Young Colou eds’ implici a i udes
owa ds wo his o ically Whi e English
accen s in he Sou h A ican con ex : A
case s udy
Ped o Ál a ez-Mosque a
Uni e si y o Salamanca / Uni e si y o Sou h A ica
This s udy explo es he implici language a i udes o a sample o 84 young
Colou ed Sou h A icans owa ds wo his o ically Whi e accen s in he
coun y: he S anda d Sou h A ican English accen and A ikaans-accen ed
English. In o de o shed ligh on he ole o language in he p ocess o
social ca ego iza ion among he younge gene a ions, I p esen a mixed-
me hodological app oach ha in es iga es he in e ela ion be ween he
esul s o an Implici Associa ion Tes (IAT) owa ds he wo selec ed
accen s and he pa icipan s’ linguis ic backg ound, language exposu e, and
social dis ance le els. Wi hin he a ge demog aphic, he da a con i m he
exis ence o an o e all posi i e implici a i ude owa ds S anda d Sou h
A ican English, al hough posi i e a i udes owa ds A ikaans-accen ed
English we e no uncommon. Co ela ions be ween IAT e ec and he
a iables “social dis ance le els wi h Whi es” and “places o esidence”
p o ide po en ial explana ions and aluable sociolinguis ic in o ma ion
abou he language dynamics in his di e se e hnic g oup.
Keywo ds: Sou h A ican English, language a i udes, Implici Associa ion
Tes , Colou ed Sou h A icans, social dis ance, accen s
Ál a ez-Mosque a, Ped o (2019). Young Colou eds’ implici a i udes owa ds wo his o ically
Whi e English accen s in he Sou h A ican con ex : A case s udy. English Wo ld-Wide, 40 (3):
325-344.
2 Ped o Ál a ez-Mosque a
1. In oduc ion
The s udy o language a i udes in Sou h A ica, a mul ilingual coun y whe e
English is conside ed one o he main lingua anca in many social con ex s (De
Kle k 1996; Dye s 2000, 2004; Kamwangamalu 2003; Mes h ie 2006), is slowly
ecei ing academic a en ion. As a o me ly Whi e/colonising language ( oge he
wi h A ikaans), he cu en highe s a us o English is una oidably in luenced by
he his o ical and cu en social dynamics o he popula ion (Kamwangamalu
2003; G een ield 2010), which is o icially composed o Blacks (79.2 pe cen ),
Colou eds (8.9 pe cen ), Whi es (8.9 pe cen ), and Indians (2.5 pe cen ) (“Census
2011”). In his ega d, Pain e and Dixon (2013) highligh ed he impo ance o
conduc ing esea ch on language a i udes ac oss he majo e hnic g oups in Sou h
A ica since hey play a signi ican ole in he p ocess o social ca ego isa ion and
his is especially impo an in p esen imes whe e acial disc imina ion is being
ep oduced in ine ways (Pain e and Dixon 2013: 109). The e o e, due o he
dominan posi ion o English in in e g oup/in e e hnic communica ion, he s udy
o a i udes owa ds English accen s can con ibu e e ec i ely o un angling Sou h
A ica’s complex social dynamics. Among o he possibili ies, in es iga ing he
non-Whi e g oups’ a i udes owa ds English accen s la gely associa ed wi h he
Whi e g oups p esen s high sociolinguis ic alue in pos -apa heid Sou h A ica.
By means o he Implici Associa ion Tes (IAT), Ál a ez-Mosque a (2017a)
explo ed he implici a i udes o young black pa icipan s owa ds he wo accen s
adi ionally associa ed wi h he whi e g oup in Sou h A ica. Resul s showed a
clea posi i e bias owa ds S anda d Sou h A ican English o e A ikaans-
accen ed English, while ele an sociolinguis ic ai s – namely he pa icipan s’
linguis ic epe oi es, he dominan languages spoken in hei places o o igin, and
he ype o school a ended – e e ed his end among some pa icipan s in his
sample (see Ál a ez-Mosque a and Ma ín-Gu ié ez 2018, c.). This a icle seeks
o ex end his pionee ing s udy o in es iga e language a i udes among young
Colou ed Sou h A icans. Mo e speci ically, we
1
a e in e es ed in lea ning how
young indi iduals om his e hnic g oup, who we e ei he bo n o aised du ing
he democ a ic e a (unde 25 yea s old), cogni i ely p ocess he same Whi e
accen s. Cu en ly, we a e a a poin in his o y whe e A ikaans has been
expe iencing a no iceable downg ading in socio-poli ical and educa ional e ms
(McCo mick 2002b: 127; P insloo 2007; Pain e and Dixon 2013), while English
1
While I am he only au ho o his pape , I ha e been wo king hand in hand wi h Sou h
A ican sociolinguis s, phone icians, s a is icians, and o he p o essionals while collec ing
and analysing he da a.
