Computational Sociolinguistics: A Survey

Language is a social phenomenon and variation is inherent to its social nature. Recently, there has been a surge of interest within the computational linguistics (CL) community in the social dimension of language. In this article we present a survey of the emerging field of "Computational Sociolinguistics" that reflects this increased interest. We aim to provide a comprehensive overview of CL research on sociolinguistic themes, featuring topics such as the relation between language and social identity, language use in social interaction and multilingual communication. Moreover, we demonstrate the potential for synergy between the research communities involved, by showing how the large-scale data-driven methods that are widely used in CL can complement existing sociolinguistic studies, and how sociolinguistics can inform and challenge the methods and assumptions employed in CL studies. We hope to convey the possible benefits of a closer collaboration between the two communities and conclude with a discussion of open challenges.Comment: To appear in Computational Linguistics. Accepted for publication: 18th February, 201

Review article of < Rena Torres Cacoullos & Catherine E. Travis. 2018. Bilingualism in the community. Code-switching and grammars in contact. Cambridge: Cambridge University Press, 240 p.>

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Redefining speakership: Implications for language program direction

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

Urban Mediterranean dialects of Arabic : Tangier and Tunis

textThis thesis compares two urban Mediterranean dialects of Arabic in North Africa: the Arabic dialect of Tangier, Morocco and the Arabic dialect of Tunis, Tunisia. Both of these dialects have traditionally been classified as "pre-Hilalian" varieties, which originated with the first wave of Arab Muslim invasions of North Africa in the late 7th century CE. Tangier and Tunis not only underwent similar historical developments; the Arabic dialects of these two cities also underwent similar developments, in addition to sharing the features used as criteria for the pre-Hilalian dialect grouping. This thesis shows the similarities between the language contact situations in Tangier and Tunis historically in order to explain the parallel development of the morphosyntactic features--specifically the paradigms for the 2nd person category in pronominals as well as perfective, imperfective, and imperative verb inflections--shared by the Arabic dialects of these two cities today.Middle Eastern Studie

Family Language Policy: Perceptions and Attitudes Toward African American Language

Bidialectal African American families are caught in a Family Language Policy (FLP) dilemma in which the goals of belonging in African American communities, and feeling free and relaxed with language, conflict with parents’ interactional, relational, and political goals of raising children who are accepted in the wider society as educated, respectful, and powerful. This study brings together research in FLP with research on race and language by looking at African American families and how they socialize their children into using AAL Researching the relationship between racial identity and language and the role of racism in FLP for African American parents in particular focuses on a missing factor in many FLP studies, family-external racism. By expanding FLP from blanket determinations of success with their streamlining effects, the field can develop a more inclusive approach that blends families’ linguistic goals, contribute to understanding how bidialectalism is intergenerationally experienced, and how systemic oppression and human agency interact in the family, as well as add depth and complexity to our understanding of AA families’ language policy. To explore the intimate domain of language policy within the 10 AA family homes, qualitative methods – surveys, group family interviews, in-home recordings – and an ethnographic approach to investigating the families’ language policy is employed. Interesting patterns emerged in their responses that lead to the suggestion that race and language are inseparable since they are linked to individuals’ racial identity. This study concludes that if family language researchers are excluding racism as an external factor in their research analysis, whether implicitly or explicitly, they are not providing a comprehensive account of the rationale behind distinct language ideologies, planning, and practices, they are missing important theoretical and practical constructs, and they are limiting the understanding of what causes parents to make particular language decisions

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Reflections on documentary corpora

For decades, language documentation proponents have argued for the separability of LD as its own sub-discipline. Many corpus linguists have made this same claim; thus, corpus linguistics shares the ethos of data over theorizing, whereby primary data represent authentic, connected discourse that is natural (not elicited), broadly sampled (across speakers, generations, dialects), and balanced (reflecting different usage contexts and genres). Nevertheless, many misconceptions remain about what a language corpus is, how it is formatted, how big or balanced it needs to be, and most importantly, how it is queried. In this reflection, I dispel some of these misconceptions, while reassuring community members and field linguists alike that a corpus is an exceedingly powerful tool for guiding the expansion of the documentary record, keeping precious language data in circulation, and helping to produce the classic descriptive by-products of LD such as dictionaries, phrasebooks, and grammars. Above all, the less-familiar but more direct by-products of corpus interrogation, such as word lists, frequency counts, concordance lines, N-grams, collocations, distribution, and dispersion plots, are so immediately interpretable and useful by speakers, learners, and linguists, that LD should give corpus linguistic training the same attention as project planning, ethics, recording, transcription, annotation, metadata, and archiving.National Foreign Language Resource Cente