Sociolinguistic variation and the public interest

Abstract

Although the disparity between sociolinguistic knowledge and popular beliefs about language diversity is well documented, little proactive attention has been given to changing public misconceptions. How can programs about linguistic diversity be presented when the prevailing public language ideology is largely fueled by the principle of linguistic subordination and interpreted in terms of a correctionist model? The approach to dialect awareness presented here is based on the underlying assumption that the public is inherently curious about language differences and that this intrigue can be transformed into public education venues. It connects the legacy of language variation to legitimate historical and cultural themes that are intrinsically interesting to the public, and assumes that the most effective and permanent education takes place when learners discover truths for themselves. It further presumes that positively framed presentations of language differences in socioculural and sociohistoical context hold a greater likelihood of being received by the public than the direct confrontation of seemingly unassailable ideologies. The presentation considers three quite different venues to exemplify engagement: (1) an extended, long-term engagement commitment in a small, historically isolated research community; (2) language documentaries in public education; and (3) the role of activist linguists on university campuses. The presentation demonstrates that the public rhetoric on linguistic diversity can, in fact, be reconciled with a linguistically informed perspective and that language-awareness programs can serve a range of audiences utilizing a variety of venues.

Keywords

• engagement
• knowledge activism
• social justice
• linguistic inequality
• public education