#sociolinguistics – Educational Sociolinguistics

Multinational Brand Names: A Sociolinguistic Perspective

Kathy

As a linguistic symbol, a brand name usually embodies the culture and image of its enterprise and contains the value of its goods. Choosing a good brand name is really significant for multinational corporations in selling products to international markets, especially in the current trend of economic globalization. In the article named Whetting Your Appetite, the authors mentioned that plenty of companies get international brand names wrong and their products’ name even becomes a laughing stock (Kelly and Zetzsche, 2012, p. 150). Then, what brand name should a multinational company choose when entering a foreign market?

In order to better answer this question, I would like to analyze some successful and well-known multinational brand names. For example, IKEA was originally composed of the initials of two founders, but it was named as “宜家”（yí jiā）in Chinese. This name came from a poem in 《诗经》(Shijing, also translated as the Book of Songs, the oldest existing collection of Chinese poetry). The original verses are “桃之夭夭，灼灼其华。之子于归，宜其室家”，which used the fruits of the peach tree and the shady branches of the peach tree to symbolize the happy marriage. This name not only referred to the classics, but also took phonetics and semantics into consideration, which has high aesthetic value. After seeing this name, Chinese people may believe that buying furniture from IKEA can make their lives more pleasant and comfortable. There is no doubt that having a good name is one of the biggest reasons that IKEA is popular in China.

Furthermore, the naming story of Coca-Cola in China also shows the characteristics that successful multinational brand names should have. When Coca-Cola first started selling its products in China, it directly transliterated the original English name, using “蝌蚪啃蜡” （kē dǒu kěn là）(“tadpoles bite the wax”) as the brand name in China, without considering its meaning and social acceptance. Thus, every time when people saw that dark beverage, they would think about that weird image. As a result, Chinese people did not pay any attention to this product. Fortunately, Coca-Cola changed its brand name into “可口可乐”（ kě kǒu kě lè）（“allowing the mouth to rejoice”）and greatly increased its sales volume in China (Kelly and Zetzsche, 2012, p. 152).

The analysis of the above examples shows that consumers’ sociolinguistic backgrounds shape their responses to brand names. A good brand name must not only be novel and unique, but also conform to the specific sociolinguistic background of the target market, as it is influenced by a variety of sociolinguistic factors, such as values, language, culture and customs, etc (Li & Shooshtari, 2003). Some strategies, such as pun, alliteration, and metaphor can be applied in brand names to stimulate the purchasing desire of consumers better.

Therefore, with international trade continues to increase year by year, the selection of multinational brand names is becoming more and more crucial in expanding international markets and boosting consumption, which acts as the bond among international consumers and companies. Corresponding, multinational companies should keep in mind that they not only have to improve their products’ quality, but also have to create a proper and novel brand name that can attract people’s attention and get the favor of local people with specific sociolinguistic characteristics. “At the very least, a good brand name can prevent consumers from putting an item back on the shelf before they even give a try (Kelly and Zetzsche, 2012, p. 152).”

Question: Have you ever encountered any brand names that contain sociolinguistic features? Do you know any brands that have different names when facing different target markets?

References

Kelly, N., & Zetzsche, J. O. (2012). Found in translation: How language shapes our lives and transforms the world. TarcherPerigee.

Li, F., & Shooshtari, N. H. (2003). Brand naming in China: Sociolinguistic implications. Multinational Business Review.

https://baike.baidu.com/item/%E8%AF%97%E7%BB%8F/168138

Dominance in Conversation: A Gendered Practice

Tia Goodhand

When examining the ways in which conversation emphasizes different language expectations depending on one’s gender, one must also observe the ways in which power dynamics manifest within language.

Van Herk (2017) defines gender as, “socially constructed identity, rather than a biological category” (p.97). Gender is a structure that is, “embedded in all institutions, actions, beliefs and desires that go along with the mapping of language use through communication, interaction and establishment of the social order” (Pakzadian & Ashoori, 2018, p.2).* This article does not consider biological sex, but rather solely markers of gender identity.

Comparing the language use of women and men, women tend to favour standard language forms because the standard is more closely associated with increased status or opportunities for them than for men (Van Herk, 2018, p.105). When examining features of conversation between women and men , “mixed gender conversations tend to be more like men’s conversations, which put women at a conversational disadvantage” (Tannen, 1990,p. 27).

https://www.dropbox.com/s/coygoev748vqrpv/Interruption%20chart%20.png?dl=0

I remember seeing this chart for the first time four years ago in my Introduction to Sociolinguistics course during my undergraduate degree. I was initially shocked by the stark ratio of interruptions and began making an active effort to observe similar instances within my daily life. The societal dominance of men can be observed through these figures. When considering the number of interruptions within an average interaction: men interrupt 96% of the time, whereas women only do 4% of the interrupting. Fewer interruptions made by women, in turn makes it difficult to maintain control of conversation subjects and the associated points of discussion (Van Herk, 2018, p.98).

