German Standard German

Dialect refers to two distinctly different types of linguistic relationships.

Sociolinguistics is the descriptive study of the effect of any or all aspects of society, including cultural norms, expectations, and context, on language and the ways it is used. It can overlap with the sociology of language, which focuses on the effect of language on society. Sociolinguistics overlaps considerably with pragmatics and is closely related to linguistic anthropology.

African-American English is the set of English sociolects spoken by most Black people in the United States and many in Canada; most commonly, it refers to a dialect continuum ranging from African-American Vernacular English to a more standard American English. Like all widely spoken language varieties, African-American English shows variation stylistically, generationally, geographically, in rural versus urban characteristics, in vernacular versus standard registers, etc. There has been a significant body of African-American literature and oral tradition for centuries.

In sociolinguistics, a variety, also known as a lect or an isolect, is a specific form of a language or language cluster. This may include languages, dialects, registers, styles, or other forms of language, as well as a standard variety. The use of the word variety to refer to the different forms avoids the use of the term language, which many people associate only with the standard language, and the term dialect, which is often associated with non-standard language forms thought of as less prestigious or "proper" than the standard. Linguists speak of both standard and non-standard (vernacular) varieties as equally complex, valid, and full-fledged forms of language. Lect avoids the problem in ambiguous cases of deciding whether two varieties are distinct languages or dialects of a single language.

A standard language is a language variety that has undergone substantial codification of its grammar, lexicon, writing system, or other features and stands out among other varieties in a community as the one with the highest status or prestige. Often, it is the prestige variety of a whole country. In linguistics, the process of a variety becoming organized into a standard, for instance by being widely expounded in grammar books or other reference works, and also the process of making people's language usage conform to that standard, is called standardization or standardisation.

A dialect continuum or dialect chain is a series of language varieties spoken across some geographical area such that neighboring varieties are mutually intelligible, but the differences accumulate over distance so that widely separated varieties may not be. This is a typical occurrence with widely spread languages and language families around the world, when these languages did not spread recently. Some prominent examples include the Indo-Aryan languages across large parts of India, varieties of Arabic across north Africa and southwest Asia, the Turkic languages, the varieties of Chinese, and parts of the Romance, Germanic and Slavic families in Europe. Terms used in older literature include dialect area and L-complex.

African-American Vernacular English (AAVE) is the variety of English natively spoken, particularly in urban communities, by most working- and middle-class African Americans and some Black Canadians. Having its own unique grammatical, vocabulary and accent features, AAVE is employed by middle-class Black Americans as the more informal and casual end of a sociolinguistic continuum. However, in formal speaking contexts, speakers tend to switch to more standard English grammar and vocabulary, usually while retaining elements of the non-standard accent. AAVE is widespread throughout the United States, but is not the native dialect of all African Americans, nor are all of its speakers African American.

In an English-speaking country, Standard English (SE) is the variety of English that has undergone codification to the point of being socially perceived as the standard language, associated with formal schooling, language assessment, and official print publications, such as public service announcements and newspapers of record, etc. All linguistic features are subject to the effects of standardisation, including morphology, phonology, syntax, lexicon, register, discourse markers, pragmatics, as well as written features such as spelling conventions, punctuation, capitalisation and abbreviation practices. SE is local to nowhere: its grammatical and lexical components are no longer regionally marked, although many of them originated in different, non-adjacent dialects, and it has very little of the variation found in spoken or earlier written varieties of English. According to Peter Trudgill, Standard English is a social dialect pre-eminently used in writing that is distinguishable from other English dialects largely by a small group of grammatical "idiosyncrasies", such as irregular reflexive pronouns and an "unusual" present-tense verb morphology.

Jenny L. Cheshire is a British sociolinguist and emeritus professor of linguistics at Queen Mary University of London. Her research interests include language variation and change, language contact and dialect convergence, and language in education, with a focus on conversational narratives and spoken English. She is most known for her work on grammatical variation, especially syntax and discourse structures, in adolescent speech and on Multicultural London English.

Language ideology is, within anthropology, sociolinguistics, and cross-cultural studies, any set of beliefs about languages as they are used in their social worlds. Language ideologies are conceptualizations about languages, speakers, and discursive practices. Like other kinds of ideologies, language ideologies are influenced by political and moral interests, and they are shaped in a cultural setting. When recognized and explored, language ideologies expose how the speakers' linguistic beliefs are linked to the broader social and cultural systems to which they belong, illustrating how the systems beget such beliefs. By doing so, language ideologies link implicit and explicit assumptions about a language or language in general to their social experience as well as their political and economic interests.

Swiss Standard German, or Swiss High German, referred to by the Swiss as Schriftdeutsch, or German: Hochdeutsch, is the written form of one (German) of four national languages in Switzerland, besides French, Italian, and Romansh. It is a variety of Standard German, used in the German-speaking part of Switzerland and in Liechtenstein. It is mainly written, and rather less often spoken.

Brunei English is a regional dialect of English that is widely spoken in Brunei Darussalam, even though the national language is Malay. Although the lingua franca in the country is generally the local dialect of Malay, all educated people are proficient in English, as it has been the medium of instruction from the fourth year of primary school since 1985.

The gender paradox is a sociolinguistic phenomenon first observed by William Labov, who noted, "Women conform more closely than men to sociolinguistic norms that are overtly prescribed, but conform less than men when they are not." Specifically, the "paradox" arises from sociolinguistic data showing that women are more likely to use prestige forms and avoid stigmatized variants than men for a majority of linguistic variables, but that they are also more likely to lead language change by using innovative forms of variables.

Translanguaging is a term that can refer to different aspects of multilingualism. It can describe the way bilinguals and multilinguals use their linguistic resources to make sense of and interact with the world around them. It can also refer to a pedagogical approach that utilizes more than one language within a classroom lesson. The term "translanguaging" was coined in the 1980s by Cen Williams in his unpublished thesis titled “An Evaluation of Teaching and Learning Methods in the Context of Bilingual Secondary Education.” Williams used the term to describe the practice of using two languages in the same lesson, which differed from many previous methods of bilingual education that tried to separate languages by class, time, or day. In addition, Vogel and Garcia argued that translanguaging theory posits that rather than possessing two or more autonomous language systems, as previously thought when scholars described bilingual or multilingual speakers, bilinguals and multilingual speakers select and deploy their languages from a unitary linguistic repertoire. However, the dissemination of the term, and of the related concept, gained traction decades later due in part to published research by Ofelia García, among others. In this context, translanguaging is an extension of the concept of languaging, the discursive practices of language speakers, but with the additional feature of using multiple languages, often simultaneously. It is a dynamic process in which multilingual speakers navigate complex social and cognitive demands through strategic employment of multiple languages.