Stop and go (away)sknee/nwav_aspiration_Nov6.pdf · Goldvarb X • First present stopping rates for...
Transcript of Stop and go (away)sknee/nwav_aspiration_Nov6.pdf · Goldvarb X • First present stopping rates for...
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Stop and go (away) Linguistic consequences of non-local aspirations among small-town
Newfoundland youth
Sarah Knee Gerard Van Herk Memorial University of Newfoundland
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Explaining social influences on linguistic variation
• “You talk like who you are.” – Speech community, social categories like age,
gender, class
• “You talk like who you talk to.” – Social networks, communities of practice
• “You talk like who you want to be.” – Speaker design, agency, social mobility,
performance
• Which of these matters? Depends on situation.
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Explaining social influences on linguistic variation
• “You talk like who you are.” – Speech community, social categories like age,
gender, class
• “You talk like who you talk to.” – Social networks, communities of practice
• “You talk like who you want to be.” – Speaker design, agency, social mobility,
performance
• Which of these matters? Depends on situation.
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“Who you want to be”
• Implies speaker agency • Social aspirations
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Hypotheses, predictions: “You talk like…
• “…who you are.” – Differences between categories (e.g.,
genders)
• “…who you talk to.” – Differences between social networks,
communities of practice
• “…who you want to be.” – Differences within categories and networks,
due to speaker aspiration
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Today’s question
• Can we tease out social aspiration from social categories, networks, communities?
• In other words, what happens (linguistically) when we manipulate these factors to test the hypotheses that they imply?
• Can we do that?
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Investigating speaker aspiration
• The right social situation – Meaningful social options for speakers
• “mobility” (Chambers 2003): movement across social categories is possible
• aspirations can be realized
• The right variable – Socially salient variation – Shared understanding of social options
indexed by each variant
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Situation: Newfoundland English (NE)
• Rapid social and linguistic change • Strong (and growing) local pride • Distinct and diverse local variety,
heavily implicated in identity practices • = intense sociolinguistic forces
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Variable: Interdental Stopping
• [θ] [t], [ð] [d] • widespread and well attested
phenomenon in Newfoundland English (PADDOCK, 1981, COLBOURNE, 1982, CLARKE, 1991, 1997, 2004, 2008)
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Stopping and salience
My take on NL, is I like some words that we use like I use b’y, like ‘eh b’y’, or maid. [I do that just to make fun of myself.] We’re forever sayin’ that.
But like, I don’t like it when they mispronounce ‘th’, like tree [3]. I hate that. A tree is a living thing that grows from the ground, not the number.
---Aphrodite 11 nwav39, 06/nov/10
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The Variable:
All they used to do was make fun of my accent. All the time. Especially when I’d say tree [3].
For one week straight, like ever two seconds a kid would come up to me and dey’re like: “say ‘three million, three thousand, three hundred, and thirty three’”.
And I’d be like: “ 3,003,333”. Dey’re like: “No, the way you always say it”. And I was like, kay, “tree million, tree tousand, tree hundred, and tirty tree”
---Jessica 13 nwav39, 06/nov/10
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Petty Harbour (Van Herk et al 2009)
• Young women orient toward education, StdE – limited opportunities within rural traditional
roles since decline of the fishery (1992)
• Young men split – some match the women – others maintain high rates of local traditional
forms, orient toward vernacular culture and working class occupations (92)
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But…
• These are young adults, already in workforce
• Petty Harbour has limited local (traditional) employment
• People commute to nearby urban centre for school and work
• Hard to disentangle aspiration/affiliation, experiences, social networks/CoPs
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So…
• Let’s look elsewhere
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So…
• Let’s look elsewhere • New age group • New Community
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So…
• Let’s look elsewhere • New age group: 12-16 year olds • New Community: New-Wes-Valley
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New-Wes-Valley
• Population: 2,485 (2006 CENSUS)
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New-Wes-Valley
• economy still centers around the local fishplant
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New-Wes-Valley
• the nearest shopping centre is 1h30 away by car
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New-Wes-Valley
• One school: K-12 (about 300 students)
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New-Wes-Valley: not Petty Harbour
• Local traditional employment still viable • Shared local schooling • Non-local aspirations require leaving the
community (and people do)
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Why 12-16 year olds?
