Language and identity practices among multilingual Western European youths

Nortier, Jacomine

doi:10.1111/lnc3.12278

Cited by 8 publications

(7 citation statements)

References 75 publications

(114 reference statements)

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“…Since the late 1980s, sociolinguists have reported on new linguistic practices in major metropolises in Northern Europe that have emerged as a result of language contact between the broader community language and languages spoken by recent immigrants (Cheshire, Nortier & Adger 2015; Nortier 2018). These new practices—often termed “multiethnolects” (Quist 2000) in recognition of influence from not one but many immigrant languages and spoken by individuals of not one but many ethnolinguistic backgrounds—have been reported in Stockholm, Berlin, Copenhagen, London, and elsewhere.…”

Section: Multiethnolects: Styles Vernaculars Features and Linguistic ...mentioning

confidence: 99%

Exploring the Vowel Space of Multicultural Toronto English

Denis

Elango

Kamal

et al. 2023

Journal of English Linguistics

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While multiethnolects have been documented in major European metropolises over the last several decades, no such varieties have been reported in North America. This is surprising given the high degree of global immigration in many North American cities. We consider Toronto, Ontario, one of the most multicultural cities in the world, and explore the features of a Multicultural Toronto English. Data comes from young people in an ethnolinguistically diverse region of the Greater Toronto Area. We investigate five vocalic phenomena: goose fronting, the Canadian Vowel Shift, Canadian raising, ban/bag tensing, and goat monophthongization. Our results indicate a great deal of interspeaker variability with some suggestion that young, immigrant men are least likely to produce normative Canadian English patterns. However, a lack of cohesion in covariation between phenomena is consistent with a multiethnolect as understood as a variable repertoire. We argue that Multicultural Toronto English represents linguistic alterity and a means of everyday resistance for young Torontonians.

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Section: Multiethnolects: Styles Vernaculars Features and Linguistic ...mentioning

confidence: 99%

Exploring the Vowel Space of Multicultural Toronto English

Denis

Elango

Kamal

et al. 2023

Journal of English Linguistics

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“…Currently, the younger generation is confronted with the profound changes that have occurred several years ago. They are encountered with diversity and mixed ethnicities, languages, and cultures spreading faster than ever before (Nortier, 2018). As a result of globalization, nowadays, the younger generation dominantly utilizes English as the means of communication in social media.…”

Section: Language Youth and Lifestylementioning

confidence: 99%

“…Language loss is quite influential in changing the identity of people since there is a belief that language, identity, and culture are closely interrelated (Guardado, 2002). It is also in harmony with Nortier (2018), which stated that language creates and expresses identity and vice versa. Therefore, the loss of the language indicates the loss of identity, culture, and value.…”

Section: Language Youth and Lifestylementioning

confidence: 99%

“…Meanwhile, in (06), it is discovered that youth utilizes the code-switching of Indonesian and English. Even though young generations applied monolingual and double monolingual, this norm is mainly used by young generations to convey their ideas (Nortier, 2018). Another evidence of legacy and modernity in language use is presented as in (07).…”

Section: The Evidence Of Legacy and Modernity In Language Usementioning

confidence: 99%

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Innovation on Education and Social Sciences

Maureen¹,

Imah²,

Savira³

et al. 2022

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Concrete structure is a compulsory course in Civil Engineering. The problem that occurs is that students do not understand the basics of structural analysis. A media that connects fundamental structural analysis with concrete structures have not yet been developed. The purpose of this research is to develop interactive IT-based learning media in this subject. This research is development research. The data collection was conducted with testing and questionnaires that were then analyzed by using quantitative descriptive techniques. The results of this study are as follows:(1) the results of student responses get an average score of 45.1 and are in the very good category;(2) the student learning outcomes test has an average value of 74.84; (3) the concrete structure of learning media that needs to be improved is the appearance of the color composition to make it more attractive. CONCLUSIONS ConclusionsBased on the results of research and discussion, it can be concluded as follows.-The results of student responses to the concrete structure learning media got a total score of 1489, with an average of 45.1, which falls in the very good category. -Student learning outcomes test after the application of concrete structure learning media had an average score of 74.84, a minimum score of 60, and a maximum value of 90. -In terms of feasibility, the concrete structure learning media is feasible to use, and what needs to be improved is the appearance of the color composition to make it more attractive. SuggestionsBased on the conclusions above, several things can be suggested, as follows:-Students like learning with interesting media, so they feel happy in learning, for that each subject needs to be have interesting media and make it easier for students to learn. -The institution should provide training in making media, to improve the quality of learning media for each lecturer. -Students should make good use of the advances in technology and media that have been provided with positive things, such as accessing learning materials on the web, e-learning, journals, and e-books, and so on. -Future research should be conducted with more in-depth research on concrete structure learning media in other ranges of material and with a more attractive appearance. REFERENCES

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“…In addition to the closure of schools, families are also unable to access critical community services and cultural institutions that usually serve as additional or complementary individual and collective forms of support. Families are unable to attend cultural, linguistic, religious, or spiritual-specific activities that may have great significance for identity formation and the sense of belonging of children, youth and families (Etter et al, 2019;King et al, 2011;Nortier, 2018). In addition, recreational, athletic, and artistic activities are out of reach but are known to have a positive impact on child and youth development (Oftedal & Schneider, 2013).…”

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confidence: 99%