Variation in second and heritage languages: Implications for sociolinguistic theory
Variationist studies of second and heritage languages have developed considerably in recent years. We now know that many of the constraints that govern variation in speakers’ dominant language are also present in non-dominant languages. Studies of variation in a range of second and heritage languages demonstrate that “orderly heterogeneity” is characteristic of all languages. Work on non-dominant languages also offers a way to examine language change in real time because the variants that are undergoing change in earlier stages of acquisition are unlikely to have acquired social meaning that can interfere with natural language change. Finally, given the well-documented three generational pattern of shift from immigrant languages to monolingualism in the dominant language of a new country studies of change in heritage languages can help us better understand what aspects of language are resistant to change and what aspects are subject to change under the influence of a dominant language. Session abstract: Variation in Second and Heritage Language Speech: Cross-linguistic Perspectives
This session brings together scholars working on the acquisition of sociolinguistic variation in a variety of non-dominant languages. The first paper outlines how such studies can contribute to sociolinguistic theory. The next papers examine the influence of Indonesian on children’s Javanese and the influence of English and communication networks on Diné Bizaad (Navajo). Other studies focus on the acquisition of sociolinguistic competence by U.S. students in France and the acquisition of the constraints on object deletion in Mandarin. The final study examines the (non)-acquisition of a socially stigmatized variant by Spanish L1 speakers in Catalonia. Taken together, the papers in this session illustrate the contributions to our understanding of the effects of language contact on second and heritage languages and to identifying the types of linguistic and social factors that are common across contexts or pairs of languages and those that are specific to particular languages or social contexts.
Variation in the production of Javanese by multilingual children in Indonesia
As Indonesian becomes more dominant as a first language in Indonesia, the production of regional heritage languages, such as Javanese, may be increasingly influenced by phonological transfer. The present study investigates this phenomenon through an examination of the Javanese speech production of 95 multilingual children aged 9-10. Specifically, we analyze the distinction between alveolar and retroflex coronal stops, which phonemically contrast in Javanese, but not in Indonesian.
The findings reveal that many participants merge the alveolar and retroflex phonemes of Javanese, with gender and region significantly conditioning variation. Specifically, children from Malang, a large, diverse urban area, are significantly more likely to merge these phonemes relative to children from Blitar, a smaller, more Javanese-dominant setting. Female participants are also found to significantly lead in the merger of /ʈ/ to /t/. Overall, the data suggest that increasing Indonesian dominance is leading to changes in Javanese phonology, particularly in diverse urban centers.
Session abstract: Variation in Second and Heritage Language Speech: Cross-linguistic Perspectives
This session brings together scholars working on the acquisition of sociolinguistic variation in a variety of non-dominant languages. The first paper outlines how such studies can contribute to sociolinguistic theory. The next papers examine the influence of Indonesian on children’s Javanese and the influence of English and communication networks on Diné Bizaad (Navajo). Other studies focus on the acquisition of sociolinguistic competence by U.S. students in France and the acquisition of the constraints on object deletion in Mandarin. The final study examines the (non)-acquisition of a socially stigmatized variant by Spanish L1 speakers in Catalonia. Taken together, the papers in this session illustrate the contributions to our understanding of the effects of language contact on second and heritage languages and to identifying the types of linguistic and social factors that are common across contexts or pairs of languages and those that are specific to particular languages or social contexts.
Many studies have documented an increase in variation and frequency of change in endangered language speech communities. However, sociophonetic documentation of specific changes in minority languages is limited, and less is known about the social patterning of variation and change in these contexts. Based on analyses of data drawn from 51 interviews with bilingual speakers of English and Diné Bizaad (Navajo)—an endangered Native American language spoken in the present-day North American Southwest— this talk discusses the contemporary status of three variable features in the language: aspirated stops, lateral affricates, and sibilant harmony. Sociophonetic analyses will be presented for each feature, as well as discussions of the evidence for change. Based on these studies, I show that Diné Bizaad features are not uniformly becoming more variable or significantly changing, results that contribute to what we know about the motivations for, and diffusion of, sound change in endangered languages.
Session abstract: Variation in Second and Heritage Language Speech: Cross-linguistic Perspectives
This session brings together scholars working on the acquisition of sociolinguistic variation in a variety of non-dominant languages. The first paper outlines how such studies can contribute to sociolinguistic theory. The next papers examine the influence of Indonesian on children’s Javanese and the influence of English and communication networks on Diné Bizaad (Navajo). Other studies focus on the acquisition of sociolinguistic competence by U.S. students in France and the acquisition of the constraints on object deletion in Mandarin. The final study examines the (non)-acquisition of a socially stigmatized variant by Spanish L1 speakers in Catalonia. Taken together, the papers in this session illustrate the contributions to our understanding of the effects of language contact on second and heritage languages and to identifying the types of linguistic and social factors that are common across contexts or pairs of languages and those that are specific to particular languages or social contexts.
