Newspaper reports, political policy papers, and investigations by social scientists concerning issues related to the presence of a community of migrant workers in Belgium are subjected to a systematic, pragmatic analysis. The analysis reveals an eminently coherent world of beliefs and attitudes with respect to (1) perceptions of the “other,” (2) the self-perception of majority members, (3) formulations of “the problem,” and (4) proposed solutions. This world of beliefs and attitudes is shown to be centered around stable – even if vague – notions of culture, nation and state, democracy and human rights, and around related recipes for “integration” that reveal a collective psyche profoundly troubled by the very idea of diversity in society (linguistic or otherwise). Homogeneity appears to be a strict norm for average members of Belgian society, irrespective of the specific political positions they take. (Minority politics, language and ideology, pragmatics, political rhetoric, news reporting, ethnicity)

Christian churches are central to modern social and political organization in the Pacific islands, yet little research has been conducted on their role in intrasocietal diversity in language attitudes and use. We examine church affiliation and its impact on language use, identity, and change among Kwara'ae speakers in the Solomon Islands, where intense competition for converts and the association of particular churches with modernization and development is having a significant impact on language choice and change. We show that members of different sects signal their separate identities not only through linguistic code but also through discourse patterns and nonverbal aspects of communication. The characteristics we identify are illustrated in transcripts from four speakers, and the social outcomes of these characteristics is discussed. (Ethnography of speaking, discourse analysis, nonverbal communication, language change, language attitudes, Melanesia, Solomon Islands)

The anonymous telephone public opinion survey is supposed to be invariant. Interviewers' individual linguistic styles are supposed to be suppressed. However, transcripts of interviews show that no two interviewers perform the task alike. Interviewers make changes in the scripted introduction and add unscripted answer-acknowledgments and commentary throughout the interviews, the effect of which is to point up their identities as individuals rather than merely fillers of the interviewer role. Much of the deviation can be explained by the heightened requirement for politeness in the “cold call,” for Americans one of the most egregious of interactional impositions. But no two interviewers fulfill this requirement in quite the same way. This may be because Americans value individuality in discourse, so that in order to be polite it is necessary to perform a differentiated, individual self. Such an understanding of personhood, and its linguistic ramifications, conflicts with the positivistic understanding of language on which survey research is based. In light of the amount of individual variation where one might not expect to find it, I suggest that linguists focus attention on the individual voice. (Individual variation, individual voice, interviewing, public opinion polls, survey research, politeness)

Conversational narratives of 17 Japanese children aged 5 to 9 were analyzed using stanza analysis (Gee 1985; Hymes 1982). Three distinctive features emerged: (1) the narratives are exceptionally succinct; (2) they are usually free-standing collections of three experiences; (3) stanzas almost always consist of three lines. These features reflect the basic characteristics of haiku, a commonly practiced literary form that often combines poetry and narrative, and an ancient, but still ubiquitous game called karuta, which also displays three lines of written discourse. These literacy games may explain both the extraordinary regularity of verses per stanza and the smooth acquisition of reading by a culture that practices restricted, ambiguous, oral-style discourse. The structure of Japanese children's narratives must be understood within the larger context of omoiyari “empathy” training of Japanese children. Empathy training may account for the production, comprehension, and appreciation of ambiguous discourse in Japanese society. (Cultural differences in discourse style, the relationship among oral language, literacy, and literature)

Adult–child interaction and linguistic input in relation to oral culture were investigated in 13 traditional settlements of Romāni-speaking Gypsies in Hungary. Many of the typical modifications found in the childdirected speech (CDS) register of other languages are also found in the speech addressed to children acquiring Romāni. In addition, CDS in these communities is deeply influenced by living traditions and properties of the Gypsies' oral culture. Phenomena of input language closely related to these features are, for example, a specific way of modeling dialogue to infants, the extended use of test questions, and the use of folk genres specially modified for babies and children. Early introduction of children into these ways of speaking reflects their importance for Gypsy culture and Gypsy identity. Children's games reflecting the highly creative uses of the same features of traditional oral culture are also presented. (Gypsies, Romani, child-directed speech, language acquisition, socialization, pragmatics)

Continuing a line of thought begun by Havelock and Goody, often called the “literacy thesis,” Olson has proposed in a series of articles several new ideas about how literacy may have altered human cognition to make modern scientific thinking possible. He attributes to literacy the development of explicit, autonomous prose, the ability to distinguish data from interpretation, and the growth of metalanguage, all of which are held to be essential to systematic thought. An examination of these proposals indicates that they lack sufficient evidence, coherence, and substance to support a case for any significant “cognitive consequences“ of literacy. (Literacy and cognition, orality and literacy)