Multilingual Eurovision meets plurilingual YouTube
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Steven L. Thorne
Abstract
This research examines ‘virtual linguistic landscapes’ (Ivković and Lotherington 2009) visible in user-generated YouTube.com comment fields associated with video clips of the Eurovision Song Contest. We begin by discussing contemporary sociolinguistic approaches and terminology (e.g. multi-, pluri-, polylingualism) attuned to complex phenomena in social media language contact zones. Following an application of these approaches to data, we argue that the emergence of a user-generated virtual linguistic landscape is usefully understood as a process of ‘linguascaping’ (Jaworski et al. 2003; Ivković 2012); i.e. linguistic engagements that propagate opinions, beliefs and ideological positions. As applied to YouTube comment fields, linguascaping suggests an agentive process of constructing and contesting possible ethno-linguistic identifications and power relations through semiotic resources.
Abstract
This research examines ‘virtual linguistic landscapes’ (Ivković and Lotherington 2009) visible in user-generated YouTube.com comment fields associated with video clips of the Eurovision Song Contest. We begin by discussing contemporary sociolinguistic approaches and terminology (e.g. multi-, pluri-, polylingualism) attuned to complex phenomena in social media language contact zones. Following an application of these approaches to data, we argue that the emergence of a user-generated virtual linguistic landscape is usefully understood as a process of ‘linguascaping’ (Jaworski et al. 2003; Ivković 2012); i.e. linguistic engagements that propagate opinions, beliefs and ideological positions. As applied to YouTube comment fields, linguascaping suggests an agentive process of constructing and contesting possible ethno-linguistic identifications and power relations through semiotic resources.
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
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Language practice in dialogue
- The complex nature of Language-related Episodes 25
- Navigating the language-learning classroom without previous schooling 49
- Multimodality and coordinated participation in L2 interaction 79
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Learning culture and identities through dialogue
- ‘ Tú no eres española ’ 107
- Exploring the complex nature of language and culture through intercultural dialogue 139
- Multilingual Eurovision meets plurilingual YouTube 167
-
Learning practices of communities
- Dialogic knowledge building in learning communities 195
- Artifacts, gestures and dispensable speech 221
- Changing frames in native speaker and learner talk 253
- Transnational, transcultural, translingual communities of practice in flux 287
- About the authors 307
- Index 311
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
-
Language practice in dialogue
- The complex nature of Language-related Episodes 25
- Navigating the language-learning classroom without previous schooling 49
- Multimodality and coordinated participation in L2 interaction 79
-
Learning culture and identities through dialogue
- ‘ Tú no eres española ’ 107
- Exploring the complex nature of language and culture through intercultural dialogue 139
- Multilingual Eurovision meets plurilingual YouTube 167
-
Learning practices of communities
- Dialogic knowledge building in learning communities 195
- Artifacts, gestures and dispensable speech 221
- Changing frames in native speaker and learner talk 253
- Transnational, transcultural, translingual communities of practice in flux 287
- About the authors 307
- Index 311