• We need to talk to people who want to leave, but before they do leave
• 12-16 year olds usually can’t choose where to live (up to parents/guardians)
• But some independence • Thinking about where they want to be,
plans for after high school, etc
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Reminder of Hypotheses: “You talk like…
1. “…who you are.” 2. “…who you talk to.” 3. “…who you want to be.”
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Addressing Predictions
Who are we? – Speech community – Age
– Socioeconomic class – Sex
1. “…who you are.” 2. “…who you talk to.” 3. “…who you want to be.”
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Addressing Predictions
Who are we? – Speech community: New-Wes-Valley – Age: 12-16 year-olds
– Socioeconomic class – Sex
1. “…who you are.” 2. “…who you talk to.” 3. “…who you want to be.”
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Addressing Predictions
Who are we? – Speech community: New-Wes-Valley – Age: 12-16 years old
– Socioeconomic class – Children of working class parents
– Sex
1. “…who you are.” 2. “…who you talk to.” 3. “…who you want to be.”
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Addressing Predictions
Who are we? – Speech community: New-Wes-Valley – Age: 12-16 years old
– Socioeconomic class – Children of working class parents
– Sex: 6 male, 6 female
1. “…who you are.” 2. “…who you talk to.” 3. “…who you want to be.”
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Addressing Predictions
• Social factors held steady: – Community, Age, SES
• Social factor that varies: – Sex
PREDICTION:
DIFFERENCES WILL BE BETWEEN MALES AND FEMALES, NOT WITHIN MALES OR WITHIN FEMALES
1. “…who you are.” 2. “…who you talk to.” 3. “…who you want to be.”
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Addressing Predictions
PREDICTION: GREATER VARIATION BETWEEN PARTICIPANTS
IN DIFFERENT SOCIAL NETWORKS/COPS THAN PARTICIPANTS IN THE SAME SOCIAL NETWORK/COP
1. “…who you are.” 2. “…who you talk to.” 3. “…who you want to be.”
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Addressing Predictions
Networks/CoPs • Gabe & Kole – friends, participate in the
same activities together, share the same friends and interests
• Venus & Aphrodite – share same interests, on same sports teams, hang out inside and outside of class
• Jessica & Elizabeth – fraternal twins, raised together, involved in church together, spend most of their (free) time together
1. “…who you are.” 2. “…who you talk to.” 3. “…who you want to be.”
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Addressing Predictions
Aspirations • Education
– Trade – university – undecided
• Local vs. non local – Newfoundlanders vs. Mainlanders – Newfoundlanders vs. Come-From-Aways (CFA) – Townies (from St. John’s) vs. Baymen
PREDICTION: PARTICIPANTS WITH LIKE ASPIRATIONS SHOULD PATTERN MORE
SIMILARLY THAN PARTICIPANTS WITH UNLIKE ASPIRATIONS
1. “…who you are.” 2. “…who you talk to.” 3. “…who you want to be.”
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Hypotheses, predictions: “You talk like…
1. “…who you are.” – Differences will be between males and
females, not within males or within females 2. “…who you talk to.”
– The following pairs should pattern more similarly Gabe&Kole, Venus&Aphrodite, and Jessica&Elizabeth
3. “…who you want to be.” – Participants sharing aspirations will pattern
similarly; Differences within categories and networks
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Hypotheses, predictions: “You talk like…
1. “…who you are.” – Differences will be between males and
females, not within males or within females 2. “…who you talk to.”
– The following pairs should pattern similarly Gabe&Kole, Venus&Aphrodite, and Jessica&Elizabeth
3. “…who you want to be.” – Participants sharing aspirations will pattern
similarly; Differences within categories and networks
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Hypotheses, predictions: “You talk like…
1. “…who you are.” – Differences will be between males and
females, not within males or within females 2. “…who you talk to.”
