Do some languages sound more beautiful than others?

Italian is sexy, German is rough-but how about Páez or Tamil? Are there universal phonesthetic judgments based purely on the sound of a language, or are preferences attributable to language-external factors such as familiarity and cultural stereotypes? We collected 2,125 recordings of 228 languages from 43 language families, including 5 to 11 speakers of each language to control for personal vocal attractiveness, and asked 820 native speakers of English, Chinese, or Semitic languages to indicate how much they liked these languages. We found a strong preference for languages perceived as familiar, even when they were misidentified, a variety of cultural-geographical biases, and a preference for breathy female voices. The scores by English, Chinese, and Semitic speakers were weakly correlated, indicating some cross-cultural concordance in phonesthetic judgments, but overall there was little consensus between raters about which languages sounded more beautiful, and average scores per language remained within ±2% after accounting for confounds related to familiarity and voice quality of individual speakers. None of the tested phonetic features-the presence of specific phonemic classes, the overall size of phonetic repertoire, its typicality and similarity to the listener's first language-were robust predictors of pleasantness ratings, apart from a possible slight preference for nontonal languages. While population-level phonesthetic preferences may exist, their contribution to perceptual judgments of short speech recordings appears to be minor compared to purely personal preferences, the speaker's voice quality, and perceived resemblance to other languages culturally branded as beautiful or ugly.

Quebec-based Parents' Attitudes Towards Childhood Multilingualism: Evaluative Dimensions and Potential Predictors.

This is the first large-scale, quantitative study of the evaluative dimensions and potential predictors of Quebec-based parents' attitudes towards childhood multilingualism. Such attitudes are assumed to constitute a determinant of parental language choices, and thereby influence children's multilingual development. The newly-developed Attitudes towards Childhood Multilingualism Questionnaire was used to gather data from 825 participants raising an infant/toddler aged 0-4 years with multiple languages in the home. The results revealed three separate dimensions: status and solidarity (the same dimensions found in attitudes towards individual languages) as well as cognitive development (not previously attested as a separate dimension). Participants' approach to promoting multilingualism (specifically, whether they used the one-person-one-language-approach) and the combination of languages transmitted (specifically, whether this included a heritage language) correlated significantly with parental attitudes towards childhood multilingualism. Parents' linguistic background and location within Quebec were not significant predictors of attitudes. The paper discusses implications and directions for further research.

Epilogue: The Language Opportunities for the 21st Century.

This epilogue to the Special Issue on Language Challenges in the 21st Century offers commentary on the current state of social scientific inquiry in the field of language and social psychology. Inspired by the seven articles that make up this Special Issue, I became curious about what we would find if we sought language opportunities instead of language challenges in the 21st century. I recommend future scholarship at the intersections of global and linguistic diversity include a positive social science approach in order to consider the full spectrum of challenges and assets. I conclude with a note about the direction of future research related to COVID-19.

Rhythm Is a Marker of Ethnicity in Modern Hebrew: Evidence from a Perception Study and Actors' Ethnicized Portrayals.

In Modern Hebrew, only three segmental markers are typically acknowledged as ethnically conditioned, and usage of these markers has significantly decreased in second and third generation speakers. Yet the sociolinguistic situation of diverging language backgrounds of first generation speakers, compounded with ethnic segregation in housing and the workforce, seems like a fertile ground for social identification from speech. We report two studies on prosodic variation in Modern Hebrew: a perception study and a "matched-pairs" corpus study. The results of the first illustrate that even in the absence of the known segmental markers, ethnicity perception of young native speakers may still diverge between two major ethnic identities, Mizrahi (Middle Eastern) and Ashkenazi (European). The main acoustic correlate was rhythm, measured as the proportional duration of vowels in the utterance. In the second study, actors' speech rhythm was found to be modulated by their portrayed ethnic identity in the same direction, suggesting that this variable is socially salient-and for some speakers, controllable-enough to be involved in style shifting. This study joins a growing body of work illustrating that relatively mild rhythmic variation can contribute to social identification, and in the current case, also for ethnicity portrayal.

The effect of reading strategy use on online reading comprehension.

In the current age, digital technology is rapidly changing daily routines, and young people today spend most of their time using various digital tools. Therefore, traditional reading of the printed page is being transformed into digital reading of online texts among students. Thus, online reading strategies have become crucial for their development in online reading performance. This study aimed to investigate the effects of online reading strategies used by lower secondary students on reading comprehension achievement. It conducted an online survey of reading strategies, involving three types of reading strategies, global, problem-solving, and support. The study recruited 4527 students at the lower secondary school level in Hungary. The study examined the students' attitudes toward literature and grammar in their native language (L1), use of online reading strategies, reading comprehension skills, and language arts achievement as well as examining the relations between them with various methods of analysis (descriptive/inferential, Rasch and path analyses). The findings demonstrated that the students' problem-solving strategies (from among the three reading strategies) exerted significant and positive impacts on reading comprehension. Additionally, the students' attitudes toward L1 had a positively significant effect on their use of online reading strategies and language arts achievement and an indirect effect on reading comprehension skills. The study also found a significant relationship between language arts achievement and reading comprehension achievement. Therefore, this study is beneficial for language teachers in helping students improve reading comprehension skills.