"TALK" — Image retrieved copyright free from Flickr.

“Participatory dominance involves restriction of speaking rights, especially through interruption and overlap.” (Pakzadian & Ashoori, 2018, p.4)

Thinking about everyday situations that illustrate and support the data found within the table above, I immediately thought of a Jimmy Fallon interview with Dakota Johnson. In the video attached below, Jimmy prompts Dakota to share a story about her dog being sprayed by a skunk. However, as Dakota shares the story, Jimmy repeatedly interrupts Dakota until she finally says: “Aren’t you supposed to let people talk on this show?” (1.17-1.27) I re-watched the interview noting down each instance in which Jimmy interrupts Dakota in the first minute and a half of the interview, the total: 17 times. *The story continues until (3.40)

What about Non-Binary Individuals?

Considering the gender spectrum, non-binary individuals have “proposed a range of innovative pronouns that they would like other people to use when referring to them” (Van Herk, 2018, p.111). The most common pronoun used within English to accommodate those who identify as non-binary is “they/them”. “They/them” is most frequently used, as it is a pronoun already included within the English pronoun system. Additionally, the term is already used in similar situations (p.111).

As an educator, I actively seek to create a learning environment that is safe and inclusive for all students. One strategy that I implement to do so, is through preferred pronouns. At the beginning of the school year, I ask students to write down their preferred pronouns, discreetly on a post-it. I also ask questions on the post-it such as, may I refer to you using this pronoun in front of the class? To your parents? To other educators?

Reflection Questions:

Have you experienced a situation in which someone made a comment/acted in a way that perpetuated a toxic gender stereotype? How did you react?
How can we accommodate non-binary individuals as teachers and/or researchers? What is one strategy that you will actively integrate into teaching/research practices?

References:

Holmes, J., & Wilson, N. (2017). An introduction to sociolinguistics (Fifth, Ser. Learning about language). Routledge.

Pakzadian, M., & Tootkaboni, A. A. (2018). The role of gender in conversational dominance: a study of efl learners. Cogent Education, 5(1).

The Tonight Show Starring Jimmy Fallon. (2018, January 30). Dakota Johnson Was Sneaking Photos of the Stranger Things Kids at the Golden Globes. [Video]. Youtube. https://www.youtube.com/watch?v=he8KNAiJwqE&t=216s

Van Herk, G. (2018). What is sociolinguistics? 2e Chichester, West Sussex, UK: Wiley-Blackwell.

*Images retrieved copyright free from Flickr.

Language Revitalization

Tia Goodhand

The influence of language greatly shapes our culture and identity. The languages we acquire contribute to our self-definitions. However, what are the repercussions if the languages we speak become less popular due to demography, prestige, and institutional support? To what extent would our identities be affected? What measures would have to be implemented in order to avoid the loss of a language completely?

After reading chapter 13: Language as a Social Entity within the text, What is Sociolinguistics? (Van Herk, 2018) I developed a particular interest in language revitalization. While many languages are suffering from large-scale language shifts, language revitalization seeks to encourage the preservation and use of these at-risk languages.

Examining the various strategies to support and revive a language, I also read many texts about language death. Van Herk defines the death of a language as “ a complete shift in which the original is no longer used by anyone, anywhere” (p.189). Language revitalization measures strive to avoid language death at all costs. While Cornish for example is no one’s first language, efforts to promote revival have been actively implemented. Cornish lessons, language radio programs, and newspaper articles are three example mediums integrated as revival strategies (p.190).

I began to read about the language revitalization processes of languages including Maori, Navaho, Inuktitut and Welsh. As I delved deeper, I discovered, “90% of the world speaks only 100 languages-the other 6,600 are kept alive by small groups, and for a very large proportion of those languages, the number of speakers is diminishing” (Hinton, 2003, p.44) Additionally, languages that are used by a small number of individuals who possess minimal political or economic power are typically those who at risk of language death (Van Herk, 2018, p.189).

These readings prompted me to reflect upon the languages I have learned, as well as their associated societal positioning and interpreted power. I began to reflect on how my identity as an ESL teacher and speaker of French can be linked to hegemonic language values. The dominant languages that I speak, do not require language revitalization, due to societally enforced power structures. I also reflected upon my position as a second language researcher. As I analyzed the ways in which my perspective of language that has been created through a lens of language prestige, I also became aware of possible subconscious biases that may arise in my research. I must therefore critically examine my research methods, constanly searching for these nuances.

