Liverpool English, commonly known as ‘Scouse’, is often reported to be a low prestige variety of English. Despite its low prestige, it has been suggested that Scouse has displaced the traditional variety of the neighbouring Wirral peninsula. To this end, this study's objective was to investigate whether Liverpool and Wirral speech differ from one another as revealed through both an ultrasound and acoustic analysis of the lateral phoneme in teenage speech. The acoustic results showed that, surprisingly, teenagers from both Liverpool and the Wirral produced clear onset and dark coda laterals. Interestingly, the ultrasound findings revealed that both Liverpool and Wirral males displayed a preference for ‘less standard’ velarisation as a darkening mechanism, whilst females showed a preference for ‘more standard’ pharyngealisation. Differences between these darkening strategies were only evident through the ultrasound analysis. Therefore, in general, our findings showed that covert articulatory variation was evident between male and female adolescent speakers on the Wirral and in Liverpool.

This paper analyses (t)-glottaling – the replacement of /t/ with the glottal stop [Ɂ] – in word-final position (e.g. that). This variable has been largely explored in relation to the following phonological environment, which is commonly divided into three main contexts: pre-consonantal (e.g. that man), pre-vocalic (e.g. that apple) and pre-pausal (e.g. what?). However, little research has been carried out on the preceding phonological context. This paper aims at expanding the usual limited set of constraints employed for (t) by considering both following and preceding phonological environments. Data was collected in three East Anglian communities (Colchester, Ipswich, and Norwich) from 36 participants, stratified by age, social class, and sex. Results show that (a) the preceding phonological environment plays a remarkable role, with vowels and nasals favouring glottalled variants, and (b) that (t)-glottaling has nearly completed its social change word-finally in spontaneous speech.

This paper investigates the use of English within the linguistic landscape of Luang Prabang through a combination of photographs and interviews. Specifically, we examine the characteristics of English in the linguistic landscape of Luang Prabang, the roles played by English, and the perceptions of merchants and consumers towards it. The study finds that: first, English is frequently used alongside Lao, particularly in bilingual signs, and it is also used alongside other languages within multilingual sign combinations. English predominantly appears in areas heavily frequented by consumers, where it is utilized for economic benefit. Second, English primarily fulfills the following roles in the linguistic landscape: cultural heritage bearer, tourism information provider, cultural exchange facilitator, economic opportunities creator, educational resource provider, and international image broadcaster. Third, shop owners and consumers generally express satisfaction with the presence of English in Luang Prabang's linguistic landscape, believing that English promotes economic development, cultural exchange, and brand establishment. However, some interviewees also highlight shortcomings, such as concerns over traditional culture and unfriendliness towards non-native English speakers. This study underscores the pivotal role of English in bridging cultural and economic divides in Luang Prabang, offering insights for policymakers on language policy and tourism management.

This study investigated whether nonnative speakers of English would be able to identify the meanings of ambiguous English noun-noun compounds, focusing on semantic relation between the modifier and head. English noun-noun compounds with varying degrees of ambiguity were selected through an analysis of contexts from COCA. The participants were two groups of college students, who were natives peakers of Arabic (n = 20) and Chinese (n = 20). The participants thought-aloud the meanings (more common vs. less common) of the English noun-noun compounds shown in the contexts. The overall accuracy was comparable between the groups, but by-item accuracy showed some differences in the meanings the groups identified more accurately.

This study aims to uncover the dynamics of the evolution of English in Rwanda, using Schneider's (2007) Dynamic Model. Even though Rwanda has had no history of British colonial rule or that of any other Anglophone country, it currently presents a situation of a non-postcolonial environment where English plays a preponderant role on a par with many dimensions of the status of English in Outer Circle counties such as Uganda or Ghana. Despite the fact that the Dynamic Model was primarily meant to account for the evolution of English in postcolonial environments, its applicability (with a few caveats) to the current linguistic situation in Rwanda provides a robust articulation of the trajectorial development of English in this country.

This paper aims to demonstrate that robust is currently undergoing a semantic shift, transforming itself into a quasi-intensifier of nouns, conveying positive evaluative meanings. The etymology and semantic development of robust is traced using information from the Oxford English Dictionary Online. In addition, examples from the British National Corpus up to the 1990's are used to analyse the semantic development of robust and to examine the origins of the intensifying or evaluative use of robust. It is argued that there are several patterns in the usage examples where robust behaves like a quasi-intensifier: involving noun gradability, repetition of adjectives and modal meaning of nouns. The final means of intensification is evaluative uses, where there is a multi-layered positive nuance that can be read into robust, making robust a versatile term. While the evaluative role of intensifiers has not been discussed in detail in previous studies, the present study shows that the language users often add positive evaluative meanings to their remarks, which can often be tantamount to an intensification.

This article identifies factors that affect local dialect recognition in the north of the East Midlands, England. Central to the argument is the local belief in a ‘scale of northern-ness’: the general impression that accent moves geographically across the East Midlands, transitioning gradually southwards from northern to southern English. This theory bears similarities with Upton's description of the Midlands region as a ‘transition zone’ (2012, 267). Two dialect recognition tasks were completed by three age groups of respondents based primarily in Chesterfield, North East Derbyshire. The results indicate that Sheffield voices were the most recognisable to the Chesterfield audience, perhaps because they differed from the East Midland voices in the sample. Respondents' ‘dialect image’ (Inoue 1999, 162) of East Midland voices led to some errors being made, with the key belief in the north of this region that ‘north is better’.