Young Colou eds’ implici a i udes owa ds Whi e English accen s 3
has unde gone an opposi e de elopmen (Kamwangamalu 2003; Casale and Posel
2011). As we will explain in he ollowing Sec ions, hese changes, coupled wi h
he complex and di e se sociolinguis ic dynamics o he Colou ed g oup,
unde line he esea ch in e es o moni o ing he e olu ion o con empo a y
language a i udes among he younge Sou h A ican Colou eds.
2. Colou ed communi ies in Sou h A ica
In pos -apa heid Sou h A ica, he use o e hnic labels, such as he e m
“Colou ed”, con inues o be e y con o e sial. A numbe o s udies and public
es imonies o membe s o his g oup ha e a es ed o he exis ence o di e ging
a i udes owa ds i s usage (Adhika i 2009). While some ejec he label as pa o
he legacy o he apa heid e a, o he s p oudly de end i as an inalienable ea u e
o hei iden i y. In he academic sphe e howe e , he e m has been widely used
o a numbe o easons, such as o keep ack o he social demog aphics in Sou h
A ica. In gene al, he e m “Colou ed” e e s o people pa ly descended om
Eu opean se le s, bu la gely om Cape sla es, he indigenous Khoisan
popula ion, and o he people o A ican and Asian (mos ly Malay)
2
o igin who had
been assimila ed in o Cape colonial socie y by he la e 19 h cen u y (Adhika i
2005: 1; see also Adhika i 2009: x iii; Thu loa and Huddles one 2011). As
Adhika i (2005: 1) poin s ou , Colou eds a e commonly ega ded as being o
mixed ace and “ha e held an in e media e s a us in he Sou h A ican acial
hie a chy, dis inc om he his o ically dominan Whi e mino i y and he
nume ically p eponde an A ican popula ion”. This po en ial de ini ion o he
label “Colou ed” illus a es he di e si y and complexi ies o his g oup in e ms
o di e en pheno ypes, eligious a ilia ions, his o ical backg ounds, and social
s a uses. Fu he in o ma ion ega ding he speci ic sample o pa icipan s om
his g oup will be p o ided in Sec ion 5.
Equally ele an o his s udy, he language p ac ices o membe s o his g oup
ha e also ecei ed academic a en ion in he las decades. McCo mick (2002a:
221), in he s udy o he iconic Dis ic Six in Cape Town, claims ha he as
majo i y o English and A ikaans
3
speake s li ing he e by he 1950s did no all
2
Malay is a local e m o he Asian popula ion o mainly Indonesian o igin.
3
A ikaans, a language mos ly de i ed om Du ch bu also in luenced by o he
languages om Malay sla es, local Khoisan communi ies, English, and Po uguese, was
ecognised as a medium o ins uc ion by he P o incial Educa ion Depa men s in 1914,
which led o i s s anda disa ion om 1925 onwa ds ( an Rensbu g and Jo daan 1995: 118;
4 Ped o Ál a ez-Mosque a
in o he ca ego ies usually deno ed by he e ms “ he A ikane s” and “ he
English”, as hey we e no Whi e. Consequen ly, hei mixed ances y and
pe cei ed lack o linguis ic pu i y excluded hem om he igh s and p i ileges
enjoyed by he “pu e” Whi e English and A ikaans speake s. When s udying he
linguis ic side, McCo mick uses he e m “ e nacula ” o e e o all non-s anda d
local usages o he mixed code (A ikaans and English) spoken in his communi y
as, o cou se, no e e yone had an equal command o he wo languages (see
Figu e 1). Mo e speci ically, he local a ie y o Colou ed A ikaans (also known
as Kaaps o Cape Ve nacula A ikaans) con ained many English lexical i ems and
showed s uc u al in luence om English in e ms o e b-placemen ules (see
also Saal and Blignau 2011; Hend icks 2017 o u he de ails). Due o i s highe
p es ige, English did no seem as suscep ible o he use o A ikaans lexical i ems.
