Samantha Goodchild

• Goodchild, Samantha & Weidl, Miriam (2024). Exploring the complexity of multilingual spaces: embracing diverse perspectives of linguistic non-understanding. Multilingua - Journal of Cross-cultural and Interlanguage Communiciation. ISSN 0167-8507. doi: 10.1515/multi-2024-0118. Full text in Research Archive Show summary

  In our article, we investigate the complex dynamics of linguistic understandings and mis- or non-understanding within multilingual contexts. Through the lens of sociolinguistic exploration, we navigate the multifaceted landscapes of language use, applying a multi-perspective approach and the triangulation method to explore the depths of linguistic non-understanding (LNU). Drawing on ethnographic data collection and multi-perspective analysis, we highlight the challenges and opportunities inherent in incorporating LNUs into research practice. Embracing a non-positivist stance, we acknowledge the role of being a ‘non-knower’ in our pursuit of understanding. Our methodology section briefly demonstrates the application of the triangulation method for researching multilingualism, while our empirical findings unveil various instances of LNU across everyday language use. We emphasise the importance of researchers’ reflexivity and the recognition of repertoire users as experts in their linguistic practices. Ultimately, our study offers insights into the analytical advantages of adopting an in-depth and multi-perspective approach to research in multilingual environments.

• Svendsen, Bente Ailin & Goodchild, Samantha (2024). Citizen (socio)linguistics: What we can learn from engaging young people as language researchers. In Svendsen, Bente Ailin & Jonsson, Rickard (Ed.), The Routledge Handbook of Language and Youth Culture. Routledge. ISSN 9780367764142. p. 407–420. Full text in Research Archive Show summary

  The Routledge Handbook of Language and Youth Culture offers the first essential grounding of critical youth studies within sociolinguistic research. Bringing together leading and cutting-edge perspectives from thought leaders across the globe this handbook: * addresses how young people's cultural practices, as well as forces like class, gender, ethnicity and race, influence language * considers emotions, affect, age and ageism, materiality, embodiment and the political youth, as well as processes of unmooring language and place * critically reflects on our understandings of terms such as 'language', 'youth' and 'culture', drawing on insights from youth studies to help contextualise age within power dynamics * features examples from a wide range of linguistic contexts such as graffiti, gestures and different musical genres including grime and hip-hop Providing important insights into how young people think, feel, act, and communicate in the complexity of a polarised world, The Routledge Handbook of Language and Youth Culture is an invaluable resource for advanced students and researchers in disciplines including sociolinguistics, linguistic anthropology, multilingualism, youth studies and sociology.

• Goodchild, Samantha & Svendsen, Bente Ailin (2023). Citizen (socio)linguistics: What we can learn from engaging (young) people as language researchers. In Svendsen, Bente Ailin & Jonsson, Rickard (Ed.), The Routledge Handbook of Language and Youth Culture. Routledge. ISSN 9780367764142. Full text in Research Archive Show summary

  This paper discusses how citizen science (CS) – the participation of non-professional contributors in the production of scientific knowledge” (Kasperowski et al., 2021:14) – is conceptualised and applied in (socio)linguistics. After outlining the recent impetus of CS across scientific fields, in research policy and planning, it presents the European Citizen Science Association’s ten principles of CS and then describes the state of the art of (youth) citizen sociolinguistic studies, exploring epistemological, methodological and ethical considerations as well as the impact of engaging (young) people as language researchers. As an empirical point of entry, the paper presents insights from a small-scale citizen (socio)linguistic project in Oslo, namely Youths Speak Back, where young people were engaged as researchers in multiple stages of the research process. It outlines some of the outcomes for the participants themselves and for the professional researchers, and the ethical and methodological concerns that it critically addresses include issues of recruitment, mutual trust and motivation, some of them more pertinent in citizen humanities and citizen social sciences. It is argued that there is a need to push forward collaborative approaches in CS and consequently in (socio)linguistics to support the UN’s sustainability goal no 10, Reduced inequalities.