Examining the revitalization measures for Inuktituk, the financial obstacles became clear. Author of the blog post, Revitalization of Inuktitut: Using government funding to implement technology to strengthen an endangered language, Haley Blair (2019), dissects the various strategies that could be implemented within the language revitalization process of the Inuktituk. Hailey mentions that while there are many acts that strive to revitalize languages, these measures are often impeded by limitations on funding.

A short-term solution? Ms. Blair suggests researching effective ways to create online resources that will then be made widely accessible to the public. She also articulates that alongside the goal of language revitalization, these measures will create meaningful opportunities for generations to connect.

It is also important to take into account the various methods of preserving and revitalizing languages. The tools and strategies that are implemented must also align with the traditions and cultural practices of the language being revived.

Considering the preservation of European languages,

“literacy plays a key role in language maintenance and revitalization. Frisian, Irish, Welsh, Breton, Catalan, and other minority languages have long literary traditions, which helps their standing in the eyes of the world and provides avenues for artistic expression, education, and research” (p.52).

For most indigenous languages, however, “Instead, there may be important traditions of formal oratory and oral storytelling, along with ritual and ceremony that have oral components” (p.52).

Language revitalization is a multi-tiered process that is both timely and expensive. Van Herk (2008) asks the question, how should language funding be allocated? As well as, should certain languages should be labeled as a higher priority than others? (p.202). If anyone would like to share their opinions or thoughts, I would love to continue the conversation in the comments section!

For anyone interested in gaining further insight into language revitalization, April Charlo shares a personal anecdote about her language revitalization journey in the Ted Talk below.

References:

Charlo, A. (2015, March 27). Indigenous Language Revitalization. [Video]. TED. https://www.youtube.com/watch?v=6kuC_IemiCs

Blair, H. (2019, June 11). Revitalization of Inuktitut: Using government funding to implement technology to strengthen an endangered language. University of Washington.

Revitalization of Inuktitut: Using government funding to implement technology to strengthen an endangered language

Hinton, L. (2003). Language revitalization. Annual Review of Applied Linguistics, 23, 44–57.

Van Herk, G. (2018). What is sociolinguistics? 2e Chichester, West Sussex, UK: Wiley-Blackwell.

Lost and Found Connection: The Benefits of Vlogs in the Classroom

Tia Goodhand

The Covid-19 pandemic presents many changes that target all facets of society, one of the heaviest hitters being the sector of education. While the profession of teaching already requires educators to possess professional skills including flexibility, adaptability and resilience, the pandemic has required implementation of these qualities tenfold.

The newly integrated protocols drastically affect the strategies I use to support and connect with my students. As teachers shift their traditional models of instruction, interaction, and classroom environment, we are tasked with resolving new challenges that arise. The first issue I have encountered is the lack of comprehension cues caused by wearing a protective face mask. As second language learners often refer to facial expressions and gesturing to support their second language comprehension, lacking these features has presented difficulties. Secondly, I have also experienced concern regarding the limited face-to face interactions that are now a reality in the classroom, as well as the resulting possibility of students feeling of lonely or isolated due to the removal of engaging conversation activities.

Examining new modes of interaction, the implemented regulations also present feelings of loneliness among students. Reflecting on the findings within the article: Teaching During Covid-19: Teacher and Students’ Experience, researchers provide the perspectives of both students and teachers when asked about Covid-19. In the recent qualitative study conducted by Murhter and Chowdhary (2020), a small sample size is analyzed through interviews. One student shares, “The hustle and bustle of classroom learning are absent- mainly, our interactions are absent. Learning from home can be lonely for our peers. We do feel strongly isolated” (p. 32).

In order to compensative for the removal of traditional methods of connection in the classroom, I have integrated digital story telling through the use of vlogs (video logs). Vlogs are an excellent way to connect with classmates, as students find commonalities within their weekly submissions of a documented “Day in my Life” video diary. The videos act a personal journal that must include a list of specific details. While not all learning conditions permit this method of connection, the students partaking in this project are provided with borrowed I-Pads from the school. After the weekly vlogs are presented, the students are then asked to respond to 2-3 classmates in the comments section. This project allows students to share their realities daily realities with peers, while also safely following social distancing protocols. Considering the text, More Eyes on COVID-19: Perspectives from Linguistics: Pay attention to how people are talking about the pandemic in different languages, “It is the use of eye contact, gesture, facial cues, bodily posture and immediate feedback that makes our communication human” (Mesthrie, p.1, 2020). While vlogs are not presented in real time, the media form does restore many features that wearing a mask removes, such as facial cues and gesturing.