Howe e , as English was in he p ocess o becoming he i s language o many
speake s in he communi y, i s g amma was no as s able (McCo mick 2002a:
222–223; see also Malan 1996). I is pe haps impo an o no e ha he use o his
mixed “ e nacula ” code as well as code-swi ching we e (and s ill a e) a no m
wi hin he Colou ed communi ies as i had symbolic and solida i y alue, keeping
bo h “pu e English” and “suiwe [pu e] A ikaans” ou o any in o mal in e ac ion
(McCo mick 2002b: 123).
[inse Figu e 1 he e]
Figu e 1. The e nacula (a e McCo mick 2002a: 223)
Gi en such a speci ic linguis ic backg ound, he s udy o he implici a i udes o
membe s o his e hnic g oup owa ds bo h he S anda d Sou h A ican English
accen and A ikaans-accen ed English is ele an o he s udy o social dynamics
in pos -apa heid Sou h A ica. This ele ance is ein o ced i we ake in o accoun
ha he younge gene a ion, who will be he a ge g oup in his pape , ha e
expe ienced he social and linguis ic ans o ma ion o he new Sou h A ica mo e
in ensi ely han he olde ones. In 2002, McCo mick (2002b: 120) highligh ed he
exis ence o an appa en spli be ween (Colou ed) speake s o e he age o 30 who
communica ed mos ly in A ikaans, and hose in hei wen ies who we e equally
luen in English and A ikaans. She obse ed ha A ikaans-dominan amilies
we e aising hei child en in English, al hough A ikaans was s ill used in he
household in in e ac ions wi h olde ela i es (McCo mick 2002b: 127; see also
An honissen 2009). Al hough mos o hese pa en s’ i s language was he local
Giliomee 2004). Since an Rensbu g (1983), h ee a ie ies o A ikaans a e adi ionally
dis inguished: Cape A ikaans, O ange Ri e A ikaans, and Eas e n Cape A ikaans. The
la e became S anda d A ikaans, which is cu en ly augh a schools (Robe ge 2003: 26).
Young Colou eds’ implici a i udes owa ds Whi e English accen s 5
a ie y o A ikaans and many p obably had insu icien educa ion o ha e
mas e ed S anda d English syn ax and idioma ic usage, McCo mick (2002a: 223)
s a es ha mos o he dis inc i e ea u es o his L2 a ie y o English migh be
ading away as new gene a ions ha e mo e o mal English-medium educa ion han
hei pa en s did. Howe e , while hey ha e he (academic and p o essional)
mo i a ion o lea n S anda d English, a numbe o s udies ha e sugges ed ha
A ikaans s ill endu es as an impo an in-g oup ma ke (dis inc i eness) and s ill
plays a i al ole in pee - o-pee in e ac ions in local domains (McCo mick 2002b:
133; see also Nee hling 1998; Dye s 2004, 2007, 2008).
Finally, an addi ional e lec ion ha unde lines he ele ance o he p esen
s udy om a sociolinguis ic pe spec i e is he ac ha (S anda d) A ikaans has
no only p og essi ely los i s s a us as a language o powe in he new Sou h
A ica, bu i is also gene ally nega i ely pe cei ed a a social le el (Beukes 2009:
54; G een ield 2010: 525). In his ega d, McCo mick (2002b: 96, 102–103)
obse ed ha Colou ed speake s disassocia e hemsel es om (S anda d)
A ikaans by using hei e nacula a ie y as well as a g ea deg ee o code-
swi ching be ween English and A ikaans (see also Nee hling 1998). This co-
occu ence, o Whi es and Colou eds speaking di e en a ie ies o A ikaans and
possibly a aching a di e en cogni i e load o each a ie y when acked h ough
he accen s in English, unde lines he social ele ance o ou s udy in he Sou h
A ican con ex .
3. Con ex ualiza ion o he s udy
Gi en he complexi y o he language dynamics and he socio-cul u al di e si y
subsumed unde he e m Colou ed, i is impo an o p o ide a clea
con ex ualiza ion o he s udy in o de o be e in e p e he esul s. This s udy
ook place du ing he i s semes e o 2018 a he Uni e si y o Cape Town
(UCT).
4
UCT is he oldes uni e si y in Sou h A ica and he highes anked
A ican uni e si y in di e en in e na ional classi ica ions. Fo me ly an
o e whelmingly Whi e-only ins i u ion, he uni e si y now has a much mo e
mul i-e hnic s uden body (see Table 1).
