@article{Pauwels2015,

title = {Vale Michael Clyne 1939-2010},

author = {Anne Pauwels},

doi = {10.1111/j.1467-9841.2010.00468.x},

year  = {2015},

date = {2015-10-01},

journal = {Journal of Sociolinguistics},

volume = {25},

number = {1},

abstract = {In October 2010 Professor Michael Clyne passed away at his home in Melbourne. With his passing we have lost not only a leading scholar of sociolinguistics but also a dedicated activist for bilingualism, bilingual and plurilingual education. In his professional life he was committed to furthering our understanding of all aspects of multilingualism and linguistic diversity as well as to applying the results of scholarly research in education and the workplace. Michael’s trajectory as a linguistic scholar started when he enrolled at the University of Melbourne to study languages and linguistics. Already bilingual in German and English, he expanded his linguistic repertoire to include Dutch, Frisian and (Old) Icelandic besides French which he had learnt at school. Later he would add Norwegian, Swedish, Italian and Hungarian.},

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}

@article{Pauwels2014,

title = {The teaching of languages at university in the context of super-diversity},

author = {Anne Pauwels},

doi = {https://doi.org/10.1080/14790718.2014.921177},

year  = {2014},

date = {2014-07-03},

journal = {International Journal of Multilingualism},

volume = {11},

number = {3},

pages = {307-319},

abstract = {In this paper, I explore the impact of linguistic super-diversity on the teaching of languages at tertiary level. Through a small-scale study of university-based language teachers in Australia and the United Kingdom, I examine to what extent these teachers have become aware of the changed language profiles that their students are bringing to the classroom and how they have accommodated their teaching approaches to reflect these changes. The results of the study reveal a rather limited level of engagement with the consequences of linguistic super-diversity. I provide some explanations and suggestions for how this could be changed.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Pauwels2012,

title = {Accommodating Multilinguality},

author = {Anne Pauwels and Itesh Sachdev and Howard Giles},

doi = {10.1002/9781118332382.ch16},

year  = {2012},

date = {2012-10-03},

journal = {The handbook of bilingualism and multilingualism},

pages = {391-416},

abstract = {This chapter aims to provide a social psychological perspective on bilingual and multilingual communication. This approach stems from notions of psychological and behavioral accommodation in bilingual and multilingual encounters. In order to understand and model the vast array of acts of multilingual communication, this chapter invokes communication accommodation theory (CAT) that Howard Giles and his colleagues have been developing over several decades. The chapter restricts itself to multilingual accommodation as exemplified by convergence, divergence, maintenance, and code-switching. Previously neglected macro-level variables, such as state language policies, have been included explicitly as macro-level variables in this chapter, whilst mediator variables, such as acculturation orientations, have been conceptually integrated with other social psychological processes in a broader model of bilingual accommodation. Research on multilingual communication has been important for the development of accommodation theory and the chapter presents a revised model of multilingual accommodation.},

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}

@article{Giles2012e,

title = {Accommodating Multilinguality},

author = {Howard Giles and Itesh Sachdev and Anne Pauwels},

doi = {10.1002/9781118332382.ch16},

year  = {2012},

date = {2012-10-03},

urldate = {2012-10-03},

journal = {The Handbook of Bilingualism and Multilingualism: Second },

pages = {391 - 416},

abstract = {This chapter aims to provide a social psychological perspective on bilingual and multilingual communication. This approach stems from notions of psychological and behavioral accommodation in bilingual and multilingual encounters. In order to understand and model the vast array of acts of multilingual communication, this chapter invokes communication accommodation theory (CAT) that Howard Giles and his colleagues have been developing over several decades. The chapter restricts itself to multilingual accommodation as exemplified by convergence, divergence, maintenance, and code-switching. Previously neglected macro-level variables, such as state language policies, have been included explicitly as macro-level variables in this chapter, whilst mediator variables, such as acculturation orientations, have been conceptually integrated with other social psychological processes in a broader model of bilingual accommodation. Research on multilingual communication has been important for the development of accommodation theory and the chapter presents a revised model of multilingual accommodation.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Pauwels2011,

title = {Future directions for the learning of languages in universities: challenges and opportunities},

