Geoffrey Sampson, The “language instinct” debate. Revised edition. London and New York: Continuum, 2005. Pp. xiii, 224. Pb $30.00.

First published in 1997 under the title Educating Eve but now revised and expanded and with a useful foreword from Paul Postal, this book presents and critiques all the main arguments that have been offered in support of the thesis that a body of language-specific knowledge is innate in the human child. Sampson finds the thesis unproven on detailed grounds of logic or evidence, and proceeds to sketch an alternative basis for first-language development, rooted in Popperian science and nurture. As the new title indicates, the book purports specifically to respond to Steven Pinker's The language instinct, but somewhat surprisingly Pinker's book isn't extensively debated here: It seems that the publishing demigod is mostly objected to for having renewed the intellectual standing of the nativist stance in the 1990s, and matters are certainly further confused by Sampson's frank admiration for Pinker's more recent The blank slate.

For more than a decade, Americanists have been working in the shadow of Greenberg's Language in the Americas (1987) and the hemisphere-wide classification of American Indian languages proposed there. Greenberg's work, based for the most part on naïve comparisons of lexical data with which he was largely unfamiliar, was met with considerable skepticism by scholars familiar with the problems of American linguistic classification. But Greenberg, a senior linguist who is widely recognized as the father of modern linguistic typology, aggressively defended his methods and results, and he made allies among geneticists and archeologists who found that his tripartite classification (Eskimo-Aleut, Na-Dene, and “Amerind”) dovetailed with some of their own ideas. Moreover, his book was published by a leading university press. Mainly for these reasons – certainly not for its critical acceptance – Language in the Americas has become a standard reference work. It is in most academic libraries in North America, and in many it is given a place of honor on the reference shelf – together with Merritt Ruhlen's Guide to the world's languages, I: Classification (published by the same press, 1987), which, at least for the Americas, does little more than uncritically recapitulate Greenberg.

In his Introduction to Volume I of Sacks's Lectures on conversation (1992), Emmanuel Schegloff observes (1992:lviii) that his own effort at overview was “truly daunting,” mostly because of “the extraordinary richness and multi-facetedness of Sacks's corpus … In its variety, depth, and freshness of vision it defies domestication into convenient guidelines to a reader.” Such a statement – indeed, any reading of the two-volume set of Lectures – should give pause to someone attempting a textbook rendering of Sacks and his work. But such a text is precisely what Silverman has produced, and the effort is remarkably successful on its own terms.

This book is the result of the project Sociolinguistic and Psycholinguistic Aspects of Linguistic Minority Groups in Spain, started in 1993. After the introductory chapter by the editor, the book is divided into four parts, which contain 16 articles on the sociolinguistic situation of a series of established and migrant communities in Spain, viewed from an interdisciplinary standpoint. There are numerous maps and graphics, but no index.

In this article, we provide the first quantitative account of the frequent use of embedding in Shawi, a Kawapanan language spoken in Peruvian Northwestern Amazonia. We collected a corpus of ninety-two Frog Stories (Mayer 1969) from three different field sites in 2015 and 2016. Using the glossed corpus as our data, we conducted a generalised mixed model analysis, where we predicted the use of embedding with several macrosocial variables, such as gender, age, and education level. We show that bilingualism (Amazonian Spanish-Shawi) and education, mostly restricted by complex gender differences in Shawi communities, play a significant role in the establishment of linguistic preferences in narration. Moreover, we argue that the use of embedding reflects the impact of the mestizo1 society from the nineteenth century until today in Santa Maria de Cahuapanas, reshaping not only Shawi demographics but also linguistic practices. (Post-colonial societies, Amazonian linguistics, Kawapanan, Shawi, embedding, language variation and change, contact linguistics)*

Drawing on data generated from a two-year ethnographic observation with a group of multiethnic Black women, this investigation delves into the ways they employ discursive and linguistic strategies, namely solidarity through difference and distinction, solidarity through denaturalizing difference, and solidarity through shared struggles and learning in deictically anchored interactions. The study presents a moment-by-moment analysis of culturally and socially situated conversations. These conversations allow us to see how the social actors enact different stance-taking and scaling practices to construct meanings about race that intersect with gender/transnational identities. Discursive practices show that when we closely attend to race, transnationalism, and gender, specifically considering the particularity of Black womanhood, new and more complex ways of understanding transnational identity formation emerge. Participants’ constructions indicate that women co-construct a unique brand of Black feminist solidarity that is not based on similarity but meaningfully created through differentiation and distinction. (Black immigrant women, solidarity, stance-taking, scaling and deixis difference, African diaspora, intersectionality)*