4
The esea che ob ained e hical clea ance bo h om he Linguis ics sec ion o he
School o A ican and Gende S udies, An h opology and Linguis ics (AXL) and he
S uden s A ai s O ice a UCT. Pa icipa ion was en i ely olun a y. The names o he
pa icipan s we e no used excep o he in o med consen o m ha hey ead and signed.
This s udy in ol ed no known isks o he pa icipan s.

6 Ped o Ál a ez-Mosque a
Table 1. E hnic dis ibu ion o UCT s uden s (Cen e o Highe Educa ion T us )
[inse Table 1 he e]
As can be seen in Table 1, he Colou ed popula ion a his ins i u ion comp ises
oughly 13 pe cen o he s uden body. This is a ela i ely low pe cen age i we
ake in o accoun ha 42.4 pe cen o he o e 3.7 million esiden s in his ci y
belong o his e hnic g oup (“Census 2011”). While a numbe o ac o s, such as
s uden s’ mobili y, ype o schooling, o highe uni e si y ees,
5
migh explain his
igu e, i is pe haps impo an o unde line ha he mo e con enien and o me
Colou ed-only Uni e si y o he Wes e n Cape s ill ends o a ac a highe
numbe o Colou ed s uden s. The e o e, al hough hese ac o s (mobili y, unds,
e c.) migh somehow ha e shaped he ype o Colou ed pa icipan s included in
his s udy, he esul s can be alid and ep esen a i e o pa o his he e ogeneous
g oup. Ha ing said his, all he pa icipan s in he s udy sel -iden i ied as Colou ed
in he pos -IAT su ey. In addi ion, he ac ha UCT has a di e se s uden
popula ion makes i an ideal place o explo e implici a i udes owa ds S anda d
Sou h A ican English accen and A ikaans-accen ed English as s uden s a e
likely o come ac oss such accen s du ing hei academic li es. Likewise, UCT’s
e hnic dynamics a e ele an o he s udy o o he sociolinguis ic a iables
included in his esea ch, such as social dis ance, as i gua an ees enough exposu e
o all majo e hnic g oups.
4. Me hodology
Ou me hodological app oach seeks o p o ide scien i ic insigh in o he na u e o
young Colou eds’ language a i udes by means o he IAT (G eenwald, McGhee,
and Schwa z 1998). This analy ical ool, adap ed om he ield o social
psychology and success ully es ed o sociolinguis ic pu poses in he Sou h
A ican con ex (Ál a ez-Mosque a 2017b; Ál a ez-Mosque a and Ma ín-
Gu ié ez 2018), enables he associa ion o audio inpu s (accen s) wi h posi i e
and nega i e social ai s so as o keep eco d o pa icipan s’ implici a i udes
owa ds hem h ough hei eac ion imes.
6
This is due o he ac ha audio s imuli
5
No e ha UCT makes a ailable ZAR 500 million h ough se e al sou ces as inancial
aid o bo h ensu e ha i a ac s he bes s uden s and ed esses pas disad an age, while
ensu ing a di e se s uden body (UCT Admission Policy).
6
As no ed by Ál a ez-Mosque a and Ma ín-Gu ié ez (2018), he da a gene a ed by his
ool ha e been c i ically es ed and e ised by a numbe o esea che s who con ibu ed o
Young Colou eds’ implici a i udes owa ds Whi e English accen s 7
can also igge measu able au oma ic eac ions based on p e-exis ing s e eo ypes
and cogni i e connec ions esul ing om he pa icipan s’ expe iences, exposu e,
e c. (Wi enb ink and Schwa z 2007; see also B unel, Tie je, and G eenwald 2004:
387; Pan os and Pe kins 2013). In o he wo ds, he indexical capaci y o languages
and accen s, de e mined by he speci ici ies o each communi y o speake s
(among o he socio-cul u al p ac ices), ac i a es associa ed (s e eo ypical and non-
s e eo ypical) in o ma ion o speake s o such a ie ies acco ding o one’s own
knowledge, exposu e, and p e ious expe iences wi h hose speaking communi ies
(see also Anwa d 1993; C isp and Hews one 2006; Bekke and Le on 2017). In
using his analy ical ool, ou app oach o e comes me hodological limi a ions
associa ed wi h he use o he classic ma ched-guise echnique (Agheyisi and
Fishman 1970; Smi 1996; Campbell-Kible 2006), as well as o he sho comings
de ec ed in p e ious s udies in he Sou h A ican con ex in ha he a ge g oup
and con ex o his s udy also gua an ee pa icipan s’ exposu e o he wo accen s
unde compa ison (see Smi 1996). Mo e p ecisely, ea lie s udies o language
a i udes did no equi e pa icipan s o iden i y he a ie ies hey we e asked o
e alua e. In a mul ilingual and socially di e se coun y like Sou h A ica, his
en ails a signi ican isk ha migh a ec he alidi y o he esea ch ou come.
