The purpose of this study is to examine young people’s attitudes towards multiethnic youth language and standard Swedish. The aim is also to examine the situations in which code- switching between different language varieties appears. Semi-structured interviews were performed with eight students to gather empirical material for the study questions. The analysis of the interviews shows that the multiethnic youth language is an artistic and vibrant language that expresses young people's creativity and humor. The analysis also show that the multiethnic youth language is a culture, an own language, which shows where the youth of the suburbs belong.

This essay examines how teachers perceive youth language in schoolwork. We look into what the teachers believe youth language to be, when it is used and how often it is used, as well as for what purpose it is used. This essay also examines the teachers’ attitudes towards youth language, as well as their response to the presence of youth language in schoolwork. The study follows a phenomenographic approach, which means that the teachers’ perspective is the focus of the study as a whole. The research methodology used was mixed methods, as well as a thematic analysis method. This conveys that both qualitative and quantitative means have been used to gather the data, in the form of semi-structured interviews and an online survey, the latter of which was sent out to numerous schools in the Northern part of Sweden, and that the empirical data was thematically sorted and analysed. The results show that there is a shared understanding of what youth language entails, however, the attitude towards it varies depending on the purpose of the task. The teachers have different expectations depending on what programme the students attend and the gender of the students. The results also show that the perceived frequency of the use of youth language varies between programme and gender, and the teachers’ responses to the presence of youth language also varies depending on these same factors.

Observations of adolescent's language in upper secondary school in Sweden. Do teenagers stule-shift when speaking in different communicative settings; that is the core of this essay. Five informants have been observed in three different speaking sessions, and their language is analyzed, discussed and compared to secondary sources.

Le travail présenté ici propose une étude sociolinguistique d’un corpus oral recueilli récemment, auprès de différents locuteurs en rapport avec les milieux multiculturels et plurilingues, en Île-de-France.Partant de l’hypothèse que la variation (socio)linguistique (et ses locuteurs) reste encore aujourd’hui sous estimée en dépit de l’idéologie du standard, ce travail s’interroge sur les pratiques langagières des locuteurs qui sont significatives, non en tant que formes entièrement à part, mais en tant que formes à part entière de l’environnement socioculturel des locuteurs. Pour ce faire, notre réflexion sur ces formes dites non standard se base sur la proximité communicative entre les protagonistes (Koch & Oesterreicher, 2001) qui partagent des connivences et forment un réseau serré (Eckert, 2006), favorisant l’émergence de variétés linguistiques.L’analyse des unités formelles dans les parlers jeunes ordinaires montre qu’elles sont en constantes dynamiques tant au niveau lexical qu’au niveau sémantique, par lesquelles les locuteurs situent leurs identités. En d’autres mots, des marqueurs d’identités dans lesquels s’inscrivent les représentations sociolinguistiques du sujet se font jour (Mendoza-Denton, 2000). / The following thesis offers a sociolinguistic study of a recently collected oral corpus, from various speakers who belongs to different multicultural and multilingual milieu in Île-de-France.Starting from the hypothesis that the sociolinguistic variation including its speakers remain today undervalued despite of the standards’ ideology. The following research seeks to question the language dialects of the speakers which is very significant, not a as apart dialect practice, but as sociocultural environment dialects of the speakers in its own right. With this in mind, our reflexion about these dialects identified as non-standards, is based on the communicative proximity of the protagonists (Koch & Oesterreicher, 2001) who exchange connivance and constitute a tight network (Eckert, 2006), promoting the linguistic varieties emergence. The analysis of formal unities in basic young dialects shows that the language practice is constantly progressive lexically as well as semantically, through which the speakers situate their identities. In other words, the identity markers in which are inscribed the sociolinguistics representations of the subject are updated (Mendoza-Denton, 2002).