author = {Anne Pauwels},

doi = {https://doi.org/10.1080/09571736.2011.573692},

year  = {2011},

date = {2011-07-01},

journal = {Language Learning Journal},

volume = {39},

number = {2},

pages = {247-257},

abstract = {The place of foreign language learning in education has a rich and diverse history since the introduction of compulsory schooling, with some countries including the learning of a foreign language as a compulsory part of the curriculum, whilst in others foreign language learning is seen as an optional subject suited for more academically minded students. In more recent times, the place and role of foreign or second language learning have come under increasing scrutiny, partly in response to world-wide developments in communication technologies, increased and expanded transnational mobility, global security concerns and the emergence of a global lingua franca, English. In this article, I build upon reflections from other scholars to outline the major challenges for university-level language learning in the context of a radically changing language learning environment. The focus of attention is on three key elements of language learning: the learner, the teacher and the curriculum.},

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pubstate = {published},

tppubtype = {article}

}

@article{Pauwels2011bb,

title = {Planning for a global lingua franca: challenges for feminist language planning in English (es) around the world},

author = {Anne Pauwels},

doi = {https://doi.org/10.1080/14664208.2011.541386},

year  = {2011},

date = {2011-02-01},

journal = {Current Issues in Language Planning},

volume = {12},

number = {1},

pages = {9-19},

abstract = {In this paper I outline the challenges for feminist language planning in the context of a global lingua franca – English. Drawing upon the views of speakers of ‘World Englishes’ I discuss their reactions as well as reported practices in relation to gender-inclusive language use. This reveals the complexities of managing the tension between the ‘universal’ goals of feminism(s) and the myriad of local and cultural differences affecting in the social, economic and political positions of women.},

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@article{Pauwels2007bb,

title = {The Politics of Naming Reform in the Gendered Spheres of Home and Work},

author = {Anne Pauwels and Joanne Winter},

url = {https://eprints.soas.ac.uk/id/eprint/9902},

doi = {https://doi.org/10.2167/cilp119.0},

year  = {2007},

date = {2007-11-01},

journal = {Current Issues in Language Planning},

volume = {8},

number = {3},

pages = {404-421},

abstract = {Naming has been a central focus of feminist language planning. The initial emphasis was on reforming naming practices for women in public spheres (work, education, media). More recently public discourses about work/life balance have drawn together the public and private, shaping the naming practices for women and men in these domains. This paper explores the dynamics and politics of naming in the intersecting gendered spheres of work and home. Our focus is on the naming of men who occupy the space traditionally associated with women in the home: child care and home duties. We address the consequences of social change on planning agendas and reform strategies in the light of the role of gender-inclusive language planning to promote linguistic equality.},

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@article{Pauwels2007bb,

title = {Missing me and Msing the other: Courtesy titles for women in Englishes},

author = {Anne Pauwels},

doi = {https://doi.org/10.2104/aral0708},

year  = {2007},

date = {2007-01-01},

journal = {Australian Review of Applied Linguistics},

volume = {30},

number = {1},

pages = {8.1-8.17},

abstract = {The introduction and spread of Ms as the courtesy address title for women is a cornerstone of feminist linguistic planning for English. Its introduction aimed to eradicate the discriminatory inequity in the address system that exposed women through their (non)marital relationship with men. The understanding, use and impact of the courtesy title are fairly well documented, particularly for Englishes of Australia (e.g. Pauwels 1987; 1998; 2001; 2003), US and Britain (Romaine 2001) and New Zealand (Holmes 2001). We have little knowledge of the form’s spread, impact and use by speakers for whom English is not the dominant language but forms part of their linguistic repertoire. Graddol (1997) argues that English-speaking bilinguals will outnumber first language speakers and, ‘increasingly will decide the global future of the language’ (p.10). Such contexts of English – second / third / foreign – usage loosely align with locales Kachru (1997) identified as ‘expanding circles’, and to some extent, many of the ‘outer circle’ Englishes, e.g. Hong Kong. In this paper we take up a new direction in feminist language planning: the exploration of courtesy title use and practices by English-speaking mono-/bi-/multilingual women around the world. We draw upon online survey data (available from http://www.teagirl.arts.uwa.edu.au/) to probe respondents’ strategies for addressing unknown women, as well as women’s use of courtesy titles for themselves. Our mapping of practices associated with Ms reveals an unexpected pattern of diffusion with implications for evaluating planned social language change. In relation to Ms, the implementation of feminist linguistic policy does not cohere with a pattern of spread from inner to outer to expanding ‘circles’ of English or from ‘first language speaker’ to … ‘foreign language speaker’ diffusion. The locale and personal contexts associated with education, awareness and personal commitment to gender equity interact in complicating, and surprising ways. Indeed our research exposes a new directionality for Ms as a preferred form for unknown women, without necessarily implicating its use in self-naming for many bilingual women resident in ‘outer circle’ locales.},

