We present an analysis of morphosyntactic variation in London, investigating was/were variation in the speech of adolescents and elderly speakers in a multicultural inner London area and a less diverse outer London area. In outer London, dialect levelling to a mixed was/weren’t system is well underway, as in many other areas of the UK. Negative weren’t is frequent and a grammaticalised invariant weren’t it tag is developing. In inner London, variation in adolescent speech is strongly influenced by ethnicity, resulting in a lower overall frequency of was levelling and a mixed pattern of levelling to both wasn’t and weren’t. The patterns of variation of Anglo ‘heritage’ inner London adolescents differ both from elderly speakers in the same area and from their peers in outer London. Our analysis confirms the need for socially realistic models of language change that take account of the social diversity of large multicultural urban cities. Key words: morphosyntactic variation, ethnicity, dialect levelling, grammaticalisation _____________________________________________________________________ Queen Mary’s OPAL 11 Occasional Papers Advancing Linguistics ACKNOWLEDGMENTS: We are grateful to the Economic and Social Research Council for funding the project Linguistic Innovators: The English of adolescents in London (ref. RES-000-23-0680) of which the work reported here forms a part. We thank David Adger and David Britain for their comments and advice. 2 1 Background Variation in the past tense forms of BE occurs in almost all varieties of vernacular English.
    [Show full text]
  • English As a Contact Language : the Role of Children and Adolescents
    This is a repository copy of English as a contact language : the role of children and adolescents. White Rose Research Online URL for this paper: https://eprints.whiterose.ac.uk/75326/ Version: Published Version Book Section: Kerswill, Paul orcid.org/0000-0002-6540-9312, Cheshire, Jenny, Fox, Susan et al. (1 more author) (2013) English as a contact language : the role of children and adolescents. In: Schreier, Daniel and Hundt, Marianne, (eds.) English as a contact language. Studies in English Language . Cambridge University Press , Cambridge , pp. 258-282. https://doi.org/10.1017/CBO9780511740060.015 Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Comp. by: Vpugazhenthi Stage: Proof Chapter No.: 15 Title Name: SCHREIERandHUNDT Date:22/8/12 Time:16:25:02 Page Number: 258 15 English as a contact language: the role of children and adolescents PAUL KERSWILL, JENNY CHESHIRE, SUE FOX AND EIVIND TORGERSEN 15.1 Introduction: children, contact and change This chapter deals with language change resulting from face-to-face con- tacts between speakers.
    [Show full text]
  • Causal Interrogative Variation in Multicultural and Traditional Varieties of London English
    Causal Interrogative Variation in Multicultural and Traditional Varieties of London English David Hall, James Brookes, Jenny Cheshire, and David Adger The grammar of English has several interrogative expressions that serve to question an eventu- ality’s reason or purpose, termed “causal interrogatives”. Alongside the basic why, as in (1a), we also find two other well-established variants—the discontinuous what. for, as in (1b), and how come, as in (1c). (1) a. Why are you looking at me like that? (Ryan; Sulema_Ryan_Kirsty; LIC) b. What you look at me like that for? (Chris; Chris_Kim; LIC) c. How come no one don’t look here? (Roshan; Roshan_Robert_Kevin_2; MLEC) These three variants exist alongside each other in most, if not all, dialects and varieties of English. Yet in one specific variety Multicultural London English (henceforth: MLE)— the emergent multiethnolect used by speakers in inner city London—a fourth structurally interesting variant of the pattern why. for has also been reported (e.g., Kerswill et al., 2004–2007, 2013), an example of which is given in (2). (2) Why they looking at me like that for? (Paul; Tacito_Paul_Tanya; MLEC) In this talk, we explore causal interrogative variation in Multicultural London English and traditional London English. Using state-of-the-art data mining techniques, we shed light on the factors that speakers of these two London varieties draw on when choosing an interrogative expression, focussing on the new variant, why. for. Since differences between MLE and traditional London English have previously been analysed as cases of sociolinguistic variation (e.g., Cheshire et al. 2011), we consider the influence of social factors in conditioning the use of causal interrogative forms.
