Language Attitudes and Identities in Multilingual China

Liang, Sihua

doi:10.1007/978-3-319-12619-7

Cited by 44 publications

(12 citation statements)

References 94 publications

(158 reference statements)

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“…Attitude refers to the cognitive component of reference to the truth of various language differences. How the individual feels about the mentality of the object is touched on by the emotional part (Liang, 2015). For example, an individual's support or opposition to the way another person speaks.…”

Section: Language Attitudementioning

confidence: 99%

The Construction of Pre-service English Teachers’ Identity: Attitudes toward Indonesian English

Imelwaty

Abrit

Kemal

2022

lkw

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Drawing from World Englishes (WE) perspective, English language learners need to agree with the varieties of English. This study investigates the attitudes of pre-service English teachers or students majoring in English Education study programs in Indonesia and its relation to their identity construction in English Language Teaching (ELT). Survey research was conducted, and the data were quantitatively collected with an online questionnaire completed by 198 respondents. The findings showed the positive attitudes of pre-service English teachers toward Indonesian English and their interest in incorporating Indonesian norms and culture into ELT. However, most pre-service English teachers wanted to sound like Native Speakers of English (NSE) even though having positive attitudes toward Indonesian English, and they wanted to be taught by teachers from both Indonesia and native speakers. The findings suggest the importance of raising the agreement of WE by reforming ELT pedagogically in contexts where local varieties of English are emerging

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Section: Language Attitudementioning

confidence: 99%

The Construction of Pre-service English Teachers’ Identity: Attitudes toward Indonesian English

Imelwaty

Abrit

Kemal

2022

lkw

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“…Although Mikhail Bakhtin was not a poststructuralist, several poststructuralists have used his theorization of heteroglossia (see e.g., Liang (2015), García & Wei (2014), Bourdieu (1991), Fairclough (1989)). Heteroglossia is the idea that: (1) every language has internal diversity (whether class, social, ethnic, political, historical, geographic, or otherwise), (2) a community may also have access to other languages with their own diversity as well, and (3) an individual has multiple 'voices' (ways of communicating), whereby they navigate through the complexity of the linguistic resources available to them (Bakhtin 1981).…”

Section: Heteroglossiamentioning

confidence: 99%

“…The affective part entails how people feel about a certain object (e.g., approval or disapproval about a certain way of speaking) (Liang 2015). The cognitive part refers to beliefs about an object (e.g., correctness or incorrectness of a way of speaking).…”

Section: Positivist Language Attitudes Studiesmentioning

confidence: 99%

“…Potter & Wetherell (1987) argue for using discourse analysis of semi-structured interviews to describe language attitudes as they emerge through evaluative stances in interaction. Unlike the mental construct approach that views an individual's 'true' attitudes as distorted by social factors, the discourse method views them as the product of interaction and lacking a stable underlying form (Liang 2015, Garrett 2010. The discourse approach is also able to link the micro-level personal interaction to larger social discourses and processes (Liang 2015).…”

Section: Poststructuralist Language Attitudes Studiesmentioning

confidence: 99%

“…Language ideologies are inherently social and exist beyond any one individuals. But individuals do construct language ideologies (Liang 2015). More specifically "language ideology is the social, evaluative belief system related to languages and language practices, which affects the individual and social treatment of languages and interpretation of linguistic behaviours" (Liang 2015: 55).…”

Section: Poststructuralist Language Attitudes Studiesmentioning

confidence: 99%

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Pohnpei sohte ehu: A survey- and interview-based approached to language attitudes on Pohnpei

Rentz¹

2018

Preprint

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To the people of Pohnpei. Kalahngan en kupwuramwail. AcknowledgmentsThis dissertation would not have been possible without the help of many people. history of the island and its ideological effects on language use, as well as highlighting the diversity of opinions found on the island. Because of this framework, the dissertation does not aim to construct a monolithic narrative of language attitudes on Pohnpei, but rather seeks diversity wherever possible.To carry out these goals, the dissertation adapts quantitative methods (multidimensional scaling, cluster analyses, correspondence analysis, and poststratified Bayesian generalized hierarchical modeling) and combines them with critical theoretical tools such as sociolinguistic scale and translanguaging.The results showed two main different ideological groups both in terms of language use and language attitude patterns. Both groups highly value Pohnpeian, English, and other local languages generally. However, the first group values English over Pohnpeian and other local languages. They in general only use Pohnpeian to connect with Pohnpeians and in situations related to the soupeidi system, but use English for most other situations including education, work, media, and government. This group's language use patterns with scale-based language ideologies, where local levels of scale (such as family and kousapw) are highly multilingual, but become increasingly monolingual as scale increases toward the translocal level. The other group, conversely, finds Pohnpeian to be the most important language for them overall and tend to find Pohnpeian to be the most important language in every domain.The results of the dissertation indicate a disconnect between the current mostly monolingual English-focused educational practices among both private and public schools on Pohnpei and the desire of the research participants for greater use of Pohnpeian and other local languages. The current educational system likewise devalues the symbolic resources of its students, which has perpetuated negative ideologies about local languages. These ideologies adversely affect both the students and the linguistic future of local languages including Pohnpeian.iv

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Language Management in the Education Sector

Neves¹

2019

Portuguese as an Additional Language

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Language Attitudes and Identities in Multilingual China

Cited by 44 publications

References 94 publications

The Construction of Pre-service English Teachers’ Identity: Attitudes toward Indonesian English

The Construction of Pre-service English Teachers’ Identity: Attitudes toward Indonesian English

Pohnpei sohte ehu: A survey- and interview-based approached to language attitudes on Pohnpei

Language Management in the Education Sector

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