Young Coloureds’ implicit attitudes towards two historically White English accents in the South African context: A case study

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. Re e ences Adhika i, Mohamed. 2005. “Con ending App oaches o Colou ed Iden i y and he His o y o he Colou ed People o Sou h A ica”. His o y Compass 3: 1–16. Adhika i, Mohamend. 2009. Bu dened by Race: Colou ed Iden i ies in Sou he n A ica. Cape Town: UCT P ess. Agheyisi, Rebecca, and Joshua A. Fishman. 1970. “Language A i udes S udies: A B ie Su ey o Me hodological App oaches”. An h opological Linguis ics 12: 137–157. Ál a ez-Mosque a, Ped o. 2017a. “The Use o Implici Associa ion Tes o Sociolinguis ic Pu poses in Sou h A ica” Language Ma e s 48: 69–90. Ál a ez-Mosque a, Ped o. 2017b. “Young Whi e A ikaans Speake s in Sou h A ica: A Case o Liminal Iden i y?” Folia Linguis ica 51: 639–670. Ál a ez-Mosque a, Ped o, and Alejand o Ma ín-Gu ié ez. 2018. “Implici Language A i udes Towa d His o ically Whi e Accen s in he Sou h A ican Con ex ”. Jou nal o Language and Social Psychology 37: 238–248. Ál a ez-Mosque a, Ped o, and Alejand o Ma ín-Gu ié ez. c. “A Sociolinguis ic App oach o Implici Language A i udes owa ds His o ically Whi e English Accen s among Young L1 Sou h A ican Indigenous Language Speake s”. The In e na ional Jou nal o he Sociology o Language. An honissen, Ch is ine. 2009. “Bilingualism and Language Shi in Wes e n Cape Communi ies”. S ellenbosch Pape s in Linguis ics Plus 38: 61–76. Anwa d, Jan. 1993. “How Accen s Mean”. In John Pe e son, ed. Fone ik 93: Pape s om he Se en h Swedish Phone ics Con e ence. Uppsala Uni e si y, Depa men o Linguis ics, 77–80. Bekke , Ian, and E ez Le on. 2017. “The Embedded Indexical Value o /s/- on ing in A ikaans and Sou h A ican English”. Linguis ics 55: 1109–1139. Beukes, Anne-Ma ie. 2009. “Language Policy Incong ui y and A ican Languages in Pos apa heid Sou h A ica”. Language Ma e s 40: 35–55. Young Colou eds’ implici a i udes owa ds Whi e English accen s 17 Blignau , Joline, and Ha old Lesch. 2014. “‘n Onde soek na die Taalgeb uik in Son as Ve eenwoo digend an Kaaps”. S ellenbosch Pape s in Linguis ics Plus 45: 19–41. B unel, F édé ic F., B ian C. Tie je, and An hony G. G eenwald. 2004. “Is he Implici Associa ion Tes a Valid and Valuable Measu e o Implici Consume Social Cogni ion?” Jou nal o Consume Psychology 14: 385–404. Campbell-Kible , Ka h yn. 2006. “Lis ene Pe cep ions o Sociolinguis ic Va iables: The Case o (ING)”. Ph.D Disse a ion, S an o d Uni e si y. Casale, Daniela, and Do i Posel. 2011. “English Language P o iciency and Ea nings in a De eloping Coun y: The Case o Sou h A ica”. The Jou nal o Socio-Economics 40: 385–393. “Census 2011”. S a is ics Sou h A ica. <h p://www.s a ssa.go .za/?page_id=3839> (accessed May 14, 2018). Cen e o Highe Educa ion T us . 2015. <h p://www.che .o g.za/da a/sahe-open-da a> (accessed June 27, 2018). Co nwell, Kay, and B e Inde . 