• Swanwick, Ruth; Goodchild, Samantha & Adami, Elisabetta (2022). Problematizing translanguaging as an inclusive pedagogical strategy in deaf education. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050. p. 1–17. doi: 10.1080/13670050.2022.2078650. Full text in Research Archive Show summary

  This paper critically analyses the meaning and use of translanguaging as an inclusive pedagogical strategy in the context of a bilingual deaf education classroom where there are asymmetrical sensorial experiences of being deaf and being hearing, and different access to ‘codified’ (either speech or sign-language) resources. The pedagogical opportunities and constraints of translanguaging are examined through an analysis of the meaning-making resources among deaf and hearing interlocutors in face-to-face interaction. Using two short excerpts from an English class with two deaf pupils, a hearing teacher of the deaf and hearing communication support worker the authors analyse ways in which the modes of image, sound and speech, gesture and signing, gaze, body posture are coordinated in the spatial context for meaning-making. A multimodal and layered analysis of two short turn sequences describes ways in which modes are integrated and coordinated in the spatial layout of the classroom in ways that either facilitate or inhibit inclusive communication. Strategies for the analysis and deployment of multimodal resources that may facilitate the inclusive potential of translanguaging in this interactional context are discussed.

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• Svendsen, Bente Ailin & Goodchild, Samantha (2024). Citizen linguistics. Full text in Research Archive
• Svendsen, Bente Ailin; Ryen, Else; Ims, Ingunn Indrebø; Goodchild, Samantha; Lamb, Gavin Mitchell & Røyneland, Unn [Show all 10 contributors for this article] (2023). Language and youth in Norway – practices, spaces and representations. Full text in Research Archive
• Goodchild, Samantha (2022). Robert Blackwood & Deirdre A. Dunlevy (Eds.). (2021) Multilingualism in public space: Empowering and transforming communities. London; New York: Bloomsbury Academic. ISBN 978-1-3501-8659-0 (hbk) / 978-1-3501-8660-6 (ePDF) / 978-1-3501-8661-3 (e-Book) 255pp. £95.00 (hbk) £85.50 (ePDF) £85.50 (e-Book). Linguistic Landscape. ISSN 2214-9953. p. 1–4. doi: 10.1075/ll.22026.goo. Full text in Research Archive
• Svendsen, Bente Ailin & Goodchild, Samantha (2022). Introduction: Recontextualisation of Contemporary Urban Vernaculars – Crossing Binaries Empirically, Ideologically and Methodologically. Full text in Research Archive
• Svendsen, Bente Ailin; Goodchild, Samantha; Opsahl, Toril; Gomes, Rafael; Røyneland, Unn & Lamb, Gavin Mitchell [Show all 7 contributors for this article] (2022). Panel: Recontextualisation of Contemporary Urban Vernaculars – Crossing Binaries Empirically, Ideologically and Methodologically. Full text in Research Archive
• Svendsen, Bente Ailin & Goodchild, Samantha (2022). Reflections on the challenges and affordances of engaging (young) people in research - ethical considerations of citizen linguistics. Full text in Research Archive
• Gomes, Rafael Lomeu; Goodchild, Samantha; Ims, Ingunn Indrebø; Johnsen, Ragni Vik; Sollid, Hilde & Svendsen, Bente Ailin (2022). Sociolinguistic change in Norway - from unity («felleskulturen» eller «enhetskulturen”) to linguistic and cultural pluralism? Full text in Research Archive
• Diepeveen, Aafke; Gomes, Rafael Lomeu; Goodchild, Samantha; Ims, Ingunn Indrebø; Johnsen, Ragni Vik & Sollid, Hilde [Show all 8 contributors for this article] (2022). Language, Globalisation and the Nation. The workshop series from a Norwegian perspective. Full text in Research Archive
• Opsahl, Toril; Gomes, Rafael Lomeu; Goodchild, Samantha; Ims, Ingunn Indrebø; Lamb, Gavin Mitchell & Røyneland, Unn [Show all 7 contributors for this article] (2022). (Re)producing stereotypes in media representations of contemporary urban vernaculars. Full text in Research Archive
• Svendsen, Bente Ailin & Goodchild, Samantha (2021). Book review: How We Talk about Language: Exploring Citizen Sociolinguistics. Betsy Rymes, Cambridge, UK: Cambridge University Press. 2020. 201 pp. 1st edition, ISBN: 9781108725965: Pb: £19.99. Journal of Sociolinguistics. ISSN 1360-6441. p. 1–6. doi: 10.1111/josl.12511. Full text in Research Archive
• Røyneland, Unn & Goodchild, Samantha (2021). The construction and deconstruction of lects – labelling of heterogeneous and fluid linguistic practices. Full text in Research Archive
• Goodchild, Samantha (2020). Language Landscape: exploring the dynamics of engaging with people. Full text in Research Archive Show summary