In reply to a recent article in English Today by David Li, it is pointed out that the use of a noun as a premodifier rather than an adjective appears to be increasing in English, perhaps particularly in the area of sports. The Australia team seems to be gaining ground at the expense of the Australian team, for example. Just why this should be happening is obscure, but multiple factors appear to be involved in the change. There are also instances where the change appears to be blocked.

True crime podcasts are one of the most popular products in the landscape of media production: whether professionally produced or the fruit of amateur work, they rank highly in different charts, with a variety of topics and approaches. This article aims at starting the research on the kind of language these podcasts (might) have in common, with a particular interest in the features that might be found in so-called ‘amateur’ podcasts, which tend to have a more flexible, and colloquial, style and register. In particular, the research has focused on a sample podcast and on two representative episodes, which have been transcribed and analysed, in order to obtain an initial corpus of typical discourse markers. The focus has been specifically on pragmatic markers such as right, you know and other typical interjections of spoken interactions, which identify the register as spoken and colloquial. By using two corpus tools, the study has been able to highlight the frequency of these markers and their typical use in collocation.

Market-driven neoliberal ideology advocates for the adoption of English as the common business language by multinational companies; however, this often clashes with multilingual realities. This study explores how neoliberal ideologies have made English a catalyst for language-related conflicts within language management across various stages at a Shanghai-based subsidiary of a German multinational corporation. Data for this research was gathered via a seven-month ethnographic study and includes analysis of publicly accessible documents from the company's website, meeting transcripts, ethnographic notes, and semi-structured interviews with five local employees. Qualitative data analysis identified conflicts in the company's recruitment process, daily business communication, and language support services. Conflicting language management created communicative barriers and limited local employees’ engagement in the company's business affairs. Through a neoliberal lens, the findings highlight that when neoliberal English dominance encounters multilingual realities, the latter may undermine the efficiency and profitability central to neoliberal objectives. It is concluded that a reinterpreting of the neoliberal agenda is important for both policy makers and local employees to reconfigure neoliberal subjectivity, alongside measures to empower local employees’ linguistic and epistemic resources to facilitate their full participation in corporate affairs.

This paper surveys studies that explore the experiences of multilingual English teachers (MET) teaching English to learners from the Eastern part of Asia (China, Japan, Korea, and Thailand). By MET, I refer to teachers who speak English as one of their multilingual repertoires and teach English to students from different linguistic backgrounds than their own (Galloway 2014). Studies have recently shown that Outer Circle has been establishing a role in providing English education to Expanding Circle learners. Moreover, it is also becoming common for teachers from Expanding Circle to cross national borders in order to teach English in another Expanding Circle country. This paper reviews studies specifically addressing those teachers and identifies three contact zones: (a) study abroad programs in Asian Outer Circle; (b) EFL classrooms; and (c) digital space. As there are some distinctive characteristics pertaining to different contact zones, I first briefly review the previous studies by each zone, followed by a synthesis of the research findings with a focus on how environment influences teachers' experiences based on the lens of intersectionality and situated power dynamics. Then, I conclude the review by discussing the problematic nature of treating this unique teacher population as pseudo-native speakers from a pedagogical perspective.

This article examines recent developments in English language education in Vietnam, contextualising them within contemporary sociopolitical and cultural discourses. It begins by tracing the historical emergence and evolution of English in Vietnam before examining its role in the education system. The article then critically discusses Project 2020, Vietnam's largest language education initiative, and its profound impact on the country's language education landscape. Finally, it presents three notable trends significantly shaped by Project 2020: the increasing prevalence of IELTS preparation, the rise of second-career language teachers, and the emergence of communities of practice for English teachers.

This study reflects on Japan's language policy, focusing on the government‑led proposals implemented in 2006, which suggested replacing loanwords with Japanese equivalents, known as Gairaigo Iikae Teian ‘proposals for replacing loanwords’. By investigating English loanwords, this article explores the impact of English on Japanese vocabulary, while providing insights into the practical implementation of the government-led language policy in Japan for a broader global audience. It also clarifies that the objective of the proposals was not to strictly regulate the use of English loanwords but to offer suggestions, with replacement as one strategy to improve communication, especially when disseminating information through government agencies and media organisations. Through a quantitative investigation on the usage of English loanwords in the media, the results reveal that the overall number of media articles containing the loanwords in the proposed list has increased over the last 30 years. The findings also confirm that loanwords and their Japanese equivalents are not in competition, with one replacing the other. Instead, their usage exhibits a parallel trend in both frequency and increase rates.

Neoliberal forces have increased the use of English as a medium of instruction (MOI) in higher education globally. The status of English has shifted from being a curricular subject to the primary language of instruction, particularly in private higher education institutions. Drawing on Baldauf (2006), Kaplan and Baldauf (2003), and Spolsky (2009), and conducting a multi-level policy document analysis, this study set out to investigate the use of English as an MOI in Bangladeshi higher education. At the macro level, we analysed language-related policy documents, such as the National Education Policy (NEP), the Bangladesh National Qualifications Framework (BNQF), and University Grant Commission (UGC) policies. At the meso level, we examined various publicly available policy documents of a private university, including MOI statements, purpose and vision statements, admission requirements, curriculum, assessment, textbook recommendations, and advertisements for faculty positions. The findings revealed that while macro-level MOI policies are left open for meso-level interpretation, private universities have adopted an MOI policy that shifted from a nationalist Bangla-only ideology to a neoliberal English-only one, as evidenced in their practices and management initiatives. This shift has essentially served a covert colonial agenda under the guise of internationalisation and adoption of the American higher education model.