2008. “Language and Labou Ma ke s in Sou h A ica”. Jou nal o A ican Economies 17: 490–525. C isp, Richa d J., and Miles Hews one, eds. 2006. Mul iple Social Ca ego iza ion: P ocesses, Models, and Applica ions. Ho e: Psychology P ess. De Kle k, Vi ian, ed. 1996. Focus on Sou h A ica. Ams e dam: John Benjamins. Diesend uck, Gil, and Heidi haLe i. 2006. “The Role o Language, Appea ance, and Cul u e in Child en’s Social Ca ego y Based iInduc ion”. Child De elopmen 77: 539– 553. Dob in, Lise M., and Ma k A. Sicoli. 2018. “Why a Uni ied Theo y o Language Shi Is no Possible, bu a Cul u al Symbolic Explana ion o Pa icula Cases o Shi is”. Pape p esen ed a LSA Annual Mee ing 2018, Uni e si y o U ah. Dye s, Cha lyn. 2000. “Language, Iden i y and Na ionhood: Language Use and A i udes among Xhosa S uden s a he Uni e si y o he Wes e n Cape, Sou h A ica”. Ph.D. Disse a ion, Uni e si y o he Wes e n Cape. Dye s, Cha lyn. 2004. “Ten Yea s o Democ acy: A i udes and Iden i y among some Sou h A ican School Child en”. Pe Linguam 20: 22–35 Dye s, Cha lyn. 2007. “An In es iga ion in o he Role o he A ikaans Language in Indexing he Indi idual and Collec i e Sel among some Township You h in Sou h A ica”. The Jou nal o In e na ional Social Resea ch 1: 83–101. Dye s, Cha lyn. 2008. “Language Shi o Main enance? Fac o s De e mining he Use o A ikaans among some Township You h in Sou h A ica”. S ellenbosch Pape s in Linguis ics 38: 49–73. Dye s, Cha lyn. 2015. “The Concep ual E olu ion in Linguis ics: Implica ions o he S udy o Kaaps”. Mul ilingual Ma gins 2: 55–64. E asmus, Zimi i. 2010. “Con ac Theo y: Too Timid o ‘Race’ and Racism”. Jou nal o Social Issues 66: 387–400. Finchilescu, Gillian, Colin T edoux, Johan Mynha d , Jace Pillay, and Lucena Muianga. 2007. “Accoun ing o Lack o In e acial Mixing amongs Sou h A ican Uni e si y S uden s”. Sou h A ican Jou nal o Psychology 37: 720–737. Finlayson, Rosalie, Ka en Cal eaux, and Ca ol Mye s-Sco on. 1998. “O de ly Mixing and Accommoda ion in Sou h A ican Codeswi ching”. Jou nal o Sociolinguis ics 2: 395– 420. 18 Ped o Ál a ez-Mosque a Giliomee, He mann. 2004. “The Rise and Possible Demise o A ikaans as Public Language”. Na ionalism And E hnic Poli ics 10: 25–58. Go ende , Manisha. 2010. “A Language in Decline? A Con as i e S udy o he Use o , and Mo i a ion and De-Mo i a ion o , Lea ning A ikaans among Two G oups o Lea ne s a an English Medium High School in Cape Town, Sou h A ica”. M.A. Disse a ion, Uni e si y o he Wes e n Cape. G een ield, De ek. 2010. “‘When I hea A ikaans in he Class oom and Ne e my Language, I Ge Rebellious’: Linguis ic Apa heid in Sou h A ican Highe Educa ion”. Language and Educa ion 24: 517–534. G eenwald, An hony G., Debbie E. McGhee, and Jo dan L. K. Schwa z. 1998. “Measu ing Indi idual Di e ences in Implici Cogni ion: The Implici Associa ion Tes ”. Jou nal o Pe sonali y and Social Psychology 74: 1464–1480. G eenwald, An hony G., B ian A. Nosek, and Mahza in R. Banaji. 