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@article{Pauwels2007bb,

title = {Strengthening languages in Australian higher education through collaborative arrangement},

author = {Anne Pauwels},

year  = {2007},

date = {2007-01-01},

journal = {Collaborating to Offer Small Courses/Subjects Forum},

pages = {17},

abstract = {The teaching of foreign languages (more recently labelled as Languages other than English or community languages) has been a feature of Australian university education since its inception in the mid 19th Century. Throughout its 150+ year history in Australian universities, foreign language education has experienced a number of significant transformations including a dramatic expansion and contraction of the number of languages offered for study between the 1970s and 2000, a substantive shift in language teaching methodologies, and a broadening and a diversification of the student body undertaking language study at university. Each of these transformations posed tremendous challenges for all those involved in the university languages scene, leading not infrequently to instability in this sector of university education. These difficulties have been well-documented in a variety of surveys, reviews and papers (for an extensive overview see Lo et al.) as have the recommendations and suggestions to overcome the problems, concerns and various obstacles. With regard to tackling the issues of changing teaching methodologies, university language departments and their staff have not only come to grips with the issues but have in fact become leaders in embracing different teaching and learning methodologies, including sophisticated uses of new media and technologies (eg, Felix 2001). The diversification of the student body especially in terms of their starting language proficiency is being addressed remarkably well despite severe financial constraints which limits the options for proficiency streaming.},

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@article{Pauwels2006bb,

title = {Language maintenance in friendships: second-generation German, Greek, and Vietnamese migrants},

author = {Anne Pauwels and Jo Winter},

doi = {10.1515/IJSL.2006.044},

year  = {2006},

date = {2006-07-01},

journal = {International Journal of the Sociology of Language},

volume = {2006},

number = {180},

pages = {123-139},

abstract = {Our contribution explores the language maintenance (LM) patterns of children of migrants (second-generation) to Australia from three ethnolinguistic groups - German, Greek, and Vietnamese - in their same-age peer friendships. Focusing on the affective social relationship of "friendship" imagined as a dynamic fluid site of independence and a locale for identity formation, we scrutinize it as a pressure point for LM. The macro survey trends indicate that languages other than English (LOTE) are used in the friendship domain but with differing participations. Follow-up in-depth interviews reveal subtleties and complexities for LM practices. Co-presence of bilingual others in friendships proves to be a minimum but not sufficient condition for LM, particularly for German men and Greek women. Hyphenated belongings - for example, Vietnamese-, Greek-, German-Australians - construct varying LM alignments that reflect shared histories and authenticities (the migration experience) and the localizing of settlement (Australia).},

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pubstate = {published},

tppubtype = {article}

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@article{Pauwels2006,

title = {Gender inclusivity or ‘grammar rules OK’? Linguistic prescriptivism vs linguistic discrimination in the classroom},

author = {Anne Pauwels and Joanne Winter},

doi = {10.1080/09500780608668717},

year  = {2006},

date = {2006-03-15},

journal = {Language and Education},

volume = {20},

number = {2},

pages = {128-140},

abstract = {This paper explores the potential conflict classroom teachers face in their dual roles as "guardians of grammar" and as "agents of social language reform" with reference to third person singular generic pronouns in English. We investigate to what extent teachers (primary, secondary and tertiary) experience tensions between these roles in relation to their own and students' use of generic pronouns, and if they do, how they resolve the issue. Drawing upon survey and interview data from Australian classroom teachers we find substantial adoption of gender-inclusive alternatives to generic he with a clear preference for and tolerance of singular they in their own and their students' writing. Remnants of social gender and the use of generic he and generic she are found for the antecedents real estate agent and teacher respectively. Younger teachers are by and large unaware of grammatical prescriptivism arguments while all teachers have awareness of the need to address and reform linguistic discrimination. Female educators lead the way as "agents of change" and intervene in students' writing to promote the avoidance of gender-exclusive generic he.},

