African American English in the diaspora: Evidence from old-line Nova Scotians

Poplack, Shana; Tagliamonte, Sali A.

doi:10.1017/s0954394500000594

Cited by 175 publications

(38 citation statements)

References 34 publications

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“…However, different scales are sometimes selected for these factors in the three locales. The basic principles of comparative sociolinguistics (Meyerhoff & Schleef, 2013;Poplack & Tagliamonte, 1991;Tagliamonte, 2002) dictate that elements to be compared (be they factors such as following phonological context, social class or, evaluative scales) are precisely the same. The goals of factor analysis are difficult to bring in line with those of comparative sociolinguistics, and we have decided to prioritise the latter.…”

Section: Attitudinal Variation and Ideologymentioning

confidence: 99%

Regional diversity in social perceptions of (ing)

Schleef

Flynn²,

Barras

2017

Lang Var Change

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This article examines the perception of the (ing) variants, [ɪŋ] and [ɪn], in three regionallydistinct localities in Britain: London in the South of England; Manchester in the North; and Edinburgh in Scotland. Data was gathered in perceptual tests in which respondents from each location rated stimuli doublets, each containing only one of the variants of (ing), on multiple social attribute scales. In London and Manchester, the perception of [ɪŋ] and [ɪn] broadly matches findings made for the US in that speakers using [ɪŋ] are considered more articulate and hard-working, and less casual than speakers using [ɪn]. In Edinburgh, results are markedly different. We argue that these differences are due to a combination of factors that include the historical development of (ing) in a particular locale, which led to differences in production, variations in language ideology and, as a result, class-specific evaluations that appear to be regionally-dependent. ACKNOWLEDGEMENTS

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Section: Attitudinal Variation and Ideologymentioning

confidence: 99%

Regional diversity in social perceptions of (ing)

Schleef

Flynn²,

Barras

2017

Lang Var Change

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“…Schneider (1989, and earlier work), Poplack & Tagliamonte (1991, and Tagliamonte andPoplack (1988, 1993) have shown that there are many more similarities than have been admitted in part of the literature on the subject matter. Such considerations are one more reason for arguing that there are many more similarities in the restructuring processes that produced all these varieties, that the distinction between internally and externally-motivated changes sheds no significant light on how restructuring itself proceeds (despite differences in causation), and that none of the new Englishes should be treated as children out of wedlock.…”

Section: The Significance Of Ethnographic Ecologymentioning

confidence: 94%

“…The intelligibility of these varieties must be determined not from the point of view of the educated varieties of English typically spoken by linguists but from the point of view of nonstandard varieties of English that developed among descendants of Europeans under similar conditions. Thus AA VE is more appropriately compared with nonstandard varieties of White American Southern English (e.g., Wolfram 1974;Schneider 1989 and earlier work), like African Nova Scotian English is compared with that of the local white communities (Poplack & Tagliamonte 1991Tagliamonte 1996;Tagliamonte & Poplack 1988. It is really when speakers of such related varieties say they do not understand each other that we may establish for sure that these vernaculars are not mutually intelligible.…”

Section: Some Old English Constructions Cited Inmentioning

confidence: 99%

The legitimate and illegitimate offspring of English

Mufwene

2001

The Ecology of Language Evolution

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“…Bailey 1965, Stewart 1970, Dillard 1972:60-92, Holm 1976, Rickford 1977, Baugh 1979, Rickford & Blake 1990, Singler 1991, and Winford 1992a. More skeptical, however, are McDavid & McDavid 1951, Poplack & Sankoff 1987, Tagliamonte & Poplack 1988, Poplack & Tagliamonte 1991, Mufwene 1992, and Winford 1992b. No single socio-historical issue dominates annual NWAV and other sociolinguistics conferences as much as the Creole issue (cf.…”

Section: Diachronic Issuesmentioning

confidence: 99%

Unequal partnership: Sociolinguistics and the African American speech community

Rickford¹

1997

Lang. Soc.

102

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American quantitative sociolinguistics has drawn substantially on data from the African American speech community for its descriptive, theoretical, and methodological development, but has given relatively little in return. Contributions from the speech community to sociolinguistics include the development of variable rules and frameworks for the analysis of tense-aspect markers, social class, style, narratives, and speech events, plus research topics and employment for students and faculty. The contributions which sociolinguistics could make in return to the African American speech community -but has not done sufficientlyinclude the induction of African Americans into linguistics, the representation of African Americans in our writings, and involvement in courts, workplaces, and schools, especially with respect to the teaching of reading and the language arts. This last issue has surged to public attention following the Oakland School Board's "Ebonics" resolutions on Dec. 18, 1996. The present unequal partnership between researcher and researched is widespread within linguistics. Suggestions are made for establishing service in return as a general principle and practice of teaching and research in our field. (African American Vernacular English, Ebonics, applications of sociolinguistics, community service, dialect readers, variation theory)* This article provides me with the opportunity to talk about a subject that has been of growing concern to me for some years. Its starting point is that American quantitative sociolinguistics has, over the past quarter century, drawn substantially on data from African American Vernacular English (AAVE) and the African American speech community for its descriptive, theoretical, and methodological development, but it has given relatively little back to that community in terms of representation or practical application. While this article focuses on American quantitative sociolinguistics, in relation to AAVE, the criticism can be extended fairly easily to sociolinguis- It is essential that these specialists have a thorough basic training in linguistics, psychological and sociological aspects of linguistic behavior, the psychology of language learning, the processes of creolization, the principles of contrastive analysis, and the structure of the languages involved in their situation (e.g. Creole English, Creole French, English, Spanish, Maya). They must also be trained in the general principles of education, in the preparation of teaching materials, and in the use of audio-visual aids, radio and television. (Le Page 1968:440) Armed with Le Page's guidelines and assisted by a liberal and innovative college environment, I combined courses in linguistics, anthropology, and other fields, and graduated with a self-designed major in sociolinguistics in 1971. However, in a quarter century of working as a graduate student and university faculty member since then, I have focused mainly on descriptive, theoretical, and methodological issues rather than on the applied concerns...

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African American English in the diaspora: Evidence from old-line Nova Scotians

Cited by 175 publications

References 34 publications

Regional diversity in social perceptions of (ing)

Regional diversity in social perceptions of (ing)

The legitimate and illegitimate offspring of English

Unequal partnership: Sociolinguistics and the African American speech community

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