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“It’s more fashionable to speak it badly”: indexicality and metasemiotic awareness among users of English from the Spanish-speaking world

  • Sonia Morán Panero

    Sonia Morán Panero is a Lecturer in Applied Linguistics at the University of Southampton (UK). Her area of expertise includes the sociolinguistics of ELF and the spread of English and Spanish as global languages. Her PhD study was shortlisted for the Joshua A. Fishman Award for best doctoral thesis on an aspect of the sociology of language in 2018. Among her latest publications is the chapter ‘Global languages and lingua franca communication’ in the 2018 Routledge Handbook of English as a Lingua Franca.

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Published/Copyright: December 10, 2019
Journal of English as a Lingua Franca
From the journal Journal of English as a Lingua Franca Volume 8 Issue 2

Abstract

As ELF scholars warn us against treating linguistic productions of “non-native” English speakers as “errors” when they are sociolinguistically driven variation, it is necessary to investigate how speakers in Expanding Circle settings conceptualise, label and experience such uses themselves. This paper reports a qualitative study of the metalinguistic and evaluative practices of university students in Chile, Mexico and Spain. It explores how they ascribe (un)desirable meanings to different ways of speaking English as an additional language (i. e. indexical relations), whether these symbolic associations are seen to influence students’ own linguistic use, and the extent to which such indexical relations are theorised as inherent in language form or as symbolic and negotiable (i. e. metasemiotic awareness). The analysis of more than 53 hours of elicited interview talk reveals a complex web of available social meaning relations and multidirectional accounts of the effects that such meanings have on students’ linguistic and semiotic practices. Although many students display awareness of the contextual variability of social meaning-making processes (Coupland. 2007. Style: Language variation and identity. Cambridge: Cambridge University Press), only a minority were able to directly challenge dominant indexical associations and stereotypical trait attributions. The findings underscore the need for English language teachers to understand their students’ semiotic goals and interpretative repertoires, firstly to avoid discriminating against sociolinguistically motivated variation in students’ English use and secondly, to provide them with additional tools to negotiate their position as speakers of English as an additional language. The paper also reflects on the implications that these findings have for how we explain variation and attitudinal ambivalence in ELF research.

Resumen

Dado que el estudio del inglés como lengua franca (ELF por sus siglas en inglés) nos alerta contra la penalización de variación sociolingüística producida por hablantes ‘no-nativos’ del inglés, es necesario entender cómo usos que tradicionalmente han sido mal-llamado ‘errores’ en contextos del Círculo Externo son conceptualizados, catalogados y evaluados por dichos hablantes. Este artículo presenta una investigación cualitativa de las prácticas metalingüísticas y evaluativas de estudiantes universitarios de Chile, México y España. El estudio establece las formas en las que los estudiantes asignan significados (no) deseados a diferentes formas de hablar el inglés como lengua adicional (i. e. associaciones de indicialidad), explora si estas asociaciones simbólicas parecen influir en comportamientos lingüísticos de estos hablantes, e investiga el punto hasta que asociaciones de indicialidad son conceptualizadas como inherentes a ciertos usos del inglés o como simbólicas y negociables (i. e. conciencia metasemiótica). El análisis de más de 53 horas de entrevistas revela una compleja red de evaluaciones semióticas disponibles y la multidireccionalidad de los efectos que dichos significados parecen tener en las prácticas lingüísticas de los estudiantes. Aunque muchos estudiantes demuestran tener conciencia de la variabilidad contextual en los procesos de semiotización identificados (Coupland. 2007. Style: Language variation and identity. Cambridge: Cambridge University Press), solamente una minoría cuestiona asociaciones de indicialidad dominantes entre atribuciones esterotípicas de personalidad o competencia y usos ‘no-nativos’ del inglés. Los resultados ponen de manifiesto la necesidad que tienen los profesores de inglés de comprender los objetivos semióticos de sus estudiantes para a) evitar discriminar usos motivados por procesos de identificación y b), para proveer a sus estudiantes de herramientas con las que negociar su propria posición como hablantes del inglés como lengua adicional. El artículo también reflexiona sobre cómo estos resultados pueden transformar las explicaciones ofrecidas por investigadores de ELF sobre procesos de variación y de ambivalencia atitudinal observados entre estos hablantes del idioma.

