Social and linguistic perspectives on variability in world Englishes

Abstract

Linguistic variability is a peripheral concern to many linguistic approaches. This paper argues that much is gained by taking variability seriously. An examination of the views of Trudgill and Schneider leads to a number of insights into new varieties of English, which may have wider implications for a general understanding of variability in language. Trudgill's claim that the stabilisation of colonial varieties of English is achieved deterministically, without the mediating role of social forces is considered, but not accepted. However, Trudgill draws attention to the important influence of the distribution of variants in the input to the eventual outcome. Schneider's model is accepted as far as the social processes are concerned, but has to be supplemented with a more thorough consideration of the input to language contact settings. The examination of the two views lead to two insights into social and psycholinguistic aspects of English language acquisition and the formation of new varieties in Outer Circle contexts. On the social side, learners are exposed to more variability, but simultaneously receive less input. Conventions and stabilisation are therefore likely to take longer. On the psycholinguistic side, learners are cognitively more mature when language acquisition starts, leading to general schemas that are less instance-based than those acquired by young children whose cognitive and linguistic development are aligned. On the basis of a deeper appreciation of variability in new varieties of English, it is concluded that standardisation is unlikely to have a significant effect on new varieties, and that they will develop conventions grounded in actual language use.

Black South African English on the radio

“…Within the context of macroacquisition, several studies on BSAE repeatedly claimed that the variety has become institutionalized in its own right and that it is widely shared across a large spectrum of educated Black communities (see especially Gough 1996;Makalela 1998;Van der Walt and Van Rooy 2002). Subsequently, evidence of institutionalization among mother-tongue speakers of various African languages has been illustrated, including syntax (Makalela 2004a;Mesthrie 2004;2006a;2006b;Van Rooy 2006), pragmatics and discourse (Kasanga 2003;, and phonology Wissing 2002).…”

Complexity in word-formation processes in New Varieties of South African English

“…In the process, evidence for progression from Phase three to Phase four of Schneider's (2007) Dynamic Model was sought. Central to our argument is that while innovation is an important feature of Phase three, which persists into Phase four, conventionalisation or acceptance of the innovations is crucial to Phase four (see Croft, 2000;Van Rooy 2010). Conventionalisation was operationalised in terms of three criteria: generality, acceptability and codification in dictionaries.…”

Language revolution behind the cultural curtain

“…I believe that it will be very helpful in this fight to highlight the principle of variability that makes the foundation of the WE paradigm along with other principles. ‘Multiple speakers from a range of different backgrounds actually add to the feature pool, increasing the potential variation in a language’ (Van Rooy : 7). While discussing what kind of English is to be taught at school, what models of English are to be followed, we must give more way to the expanding variability of English.…”