A systems approach to multilingual language attitudes: A case study of Montréal, Québec, Canada.

Purpose: People are shaped holistically by dynamic and interrelated individual and social-ecological systems. This perspective has been discussed in the context of varied aspects of bilingual experiences, namely language acquisition and development. Here, we applied a Systems Framework of Bilingualism to language attitudes, which may be especially responsive to social-ecological influences. Methodology: One hundred twenty-three French-English bilingual adults (M age = 21.20, SD = 3.21) completed self-report questionnaires on demographic information and their attitudes toward languages. A subset of these bilinguals (n = 73) completed a social network survey. Data and analysis: We used language-tagged social network analysis and geospatial demographic analysis to examine the role of individual characteristics (i.e., first language), interpersonal language dynamics (i.e., person-to-person interactions), and ecological language dynamics (i.e., neighborhood language exposure). Findings and Conclusions: At an individual level, we found that bilinguals' language background (i.e., first language) predicted attitudes of solidarity toward a language (i.e., whether a language is associated with personal identity and belongingness). When considering sociolinguistic layers of influence, we found that bilinguals' social network and neighborhood-level language exposure jointly predicted their attitudes of solidarity toward a language, as well as their attitudes toward the protection of minority languages. Originality: While most studies have examined language experience in a unidimensional nature, the present study investigated multilingual language attitudes by considering multiple systems within a social-ecological framework. Implications: Taken together, the results suggest that several interrelated interpersonal and ecological systems are associated with language attitudes, which could have important implications for planning future language policies in multilingual societies such as Montréal.

Quebec-based parents' concerns regarding their children's multilingual development.

Many parents express concerns for their children's multilingual development, yet little is known about the nature and strength of these concerns - especially among parents in multilingual societies. This pre-registered, questionnaire-based study addresses this gap by examining the concerns of 821 Quebec-based parents raising infants and toddlers aged 0-4 years with multiple languages in the home. Factor analysis of parents' Likert-scale responses revealed that parents had (1) concerns regarding the effect of children's multilingualism on their cognition, and (2) concerns regarding children's exposure to and attainment of fluency in their languages. Concern strength was moderate to weak, and cognition concerns were weaker than exposure-fluency concerns. Transmission of a heritage language, transmission of three or more languages, presence of developmental issues, and less positive parental attitudes towards childhood multilingualism were associated with stronger concerns. These findings have both theoretical and practical implications: they advance our understanding of parental concerns and facilitate the development of support for multilingual families.

Ukrainian-Russian bilingualism in the war-affected migrant and refugee communities in Austria and Germany: a survey-based study on language attitudes.

Introduction: This paper provides an initial exploration of Ukrainian-Russian bilingualism in the context of the war-affected migration from Ukraine to Austria and Germany. While extensive research exists on various aspects of Ukrainian- Russian bilingualism in relation to Ukraine itself, thus far no studies have been conducted on this bilingualism in the diasporic context, i.e., as a language of the first and subsequential generations with a migrant background in Austria and Germany. Methods: To address this research gap, our paper examines the language attitudes of two respondent groups with a Ukrainian background in the two countries: migrants and refugees who left Ukraine after 2014 and those who left after Russia's invasion in February 2022. In the framework of a sociolinguistic survey, we describe their current attitudes regarding the use of Ukrainian and Russian, among others, in relation to the actual and intended use of the language(s) in the multilingual context of migration. The survey eliciting information on demographic information, language proficiency, language attitudes and language use was conducted on 406 Ukrainians in two host countries (Austria: n = 103; Germany: n = 306). First, we compared self-rated proficiency in Ukrainian and Russian as well as attitudes and use of these languages. Second, we applied a network modelling analysis to determine the nature of relationships between these variables. Results and discussion: The results indicated that proficiency in Ukrainian and in Russian were the strongest nodes in the model affecting language use and language attitudes toward the respective languages. Our data analysis focused on the pragmatic and symbolic value of Russian and Ukrainian playing a crucial role in the language vitality in multilingual settings. The paper discusses the imbalanced correlation of the symbolic and pragmatic value of Ukrainian and Russian in the diasporic Ukrainian communities. While Ukrainian has gained a higher symbolic status, Russian maintains a better pragmatic one, despite its negative symbolic status. However, we anticipate that the increasing symbolic value of Ukrainian and the diminishing value of Russian will lead to an increase in the use of Ukrainian also in Russian-dominant bilingual groups of Ukrainian migrants and refugees, even as an insider-code in hermetic minority groups.

Neural pathways of attitudes toward foreign languages predict academic performance.

