Jennifer Dailey-O'Cain

The Sociolinguistic Distribution of and Attitudes Toward Focuser like and Quotative like

This paper accomplishes three tasks: it considers the actual age and gender distribution of like in a corpus of informal U.S. English, compares the findings of that study with the perceived age and gender distribution as determined by a questionnaire study and a matched-guise study, and analyzes specific sociolinguistic stereotypes associated with this usage. It is found that younger people use both kinds of like more often than older people do, and that men and women use it approximately equally often. The perceived age and gender distribution is quite different, however; young women are perceived as using like most often. Additionally, informants guess the age of like guises as younger than they do the age of non-like guises in a matched-guise study, and also rate like guises more positively in terms of solidarity-based criteria, but less positively in terms of status-based criteria.

Conversational Repair as a Role-Defining Mechanism in Classroom Interaction

This article is concerned with the ways in which the students and the teacher in a content-based German as a foreign language class used repair in order to negotiate meaning and form in their classroom. Through a combination of qualitative and quantitative approaches, we discuss how repair in this institutional setting differed from repair in mundane conversation and how repair was used differently by the students and the teacher. Given that students and the teacher were all competent speakers of both the first language (L1) and the second language (L2), we found that these differences were not merely indications of incomplete L2 usage. Instead, they manifested how the students and the teacher enacted and perceived their respective roles within the classroom and, based on role concepts, demonstrated different access to repair as a resource. The analysis shows that repair is a resource for modified output as well as modified input in classroom settings.

Language, space, and identity in migration

Acknowledgments List of Tables List of Figures 1. Introduction 2. Theorizing Language, Space, and Identity 3. Perceptions of the Linguascape 4. Multiple Languages as Resources 5. Forms of Address 6. Non-Languages Resources 7. The Role of Historicity 8. Language, Space, and Identity in Migration: From the Local to the Global

Contextualizing language attitudes: An interactional perspective

Language attitudes research has had a history spanning several decades largely influenced by quantitative approaches. More recently, interactional perspectives have added new impetus to the field. This article provides an overview of interactional approaches to language attitudes, which are divided into three main groups: (a) discursive psychology, (b) approaches that draw on conversational analysis and interactional sociolinguistics, and (c) approaches based in the theory of motivated information management. The authors argue that these approaches can instigate new questions and yield new insights into our understanding of language attitudes. In positioning qualitative, largely interactional, approaches with respect to one another (and, briefly, to language attitude study more broadly), this article also re-evaluates some terminological inconsistencies across the field and touches on areas that ought to be considered in future research addressing language attitudes.