Kim, Hyesouk. 2004. Theories and Developments of Sociolinguistics. The Sociolinguistic Journal of Korea, 12(1). The purpose of this article is to understand a current status of sociolinguistics by reviewing previous studies and attempting to see the future of the discipline as linguistics. As Milroy and Milroy (1990:485) have defined, sociolinguistics is "the study of language as it is used by real speakers in social and situational contexts of use." It has four characteristics. (1)Those who study sociolinguistics are linguists but they have great interests in adding social variables to pure linguistics. Sociolinguists believe that criteria of correct language usage be based upon not only pure grammatical standards but also societal norms in terms of its relevance and general acceptance. (2)The goal of sociolinguistics is to identify a co-variance between language and society and to establish a theory of language performance. (3)Sociolinguistics regards synchronical and diachronical traits as an identical frame. (4)Sociolingustics pays attention to language usage in societal contexts and extends language competence, which is the main subject of pure linguistics, to communicative competence. D. Hymes predicts that the core areas of linguistics is actually sociolinguistics and, thus, the prefix 'socio' will not be necessary. Although we still have that prefix, it is true that sociolingusitics has already had its own identity and is growing rapidly as an independent discipline. In conclusion, this paper argues that sociolinguistics will receive more attention from linguists and play a key role in linguistics by explaining variation in language more systematically, and by interpreting and eliminating language conflict in everyday life.

사회언어학(Sociolinguistics)의 이론과 전개

This article attempts to synthesize the scholarship on translanguaging conducted in different academic disciplines and social domains, and raises critical questions on theory, research and pedagogy to take the orientation forward. The literature review highlights the overly cognitive and individualistic focus on translanguaging competence, the need to explore this communicative practice in domains other than conversation, and the failure to develop teachable strategies of translanguaging. Findings from a classroom ethnography of a writing course are marshaled to develop teaching strategies for the co-construction of meaning and orientations for assessing effective translanguaging practices.

https://www.degruyter.com/downloadpdf/j/alr.2011.2.issue-1/9783110239331.1/9783110239331.1.xml

Translanguaging in the classroom: Emerging issues for research and pedagogy

By extending the notion of metroethnicity, this paper proposes the notion of metrolingualism, creative linguistic practices across borders of culture, history and politics. Metrolingualism gives us a way to move beyond current terms such as ‘multilingualism’ and ‘multiculturalism’. It is a product of modern and often urban interaction, describing the ways in which people of different and mixed backgrounds use, play with and negotiate identities through language. The focus is not so much on language systems as on languages as emergent from contexts of interaction. Looking at data from workplaces where metrolingual language use is common, we show how the use of both fixed and fluid linguistic and cultural identities is part of the process of language use. The notion of metrolingualism gives us ways of moving beyond common frameworks of language, providing insights into contemporary, urban language practices, and accommodating both fixity and fluidity in its approach to language use.

Metrolingualism: fixity, fluidity and language in flux

A continuum of language alternation phenomena is discussed which spans out between the prototypes labelled codeswitching (CS),language mixing(LM),and fused lects (FLs), with CS and FLs representing the polar extremes of the continuum and LM a point in between. In addition, an interpretation of this continuum is suggested according to which the transition CS-LM-FL can be understood as a case of structural sedimentation.

https://kops.uni-konstanz.de/bitstream/handle/123456789/3677/470_1.pdf?sequence=1

From codeswitching via language mixing to fused lects Toward a dynamic typology of bilingual speech

Life with Two Languages: An Introduction to Bilingualism.@@@Language Spread: Studies in Diffusion and Social Change.

The uniquely human capacity of using arbitrary signs to transfer concept and experience over great distances in time and place is what we call language. We use language with a purpose, and we use whatever features are at our disposal to achieve our ends, regardless of the fact that some speakers think that certain features should be held together and not used in combination with certain other features. The phenomenon of language is not necessarily a construction, and while all individual languages are constructed, it is not possible to clearly delimit them from each other. The crucial phenomenon is language, not any specific language. While some Some speakers think languages should be kept apart, others combine three, four, or more different sets of features (i.e. so-called ‘languages’) in their linguistic production. This is characteristic of polylingualism (where multilingualism is characterised by the knowledge of several separate languages). These speakers do not choose their features randoml...

Polylingual Languaging Around and Among Children and Adolescents

Children's acquisition of code-switching for power wielding

The term ‘code-switching’ is used in two related yet different fields of linguistics: second language acquisition and bilingual studies. In the former, code-switching is analyzed in terms of learning strategies, whereas the latter applies a competence view. This article intends to detect the borderline between the two concepts by investigating the use of code-switching in first-year learners of Danish. Our study points out that code-switching appears as a skill used in early attempts of playing with the languages involved in the conversation (Danish/English and Danish/Polish/German/English). Thus we have to acknowledge code-switching as an increasingly sophisticated language skill even at an early stage of SLA.

Code‐switching as a communication, learning, and social negotiation strategy in first‐year learners of Danish

Formulations of linguistic rights in European official documents reveal important ideological characteristics of the thinking about language in European societies. These ideologies have important consequences for the language policies and education policies pursued by authorities and for the norms of language use promoted by education systems and gatekeepers. At the bottom of this is the concept of ‘languages’ as separable entities, a concept which cannot be upheld with respect to the real-life behaviours of speakers. As such, languages are sociocultural constructions, and norms of language use which aim at ‘purity’ are in contrast to everyday linguistic behaviours among speakers. Based on examples from ongoing studies of youth language, I suggest that other norms are more relevant, in particular the so-called poly-languaging, a term which covers the use of various features regardless of their ideologically determined association with ‘languages’. This notion is relevant, particularly in superdiverse soci...

J. Normann Jørgensen

Papers

Polylingual Languaging Around and Among Children and Adolescents

Children's acquisition of code-switching for power wielding

Code‐switching as a communication, learning, and social negotiation strategy in first‐year learners of Danish

Ideologies and norms in language and education policies in Europe and their relationship with everyday language behaviours

Plurilingual conversations among bilingual adolescents