Keywords: language perceptions; social meaning making; indexicality; metasemiotic awareness; Spanish-speaking contexts; users of English as an additional language
Palabras clave: percepciones lingüísticas; procesos semióticos; indicialidad; conciencia metasemiótica; contextos hispanohablantes; usuarios del inglés como lengua adicional

Funding statement: The research presented in this article was funded by the ESRC.

About the author

Sonia Morán Panero

Sonia Morán Panero is a Lecturer in Applied Linguistics at the University of Southampton (UK). Her area of expertise includes the sociolinguistics of ELF and the spread of English and Spanish as global languages. Her PhD study was shortlisted for the Joshua A. Fishman Award for best doctoral thesis on an aspect of the sociology of language in 2018. Among her latest publications is the chapter ‘Global languages and lingua franca communication’ in the 2018 Routledge Handbook of English as a Lingua Franca.

Acknowledgements

My most sincere gratitude goes to colleagues who kindly offered feedback on earlier drafts of this article. The input provided by Jennifer Jenkins, Will Baker and Laura Dominguez was particularly valuable, as were the perceptive comments of the blind reviewers of the journal. Any shortcomings in the paper are just my own.

Appendix

A Transcription conventions

Adapted from VOICE Project (2007).
xxxxUnintelligible speech.
(perceived speech)Unclear/guessed speech.
CAPitalsEmphasis.
* between stars *Utterances which are noticeably quieter than surrounding speech.
Elongation::Noticeable elongation in word utterance with approximate length marked by repeated colon symbol.
(.)Short pause (1 second or below).
(6)Longer pause in approximate seconds.
?Rising intonation (question-like).
@@@Laughter.
<@speech@>Speech uttered whilst laughing.
{researcher’s information}Additional information provided by researcher.
[…]Indicates that some data has been edited out due to not being key for the discussion of that particular extract.
in boldItem(s) highlighted by researcher

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Published Online: 2019-12-10
Published in Print: 2019-11-18

© 2019 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Articles
  3. Communication strategies and co-construction of meaning in ELF: Drawing on “Multilingual Resource Pools”
  4. Systematicity in linguistic feature selection: Repair sequences and subsequent accommodation
  5. Becoming BELF users: the learning process of business users of English and its conceptualization
  6. The practicality of ELF-informed teaching: Attitudes and perceptions of Chinese business English teachers
  7. “It’s more fashionable to speak it badly”: indexicality and metasemiotic awareness among users of English from the Spanish-speaking world
  8. Commentary
  9. Doing justice to ELF in ELT: comments on Toh (2016)
  10. Book Reviews
  11. Sifakis, Nicos C. Natasha Tsantila: English as a Lingua Franca for EFL Contexts (New Perspectives on Language and Education)
  12. Martínez-Rubió, Xavier: Contextualising English as a Lingua Franca: From Data to Insights
  13. Turner, Joan: On Writtenness: The Cultural Politics of Academic Writing
https://doi.org/10.1515/jelf-2019-2021
Keywords for this article
language perceptions; social meaning making; indexicality; metasemiotic awareness; Spanish-speaking contexts; users of English as an additional language

Articles in the same Issue

  1. Frontmatter
  2. Articles
  3. Communication strategies and co-construction of meaning in ELF: Drawing on “Multilingual Resource Pools”
  4. Systematicity in linguistic feature selection: Repair sequences and subsequent accommodation
  5. Becoming BELF users: the learning process of business users of English and its conceptualization
  6. The practicality of ELF-informed teaching: Attitudes and perceptions of Chinese business English teachers
  7. “It’s more fashionable to speak it badly”: indexicality and metasemiotic awareness among users of English from the Spanish-speaking world
  8. Commentary
  9. Doing justice to ELF in ELT: comments on Toh (2016)
  10. Book Reviews
  11. Sifakis, Nicos C. Natasha Tsantila: English as a Lingua Franca for EFL Contexts (New Perspectives on Language and Education)
  12. Martínez-Rubió, Xavier: Contextualising English as a Lingua Franca: From Data to Insights
  13. Turner, Joan: On Writtenness: The Cultural Politics of Academic Writing
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