Two questions I have for readers:

1) How do you compensate for body language and physical cues that are not possible when wearing a protective face mask?

Have you used any media tools that foster learner connection?

I look forward to responding to your responses in the comments section!

References:

Mesthrie, R. (2020). More Eyes on Covid-19: Perspectives from Linguistics: Pay Attention to How People are Talking about the Pandemic in Different Languages. 7(8), 1.https://doi.org/10.17159/sajs.2020/8497

Mukhter, I., & Chowdry, R. (2020). Teaching During Covid-19: Teacher and Student’s Experience. South African Journal of Science,8(2) 25-35. https://doi.org/10.17159/sajs.2020/8497

Additional Information:

What is a Vlog?

Will We Make It?

Hannah Southwood

In What is Sociolinguistics?, Gerard Van Herk lists 10 different entities that have the power to affect languages “status and shape” (Van Herk, 2018).

Research about how we learn and speak a language has been hotly debated. Some of these have included: do we refer to language learners as monolingual, bilingual, or multilingual; what terminology should we use to define their first language; should education adopt a plurilingual and pluricultural competence (PPC) among teachers and students; and how do we deconstruct language? This is only the tip of the iceberg.

However, does any of this matter if we don’t address language learning in distance education and the use of e-tools? The corona virus fallout has exposed flaws in our education systems and continues to cause us to question how we teach and students learn. Around the world schools were forced to shut down and both teachers and students were thrown into new territory: distance learning. Schools and school boards made attempts, at varying degrees of success, making arrangements that would facilitate this new form of learning. With some exceptions, schools have not taught children from kindergarten upwards how to use technology, let alone how to use it for learning. This is critical, not only for general education, but for the preparedness of students globally (PWC, 2018).

What does this mean for language learning, specifically in K-12 Classrooms?

Sébastien Dubreil, a professor in the Department of Modern Language at Carnegie Mellon University in Pennsylvania, suggests that gaming could be an option. Dubreil and his co-instructor took their French course titled “Gaming culture and culture games” online when they went into lockdown. Dubreil’s class was already studying the use of games as they relate to culture while learning and improving their French. It isn’t such a big leap then that gaming online can accomplish the same objectives, of course with some modifications.

A university elected course is quite different from a curriculum and objectives found in the K-12 classrooms, which is where my main interests lie. A study in 2019 conducted by Entertainment Software Association, found that “70% of families had at least one child who plays video games.” (Entertainment Software Association [ESA], 2019) According to G2 and PC Mag, some of the best and most popular language learning tools in 2020 are: Rosetta Stone, Duolingo, Babbel, and Fluenze. Children and teens are using technology at an increasing frequency. Can we use these tools to meet the needs of language learners and teachers?

What I am interested in finding is whether or not these carefully constructed games could instead be used for language learning. These games also create a community of players (Pollack & Pierre-Louis, 2019) which is an important part of learning. These are topics I will explore in future posts.

Where do you see online learning and e-tools going?

Do you think these would be effective in teaching language?

Buckley, E. & Schuyler, S. (2018). Technology in US schools: Are we preparing our kids for the jobs of tomorrow? PwC. https://www.pwc.com/us/en/about-us/corporate-responsibility/library/preparing-students-for-technology-jobs.html

Dubreil, S. (2020). Using games for language learning in the age of social distancing. Foreign Language Annals, 53(2), 250-259.
https://onlinelibrary.wiley.com/doi/full/10.1111/flan.12465

Duffy, J. (2020, Sept 12). The Best Language-Learning Software for 2020. PCMag. https://www.pcmag.com/picks/the-best-language-learning-software

Entertainment Software Association. (2019). Essential Facts About the Computer and Video Game Industry. https://www.theesa.com/wp-content/uploads/2019/05/2019-Essential-Facts-About-the-Computer-and-Video-Game-Industry.pdf

G2. Best Language Learning Software. https://www.g2.com/categories/language-learning

Plass, J. L., Mayer, R. E., & Homer, B. D. (Eds.). (2019). Handbook of game-based learning. MIT Press. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2350985

Pollack, S., & Pierre-Louis, S. (2019, Dec 10). Video games are transforming how we communicate with each other – and they could fix a range of other global issues too. World Economic Forum. https://www.weforum.org/agenda/2019/12/video-games-culture-impact-on-society/