Wi h ou app oach, we no only ec ui ed pa icipan s in a con ex (i.e. UCT) whe e
hey had exposu e o speake s o he a ge a ie ies, bu we also designed ou
expe imen o cap u e pa icipan s’ (subconscious) eac ions o audio- iles
con aining hese selec ed accen s (see de ails below).
The speci ic design o his expe imen en ailed he use o E-p ime 2.0.10
(build 353) o display he audio clips and social ai s o pa icipan s as well as o
eco d hei esponses and eac ion imes (see Ál a ez-Mosque a 2017a). A o al
o 14 audio eco dings con aining he same se en p e- es ed neu al sen ences in
each o he selec ed English accen s we e used. These se en sen ences we e
p onounced by wo emales om a simila age g oup, compa able (educa ed)
social backg ound, and wi h a pe cep ible accen o hei mo he ongue (English
and A ikaans espec i ely). The English speake ’s ou pu can be desc ibed as
S anda d Sou h A ican English o b oadly e e o L1 Whi e Sou h A ican
s eng hening i s eliabili y (B unel, Tie je, and G eenwald 2004; Nosek, G eenwald, and
Banaji 2005; Nosek and Hansen 2008) and u he de eloped he algo i hm (G eenwald,
Nosek, and Banaji 2003), among o he imp o emen s. Based on hese p e ious s udies, we
can a i m ha he IAT can be a use ul ool o conduc sociolinguis ic esea ch as long as
we ha e a clea idea o i s scope, s eng hs, and weaknesses.
8 Ped o Ál a ez-Mosque a
middle-class u ban English.
7
The ou pu o he second speake would co espond
o a L1 Whi e Sou h A ican middle-class u ban A ikaans accen in English.
8
Due
o he impo ance o p ese ing he indexicali y o hese accen s, he audio
eco dings ha e no been no malised as doing so could po en ially a ec
pa icipan s’ eac ion imes. Following he IAT model, each accen was e en ually
associa ed wi h clea ly posi i e social ai s (e.g. e icien , lo ing, iendly, e c.)
and clea ly nega i e social ones (e.g. ude, lazy, acis , e c.).
In o de o comple e he expe imen , pa icipan s we e p esen ed wi h i e
blocks on a compu e equipped wi h headphones. Wi h a p o o ypical IAT design,
block 1 (so ing ai s) and block 2 (so ing audios) cons i u ed aining blocks in
which pa icipan s only had o ca ego ise he s imuli in isola ion as as as hey
could. Following he same p ocedu e, in block 3 (measu emen block) pa icipan s
ound ha A ikaans-accen ed English was pai ed wi h bad (nega i e) social ai s
by assigning bo h ca ego ies o he same esponse key, while S anda d Sou h
A ican English was associa ed wi h good (posi i e) ai s unde ano he esponse
key. Based on he p edominan ly highe s a us o S anda d English bo h a a social
and academic le el, we conside ed his block as he cong uen condi ion. A e
changing he o de o he accen s in block 4 ( e- aining), block 5 p esen ed o he
pa icipan s he incong uen condi ion. In o he wo ds, in his sec ion A ikaans-
accen ed English was pai ed wi h posi i e ai s and S anda d Sou h A ican
English wi h nega i e ones. Wi h his design, i he mapping o any o hese wo
a ie ies o English is in line wi h one o he ypes o social ai s (posi i e o
nega i e) asc ibed by he pa icipan s, sho e esponse la encies will be egis e ed
by IAT. On he con a y, i he mapping o he wo ca ego ies is no in line, longe
la encies will be eco ded.
7
This a ie y can also be e e ed as “Gene al Sou h A ican English”. Recen esea ch
shows ha ea u es o S anda d Sou h A ican English ha e been adop ed o di e en
ex en s by middle-class speake s om o he e hnic g oups in wha can be de ined as a
p ocess o linguis ic de acialisa ion (see Mes h ie 2010, 2017; Wilmo 2014). The e o e,
we a e awa e ha his label is no unp oblema ic.
