This study investigates the use and adoption of the discourse‐pragmatic markers you know and like among L2 speakers of the Expanding Circle (Poland and China) who move to Inner Circle countries (Ireland and Australia) as migrants. Adopting a quantitative analysis, findings show that rates of use of you know are commensurate between both L1 (Inner Circle) groups, despite speaking different varieties of English. No significant differences in the rates of use of you know and like are found between L1 and L2 speakers, although when broken down by nationality, Polish L1 speakers use more you know than any other group. Having an all‐Chinese social network is not found to be an inhibiting factor towards the use of you know among the migrants in Australia. In Ireland, migrants with a length of residence of more than six years approach, but do not attain, L1 speaker levels of use of clause‐final like in particular.

This paper examines the reflections of a cohort of Australian children who lived through the 2020–21 COVID‐19 pandemic and experienced being in ‘lockdown’; a state of largely being confined to the home for long periods daily. We report how children reflect on their experiences and illustrate how reflections draw on similar topics focused on localised child concerns regarding health, education, family, digital engagement, mealtimes and food. Further, we argue for the importance of including children's own voices of lived experience in reports regarding life during the pandemic since these perspectives may differ from those reported by adults on children's behalf.

This paper examines the attitudes that Malaysians of different backgrounds hold towards the English language in Malaysia, as well as how they perceive ‘Standard Malaysian English’ and ‘Colloquial Malaysian English’, in terms of status and solidarity. The study administered an online questionnaire, which included an embedded matched‐guise experiment, to 77 Malaysian respondents in Malaysia and Australia. Findings indicated a range of divergent and at times contradictory views of Malaysian English, illuminating how Malaysians are in different stages of acceptance of Malaysian English as a legitimate variety of English. Through an examination of individual participant responses, the study also shows that Malaysians are attuned to and hold certain stereotypes towards ‘ethnic’ varieties or ‘ethnolects’ of Malaysian English, providing insight into how issues of race and ethnicity, embedded within the broader socio‐political context and language ecology of the nation, have influenced contemporary language attitudes.

Here we present AusKidTalk [1], an audio-visual (AV) corpus of Australian children's speech collected to facilitate the development of speech based technological solutions for children. It builds upon the technology and expertise developed through the collection of an earlier corpus of Australian adult speech, AusTalk [2,3]. This multi-site initiative was established to remedy the dire shortage of children's speech corpora in Australia and around the world that are sufficiently sized to train accurate automated speech processing tools for children. We are collecting ~600 hours of speech from children aged 3-12 years that includes single word and sentence productions as well as narrative and emotional speech. In this paper, we discuss the key requirements for AusKidTalk and how we designed the recording setup and protocol to meet them. We also discuss key findings from our feasibility study of the recording protocol, recording tools, and user interface.

Despite extensive work on the description of Indian English(es), only limited attention has been paid to attitudes towards the variety among its speakers. This paper reports on semi‐structured interviews eliciting language attitudes with 32 educated young students and professionals in Hyderabad, India. Results reveal that Indian English is occupying an increasingly legitimate position within the popular consciousness, and that there is an increasing sense of ownership of a supra‐local or pan‐dialectal ‘Indian English’. There is an expressed desire for Indian English to continue to expand, and to be accepted as one of the authentic languages of India. The participants exhibited relatively high levels of linguistic security, and while a certain ‘nostalgia’ for British English was retained by some, Indian English appears to be emerging as an authentic carrier of Indian identity.