– The following pairs should pattern similarly: Gabe&Kole, Venus&Aphrodite, and Jessica&Elizabeth
3. “…who you want to be.” – Participants sharing aspirations will pattern
similarly; Differences will be within categories and networks
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Method: Participants
• Found participants through a friend-of-my-friend method
• Interviews were: – digitally recorded – between 45mins – 2 hours long
– conducted in private homes in New-Wes-Valley, usually in a living room or kitchen
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Method: Data Extraction
• Tokens were extracted after the first 15 mins of an interview – Exception Gabe&Kole
• Type-token ratio of 5 • These types were lexical not
phonological – 5 tokens of they’re and 5 tokens of there
were kept
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Method: Data Extraction
• 4 different kinds of that were kept – Pronoun: I like that – Complementizer: I said that I wanted to
leave – Determiner: that book was terrible – Modifier: it wasn’t that quick
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Method: Data Extraction
• Contracted forms were included as the same as the non contracted form – e.g., that’s would count as that
• Exception: – if the vowel quality and syllable type was
change by the contraction, this was coded as a different word
– E.g., they’re would not count as they
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Method: Data Extraction
Exclusions • Tokens that could not be identified after
looking at a spectrogram or waveform
• Tokens that were proceeded or followed by one of the variants unless a contrast could be heard – Ex With them
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Linguistic Factors
• Place in syllable – onset – coda
• Word class (FOR ð) – lexical – Functional
• Lexical stress – stressed syllable – unstressed syllable
• Voicing – Voiced and voiceless run separately
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Social Factors
• Sex – male – female
• Local Aspiration – local (plans to live in small town NL) – non local (plans to move away)
• Educational Aspiration – university – trade – undecided
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Method: Data Analysis & Results
• All statistical analyses were done using Goldvarb X
• First present stopping rates for ð then θ • Then look at individual rates of
stopping
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Total N = 664, corrected mean .68
Education Local
uni trade undec. nonlocal local
prob .25 .52 .87 .20 .69
% 33 83 90 30 80
N 291 214 159 236 428
range 62 range 49
Rate of ð-stopping
Not significant: place in syllable, word class, lexical stress, sex 45 nwav39, 06/nov/10
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Total N = 360, corrected mean .262
Sex Education Local
female male uni trade undec. nonlocal local
prob .36 .64 .38 .45 .75 .18 .69
% 53 47 10 47 59 10 48
N 177 183 143 130 87 126 234
range 28 range 37 range 51
Rate of θ-stopping
Not significant: place in syllable, lexical stress 46 nwav39, 06/nov/10
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STATISTICALLY SIGNIFICANT
X
STATISTICALLY SIGNIFICANT
√ Results for ð-stopping Participant asp. fricative stop other total % stop
Uhura N U 56 2 0 58 3% Aphrodite N U 61 4 1 66 6% Elizabeth N U 41 17 1 59 29% Cat L U 26 32 3 61 52% Venus L U 17 40 2 59 68% Jay L T 12 34 0 46 74% Daniel N D 10 48 3 61 79% Jessica L T 10 48 3 61 79% Ken L T 9 50 4 63 79% Kole L D 4 42 1 47 89% Ty L T 5 46 0 51 90% Gabe L D 3 53 1 57 93%
