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- All Subjects: English language--Social aspects.
- Creators: Adams, Karen L
Description
The English language is taught all over the world and changes immensely from place to place. As such, both L1 and L2 English Language Users all utilize English as a tool for creating meaning in their existence and to also form perspectives on how the language ought to be. What is interesting about this is that the language being used to do that is one birthed from a culture that many English speakers across the globe are separated from; that is, Anglo-Saxon culture. Since learning and using language is also learning and participating in culture the question is, then how separated are American English speakers from that of the culture that created the language they speak? Does Anglo-Saxon culture impact how worldviews are formed in contemporary English speakers? I propose that the first step to finding some answers is by investigating the language ideologies that American English speakers have through the inquiry of meanings that they prescribe to English words that derive from Old English and subsequently have Germanic origins. The following work details a study examining the language attitudes of American English speakers in hopes of shedding new light on these questions.
ContributorsHickman, Paris Weslyn (Author) / Bjork, Robert E (Thesis advisor) / Adams, Karen L (Committee member) / Gelderen, Elly van (Committee member) / Arizona State University (Publisher)
Created2016
Description
Much of the public discourse promoting Navajo (Diné) language revitalization and language programs takes place in English, both on and off the reservation, as in many other indigenous communities whose heritage languages are endangered. Although Navajo language is commonly discussed as being central to the identity of a Navajo person, this ideology may lie in contradiction to the other linguistic and social means Navajos use to construct Navajo identities, which exist within a wide spectrum of demographic categories as well as communities of practice relating to religion, occupation, and other activities (Field, 2009; Baker & Bowie, 2010).
This dissertation examines two sets of data: 1) interviews with eight Navajo individuals whose interests, academic studies, and/or occupations relate to the promotion of Navajo language use in connection with cultural and linguistic revitalization; and 2) public statements made in online forums discussing the language used by Navajos. The interview data gathered consist of ten sociolinguistic (and open-ended conversational) interviews, culminating in over 13 hours of recorded interviews. The findings of this study show enregistered (i.e., imbued with social meaning) features of the dialect of Navajo English as well as insights into the challenges Navajos face while advocating for programs and policies supporting the teaching of their heritage language.
This dissertation examines two sets of data: 1) interviews with eight Navajo individuals whose interests, academic studies, and/or occupations relate to the promotion of Navajo language use in connection with cultural and linguistic revitalization; and 2) public statements made in online forums discussing the language used by Navajos. The interview data gathered consist of ten sociolinguistic (and open-ended conversational) interviews, culminating in over 13 hours of recorded interviews. The findings of this study show enregistered (i.e., imbued with social meaning) features of the dialect of Navajo English as well as insights into the challenges Navajos face while advocating for programs and policies supporting the teaching of their heritage language.
ContributorsMoss, Meredith Genevieve (Author) / Adams, Karen L (Thesis advisor) / Gelderen, Elly van (Committee member) / Long, Elenore (Committee member) / Arizona State University (Publisher)
Created2015