Gauteng is one of South Africa’s nine provinces, and is representative of a diversity of languages and cultures. It is a linguistic and cultural melting pot with all eleven official languages spoken in the province. Because of the language contact situation in this province, languages tend to influence one another and this results in situations wherein a majority of speakers are bi- or multilingual. Instances of code-switching, code-mixing, and lexical borrowing (or adoption) are also abounding. In Gauteng, young and old black people tend to use black urban speech varieties. Nonstandard black urban speech varieties such as Tsotsitaal and Is’camtho have been studied extensively in South Africa. The study of black urban language varieties in Gauteng, particularly in English, has not received much attention from sociolinguists and has only been discussed in passing by scholars (see Calteaux, 1994). Studies on Tsotsitaal and Is’camtho have attempted to discuss the structure of and reasons for the employment of these varieties. In conducting the research on black youth slang in English, this study is an attempt at contributing to available research on slang in South Africa. Studies on slang have focused on other language groups and regions. However, no attempts have been made at describing the slang of black youth in Gauteng Province, particularly those who are not L1 speakers of English. The present study aims at contributing to the study of non-standard black urban speech varieties such as Tsotsitaal and Is’camtho. The current study tries to provide a sociolinguistic description of the slang used by black youth in Gauteng, who use English as a second language (L2) or additional language (AL). The research begins with definitions and explanations of concepts relevant to the investigation. The study defines such terms as ‘slang’, ‘black’, ‘youth’ and ‘youth culture’ amongst others. The theoretical approach used in this study is also discussed in this section. Black youth slang in English (hereafter referred to as BYSE) in Gauteng (GP) is discussed in relation to other non-standard black urban language varieties such as Tsotsitaal and Is’camtho. This serves to explain how BYSE differs from the two varieties. The functions of slang as outlined by previous researchers on the subject are also discussed, with the intention of using these as a benchmark to the present study. This study used both qualitative and quantitative methods of research. These included a combination of written questionnaires, interviews (group discussions), and personal observations. The two methodologies were necessary in an attempt to arrive at a better comprehension of the slang used by the group under investigation. The data gathered served to investigate the reasons for using slang and the functions the words they employ serve, by looking at the slang as used in particular contexts as well as at the lexical items they employ. The study also looks at how their use of slang tends to draw on the lexicon from other languages spoken in the Province. The data gathered from the written questionnaires was then sent to Statkon, at the University of Johannesburg, for analysis. The researcher further used interviews (group discussions) and personal observations to augment the results from the questionnaires. The researcher adopts the notion of slang as a register according to use and discusses the findings according to Halliday’s theoretical stance of language as social practice (1978). Emphasis is on dimensions such as field, mode and tenor of discourse as relevant to this study in an attempt to explain the contexts of situation in which the youth under investigation use slang. The research also considers other social aspects of language variation as relevant to this study. The study concludes with recommendations on the need for further research on the language of youth. Amongst others is the recommendation it makes about the study of youth language (particularly slang) and its educational implications in the language classroom. / Dr. Anne-Marie Beukes

Swahili has been moulded in a long process by many factors over many centuries (Chiraghdin & Mnyampala 1977, Khalid 1977, Nurse & Spear 1985, Shariff 1973, Whiteley 1969). One of the latest chapters in its history is the standardisation and implementation as national and official language in Tanzania after independence.The National Swahili Council was given the task of further developing as well as guarding the standard form in textbooks for schools, in literature, in music texts, and in radio and television broadcasting. However, while Standard Swahili was taught in schools and writtenin books and newspapers, people in town quarters where Swahili was spoken developed and used a colloquial style of speech by enriching the standard form with “slang” expressions and lexemes.Recently, many people in Tanzania speak of “lugha za mitaani” (‘languages of the town quarters’, or ‘street languages’), using the plural to point to the fact that there exists a whole range of varieties of non-standard language, depending on local and social factors. The more recent development of lugha za mitaani reflects very much the social, economic, and political liberalisation in Tanzania, which started in the late 1980s. Little research has been done on the complex of these locally coloured colloquial Swahili variants, and we hope that our work will prepare the ground for further, more detailed studies. Since we acknowledge the existence of variants, we will use Lugha ya Mitaani (henceforth abbreviated LyM) to denote the phenomenon as such, whereas we will apply the term Lugha za Mitaani (henceforth abbreviated LzM) when we speak of the complex of variants.The primary characteristic of lugha za mitaani in general is that they deviate from Standard Kiswahili by their special lexicon which is in a constant process of rapid renovation. This is done by way of deliberate manipulation of existing lexical items, as an expression of an attitude of jocular and provocative violation of linguistic norms.Looking into the linguistic makeup, it is quite clear that Lugha ya Mitaani is not an independent language, but a sociolect or register of Kiswahili. The geographical centre of the ongoing creation and recreation of linguistic elements is Dar es Salaam. From there the linguistic items spread very quickly into the interior and reach even remote places such as Nachingwea (Lindi region) and Kurio (Dodoma region), where we conducted our research. The remarkably high mobility of the youth in Tanzania plays a crucial role in this process, but also the media, especially music, radio, video, and the yellow press contribute a lot to the rapid diffusion of Lugha ya Mitaani-terms. This article is based on research conducted in Tanzania between 2000 and 2006 and approaches the phenomenon of Lugha ya Mitaani from different angles. A substantial part of the field research was lexicographic in nature, complemented by ethnographic methods (see chapter two). The analysis focuses on form, function, mediation and general comparative sociolinguistic issues of Lugha ya Mitaani.