keywords = {},

pubstate = {published},

tppubtype = {article}

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@article{Pauwels2006b,

title = {Men staying at home looking after their children: Feminist linguistic reform and social change},

author = {Anne Pauwels and Jo Winter},

doi = {https://doi.org/10.1111/j.1473-4192.2006.00104.x},

year  = {2006},

date = {2006-03-01},

journal = {International Journal of Applied Linguistics},

volume = {16},

number = {1},

pages = {16-36},

abstract = {The (mis)representation and stereotyping of gendered identities remain central concerns for applied linguistics and feminist linguistic reformers despite the history, since the 1970s, of promoting gender‐fair or gender‐inclusive language reform. To date, the primary focus has been the reform of linguistic discrimination against women. Here we examine the ‘naming’ of men who have entered the ‘occupation’– primary childcare provision – traditionally exclusively reserved for women. Drawing upon on‐line survey and media data, we investigate the extent to which principles of feminist linguistic reform, equality, and inclusivity are evident in the labelling of, and media discourses about, these men. Regional variation in Englishes together with discourses of masculinity impact upon the implementation of linguistic reform.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Pauwels2006bb,

title = {The discourses of language maintenance in friendship practices amoung children of German, Greek and Vietnamese migrants},

author = {Anne Pauwels and Joanne Winter},

doi = {10.1515/IJSL.2006.044},

year  = {2006},

date = {2006-01-01},

journal = {International Journal of the Sociology of Language},

volume = {2006},

number = {180},

pages = {123-139},

abstract = {Our contribution explores the language maintenance (LM) patterns of children of migrants (second-generation) to Australia from three ethnolinguistic groups - German, Greek, and Vietnamese - in their same-age peer friendships. Focusing on the affective social relationship of "friendship" imagined as a dynamic fluid site of independence and a locale for identity formation, we scrutinize it as a pressure point for LM. The macro survey trends indicate that languages other than English (LOTE) are used in the friendship domain but with differing participations. Follow-up in-depth interviews reveal subtleties and complexities for LM practices. Co-presence of bilingual others in friendships proves to be a minimum but not sufficient condition for LM, particularly for German men and Greek women. Hyphenated belongings - for example, Vietnamese-, Greek-, German-Australians - construct varying LM alignments that reflect shared histories and authenticities (the migration experience) and the localizing of settlement (Australia).},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Pauwels2006bb,

title = {The personing of neutral inclusivity: Tracing the spread of person compounds in occupational naming},

author = {Anne Pauwels and Joanne Winter and K Alan},

year  = {2006},

date = {2006-01-01},

journal = {Selected Papers from the 2005 Conference of the Australian Linguistic Society},

abstract = {Feminist linguistic reforms provide an example of planned social language change that seeks to ensure inclusivity and equality in the linguistic representation of women and men. Gender-neutralisation has been promoted as the preferred strategy for genderinclusive representations in English. The strategy has included options such as lexical replacement, eg, flight attendant instead of hostess; neologisms such as firefighter for fireman and morphological compounding with zero morphs chairØ for chairman and compounds with person. Interestingly, some person compounds have emerged into the gender-inclusive language landscape that were not promoted or supported as part of feminist language planning eg, waitperson. Our discussion focuses on the genderneutral morphological compounding evident in a number of occupational nouns. Drawing upon on-line survey data (www. teagirl. arts. uwa. edu. au) we trace the spread and diffusion of person compounds. Our findings reveal that degrees of social-gender loading and occupational prestige interact with positions about gender-inclusivity in confounding ways. Gender-neutralisation through the adoption of person compounds faces challenges from so-called PC debates about linguistic ‘awkwardness’ and the availability of zero morph compounding through the creation of neologisms, eg, chair.},

