Digital Orality? Reimagining and Reclaiming Vernacular Pronunciations Through Digitally Mediated Communication

Hillewaert, Sarah

doi:10.1007/978-3-031-10433-6_2

Cited by 2 publications

(2 citation statements)

References 46 publications

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“…Recent studies also have found the interrelations between the individuals' online language practices and language ideologies and their offline environment (Hillewaert 2022), as also portrayed in Vessey's (2016) study described in the literature review section. As Varis and van Nuenen (2017) and Hillewaert (2022) stated, "individuals never act within an ideological vacuum, and that online and offline environments are thus never fully detached from each other" (Varis and van Nuenen 2017, p. 7; Hillewaert 2022).…”

Section: Digital-mediated Communications and Genres On Cmcmentioning

confidence: 74%

Critical Discourse Analysis on Parental Language Ideologies of Bilingual and Multilingual Child-Rearing and Language Education Using Facebook and Internet Forums

Qian

2024

Journalism and Media

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This study examines the computer-mediated discussion topics of parents who raise bilingual and multilingual children in four active Facebook and Internet forums, and investigates how the language ideologies embedded in the multiple languages being used in these forums are expressed. In this study, 179 data points, including users’ posts and thread comments, were collected to identify the most frequently discussed topics as part of my description of the database, in order to identify parental ideologies by using values analysis. The five most-discussed topics were selected to make a critical discourse analysis on the narratives to understand the language ideologies regarding the use of multiple languages, and regarding what users of the groups are saying specifically about the languages when analyzing metalinguistic discourses. This study found the most recurrent language ideologies that parents expressed on these online forums were supporting bilingualism/multilingualism, and claim that bilingualism/multilingualism is advantageous. Parents also demonstrate language ideologies supporting keeping languages separate, such as following the one parent one language (OPOL) method, using the minority language at home, and so on. A detailed values analysis with illustrative sample messages from the online posts and comments also more specifically shows the recurrent language ideologies identified, and parents’ views underlying their narratives on their posts and thread comments.

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Section: Digital-mediated Communications and Genres On Cmcmentioning

confidence: 74%

Critical Discourse Analysis on Parental Language Ideologies of Bilingual and Multilingual Child-Rearing and Language Education Using Facebook and Internet Forums

Qian

2024

Journalism and Media

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“…Distinct from other Arabic transliteration systems, this writing style does not have diacritics and uses seven digits to represent Arabic characters not present in Roman orthography (3, for example, stands for the letter ع (‘ayn)). Even though contemporary smartphones allow for the easy use of Arabic script, the chat alphabet remains popular among young Arabic‐speakers as it prevents them from having to switch between scripts when typing (and code‐switching) (see also Hillewaert, forthcoming).…”

Section: Reimagining Linguistic Heritagementioning

confidence: 99%

Reimagining Linguistic Heritage: Or How Mother Tongue Speakers Re‐Create Their Language

Hillewaert

2021

J Linguistic Anthropol

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In this article, I engage the “language as heritage” trope to critically examine a popular belief that underlies it: the idea that a shared language primordially connects an individual to a group of people, a homogenous culture and a particular territory—the notion of the ethnolinguistic group. Judith T. Irvine has long urged linguistic anthropologists to problematize the linguistic side of these classifications, to recognize the ideologies that shape both scholarly language descriptions and speakers’ own interactional practices (often in response to those official depictions). Here, I take on this challenge by considering both the contrived colonial standardization process of East Africa’s Swahili language, and contemporary Swahili speakers’ creative resistances to scholarly descriptions of “their” linguistic heritage. Orthographic and interactional practices from speakers of KiAmu, a Swahili vernacular spoken in coastal Kenya, illustrate how speakers creatively attempt to make their vernacular more “like itself.” Rejecting (post)colonial perspectives of Swahili as a distinctly “African” language, they are reimagining their linguistic heritage and its associated belongings to appeal to alternative identities and histories, that have hybridity and transoceanic interconnectivity at their core.

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Digital Orality? Reimagining and Reclaiming Vernacular Pronunciations Through Digitally Mediated Communication

Cited by 2 publications

References 46 publications

Critical Discourse Analysis on Parental Language Ideologies of Bilingual and Multilingual Child-Rearing and Language Education Using Facebook and Internet Forums

Critical Discourse Analysis on Parental Language Ideologies of Bilingual and Multilingual Child-Rearing and Language Education Using Facebook and Internet Forums

Reimagining Linguistic Heritage: Or How Mother Tongue Speakers Re‐Create Their Language

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