Diese Arbeit wurde auf die grammatische und semantische Integration Anglizismus deutschen Jugend Sprache offenbaren, nach zwei beliebte Jugendzeitschriften "Bravo" und "Mädchen". Die Arbeit besteht aus zwei Hauptteilen. In einem der theoretischen Materials wurde der Kriterien und Methoden durch den Strom in der Studie verwendeten analysiert und kategorisiert Anglizismus. Grammatische Anglizismus Integration auf der Grundlage von Eisenberg, Sommerfeldt, Chan und weitere berühmte Werke von Linguisten analysiert worden. Konzentriert sich auf vier wesentliche Teile der Rede: Substantive, Verben, Adjektive und Adverbien. Es wurde beschlossen, Anglizismus nicht isoliert, sondern den ganzen Satz zu untersuchen, weil sie ein klareres Bild davon, wie die Teile der Rede sind in der deutschen Sprache verwurzelt war. Semantic theoretischen Material wurde von Helbig, Busch, Schendel, Sommerfeldt, und alle anderen bekannten Sprache Forscher ausgewählt worden. Er wurde später auf die semantische Klasse, zu der die langen Kurs eingestuft wurden Anglizismus vorgelegt. Der zweite Teil besteht aus praktischen Analyse, bezogen auf 397 Sätze von zehn Buchstaben auf der "Bravo" und "Mädchen Zeitschriften. Alle Anglizismus finden in den Anhängen. Der praktische Teil umfasst mehrere Beispiele, die Unterstützung und zeigen rechtfertigen Anglizismus Integration von grammatischen und semantischen Gesichtspunkten. Grammatische Analyse ergab, dass ein Teil der Anglizismus leicht ins Deutsche... [der volle Text, siehe weiter] / Šiuo darbu buvo siekiama atskleisti gramatinę ir semantinę anglicizmų integraciją vokiečių jaunimo kalboje, vadovaujantis dviem populiariais jaunimo žurnalais „Bravo“ ir „Mädchen“. Darbą sudaro dvi pagrindinės dalys. Vienoje jų pateikiama teorinė medžiaga, kriterijai ir metodai, pagal kuriuos tolimesniame darbe buvo analizuojami ir skirstomi anglicizmai. Gramatinė anglicizmų integracija buvo analizuojama, remiantis Eisenberg, Sommerfeldt, Chan ir kitų žinomų kalbotyrininkų darbais. Didžiausias dėmesys skiriamas keturioms pagrindinėms kalbos dalims: daiktavardžiams, veiksmažodžiams, būdvardžiams ir prieveiksmiams. Buvo nutarta anglicizmus tirti ne pavieniui, o su visu sakiniu, nes taip buvo aiškiau matyti, kaip šios kalbos dalys yra įsitvirtinusios vokiečių kalboje. Semantinė teorinė medžiaga buvo pasirinkta pagal Helbig, Buscha, Schendels, Sommerfeldt ir kitus žinomus kalbos tyrinėtojus. Vėliau buvo pateikiamos semantinės klasės, į kurias tolimesnėje eigoje buvo klasifikuojami anglicizmai. Antrąją dalį sudaro praktinė analizė, besiremianti 397 sakiniais, rastais dešimtyje „Bravo“ ir „Mädchen“ žurnalų. Visi rasti anglicizmai pateikiami prieduose. Praktinėje dalyje pateikiami keletas pavyzdžių, kurių pagalba parodoma ir pagrindžiama anglicizmų integracija gramatiniu ir semantiniu požiūriu. Gramatinė analizė atskleidė, kad anglicizmai iš dalies nesunkiai integruojasi į vokiečių jaunimo kalbą. Grafiškai pavaizduojama, kad žurnaluose vyrauja esamojo laiko veiksmažodžiai... [toliau žr. visą tekstą] / This work was to reveal the grammatical and semantical integration of Anglicisms in German youth language, according to two popular youth magazines "Bravo" and "Mädchen". The work consists of two main parts. In one of the theoretical material, the criteria and methods used by the stream in the study was analyzed and categorized Anglicism. Grammatical Anglicism integration has been analyzed on the basis of Eisenberg, Sommerfeldt, Chan and other famous works of linguists. Focuses on four key parts of speech: nouns, verbs, adjectives and adverbs. It was decided to investigate Anglicism not in isolation but the entire sentence because it was a clearer picture of how the parts of speech are rooted in the German language. Semantic theoretical material has been selected by Helbig, Buscha, Schendels, Sommerfeldt, and any other known language researchers. It was subsequently submitted to the semantic class to which the long course were classified Anglicism. The second part consists of practical analysis, based on 397 sentences of ten letters on the "Bravo" and "Mädchen" magazines. All Anglicism found in the annexes. The practical section includes several examples that show support and justify Anglicism integration of grammatical and semantical point of view. Grammatical analysis revealed that part of Anglicism easily integrate into German youth language. Graphically displayed in the journals predominantly present tense verbs, nouns, and there is to take nekaityti adjectives... [to full text]