Beyond the classroom walls: Study abroad and the acquisition of sociostylistic variation in L2 French
This study uses a mixed-effects model to examine the acquisition of target-like patterns of phonological variation by L2 French learners during study abroad (SA) in France. In this longitudinal study, naturalistic speech data are recorded via sociolinguistic interviews to provide empirical evidence for the incipient acquisition of a phonological variable showing sociostylistic variation in native speaker (NS) speech: the reduction of word-final obstruent-liquid consonant clusters (notremaison [no tʁœ mɛ ʒɔ̃] ~ [not mɛ ʒɔ̃] ‘our house’). Speech data include 1200 tokens of word-final consonant clusters that are compared and correlated with the results of a social network strength scale designed for SA. Results indicate that variation patterns among L2 learners are constrained by linguistic factors similar to those operating on NS speech and that social networks with NSs are a significant predictor of the emergence of sociostylistic variation patterns in L2 French.
Session abstract: Variation in Second and Heritage Language Speech: Cross-linguistic Perspectives
This session brings together scholars working on the acquisition of sociolinguistic variation in a variety of non-dominant languages. The first paper outlines how such studies can contribute to sociolinguistic theory. The next papers examine the influence of Indonesian on children’s Javanese and the influence of English and communication networks on Diné Bizaad (Navajo). Other studies focus on the acquisition of sociolinguistic competence by U.S. students in France and the acquisition of the constraints on object deletion in Mandarin. The final study examines the (non)-acquisition of a socially stigmatized variant by Spanish L1 speakers in Catalonia. Taken together, the papers in this session illustrate the contributions to our understanding of the effects of language contact on second and heritage languages and to identifying the types of linguistic and social factors that are common across contexts or pairs of languages and those that are specific to particular languages or social contexts.
Object pronominal expression in L2 Mandarin Chinese
Mandarin Chinese allows null form in object position as the following example indicates.
Shànghăi, wŏ qù guò Ø Shanghai, I go EXP Ø I have been to Shanghai。
This is the first variationist study to investigate L2 Chinese null object use in oral discourse and compare with native speaker patterns. Multivariate analysis of almost four thousand L2 Chinese tokens and over 3,700 L1 tokens revealed that learner patterns are similar to native speakers’ on most dimensions except that they tend to overuse overt objects. Specifically, coreference and object animacy are the two main constraints of L2 Chinese null object use. Other significant factors include speech mode, length of stay in China, referent specificity, learners’ L1, and proficiency level. The results indicate that the learners have acquired the Chinese null object use pattern rather successfully, but still need work on using null forms to further develop their sociolinguistic competence. Session abstract: Variation in Second and Heritage Language Speech: Cross-linguistic Perspectives This session brings together scholars working on the acquisition of sociolinguistic variation in a variety of non-dominant languages. The first paper outlines how such studies can contribute to sociolinguistic theory. The next papers examine the influence of Indonesian on children’s Javanese and the influence of English and communication networks on Diné Bizaad (Navajo). Other studies focus on the acquisition of sociolinguistic competence by U.S. students in France and the acquisition of the constraints on object deletion in Mandarin. The final study examines the (non)-acquisition of a socially stigmatized variant by Spanish L1 speakers in Catalonia. Taken together, the papers in this session illustrate the contributions to our understanding of the effects of language contact on second and heritage languages and to identifying the types of linguistic and social factors that are common across contexts or pairs of languages and those that are specific to particular languages or social contexts.
On (not) acquiring a sociolinguistic stereotype: L2-Catalan lateral production by L1-Spanish bilinguals
The production of alveolar /l/ as respectively light or dark in Spanish and Catalan is a salient distinction, afforded overt social value by Catalan-Spanish bilinguals (Arnal 2011; Davidson forthcoming; Sinner 2001). The acquisition of Catalan laterals accordingly illustrates the intersection between second language acquisition and sociolinguistics: How do L2-learners navigate the native-like acquisition of a feature that is a sociolinguistic stereotype (cf. Labov 2001) in the target language?
Laterals were elicited from 16 L1-Spanish and 16 L1-Catalan speakers from Barcelona, Spain via a word-list reading task and sociolinguistic interviews conducted in both languages. While L2-learners do not produce native-like Catalan laterals, they nonetheless velarize significantly more in Catalan than in Spanish, as well as in more casual speech. Far from unsuccessful acquisition, we argue that L2 learners’ production of stylistically stratified and distinctly Catalan laterals demonstrates their capacity to fully acquire native-like sociolinguistic speech patterns while avoiding stigmatized speech variants.
Session abstract: Variation in Second and Heritage Language Speech: Cross-linguistic Perspectives
This session brings together scholars working on the acquisition of sociolinguistic variation in a variety of non-dominant languages. The first paper outlines how such studies can contribute to sociolinguistic theory. The next papers examine the influence of Indonesian on children’s Javanese and the influence of English and communication networks on Diné Bizaad (Navajo). Other studies focus on the acquisition of sociolinguistic competence by U.S. students in France and the acquisition of the constraints on object deletion in Mandarin. The final study examines the (non)-acquisition of a socially stigmatized variant by Spanish L1 speakers in Catalonia. Taken together, the papers in this session illustrate the contributions to our understanding of the effects of language contact on second and heritage languages and to identifying the types of linguistic and social factors that are common across contexts or pairs of languages and those that are specific to particular languages or social contexts.
