In a study of international student security, consisting of 200 intensive interviews with students, resident onshore in Australia, it was found that two thirds of the group had experienced problems of loneliness and/or isolation, especially in the early months. According to Weiss, students experience both personal loneliness because of the loss of contact with families and social loneliness because of the loss of networks. Both forms of loneliness are at times exacerbated by their experiences in institutional sites. The article discusses the coping mechanisms that students use. It identifies a third kind of loneliness experienced by international students, cultural loneliness , triggered by the absence of the preferred cultural and/or linguistic environment. This can affect even students with adequate personal and social support. Thus, same-culture networks are often crucial for international students. Yet same-culture networks are not a universal panacea: They cannot substitute for adequate pastoral care by universities or ensure satisfactory engagement with local cultures, so some causes of cultural loneliness often remain. The article concludes that the creation of stronger bonds between international and local students in the educational setting, helping international students to remake their own cultural maps on their own terms, is key to a forward move on loneliness.

This paper looks at language choice and use in South African SMS communication (texting) among bilingual (isiXhosa / English-speaking) users. Although English is the preferred language for most of the 22 participants (aged between 18 and 27), SMSes also create a forum for isiXhosa literacy (either in isiXhosa messages or in mixed English-isiXhosa messages). The English-language SMSes produced by these bilingual speakers share many of the features which have been reported for English SMS communication internationally (abbreviations, paralinguistic restitutions, non-standard spellings), and provide evidence for what one might call a global English SMS standard. At the same time, however, their SMSes also contain local linguistic features and, in particular, local, cultural content. The isiXhosa messages differ markedly from the writers’ English-language messages in that they contain no abbreviated material, non-standard spellings or paralinguistic restitutions and thus violate the sociolinguistic maxims of SMS / texting as postulated by Thurlow (2003). These bilingual writers thus communicate in the electronic medium using two different languages as well as two, non-overlapping sets of sociolinguistic norms.

No abstract

No abstract