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pubstate = {published},

tppubtype = {article}

}

@article{Pauwels2006bb,

title = {Men staying at home looking after their children: Masculinities and gender inclusive language reform},

author = {Anne Pauwels and Joanne Winter},

doi = {10.1111/j.1473-4192.2006.00104.x},

year  = {2006},

date = {2006-01-01},

urldate = {2006-01-01},

journal = {International journal of applied linguistics},

volume = {16},

number = {1},

pages = {16-36},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Pauwels2005bb,

title = {Education and gender-inclusive language practice in English: Evidence from Singapore},

author = {Anne Pauwels and Joanne Winter},

year  = {2005},

date = {2005-12-01},

journal = {Asian Journal of English Language Teaching},

volume = {15},

pages = {1-23},

abstract = {In this case study we examine the gender-inclusive language practices among Singaporean education professionals and tertiary students. Drawing upon corpus data, survey results, and interviews, we explore questions of usage and awareness of gender-inclusive language. In particular we focus on the use of gender-inclusive epicene pronouns (e.g., he or she and singular they). The results are mixed with corpus data indicating an absence of gender-inclusive pronoun use whilst the survey data reveals feminisation (he or she) as the emerging strategy for participants. We also investigate the role of education as an initiating trajectory for change through awareness and first contact with the issue and attitudes towards policy and practice in reversing linguistic discrimination in Singapore.},

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tppubtype = {article}

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@article{Pauwels2005bb,

title = {Gender in the construction and transmission of ethnolinguistic identities and language maintenance in immigrant Australia},

author = {Anne Pauwels and Joanne Winter},

doi = {10.1080/07268600500113708},

year  = {2005},

date = {2005-04-01},

journal = {Australian Journal of Linguistics},

volume = {25},

number = {1},

pages = {153-168},

abstract = {The relevance and impact of gender and/or sex roles have long been recognized in the transmission of languages in situations of language contact. More recent studies of multilingualism, second language learning and language maintenance have moved beyond the investigation of gender roles to looking at gendered identities and questions of language maintenance/shift. Here we build upon these developments and examine the ways in which masculinities and femininities constrain and enable language maintenance practices and transmission of the community language among bilingual women and men who were born in Australia to immigrant parents (the so-called second generation). In particular we explore the gendered practices of ‘maintaining the community language’ among ‘second-generation’ women and men of Greek and German descent and discuss the construction of gendered ethnolinguistic identities and the survival of the respective community languages in Australia.},

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@article{Pauwels2005,

title = {Maintaining the community language in Australia: Challenges and roles for families},

author = {Anne Pauwels},

year  = {2005},

date = {2005-03-15},

journal = {International journal of bilingual education and bilingualism},

volume = {8},

number = {2-3},

pages = {124-131},

abstract = {Much Australian work on immigrant languages has revealed that the family is a crucial site of language maintenance (LM). The family remains for most immigrants and their offspring the main domain for community language (CL) use. At the same time, there is no doubt that positive language, education and migration policies strengthen the maintenance of CL in Australia as described in Fishman's (1991) model of LM, Reversing Language Shift. However, as Fishman (1991) has observed, supportive policies and educational provisions will only be of value if the family initiates CL acquisition and provides a practice ground for its continued use. I consider the main favourable factors, challenges and strategies for successful CL maintenance in the family, as gleaned from case studies, and conclude with suggestions for greater attention to the role of adolescents and of technology in CL maintenance.},

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@article{Pauwels2004bb,

title = {Gender-inclusive language reform in educational writing in Singapore and the Philippines: A corpus-based study},

author = {Anne Pauwels and Joanne Winter},

doi = {https://doi.org/10.1080/13488678.2004.10801128},

year  = {2004},

date = {2004-06-01},

journal = {Asian Englishes},

volume = {7},

number = {1},

pages = {4-20},

abstract = {In this paper we examine the adoption of some gender-inclusive features (generic nouns and pronouns) in two varieties of “outer-circle” Englishes. The focus is on educational texts given the importance of the educational domain in the adoption and spread of language planning. The texts are from the Singapore and Philippine sections of the International Corpus of English [ICE]. Overall results point to minimal adoption of gender-inclusive alternatives for generic he and masculine generic nouns although differences emerge in relation to variety and type of text/genre.},