2003. “Unde s anding and Using he Implici Associa ion Tes : I. An imp o ed Sco ing Algo i hm”. Jou nal o Pe sonali y and Social Psychology 85: 197–216. Hend icks, F ank. 2012. “The Po en ial Ad an age o an Egali a ian View o he Va ie ies o A ikaans”. In Kwesi Kwaa P ah, ed. Mains eaming A ikaans Regional Va ie ies. Cape Town: The Cen e o Ad anced S udies o A ican Socie y, 43–62. Hend icks, F ank. 2017. “Die Aa d en Kon eks an Kaaps: ‘n Hedendaagse, Ve lede ydse en Toekomspe spek ie ”. In F ank Hend icks, and Cha lyn Dye s, eds. Kaaps in Fokus. S ellenbosch: SUN Media, 1–36. Hol man, Zelda, Johann Louw, Colin T edoux, and Ta a Ca ney. 2005. “P ejudice and Social Con ac in Sou h A ica: A S udy o In eg a ed Schools Ten Yea s a e Apa heid”. Sou h A ican Jou nal o Psychology 35: 473–493. Kamwangamalu, Nkonko M. 2003. “Social Change and Language Shi : Sou h A ica”. Annual Re iew o Applied Linguis ics 23: 225–242. Kinzle , Ka he ine D., K is in Shu s, Jasmine DeJesus, and Elizabe h S. Spelke. 2009. “Accen T umps Race in Guiding Child en’s Social P e e ences”. Social Cogni ion 27: 623–634. Leibowi z, B enda. 2005. “Lea ning in an Addi ional Language in a Mul ilingual Socie y: A Sou h A ican Case S udy on Uni e si y‐Le el W i ing”. TESOL Qua e ly 39: 661– 681. Malan, Ka en. 1996. “Cape Fla s English”. In Vi ian De Kle k, ed. Focus on Sou h A ica. Ams e dam: John Benjamins, 125–148. McCo mick, Kay. 1990. “The Ve nacula o Dis ic Six”. In Shamil Jeppie, and C ain Saudien, eds. The S uggle o Dis ic Six: Pas and P esen . Buchu Books: Cape Town, 88–109. McCo mick, Kay. 2002a. “Code-Swi ching, Mixing and Con e gence in Cape Town”. In Rajend Mes h ie, ed. Language in Sou h A ica. Camb idge: Camb idge Uni e si y P ess, 216–234. McCo mick, Kay. 2002b. Language in Cape Town’s Dis ic Six. Ox o d: Ox o d Uni e si y P ess. Mes h ie, Rajend. 2006. “Language, T ans o ma ion and De elopmen : A Sociolinguis ic App aisal o Pos -Apa heid Sou h A ican Language Policy and P ac ice”. Sou he n A ican Linguis ics and Applied Language S udies 24: 151–163. Young Colou eds’ implici a i udes owa ds Whi e English accen s 19 Mes h ie, Rajend. 2010. “Sociophone ics and Social Change: De acialisa ion o he GOOSE Vowel in Sou h A ican English.” Jou nal o Sociolinguis ics 14: 3–33. Mes h ie, Rajend. 2012. “E hnici y, Subs a e and Place: The Dynamics o Colou ed and Indian English in Fi e Sou h A ican Ci ies in Rela ion o he Va iable ( )”. Language Va ia ion and Change 24: 371–395. Mes h ie, Rajend. 2017. “Class, Gende , and Subs a e E asu e in Sociolinguis ic Change: A Sociophone ic S udy o Schwa in De acializing Sou h A ican English”. Language 93: 314–346. Nee hling, Daphe. 1998. “Language A i udes and Iden i y – In luences on Language Use among Two Colou ed Communi ies in Kensing on-Fac e on”. M.A. Disse a ion, Uni e si y o Cape Town. Nosek, B ian A., and Je ey J. Hansen. 2008. “The Associa ions in Ou Heads Belong o Us: Sea ching o A i udes and Knowledge in Implici E alua ion”. Cogni ion and Emo ion 22: 553–594. Nosek, B ian A., An hony G. G eenwald, and Mahza in R. Banaji. 2005. “Unde s anding and Using he Implici Associa ion Tes , II: Me hod Va iables and Cons uc Validi y”. Pe sonali y and Social Psychology Bulle in 31: 166–180. Pain e , Desmond, and John Dixon. 