Learning attitude is thought to impact students' academic achievement and success, but the underlying neurocognitive mechanisms of learning attitudes remain unclear. The purpose of the present study was to investigate the neural markers linked to attitudes toward foreign languages and how they contribute to foreign-language performance. Forty-one Chinese speakers who hold differentiated foreign language (English) attitudes were asked to complete an English semantic judgment task during a functional magnetic resonance imaging (fMRI) experiment. Multimethod brain imaging analyses showed that, compared with the positive attitude group (PAG), the negative attitude group (NAG) showed increased brain activation in the left STG and functional connectivity between the left STG and the right precentral gyrus (PCG), as well as changed functional segregation and integration of brain networks under the English reading task, after controlling for English reading scores. Mediation analysis further revealed that left STG activity and STG-PCG connectivity mediated the relationships between English attitudes and English reading performance. Taken together, these findings suggest that objective neural markers related to subjective foreign language attitudes (FLAs) exist and that attitude-related neural pathways play important roles in determining students' academic performance. Our findings provide new insights into the neurobiological mechanisms by which attitudes regulate academic performance.

Is Your Accent Right for the Job? A Meta-Analysis on Accent Bias in Hiring Decisions.

Standard-accented job candidates are perceived as more hireable than non-standard-accented candidates. Two broad perspectives have emerged as to what drives this effect: (a) that it is a pragmatic response to the perception that non-standard accents can impede job-relevant communication (processing fluency explanation) and/or (b) that non-standard accents signal "otherness" and candidates are devalued as a result (prejudice explanation). This meta-analytic integration of 139 effect sizes (N = 4,576) examined these two perspectives. Standard-accented candidates were considered more hireable than non-standard-accented candidates (d = 0.47)-a bias that was stronger for high communication jobs. Other findings, however, are difficult to explain from a processing fluency explanation: candidates' relative comprehensibility was not a significant moderator of hiring bias. Moreover, the degree of accent bias was associated with perceptions of the candidates' social status, and accent bias was particularly pronounced among female candidates and for candidates who spoke in foreign (as compared with regional) accents.

Acculturation and attitudes toward code-switching: A bidimensional framework.

AIMS AND OBJECTIVES: Code-switching, the spontaneous switching from one language to another within a single speech event, is often performed by bilinguals who have mastered a communicative competence in two languages. It is also a social strategy - using linguistic cues as a means to index social categories and group solidarity. Code-switching is, therefore, linked to attitudes, seen as a reflection of the speaker and their values and identities. Traditionally perceived negatively, attitudes toward code-switching have been shown to be acceptable in certain cases, such as in multilingual contexts. However, it has yet to be determined empirically whether attitudes toward code-switching are associated with individual social characteristics, including cultural identity and identity negotiation. Adopting the bidimensional model of acculturation, the goal of the study was to investigate the relationships among cultural identity and code-switching attitudes. Specifically, we sought to examine whether the bidimensional framework can be used to characterize and distinguish biculturals and whether such distinctions result in differences in code-switching attitudes and other related factors. DATA AND ANALYSIS: Cantonese-English bilinguals (n = 67) reported their language background and completed questionnaires relating to identity and code-switching. FINDINGS: The findings suggest the bidimensional model was successful in classifying biculturals versus non-biculturals and, additionally, that biculturals could be differentiated according to their strength of cultural identification, which we designated as strong biculturals, Canadian-oriented biculturals, Chinese-oriented biculturals, and weak biculturals. Findings also revealed significant group differences in code-switching attitudes and other factors, such as code-switching comfort and preference, among the bicultural subgroups. IMPLICATIONS: The study supports the hypothesis that code-switching is linked to bicultural identity. The results conclude that a more nuanced classification of biculturals is meaningful, as individual differences in cultural identification among biculturals are linked to significant differences in code-switching comfort, code-switching preference, code-switching attitudes, and multicultural attitudes.

Eros, Beauty, and Phon-Aesthetic Judgements of Language Sound. We Like It Flat and Fast, but Not Melodious. Comparing Phonetic and Acoustic Features of 16 European Languages.

This article concerns sound aesthetic preferences for European foreign languages. We investigated the phonetic-acoustic dimension of the linguistic aesthetic pleasure to describe the "music" found in European languages. The Romance languages, French, Italian, and Spanish, take a lead when people talk about melodious language - the music-like effects in the language (a.k.a., phonetic chill). On the other end of the melodiousness spectrum are German and Arabic that are often considered sounding harsh and un-attractive. Despite the public interest, limited research has been conducted on the topic of phonaesthetics, i.e., the subfield of phonetics that is concerned with the aesthetic properties of speech sounds (Crystal, 2008). Our goal is to fill the existing research gap by identifying the acoustic features that drive the auditory perception of language sound beauty. What is so music-like in the language that makes people say "it is music in my ears"? We had 45 central European participants listening to 16 auditorily presented European languages and rating each language in terms of 22 binary characteristics (e.g., beautiful - ugly and funny - boring) plus indicating their language familiarities, L2 backgrounds, speaker voice liking, demographics, and musicality levels. Findings revealed that all factors in complex interplay explain a certain percentage of variance: familiarity and expertise in foreign languages, speaker voice characteristics, phonetic complexity, musical acoustic properties, and finally musical expertise of the listener. The most important discovery was the trade-off between speech tempo and so-called linguistic melody (pitch variance): the faster the language, the flatter/more atonal it is in terms of the pitch (speech melody), making it highly appealing acoustically (sounding beautiful and sexy), but not so melodious in a "musical" sense.