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Studying in a 'multilingual university' at home or abroad: perspectives of home and international students in the Basque Country, Catalonia and Wales
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International universities and implications for minority languages: views from university students in Catalonia and Wales
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Language policies and practices in the internationalisation of higher education on the European margins: an introduction
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Internacionalización y multilingüismo en universidades en contextos bilingües: algunos resultados de un proyecto de investigación
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Multilingual policies and practices of universities in three bilingual regions in Europe
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Internationalisation and the place of minority languages in universities in three European bilingual contexts: a comparison of student perspectives in the Basque Country, Catalonia and Wales
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Teenagers' perceptions of communication and "good communication" with peers, young adults, and older adults
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Linguistic Landscapes, Discursive Frames and Metacultural Performance: The Case of Welsh Patagonia
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Age-category boundaries and social identity strategies: Moving the goalposts
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Diasporic ethnolinguistic subjectivities: Patagonia, North America, and Wales
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Attitudes in Japan and China towards Australian, Canadian, New Zealand, UK and US Englishes
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Looking forward and looking back: Young adults’ and teenagers’ reports of their communication experiences with peers and age ‘outgroups’
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What does the word 'globalisation' mean to you? Comparative perceptions and evaluations in Australia, New Zealand, the USA and the UK
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Imagining Wales and the Welsh language: Ethnolinguistic subjectivities and demographic flow
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Conceptual accent evaluation: thirty years of accent prejudice in the UK
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Abstract:
This paper contrasts findings from a new survey of 5010 informants from across the UK, conducted in collaboration with the BBC, with the findings of Giles's (1970) influential study of the social evaluation of some of the major English accents relevant to the UK. Despite differences in the designs of the two studies, this comparison allows us to assess whether any general ideological and sociolinguistic-evaluative shifts have occurred in the intervening period. While some interesting differences emerge, the new findings generally show a remarkable similarity with those of Giles. We argue that the best explanation for this attitudinal consistency lies in processes of social categorisation and varietal labelling themselves, which are ingrained in the ‘conceptual’ approach that both studies have adopted. Conceptual accent evaluation arguably taps into deeply conservative ideologies of language, obscuring socio-psychological shifts over time and contextual effects.
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URL: https://doi.org/10.1080/03740463.2005.10416087 http://orca.cf.ac.uk/96108/
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