A synchronic lexical study of the Ede language continuum of West Africa: The effects of different similarity judgment criteria

In the context of a synchronic lexical study of the Ede varieties of West Africa, this paper investigates whether the use of different criteria sets to judge the similarity of lexical features in different language varieties yields matching conclusions regarding the relative relationships and clustering of the investigated varieties and thus leads to similar recommendations for further sociolinguistic research. Word lists elicited in 28 Ede varieties were analyzed with the inspection method. To explore the effects of different similarity judgment criteria, two different similarity judgment criteria sets were applied to the elicited data to identify similar lexical items. The quantification of these similarity decisions led to the computation of two similarity matrices which were subsequently analyzed by means of correlation analysis and multidimensional scaling. The findings of this analysis suggest compatible conclusions regarding the relative relationships and clustering of the investigated Ede varieties. However, the matching clustering results do not necessarily lead to the same recommendations for more in-depth sociolinguistic research, when interpreted in terms of an absolute lexical similarity threshold. The indicated ambiguities suggest the usefulness of focusing on the relative, rather than absolute in establishing recommendations for further sociolinguistic research.

CMC among multilingual students of English for academic purposes: linguistic and sociolinguistic communicative factors in online written responses

The present study examines linguistic and sociolinguistic factors in a Web-enhanced

Language use at home and performance in English composition in multilingual Ghana

Ghana has witnessed a recurrent debate on the usefulness of indigenous Ghanaian languages in childhood education. It is assumed that using the mother tongue as a Medium of Instruction (MOI) during the early years improves children’s ability to acquire knowledge and other languages. Not everybody subscribes to this view though. There are those who feel that a solid start in English offers children a better chance of succeeding in school and in their careers. Presently, some parents who subscribe to the latter view have taken the extra step of stopping the use of indigenous Ghanaian languages at home. This paper presents the results of our investigation into whether the home language practices of Ghanaian students have any impact on their performance in English written argumentative discourse. The results are based on an analysis of an assigned essay of 92 students from one of Ghana’s best senior high schools. We then correlated their per¬formance with responses they gave to a questionnaire interrogating their background and language use at home. While some speak the native language at home, others grew up speaking exclusively English. We show that students who combine English and native Ghanaian languages at home performed better than those who used only English or only Ghanaian languages.