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@article{Pauwels2004b,

title = {Generic pronouns and gender-inclusive language reform in the English of Singapore and the Philippines},

author = {Anne Pauwels and Joanne Winter},

doi = {10.1075/aral.27.2.04pau},

year  = {2004},

date = {2004-01-01},

journal = {Australian review of applied linguistics},

volume = {27},

number = {2},

pages = {50-62},

abstract = {The concurrent trends of globalisation and "indigenisation" affecting the English language (varieties) around the world pose some interesting questions for language planning and reform issues (e.g. Phillipson, 1992; Pennycook, 1994; Crystal, 1997). With this project we examine the impact of these competing trends on "corpus planning" relating to gender-inclusive language use in the Englishes of Singapore and the Philippines, categorised as "outer-circle" Englishes by Kachru (1992, 1997). In this paper we present some findings on aspects of gender-inclusive language reform based on an analysis of the student and academic texts in the Singapore and Philippine components of the International Corpus of English [ICE] . Education, particularly higher education, has been identified as a leading site of contact with and trajectories of change for gender-inclusive language reform. We focus in particular on one of the main features of gender-inclusive language reform: generic pronouns. The results of the ICE corpus analysis suggest that adoption of gender-inclusive and gender-neutral generic pronouns is not yet profiled in these "outer-circle" Englishes. Generic he remains the pervasive generic pronoun in the student and published academic writing in the Singapore English corpus. The Philippines data reveal a similar trend although there is some emergence of s/he forms as the preferred gender-inclusive alternative.},

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@article{Pauwels2003,

title = {24 Linguistic Sexism and Feminist Linguistic Activism},

author = {Anne Pauwels},

editor = {Janet Holmes and Miriam Meyerhoff},

doi = {10.1002/9780470756942},

isbn = {9780470756942},

year  = {2003},

date = {2003-01-01},

pages = {550-718},

abstract = {The popular portrayal of women and men as language users has stressed their fundamental differences. A quick perusal of some writings about male and female speakers across languages (eg Baron 1986) leaves no doubt that men are perceived not only as powerful speakers but especially as authoritative language users. Women, on the other hand, are often seen as garrulous, frivolous, and illiterate language users. These popular stereotypes gained in stature when they were endorsed by or validated in the “academic” and “scientific” literature of the day (for an overview see eg Baron 1986; Kramarae 1981). This “scientific” validation in turn led to the desire for the codification and regulation of women’s speech, and of women as speakers. Cameron (1995; this volume) as well as other scholars of language and gender have documented the many rules, codes, and guides that were developed to codify and control.},

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@article{Pauwels2003b,

title = {Mapping trajectories of change–women’s and men’s practices and experiences of feminist linguistic reform in Australia},

author = {Anne Pauwels and Joanne Winter},

doi = {https://doi.org/10.1075/aral.26.1.03win},

year  = {2003},

date = {2003-01-01},

journal = {Australian Review of Applied Linguistics},

volume = {26},

number = {1},

pages = {19-37},

abstract = {In this paper we address the issue of the evaluation of feminist language planning in Australia. Through case studies of some self-identified linguistic reformers and non-sexist language users we present a ‘trajectory’ framework for the exploration of evaluation as part of the language planning cycle. We map the users’ trajectories of change through documenting their ‘first contact’ with gender bias in language (an initiating trajectory), their responses, practices and actions in relation to this (a trajectory of practice) and their perceived roles in bringing about, facilitating and spreading change (a trajectory of agency). This documentation reveals narratives of resistance and empowerment through engagement with change in the context of dominant discourses but sometimes also of powerlessness and oppression through rejection and opposition.},

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@article{Pauwels2002,

title = {Languages in the university sector at the beginning of the third millennium},

author = {Anne Pauwels},

year  = {2002},

date = {2002-09-01},

journal = {Babel},

volume = {37},

number = {2},

abstract = {This paper assesses the position of languages in the university sector at the start of the new millennium and after almost two decades oflanguage policy initiatives aimed at fostering the learning of languages other than English. This assessment reveals a somewhat ambivalent picture of the situation of languages in the university sector. Whilst there is evidence that the teaclting and learning of languages other than English have benefited from language policy initiatives and developments in foreign language pedagogy, there continue to be many threats to the position of languages in the university sector. The latter are related mainly to the increasing rationalisation of, and competition for, limited (fmancial) resources within the university sector.},

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}