8
In he con ex o Cape Town, i is impo an o bea in mind ha Colou ed A ikaans
(also known as Kaaps o Cape Ve nacula A ikaans), as well as o he non-s anda d
a ie ies o A ikaans in he na ion, has dis inc i e lexical, phonological, syn ac ic and
mo phological ea u es (see Blignau and Lesch 2014: 21; Dye s 2015: 57–58) ha se his
a ie y apa om he S anda d A ikaans mos ly spoken by whi es (see also McCo mick
1990). The e o e, na i e speake s o bo h S anda d A ikaans and Colou ed A ikaans end
o ha e dis inc i e accen s/phonological ea u es when speaking English. This di e ence is
a he aken o g an ed o ob ious and no majo esea ch has been done on he opic (see
Malan 1996; Wa e meye 1996).
Young Colou eds’ implici a i udes owa ds Whi e English accen s 9
Finally, a e each pa icipan comple ed he expe imen , a sociolinguis ic
su ey was adminis a ed in o de o keep ack o hei basic demog aphic and
linguis ic backg ound, language exposu e, and social dis ance le els. Mo e
speci ically, pa icipan s’ language exposu e was de e mined by a numbe o
pa ame e s including languages spoken a home, he mos common languages
p esen in hei immedia e communi y, and he language dis ibu ion in hei places
o esidence. As o he la e , o he pu pose o ou his s udy, we used he 2011
census da a (Census 2011) o de e mine each pa icipan ’s ela i e language
exposu e in hei home a eas. To do so, we classi ied hei places o esidences as
clea ly A ikaans-domina ed a eas, English domina ed a eas, o a eas whe e bo h
English and A ikaans we e p esen o a simila deg ee. When pa icipan s had
li ed in se e al places wi h di e en language dis ibu ions o in places wi h an
unclea dominan language, we used he ca ego y “ ai ly mul ilingual a eas”
ins ead.
Wi h ega ds o social dis ance, his a iable has been used in a numbe o
s udies, including in he Sou h A ican con ex (see Hol man e al. 2005;
Finchilescu e al. 2007; Ál a ez-Mosque a 2017b). Based on hese p e ious
examples, and wi h he collabo a ion o a numbe o local schola s, pa icipan s
esponded o i e con ex -speci ic ques ions
9
o de e mine hei deg ee o social
dis ance wi h membe s o he ou majo e hnic g oups in Sou h A ica. Taking
in o accoun ha hei highes sco e could be 50, as we we e using 10 poin g ading
scales, social dis ance le els we e es ablished as ollows: low (39–50), mid-low
(26–38), mid-high (13–25), high (0–12). Finally, sho in e iews o en ook place
o cla i y o u he de elop some o hei answe s (see Ál a ez-Mosque a and
Ma ín-Gu ié ez c.).
5. Pa icipan s
Eigh y i e Colou ed pa icipan s we e ec ui ed o his expe imen . One was
elimina ed because o he age (o e 30 yea s old) and because she had also li ed
ab oad o a numbe o yea s. Resul s we e calcula ed ou o he emaining 84
9
1) How amilia would you say you a e wi h membe s o hese g oups?; 2) How o en
do you do hings socially wi h membe s o his g oup? (This includes hings like going o
mo ies o pa ies, ea ing oge he , e c.); 3) How o en do you s udy o do o he class wo k
wi h membe s o his g oup?; 4) How o en do you ha e social con ac wi h membe s o
his g oup in you / hei home?; and 5) How many people om his g oup do you conside
co e/close iends?
16 Ped o Ál a ez-Mosque a
hese communi ies. In addi ion, a new e sion o his IAT model which compa es
pa icipan s’ a i udes owa ds audio inpu s wi h bo h S anda d A ikaans
accen / a ie y and Kaaps accen / a ie y may also help unco e he ine de ails o
he language dynamics o his g oup.
Acknowledgemen s
This esea ch was suppo ed by a Jose Cas illejo g an unded by he Spanish Minis y o
Educa ion, Cul u e and Spo (CAS16/00071). I would like o acknowledge P o . Rajend
Mes h ie’s esea ch chai in Mig a ion, Language and Social Change, ia he Na ional
Resea ch Founda ion’s Sou h A ican Resea ch Chai s Ini ia i e (g an no. 64805) o
hos ing me a he Uni e si y o Cape Town.
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Au ho ’s add ess
Ped o Ál a ez-Mosque a
Depa men o English Philology
C/ Placen inos 18
37008 Salamanca
Spain
[email p o ec ed]