O desenvolvimento do presente trabalho foi encaminhado, a partir de reflexões que associam a pluralidade do significado do termo cidadania à transversalidade dos PCN Parâmetros Curriculares Nacionais, especificamente, no que diz respeito à Ética e à Cidadania, na visão de linguagem dos estudos de Bakhtin, como interação em que as relações sociais se constituem, tendo, em vista, que a cidadania deve ser tratada, como exercício teórico-prático e se constrói no cenário das decisões políticas, econômicas e educacionais. Esta Investigação parte da hipótese de que a linguagem permeia todas as atividades da formação cidadã e se reflete, no discurso do aluno e, também, se as escolas possibilitam o desenvolvimento da cidadania, por meio dos seus discursos, materializados no Projeto Político-Pedagógico. Para demonstrar que o caráter dialógico da linguagem é fator determinante, na constituição do sujeito e que as vivências de cidadania são representadas pela interação verbal com o outro e com o mundo, a pesquisa foi realizada em três Escolas Urbanas da Rede de Ensino de Salgueiro-PE, sendo duas Escolas Públicas Estadual e Municipal e uma Escola de iniciativa privada. Justifica-se a escolha dessas escolas, para se ter uma visão mais aprofundada das diferentes percepções dos alunos, concluintes do Ensino Fundamental, considerando as diversidades socioeconômicas desses alunos e a política de gestão de cada escola. A amostra é constituída de doze sujeitos, de ambos os sexos, escolhidos pelas professoras de Língua Portuguesa e gestoras das escolas selecionadas, entre os alunos matriculados na 8 série. Para alcançar os objetivos, toma-se, como princípio metodológico, a análise qualitativa, por permitir a exploração em níveis que abrangem o contexto da linguagem e da cidadania, nos textos dos alunos, representados nas entrevistas, nos textos narrativos e argumentativos. O corpus é analisado a partir de três categorias: uma que, situada no texto da entrevista, permitiu perceber os significados de cidadania construídos no discurso do aluno e as outras duas conduziram, respectivamente a análise das produções escritas, sustentadas nos conceitos bakhtinianos de dialogismo e polifonia. Essa análise demonstrou que a linguagem é uma atividade de interação social, permeia todas as atividades de construção da cidadania e se reflete na produção textual do sujeito aluno. / This work development has been lead, through reflections that associate citizenship term meaning plurality to PCN transversality, regarding to Ethics and citizenship, to language viewpoint, in Bakhtins thought, as interaction and, even, the place where the social, rapports constitute themselves, departing from the particular view that citizenship must be dealt with as theorical-pratical exercise and is built, constructed in political, economical and educational decisions scenery. This Research departs from the hypothesis which according to that language permeates, comes throughout citizenship formation all activities and reflects itself in the pupils, students discourse and, still it this Research searches finding out whether the schools enable citizenship development, through their discourses, materialized in their PPPs Political-Pedagogical Project. In order to demonstrate, show up that language dialogical character is a decisive, determinating factor in subjects constitution and that citizenship living experiences are represented, portrayed through verbal interaction with the other one, the alter, and with the world itself, this Research was accomplished in three (3) Salgueiros-PE teaching net urban schools, being two (2) of them Public Schools States (provinces) and municipalitys ones and one (1) of them ruled by private schools net. One may justify the choice regarding to these schools, aiming at having, forming a deeper perception about Basic, Fundamental Teaching concluding students, pupils different viewpoints, considering these pupils, students social and economical diversities and every school management, administration politics. The Sample consists of twelve (12) subjects, from both the sexes, chosen by teachers on Portuguese Language and selected schools managers, administrators, among the students, pupils registered in the eighth (8) series. In order to attain these aims, one takes, as a methodological principle, the qualitative analysis, since it the above-mentioned kind of analysis-allows, permits the investigation in levels that comprehend language and citizenship context, in the pupils, students discourses, represented, portrayed in their interviews, in their narrative and argumentative texts. The corpus is analyzed in three categories. One of them, placed in the interview text, allowed, permitted perceiving the citizenship meanings, built, constructed in the pupils, students discourse. The other two ones have led, respectively, to the written productions analysis, upheld in dialogism and polyphony bakhtinian, concepts this analyses showed up that language is a social interaction activity, permeates all social participation and citizenship construction activities and is reflected in subject-pupil textual production.