  Language Landscape: exploring the dynamics of engaging with people. In this talk, I will briefly introduce Language Landscape, a not-for-profit organisation that aims to raise awareness of language diversity. Founded in 2011, Language Landscape offers a web-based tool for documenting language use and multilingualism, using user-generated recordings populated on the world map. The founding tenet of Language Landscape has been public engagement, and over the years we have been involved in numerous outreach events, working with local schools, community centres and museums in the UK. I will present a selection of case studies from our public engagement activities, focusing on the various settings and how these affect the dynamics of engagement. I will put forward that our most successful events at engaging the public have three necessary elements: an educational aspect, institutional support and “the personal touch”. However, engaging the public outwith institutional settings remains elusive. I will conclude by inviting participants to suggest new ways of engagement and to share any relevant experiences.

• Goodchild, Samantha (2020). Multilingualism triangulated in practice and analysis: a journey from communicative events through languages to “ways of speaking”. Full text in Research Archive Show summary

  Multilingualism and multilingual communication are inherently complex practices. One challenge of research on multilingualism is how to adequately describe multilingual linguistic practices. Incorporating various perspectives can help the researcher question assumptions about established scales of comparison (Gal 2016). After conducting ethnographic based fieldwork in Essyl, a small village in the Casamance region of southern Senegal, West Africa, I concluded that in order to attempt a holistic understanding of multilingualism there, rather than starting with a priori defined codes, or named languages, it is necessary to have communicative events and the people involved at the forefront for analysis. Using the “triangulation method” (Goodchild 2018; Weidl 2018; Weidl & Goodchild In preparation) is one way to achieve various perspectives on the data and analysis. Therefore, in this seminar, I will start by presenting some examples taken from extracts of observed naturalistic language data. I will demonstrate how to use the triangulation method on the data, starting with the participant’s perspective, and an observers’ point of view, then finishing with the researcher’s take on the data. By starting with analysis on the micro, i.e., personal scale and working towards the macro, or societal, context, I will explain how integrating numerous intersecting scale-levels is just as necessary as including differing points of view. This is because personal experiences are highly likely to be influenced by, for example, language policy and legacies of research. In conclusion, I put forward that we should start analysis with the situated-ness of people in interactions. Whilst retaining the concept of languages as an important construct for social, identity and space -making purposes, I argue, along with other scholars working on multilingual linguistic practices in the Senegambian context including the Casamance (e.g. Juffermans 2015; Ndecky 2011; Nunez 2015), that the (trans)languaging approach (García & Li Wei 2014; Jørgensen et al. 2011) is to be preferred for analysing flexible “ways of speaking” in Essyl, Senegal. References Gal, Susan. 2016. Scale-making: comparison and perspective as ideological projects. In E. Summerson Carr & Michael Lempert (eds.), Scale: Discourse and dimensions of social life, 91–111. Oakland, California: University of California Press. García, Ofelia & Li Wei. 2014. Translanguaging: language, bilingualism and education (Palgrave Pivot). Basingstoke, Hampshire ;New York: Palgrave Macmillan. Goodchild, Samantha. 2018. Sociolinguistic spaces and multilingualism: practices and perceptions in Essyl, Senegal. London: SOAS, University of London PhD. Jørgensen, J. Normann, Martha Sif Karrebæk, Lian Malai Madsen & Janus Spindler Møller. 2011. Polylanguaging in superdiversity. Diversities 13(2). 23–37. Juffermans, Kasper. 2015. Local languaging, literacy and multilingualism in a West African society (Critical Language and Literacy Studies 20). Bristol ; Buffalo: Multilingual Matters. Ndecky, Albinou. 2011. Pratiques et représentations des parlers mancagnes de Goudomp (Sénégal). Amiens: Université de Picardie Jules Verne d’Amiens PhD. Nunez, Joseph Jean François. 2015. L’alternance entre créole afro-portugais de Casamance, français et wolof au Sénégal. Une contribution trilingue à l’étude du contact des langues. Paris: INALCO; UCAD PhD. Weidl, Miriam. 2018. Nga ne!? [What did you say!?] The role of Wolof in multilingual conversations in the Casamance: fluidity of linguistic repertoires. London: SOAS, University of London PhD. Weidl, Miriam & Samantha Goodchild. In preparation. Triangulation method for researching multilingual contexts.

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