    [Show full text]
  • Jenny Cheshire CV Dec 2020
    CURRICULUM VITAE Jenny Cheshire Professor Emerita of Linguistics Queen Mary University of London Mile End Road, London E1 4NS e-mail: [email protected] website: http://jennycheshire.com Married, 2 children born 1972 and 1975 EDUCATION 1966 Certificat pratique de langue française, Sorbonne, Paris 1971 B.A. French and Linguistics (1st Class), University of London, LSE 1979 Ph.D. Linguistic Science: 'Grammatical Variation in the English spoken in Reading, Berkshire’, University of Reading, UK EMPLOYMENT 1996-2020 Professor of Linguistics, Queen Mary University of London 1991-6 Professor of English Linguistics, University of Neuchâtel & University of Fribourg, Switzerland 1983-91 Lecturer, then Senior Lecturer, Birkbeck College, University of London 1980-83 Lecturer, University of Bath, UK 1979-80 Lecturer, University of Reading, UK 1975-79 Part-time lecturer, Berkshire Adult Education 1974-75 Research assistant, University of Southern Illinois, USA 1971-74 Part-time lecturer, Berkshire Adult Education MEMBERSHIP OF PROFESSIONAL SOCIETIES Linguistics Association of Great Britain, British Association for Applied Linguistics, Philological Society FELLOWSHIPS 2011 - Fellow of the British Academy 2001 Erskine Fellowship, University of Canterbury, New Zealand 2000 - Fellow of the Royal Society of Arts 1995 Erskine Fellowship, University of Canterbury, New Zealand VISITING POSITIONS 1991-2000 Visiting Professor, Department of Linguistic Science, University of Reading 1991-96 Honorary Research Fellow, Department of Applied Linguistics, Birkbeck, University of London 2 1996-7 Visiting Professor of English Linguistics, University of Lausanne, Switzerland 2000 Visiting Scholar, Harvard Graduate School of Education, USA RESEARCH AWARDS 2014-2019 European Commission large-scale collaborative award, ‘ATheME: Advancing the Multilingual Experience’.
    [Show full text]
  • 2 Jenny Cheshire FBA, FRSA CURRICULUM VITAE Jenny
    Jenny Cheshire FBA, FRSA CURRICULUM VITAE Jenny Cheshire Department of Linguistics, Queen Mary, University of London, Mile End Road, London E1 4NS Tel +44 (0) 20 7882 8293 Fax +44 (0) 20 8980 5400 e-mail: [email protected] Website: http://webspace.qmul.ac.uk/jlcheshire/ Married, 2 children born 1972 and 1975 EDUCATION 1966 Certificat pratique de langue française, Sorbonne, Paris 1971 B.A. French and Linguistics (1st Class), University of London, LSE 1979 Ph.D. Linguistic Science: 'Grammatical Variation in the English spoken in Reading, Berkshire’, University of Reading, UK EMPLOYMENT Present post: Professor of Linguistics, Queen Mary, University of London, since 1996 Previous posts: 1991-6 Professor of English Linguistics, University of Neuchâtel &University of Fribourg, Switzerland 1983-91 Lecturer, then Senior Lecturer, Birkbeck College, University of London 1980-83 Lecturer, University of Bath, UK 1979-80 Lecturer, University of Reading, UK 1975-79 Part-time lecturer, Berkshire Adult Education 1974-75 Research assistant, University of Southern Illinois, USA 1971-74 Part-time lecturer, Berkshire Adult Education MEMBERSHIP OF PROFESSIONAL SOCIETIES Linguistics Association of Great Britain, British Association for Applied Linguistics, Philological Society FELLOWSHIPS 2011 - Elected Fellow of the British Academy 2001 2nd Erskine Fellowship, University of Canterbury, New Zealand 2000 - Fellow of the Royal Society of Arts 1995 Erskine Fellowship, University of Canterbury, New Zealand VISITING POSITIONS 1991-2000 Visiting Professor, Department of Linguistic Science, University of Reading 1991-96 Honorary Research Fellow, Department of Applied Linguistics, Birkbeck, University of London 2 1996-7 Visiting Professor of English Linguistics, University of Lausanne, Switzerland 2000 Visiting Scholar, Harvard Graduate School of Education, USA RESEARCH AWARDS 2014-2019 European Commission large-scale collaborative award, ‘ATheME: Advancing the Multilingual Experience’).
    [Show full text]