Syftet med föreliggande studie är att undersöka huruvida det finns några förändringar i elevers språkbruk och hur några lärare ser på detta. De frågeställningar studien baseras på är: Hur ser gymnasielärare i svenska på elevers språkbruk i och utanför skolan? Finns det någon förändring i elevers språkbruk idag jämfört med tidigare? och Vad kan denna förändring i så fall bero på? Teoretiskt utgår studien från forskning kring språkets förändring i det moderna svenska samhället och hur vi med språkets hjälp kommunicerar på olika sätt. Vidare utgår studien från forskning kring ungdomars språkbruk och språkutveckling främst utanför men även i skolan. Den undersökningsmetod som används i denna uppsats är av kvalitativ art och består av separata semi-strukturella intervjuer med svensklärare på gymnasiet. Resultatet och analysen visar bland annat att ungdomars språkbruk hänger samman med deras identitet och är beroende av de olika situationer man befinner sig i, samt att tal- och skriftspråk närmar sig varandra allt mer. I diskussionen förekommer reflektion över det som framkommit i resultat och analys. / The purpose of the present study is to investigate whether there are any changes in the use of language among pupils and how some teachers look at this. The questions the study is based on is: How does Swedish teachers in high school look at the use of language among pupils in and outside of school? Is there any change in the language use of pupils today compared to before? and What can this change, if so, depend on? Theoretically the study is based on research on the development of language in the modern Swedish society and how we use language to communicate in different ways. Furthermore, the study is based on research on young people's use of language and language development mainly outside of but also in school. The survey method used in this essay is of qualitative character and consists of separate semi-structural interviews with Swedish teachers in high school. The results and the analysis show that young people's use of language is linked to their identity and are dependent on the various situations you are in, and that spoken and written languages are converging more and more. In the discussion there will be reflection upon what has emerged in the results and analysis.

Sociolinguists working in Northern urban areas have shown that Hispanics who come in contact with African Americans sometimes acquire features of African American vernacular English (AAVE). However, the acquisition of AAVE features by Hispanics in the South has yet to be documented. Specifically, no one has studied the kind of English that Hispanics in Texas are acquiring. The present study investigates this issue through research in an inner-city area of Dallas: Oak Cliff. During the past twenty-five years, the population of Oak Cliff has changed from a largely African American community to include a substantial number of Hispanics. Though their neighborhoods remain fairly separate, sports and gangs provide an arena for extended contact. This study investigates the extent to which AAVE grammatical features are being acquired by bilingual Hispanic adolescents who hang out with African Americans. The analysis for this paper focuses on the relationship between contact and depth of acquisition of AAVE syntactic constraints on the use the copula (is/are, be). Preliminary results show that be+V+ing as an habitual form has been incorporated into the grammar of these subjects, suggesting fundamental changes towards an AAVE grammatical system.