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Participant asp. fricative stop other total % stop
Uhura N U 56 2 0 58 3% Aphrodite N U 61 4 1 66 6% Elizabeth N U 41 17 1 59 29% Cat L U 26 32 3 61 52% Venus L U 17 40 2 59 68% Jay L T 12 34 0 46 74% Daniel N D 10 48 3 61 79% Jessica L T 10 48 3 61 79% Ken L T 9 50 4 63 79% Kole L D 4 42 1 47 89% Ty L T 5 46 0 51 90% Gabe L D 3 53 1 57 93% *
*
Results for ð-stopping STATISTICALLY SIGNIFICANT
X
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Participant asp. fricative stop other total % stop
Uhura N U 56 2 0 58 3% Aphrodite N U 61 4 1 66 6% Elizabeth N U 41 17 1 59 29% Cat L U 26 32 3 61 52% Venus L U 17 40 2 59 68% Jay L T 12 34 0 46 74% Daniel N D 10 48 3 61 79% Jessica L T 10 48 3 61 79% Ken L T 9 50 4 63 79% Kole L D 4 42 1 47 89% Ty L T 5 46 0 51 90% Gabe L D 3 53 1 57 93%
*
*
Results for ð-stopping STATISTICALLY SIGNIFICANT
√
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Participant asp. fricative stop other total % stop
Uhura N U 56 2 0 58 3% Aphrodite N U 61 4 1 66 6% Elizabeth N U 41 17 1 59 29% Cat L U 26 32 3 61 52% Venus L U 17 40 2 59 68% Jay L T 12 34 0 46 74% Daniel N D 10 48 3 61 79% Jessica L T 10 48 3 61 79% Ken L T 9 50 4 63 79% Kole L D 4 42 1 47 89% Ty L T 5 46 0 51 90% Gabe L D 3 53 1 57 93%
*
*
Results for ð-stopping STATISTICALLY SIGNIFICANT
√
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Participant asp. fricative stop other total % stop
Aphrodite N U 32 0 2 33 0% Elizabeth N U 36 0 5 41 0% Uhura N U 26 1 1 29 3% Venus L U 16 5 6 27 19% Jessica L T 26 10 3 39 26% Cat L U 27 11 1 39 28% Daniel N D 25 12 2 39 31% Jay L T 23 14 0 37 38% Ken L T 17 14 4 35 40% Ty L T 6 26 4 36 72% Gabe L D 6 25 3 34 74% Kole L D 5 17 1 23 74%
Results for θ-stopping
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Participant asp. fricative stop other total % stop
Aphrodite N U 32 0 2 33 0% Elizabeth N U 36 0 5 41 0% Uhura N U 26 1 1 29 3% Venus L U 16 5 6 27 19% Jessica L T 26 10 3 39 26% Cat L U 27 11 1 39 28% Daniel N D 25 12 2 39 31% Jay L T 23 14 0 37 38% Ken L T 17 14 4 35 40% Ty L T 6 26 4 36 72% Gabe L D 6 25 3 34 74% Kole L D 5 17 1 23 74%
* *
Results for θ-stopping STATISTICALLY SIGNIFICANT
X
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Participant asp. fricative stop other total % stop
Aphrodite N U 32 0 2 33 0% Elizabeth N U 36 0 5 41 0% Uhura N U 26 1 1 29 3% Venus L U 16 5 6 27 19% Jessica L T 26 10 3 39 26% Cat L U 27 11 1 39 28% Daniel N D 25 12 2 39 31% Jay L T 23 14 0 37 38% Ken L T 17 14 4 35 40% Ty L T 6 26 4 36 72% Gabe L D 6 25 3 34 74% Kole L D 5 17 1 23 74%
*
*
Results for θ-stopping STATISTICALLY SIGNIFICANT
√
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Participant asp. fricative stop other total % stop
Aphrodite N U 32 0 2 33 0% Elizabeth N U 36 0 5 41 0% Uhura N U 26 1 1 29 3% Venus L U 16 5 6 27 19% Jessica L T 26 10 3 39 26% Cat L U 27 11 1 39 28% Daniel N D 25 12 2 39 31% Jay L T 23 14 0 37 38% Ken L T 17 14 4 35 40% Ty L T 6 26 4 36 72% Gabe L D 6 25 3 34 74% Kole L D 5 17 1 23 74%
*
*
Results for θ-stopping STATISTICALLY SIGNIFICANT
√
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Difference between θ and ð
• Lower rates overall of θ-stopping • Significant sex difference between θ-
stopping but not ð-stopping
• Why? – θ-stopping is more salient than ð-stopping (Van Herk et al 2009)
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Discussion
• Which predictions were borne out?
