LANGUAGE AND REGION

On Martha’s Vineyard a small group of fishermen began to exaggerate a tendency already existing in their speech. They did this seemingly subconsciously, in order to establish themselves as an independent social group with superior status to the despised summer tourists. A number of other islanders regarded this group as one which epitomised old virtues and desirable values, and subconsciously imitated the way its members talked (Convergence). For these people, the new pronunciation was an innovation. As more and more people came to speak in the same way, the innovation gradually became the norm for those living on the island.

The linguist Lesley Milroy argues that increased geographical mobility leads to the ‘large-scale disruption of close-knit, localised networks that have historically maintained highly systematic and complex sets of socially structured linguistic norms’.

Giles often used what is termed the ‘matched-guise’ approach – this involves participants listening to the same speaker using a range of different accents and then passing judgement on each different variation. In 1975 Giles used this approach when researching the perception of RP and the Birmingham accent by 2 groups of 17 year olds. Although the same speaker spoke using these 2 accents, the RP speaker was rated higher in terms of competence and intelligence

In a more recent study Dixon, Mahoney, and Cocks (2002) used the same ‘matched-guise’ approach to see if there was a correlation between accent and how we perceive someone’s guilt. Again, using the Birmingham accent as the non-standard form, the participants listened to a dialogue between a policeman and a suspect. For some the suspect spoke with a Birmingham accent, while others listened to a recording when the suspect’s accent was more standard. The results showed that the suspect was perceived to be significantly more likely to be guilty when he spoke with non-standard Birmingham form.

Seligman, Tucker and Lambert found that teachers’ perceptions of students were heavily influenced by their speech. In another study based in a school setting Choy and Dodd (1976) reached conclusions which suggest that teachers make judgments on a student’s ability and their personality based on the way they speak.

• Date: 2021-2022

• This study, led by Dr. García and Dr. Evans and published in the International Journal of the Sociology of Language, examined the impact of language policy on minority languages in rural regions of Europe. Through case studies from Catalonia, Wales, and the Basque Country, the research explored the role of language revitalization efforts, educational policies, and cultural initiatives in supporting minority language maintenance and identity.

• The study underscored the crucial role of language policy in supporting minority languages in rural regions of Europe. It emphasized the significance of proactive language revitalization efforts, educational policies, and cultural initiatives in preserving linguistic diversity and promoting minority language maintenance and identity.

• Date: 2024-2025

• Summary: Dr. MacLeod and Dr. Campbell, linguists at the University of Edinburgh, conducted a survey-based study on language attitudes in different regions of Scotland. Their research investigated speakers' perceptions and attitudes towards linguistic variation, including accent, dialect, and language use, revealing complex patterns of regional identity and linguistic pride.

• The findings revealed diverse patterns of regional identity and linguistic pride among speakers in different regions of Scotland. The study emphasized the importance of recognizing and valuing linguistic diversity within regional communities, as well as the need for more inclusive language attitudes to promote social cohesion and mutual understanding.