“It’s more fashionable to speak it badly”: indexicality and metasemiotic awareness among users of English from the Spanish-speaking world

Abstract

As ELF scholars warn us against treating linguistic productions of “non-native” English speakers as “errors” when they are sociolinguistically driven variation, it is necessary to investigate how speakers in Expanding Circle settings conceptualise, label and experience such uses themselves. This paper reports a qualitative study of the metalinguistic and evaluative practices of university students in Chile, Mexico and Spain. It explores how they ascribe (un)desirable meanings to different ways of speaking English as an additional language (i. e. indexical relations), whether these symbolic associations are seen to influence students’ own linguistic use, and the extent to which such indexical relations are theorised as inherent in language form or as symbolic and negotiable (i. e. metasemiotic awareness). The analysis of more than 53 hours of elicited interview talk reveals a complex web of available social meaning relations and multidirectional accounts of the effects that such meanings have on students’ linguistic and semiotic practices. Although many students display awareness of the contextual variability of social meaning-making processes (Coupland. 2007. Style: Language variation and identity. Cambridge: Cambridge University Press), only a minority were able to directly challenge dominant indexical associations and stereotypical trait attributions. The findings underscore the need for English language teachers to understand their students’ semiotic goals and interpretative repertoires, firstly to avoid discriminating against sociolinguistically motivated variation in students’ English use and secondly, to provide them with additional tools to negotiate their position as speakers of English as an additional language. The paper also reflects on the implications that these findings have for how we explain variation and attitudinal ambivalence in ELF research.

After class: Students’ social use of English as a Lingua Franca (ELF)

“…A robust library of data has been generated on ELF and identity (e.g., Baker, 2015;Ehrenreich, 2017;Jenkins, 2007;Panero, 2019;Park, 2020;Sung, 2017;Virkkula & Nikula, 2010). In one landmark piece within this library on identity, Jenkins (2007) explored the identities of NNS English teachers in the UK.…”