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Hypotheses, predictions: “You talk like…
1. “…who you are.” – Differences will be between males and
females, not within males or within females
2. “…who you talk to.” – The following pairs should pattern more
similarly: Ty&Ken, Venus&Aphrodite, and Jessica&Elizabeth
3. “…who you want to be.” – Participants sharing aspirations will
pattern similarly; Differences within categories and networks
ð θ
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Hypotheses, predictions: “You talk like…
1. “…who you are.” – Differences will be between males and
females, not within males or within females
2. “…who you talk to.” – The following pairs should pattern more
similarly: Ty&Ken, Venus&Aphrodite, and Jessica&Elizabeth
3. “…who you want to be.” – Participants sharing aspirations will
pattern similarly; Differences within categories and networks
X √
ð θ
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Hypotheses, predictions: “You talk like…
1. “…who you are.” – Differences will be between males and
females, not within males or within females
2. “…who you talk to.” – The following pairs should pattern more
similarly: Ty&Ken, Venus&Aphrodite, and Jessica&Elizabeth
3. “…who you want to be.” – Participants sharing aspirations will
pattern similarly; Differences within categories and networks
X √
ð θ
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Hypotheses, predictions: “You talk like…
1. “…who you are.” – Differences will be between males and
females, not within males or within females
2. “…who you talk to.” – The following pairs should pattern more
similarly: Ty&Ken, Venus&Aphrodite, and Jessica&Elizabeth
3. “…who you want to be.” – Participants sharing aspirations will
pattern similarly; Differences within categories and networks
X
X
√
ð θ
X
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Hypotheses, predictions: “You talk like…
1. “…who you are.” – Differences will be between males and
females, not within males or within females
2. “…who you talk to.” – The following pairs should pattern more
similarly: Ty&Ken, Venus&Aphrodite, and Jessica&Elizabeth
3. “…who you want to be.” – Participants sharing aspirations will
pattern similarly; Differences within categories and networks
X
X
√
ð θ
X
61 nwav39, 06/nov/10
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Hypotheses, predictions: “You talk like…
1. “…who you are.” – Differences will be between males and
females, not within males or within females
2. “…who you talk to.” – The following pairs should pattern more
similarly: Ty&Ken, Venus&Aphrodite, and Jessica&Elizabeth
3. “…who you want to be.” – Participants sharing aspirations will
pattern similarly; Differences within categories and networks
X
X
√
ð θ
X
√ √
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Discussion
• For this population and variable, we need to appeal to speaker agency
• Speakers are making decisions (whether conscious or not) about how they speak
• Their decisions to use local vs. non local features are related to their educational and local aspirations
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Discussion
• These findings suggest that personal aspirations also need to be considered when explaining sociolinguistic variation
• In accordance with previous research (ECKERT 2000, GARDNER 2010, HAZEN 2001, ITO&PRESTON 1998)
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Thanks!
SPECIAL THANKS TO: SSHRC Jennifer Thorburn, Lindsay Harding, James Bulgin, Evan Hazenberg, & Suzanne Power Participants
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Chambers, J. K. (2003). Sociolinguistic theory: linguistic variation and its social significance (2nd ed.). Oxford: Blackwell Publishers.
Clarke, S. (1991). Phonological variation and recent language change in St. John's English. In J. Cheshire (Ed.), English around the world: Sociolinguistic perspectives (p. 109-122). Cambridge University Press.
Clarke, S. (2004). Newfoundland English phonology. In B. Kortman & E. Schneider (Eds.), Handbook of varieties of English (p. 355-370). Berlin: Mouton de Gruyter.
Colbourne, W. B. (1982). A sociolinguistic study of Long Island, Notre Dame Bay, Newfoundland. Regional Language Studies, 10 , 20-21.
Eckert, Penelope. (2000). Back to the Future. Plenoquium on the Future of Sociolinguistics. NWAV 29. East Lansing: Michigan State University.
Gardner, Matt. (2010). The in-crowd and the "oat"-casts: diphthongs and identity in a Cape Breton high school. NWAV 39.
Hazen, Kirk. (2000). Identity and ethnicity in the rural south: a sociolinguistic view through past and present BE. PADS. 83. Raleigh, North Carolina: Duke University Press.
Ito, Rika and Preston, Dennis. (1998). Identity, discourse and language variation. Language and Social Psychology 17, 4, 465-483.
Paddock, H. (1981). A dialect survey of Carbonear, Newfoundland (No. 68). University of Alabama Press.
Van Herk, G., Childs, B., & Thorburn, J. (2009). Identity marking and affiliation in an urbanizing Newfoundland community. In W. Cichocki (Ed.), Papers from the 31st annual meeting of the Atlantic provinces linguistic association/actes du 31e colloque annuel de l'association de linguistique des provinces atlantiques (p. 85-94).
Williamson, M., & Cardoso, W. (2009). The social stratification of the voiced interdental in the Battery Dialect of Newfoundland. NWAV 38.
Selected References
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