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Purpose: This paper introduces Stroud's 'Linguistic Citizenship', a concept committed to democratic participation, to voice, to the heterogeneity of linguistic resources and to the political value of sociolinguistic understanding. Approach: It first outlines Linguistic Citizenship's links with the ethnographic sociolinguistics inspired by Hymes, and then turns to language and language education in England. Findings: The discourses of language and citizenship currently dominating the UK are very much at odds with Stroud's conception, but the sociolinguistic citizenship outlined by Stroud is very well suited to the multilingualism of everyday urban life, and it complements a range of relatively small, independently funded educational initiatives promoting similar values. Their efforts are currently constrained by issues of scale and sustainability, although there was a period from the 1960s to the 80s when sociolinguistic citizenship was addressed within English state schooling. Practical implications: Sociolinguistic citizenship may at present find its most sustainable support in the collaboration between universities and not-for-pro.

Linguistics is a discipline with ever expanding boundaries and interests. Despite the narrow definition of linguistics which dominates academia, sub-fields continue to flourish and ways of doing linguistics continue to expand. As ways to do linguistics increase, and as approaches to linguistics accumulate over time, it becomes increasingly necessary for students of linguistics to have ways of understanding and comparing developments in linguistics. Sociolinguistic Metatheory is a book which explains foundational developments in linguistics by taking the past three decades of developments in so

Purpose: This paper introduces Stroud's 'Linguistic Citizenship', a concept committed to democratic participation, to voice, to the heterogeneity of linguistic resources and to the political value of sociolinguistic understanding. Approach: It first outlines Linguistic Citizenship's links with the ethnographic sociolinguistics inspired by Hymes, and then turns to language and language education in England. Findings: The discourses of language and citizenship currently dominating the UK are very much at odds with Stroud's conception, but the sociolinguistic citizenship outlined by Stroud is very well suited to the multilingualism of everyday urban life, and it complements a range of relatively small, independently funded educational initiatives promoting similar values. Their efforts are currently constrained by issues of scale and sustainability, although there was a period from the 1960s to the 80s when sociolinguistic citizenship was addressed within English state schooling. Practical implications: Sociolinguistic citizenship may at present find its most sustainable support in the collaboration between universities and not-for-pro

Looking for an easy-to-use, practical guide to conducting fieldwork in sociolinguistics? This invaluable textbook will give you the skills and knowledge required for carrying out research projects in 'the field', including: • How to select and enter a community • How to design a research sample • What recording equipment to choose and how to operate it • How to collect, store and manage data • How to interact effectively with participants and communities • What ethical issues you should be aware of. Carefully designed to be of maximum practical use to students and researchers in sociolinguistics, linguistic anthropology and related fields, the book is packed with useful features, including: • Helpful checklists for recording techniques and equipment specifications • Practical examples taken from classic sociolinguistic studies • Vivid passages in which students recount their own experiences of doing fieldwork in many different parts of the world

"Acquiring Sociolinguistic Variation" -- "Editorial page" -- "Title page" -- "LCC data" -- "Table of contents" -- "Chapter 1. Bridging the gap between language acquisition and sociolinguistics: Bridging the gap between language acquisition and sociolinguistics: Introduction to an interdisciplinary topic" -- "1. Introduction" -- "2. Research on the acquisition of variation before 2000" -- "2.1 General characterisation: Three important lines of research" -- "2.2 Second dialect acquisition and other attainment issues" -- "2.3 Transmitting attitudes from caregivers to children" -- "2.4 Children, adults, and language change" -- "3. Current trends in research on acquisition of variation" -- "3.1 The acquisition of sociolinguistic variation as an emerging research field" -- "3.1 The acquisition of sociolinguistic variation as an emerging research field" -- "3.2 From generative grammar to variable rules" -- "3.3 Usage- and exemplar-based models" -- "3.4 Sociolinguistic cognition and cognitive sociolinguistics" -- "4. The need for cross-linguistic research: This book" -- "4.1 Article summaries" -- "4.2 General characterisation and future perspectives" -- "References" -- "Chapter 2. The effects of exposure on awareness and discrimination of regional accents by five- and six year old children: The effects of exposure on awareness and discrimination of regional accents by five- and six year old children: The effects of expos" -- "1. Introduction" -- "2. What five to seven year old children know about regional accent" -- "2.1 Production of regional varieties" -- "2.2 Children's discrimination of regional variation" -- "2.3 Association of regional varieties with social meaning" -- "2.4 Description of the Beck (2014) perception study" -- "3. Testing the effect of early exposure to accents on accent discrimination ability

Style and Sociolinguistic Variation. Penelope Eckert and John R. Rickford. eds. Cambridge: Cambridge University Press, 2002. 344 pp.

This sociolinguistic study describes and analyzes an Israeli Palestinian border village in the Little Triangle and another village artificially divided between Israel and the West Bank, tracing the political transformations that they have undergone, and the accompanying social and cultural changes. These political, social and cultural forces have resulted in distinctive sociolinguistic patterns.The primary explanation offered for the persisting linguistic frontier found in rural Palestinian communities is the continuing social, political, economic and cultural differences between Palestinian villages in Israel, and Palestinian villages in the West Bank. In the geopolitical and economic history of the villages, these distinctions have been maintained by the dissimilar treatment received by the two communities and their inhabitants under Israeli government policy. Exacerbated by the Palestinian Intifada, the relations of the Palestinian divided communities to each other and to the rest of the world have produced noticeable differences in economic, educational and cultural development. The sociolinguistic facts revealed in the language situation in the villages are study shown to be correlated with political and demographic differences.