2013. “Language A i udes in Sou he n A ica”. In Howa d Giles, and Be nade e M. Wa son, eds. The Social Meaning o Language, Accen and Dialec : In e na ional Pe spec i e on Speech S yles. Be n: Pe e Lang, 105–124. Pan os, And ew. J., and And ew W. Pe kins. 2013. “Measu ing Implici and Explici A i udes owa d Fo eign Accen ed Speech”. Jou nal o Language and Social Psychology 32: 3–20. Pa k, Be nade e, and Cha les M. Judd. 1990. “Measu es and Models o Pe cei ed G oup Va iabili y”. Jou nal o Pe sonali y and Social Psychology 59: 173–191. Ponelis, F ied ich A. 1987. “Die Eenheid an die A ikaanse Taalgemeenskap”. In Hans du Plessis, and Theo du Plessis, eds. A ikaans en Taalpoli iek: 15 ops elle. P e o ia: HAUM, 3–15. P insloo, Dawn. 2007. “The Righ o Mo he Tongue Educa ion: A Mul idisciplina y, No ma i e Pe spec i e”. Sou he n A ican Linguis ics and Applied Language S udies 25: 27–43. Ra cli , Roge . 1993. “Me hods o Dealing wi h Reac ion Time Ou lie s”. Psychological Bulle in 114: 510–532. Robe ge, T. Paul. 2003. “A ikaans”. In Ana Deume , and Wim Vandenbussche, eds. Ge manic S anda diza ions: Pas o P esen . Ams e dam: John Benjamins, 15–40. Saal, El is, and Joline Blignau . 2011. “‘Moe ie ai gamma aal geb ykie’: Die geb uik en Waa de an ’n Tiene kaaps in Ged uk e Ad e ensies”. Li Ne Akademies 8: 1–22. Smi , U e. 1996. “Who Speaks like ha ? Accen Recogni ion and Language A i udes”. Sou h A ican Jou nal o Linguis ics 14: 100–107. Thu loa, Al ed M., and Ka e Huddles one. 2011. “A ikaans as an Index o Iden i y among Wes e n Cape Colou ed Communi ies”. S ellenbosch Pape s in Linguis ics 40: 57–73. T edoux, Colin, John Dixon, S ephen Unde wood, Da id Nunez, and Gillian Finchilescu. 2005. “P ese ing Spa ial and Tempo al Dimensions in Obse a ional Da a o Seg ega ion”. Sou h A ican Jou nal o Psychology 35: 412–432. 20 Ped o Ál a ez-Mosque a UCT Admission Policy. <h p://www.uc .ac.za/us /news/admissions_deba e/FAQs%20UCT%20Admissions% 20Policy.pd > (accessed May 2, 2018). an Rensbu g, Ch is o. 1983. “Nie-s andaa d o me, a iasiepa one en A ikaans ui die o ige eeu”. In Geo ge N. Claassen and Ch is o an Rensbu g, eds. Taal e skeidenheid: ‘n Blik op die spek um an aal a iasie in A ikaans. P e o ia: Academica. an Rensbu g, Ch is o, and Anne e Jo daan. 1995. “The G ow h o A ikaans in Sou h A ica”. In Vic o N. Webb, ed. The LiCCA (S.A.) Repo . P e o ia: Uni e si y o P e o ia, 107–132. Vicen , Louise. 2008. “The Limi a ions o ‘In e -Racial Con ac ’: S o ies om Young Sou h A ica”. E hnic and Racial S udies 31: 1426–1451. Wa e meye , Susan. 1996. “A ikaans English”. In Vi ian De Kle k, ed. Focus on Sou h A ica. Ams e dam: John Benjamins, 99–124. Wilmo , Ki s in. 2014. “‘Coconu s’ and he Middle-Class: Iden i y Change and he Eme gence o a New P es igious English Va ie y in Sou h A ica”. English Wo ld-Wide 35: 306–337. Wi enb ink, Be nd, and No be Schwa z. 2007. “In oduc ion”. In Be nd Wi enb ink, and No be Schwa z, eds. Implici Measu es o A i udes. New Yo k: Guil o d P ess, 1–3. 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]