Language, Social Media and Ideologies: Translingual Englishes, Facebook and Authenticities

91 Pages·2020·2.603 MB·

by  Sender Dovchin

SPRINGER BRIEFS IN LINGUISTICS
Sender Dovchin
Language, Social
Media and
Ideologies
Translingual
Englishes, Facebook
and Authenticities
123
SpringerBriefs in Linguistics
More information about this series at http://www.springer.com/series/11940
Sender Dovchin
Language, Social Media
and Ideologies
Translingual Englishes, Facebook
and Authenticities
123
Sender Dovchin
Schoolof Education
Curtin University
Perth, WA,Australia
ISSN 2197-0009 ISSN 2197-0017 (electronic)
SpringerBriefs inLinguistics
ISBN978-3-030-26138-2 ISBN978-3-030-26139-9 (eBook)
https://doi.org/10.1007/978-3-030-26139-9
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Acknowledgements
I am grateful to the Japan Society for the Promotion of Science: (grant number
17K13504) and Australian Research Council (ARC): (grant number DE180100-
118) for funding this research project. This book would not have been possible
withoutthevaluableinputofmyresearchparticipants—thestudentsattheNational
University of Mongolia and the University of Aizu, Japan. I also want to express
thankstomyEditoratSpringer,NickMelchior,andthewholeeditorialteam.Iwant
tothankthetwoanonymousreviewersoftheproposalandthecompletedraftofthe
manuscript. My sincere gratitude goes to my colleagues at Curtin University:
Rhonda Oliver, Alan Dench, Tim Pitman, Michele Willson, Rod Ellis, Toni
Dobinson, Paul Mercieca, Julian Chen, Qian Gong, Grace Zhang, Craig Lambert,
Paul Gardner, Tatiana Bogachenko, Hiroshi Hasegawa, Sonja Kuzich, Yvonne
Sawers, and Samantha Owen. My heartfelt thanks go to my colleagues at the
University of Aizu, Japan: Ian Wilson, John Blake, John Brine, Younghyon Heo,
Emiko Kaneko, the late Yosuke Kira, Allan Nicholas, Merissa Ocampo, Jeremy
Perkins, Kim Rockell, Debopriyo Roy, Arifumi Saito, Takako Yasuta, and Ai
Inabayashi.Specialthankstomycolleagues,whohavedirectlyandindirectlycon-
tributedtothesuccessfulcompletionofthisbook:AlastairPennycook,MaxSpotti,
Jan Blommaert, Suresh Canagarajah, Li Wei, Shaila Sultana, Emi Otsuji, Tyler
Barrett, Marco Jacquemet, and Jerry Won Lee. I want to dedicate this book to my
family:tothelovingmemoryofmybelovedmotherErdenechimegPerliijantsan,my
father Prof. Dovchin Yondon, my son Wilson Dovchin Dring, my sister Ulemj
Dovchin,andmybrother-in-lawMaxSchönfisch.
Lastly, I am thankful to publishers who have allowed me to use some data and
discussionswhichcameoutearlierasarticlesandchapters.Thisbookisderivedin
part from the articles/chapters published in:
v
vi Acknowledgements
Dovchin, S. (forthcoming). Inverted youth language in Mongolia as macroscopic
and microscopic chronotopes. In J. Swanenberg and S. Kroon (Eds.),
Chronotopic Identity Work. Multilingual Matters.
Dovchin,S.(2015).Language,multipleauthenticitiesandsocialmedia:Theonline
language practices of university students in Mongolia. Journal of
Sociolinguistics, 19 (4), 437–459.
Dovchin, S. (2017). The transcultural role of English in the linguascape of EFL
universitystudentsinMongolia.InT.BarrettandM.Fellin(Eds.),Transcultural
Flows in English Language Education in Asia (pp. 15–33). Lanham, MD:
Lexington books.
Abstract
Thisbookseeks tocontributetothecritical appliedlinguistics byinvestigatingthe
dynamic role of English on social media, focusing on EFL university students in
East Asia—Mongolia and Japan. Drawing on sets of Facebook data, this book
primarily emphasizes that the presence of English on social media should be
understood as ‘translingual’ not only due to its multiple recombinations of
resources, genres, modes, styles, and repertories but also due to its direct connec-
tions with a broader sociocultural, historical, and ideological meanings. Secondly,
EFL university students metalinguistically claim multiple ideologies of linguistic
authenticities intermsof their usage of ‘translingual Englishes’on socialmedia as
opposed to other colliding language ideologies such as linguistic purity and lin-
guistic dystopia. The question of how they reclaim the notion of linguistic
authenticity, however, profoundly differs, depending on their own often diverse
criteria, identities, beliefs, and ideas. This shows that mixing and mingling at its
verycore,theexistenceof‘translingualEnglishes’onsocialmediaprovidesuswith
asignificantviewtoaccommodatethemultiplecoexistenceandmultipleoriginsof
authenticity in the increasingly interconnected world. This book concludes the
possibility of applying the ideas of ‘translingual Englishes’ on social media in
critical EFL classroom settings, in their careful re-assessment of the complexity of
contemporary linguistic experiences and beliefs of their EFL learners.
vii
Contents
1 Peripheralized Englishes, Social Media and (In)Authenticity . . . . . . 1
1.1 The Standard English and the Ideologies of Authenticity . . . . . . . 4
1.2 Overview of the Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2 Translingual Englishes and the Global Spread of Authenticity. . . . . 11
2.1 ‘Hey, Maccasdahuu?’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.2 Translingual Englishes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.3 The Global Spread of Authenticity . . . . . . . . . . . . . . . . . . . . . . . 17
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
3 Synchronous and Asynchronous Participants of Facebook . . . . . . . . 23
3.1 Transtextuality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
4 African American Vernacular English, Hip-Hop and ‘Keepin’
It Real’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
4.1 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
5 Heavy Englishes and the Enactment of Authentic Self . . . . . . . . . . . 39
5.1 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
6 Inverted Englishes, ‘In-Group’ Talks and Authenticity . . . . . . . . . . 45
6.1 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
7 ‘Ghost Englishes’, Realness, Native Speakerism,
and Authenticity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
7.1 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
ix
x Contents
8 Idiomatic Englishes, Onomatopes, Authenticities . . . . . . . . . . . . . . . 65
8.1 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
9 Translingual Englishes, Social Media, Language Ideologies,
Critical Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
9.1 Translingual Englishes and Social Media. . . . . . . . . . . . . . . . . . . 75
9.2 Translingual Englishes and the Language Ideologies
of Authenticities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
9.3 Translingual Englishes, Social Media and Critical Pedagogy. . . . . 78
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82