The pandemic has exacerbated moral panics about conspiracy theories. Yet defining what conspiracy theories are is just as fraught as figuring out what to do about them. This article provides the first empirical demonstration of how the categories ‘conspiracy theory’ and ‘conspiracy theorist’ are used in social interaction. We examined comments from a New Zealand politician about a Covid-19 outbreak at the start of the election period. Using conversation analysis, membership categorisation analysis, and discursive psychology, we tracked how his talk was built and interpreted by participants. The findings show how a conspiracy theory was made recognisable through the machinery of storytelling and how its status as a conspiracy theory was accomplished and challenged through categorisation. We argue that conceptualising conspiracy theories as social actions offers a way to move beyond definitional debates to examine how participants understand and use conspiracy theories in everyday life. (Conspiracy theory, social interaction, categorisation)

This article investigates how marginal individuals construct a productive self in an interview. It reports on a case study of three women—a squatter, a rough sleeper, and an Irish Traveller—who inhabit uncertain and threatened homes. In response to dominant discourses of productivity, in the interviews the speakers’ talk reflects the desire to be perceived as able and knowledgeable individuals. Thus, rejecting their marginal subjectivities, the three women propose profitable solutions to society's issues along the very same principles of productivity heralded by dominant society. Framed within a performative notion of identity, the study elaborates on the notion of a non-sexual desire as the trigger of most human actions. The results suggest that marginality is not a fixed and segregated state of being and the stereotype of individuals like those discussed in the study as passive and out of touch must be challenged. (Marginality, space, squatter, Irish Traveller, rough sleeper, desire/aspiration, epistemic and agentive self, neo-liberalism)*

Anti-Black language ideologies manifest in exclusionary language policies (e.g. Sung & Allen-Handy 2019), educational tracking (e.g. Sung 2018), and scholarly claims of Black ‘deficiency’ (Smitherman 2000). A liberal educational research tradition has countered with ethnographic accounts of cultural ‘mismatch’ (Michaels 2006) vis-à-vis Black educational ‘failure’. Conducting a textual analysis of an archive of ethnography of communication texts, I locate multiple genealogical linkages holding between ‘mismatch’ and deprivation discourses, principally ones centered on representations of ‘pathological’ Black ‘matriarchy’. Paralleling Black feminist theorizations of ‘fungible Black flesh’ (e.g. Hartman 1997), I account for these representations by conceptualizing ‘fungible Black sound’. I further argue that ‘fungible fugitivity’ (e.g. Snorton 2017), that is, how Blackness fluidly responds to white incursion is linguistically realized in acts of ‘signifyin(g)’ (e.g. Mitchell-Kernan 1999), yielding the analytic category ‘fungible(ly) fugitive Black sound’. Lastly, I reread an ethnographic text with this analytic to illustrate its affordance for (re)imagining Black futurity. (Black sound, fungibility, fugitivity, raciolinguistic ideologies, ethnography of communication, Black studies)*

This is almost two books in one. More than 100 pages are devoted to a critical review of approaches to the study of facts and descriptions. This review includes the sociology of scientific knowledge, philosophy of science, and constructionist approaches (e.g. Robert Merton, Harry Collins, Thomas Kuhn, Karl Popper); ethnomethodology (Harold Garfinkel, Melvin Pollner); conversation analysis (Harvey Sacks, Emanuel Schegloff, Gail Jefferson, John Heritage); semiology (Ferdinand de Saussure, Roland Barthes); post-structuralism (Barthes, Jacques Derrida, Michel Foucault); and post-modernism (Donna Haraway, Jean-François Lyotard). Potter is a skillful teacher, and I learned much from his discussion of these perspectives. However, even 100 pages are not enough for a thorough description and critique of such a wide range of perspectives; Potter leaves the reader wanting more – which is a pretty good place to leave a reader.

Florian Coulmas, Sociolinguistics: The study of speakers' choices. Cambridge: Cambridge University Press, 2005. Pp. 263. Pb $29.99.

In his new textbook, Coulmas provides readers an easy introduction to sociolinguistics, using speaker choice as the central notion for discussion. In a comfortable conversational style, the author slowly introduces topics, using common examples to demonstrate how sociolinguists think about language use. He provides summaries of findings of key sociolinguistic studies that illustrate ideas without overloading readers with unnecessary and cumbersome details of those studies. The book is accessible for beginning sociolinguistics students and is equally engaging for those already familiar with sociolinguistic concepts, largely because the author uses such interesting and global research to illustrate ideas.