Survey Annual Report 2024

The Survey of English Usage Annual Report 2024.

1. News

1.1 Funding

1.2 Plenary lectures

Bas Aarts gave a plenary lecture at the 26th International Symposium on Theoretical and Applied Linguistics (ISTAL 26), Aristotle University of Thessaloniki, Greece, with the title ‘On so-called fused constructions’.

Kathryn Allan gave a keynote lecture at the Close Reading in the Digital Age conference at UCL entitled ‘The vocabulary of the digital age: old words, new meanings.’ She also gave a plenary lecture ‘Motivation in lexicalization across the history of English’ at the Cognitive Linguistics in the Year 2024 conference in Katowice.

Guyanne Wilson gave a plenary lecture at the Anglistentag 2024 in Augsburg with the title ‘“They brought us here as British subjects”: English, Creole and identity in the Windrush generation.’

1.3 English Grammar Day 2024

This event was held on Friday 29 June 2024 at the British Library. The speakers were:

• Shahan Choudhury (Anglia Ruskin University), Exploring children’s and teachers’ metalinguistic thinking about perfect and progressive categories of the verb
• Bas Aarts and Luke Pearce (University College London), Ten years on: grammar, spelling and punctuation in the National Curriculum
• Jonnie Robinson (British Library), Stokesy ct. Foakesy b. Woakesy. The grammar of nicknames in sport
• Devyani Sharma (Queen Mary University of London), Changing London grammar
• Deborah Cameron (University of Oxford), Grammar, the media and the reporting of violence against women
• Jennifer Webb (English Teacher and creator of Funky Pedagogy), Grammar: possibility, craft and agency in the classroom
   
• Read the programme and abstracts of the talks

Below are short videos from the event.

The 2025 English Grammar Day will take place at the British Library on Monday 7 July 2025.

• More information

1.4 From Old English to World Englishes at Dr Johnson’s House

The free workshop, attended by upper primary and lower secondary school students from across London, offered participants the chance to explore where words come from, how they change, and why these changes happen through a number of interactive activities. The event was reprised for the University of London Foundation Day held later that month.

1.5 Symposium on Challenges in Pregnancy Loss

At the Symposium, the findings of the Engaging Stakeholders to Explore Linguistic Challenges in Communicating about Pregnancy Loss (EStELC) project were discussed, as well as potential challenges for clinicians and charities putting the project recommendations into practice.

Hosted webinars for policy makers to share the findings of the Supporting Policymakers to negotiate communicative challenges around Pregnancy Loss (SuPPL) project. These were attended by representatives of central and devolved government, the Royal College of Obstetricians and Gynaecologists, Royal College of Midwives, and charities including Tommy’s and Sands.

1.6 Language and Coloniality

Language and Coloniality was held at UCL on 26 June 2024, with the generous support of the IAS Octagon funds. The event provided a unique opportunity for scholars in different disciplines to consider the relationship between language and coloniality in their work. Speakers at the symposium included Prof Rachael Gilmour (Queen Mary University of London, Literary Studies), Louise Balliere (UC Louvain, Memory Studies), Dr Thomas Van Der Putte (King’s College London, Memory Studies), Dr Ruanni Tupas (UCL Applied Linguistics), and Dr Guyanne Wilson (UCL, Survey of English Usage, World Englishes). The highlight of the day was the reading and discussion by author Ayanna Lloyd Banwo, author of the award-winning novel When We Were Birds.

1.7 Academia Europaea

Bas Aarts was elected to the Academia Europaea at an event in Wrocław, Poland.

• Bas's Academia Europea page

1.8 New Substack

Bas Aarts has started a new Substack on English grammar where he will regularly post on English grammar in general, but with a special focus on sentence analysis, intended for those who know some grammar already.

2. Research

2.1 Selected research highlights

Allan, K. (2024) ‘Inclusive’. Critical Quarterly 66(3): 95–100.

Inclusive is an important keyword (in Raymond Williams’ sense) in modern times, central in governmental and institutional discourse, in educational settings, and in discussions about language policy. Across its history in English, inclusive has multiple shifting and overlapping senses: its range of meanings incorporates early uses as a neutral adjective, denoting the boundaries of a set, alongside more recent uses as a socially and politically sensitive term that aligns a speaker with a set of values that are not always clearly defined. This short piece traces the changes in the meaning of inclusive that lead to its status as a keyword in contemporary English.

Malory, B. & Nuttall, L. (2024) ‘Acceptability in pregnancy loss language’. Supporting Policymakers to negotiate communicative challenges around Pregnancy Loss (SuPPL) Project Final Report.

This report presents the findings of the Research England Quality Related Policy Support (QR-PSF) Fund project ‘Supporting policymakers to negotiate linguistic challenges in communicating about pregnancy loss’ (SuPPL), which finished in November 2024. It reports the findings of a large quantitative data-gathering exercise, consisting of an attitudinal online questionnaire, intended to complement the findings of the EStELC project, which were published in September 2024. The EStELC project’s qualitative findings demonstrated empirically for the first time the significant harms diagnostic language around pregnancy loss can cause and made recommendations for clinicians communicating about pregnancy loss in interpersonal contexts.

The EStELC report emphasised that there can never be a ‘one size fits all approach’ to pregnancy loss language, since language needs vary considerably between affected individuals. However, these recommendations do not extend to mass communication contexts, where a ‘one size fits all approach’ is necessary. The SuPPL project was therefore designed to identify the least harmful options for language use in contexts such as policy, where individual language needs cannot be accommodated. The SuPPL report therefore makes concrete recommendations for language that should and should not be used in pregnancy loss contexts in mass communication, drawing on a quantitative attitudinal dataset.

Malory, B. (2024) Linguistic Challenges in Communicating about Pregnancy Loss: Engaging stakeholders to explore linguistic challenges in communicating about pregnancy loss (EStELC) Project Final Report.

This report presents the findings of the AHRC Impact Accelerator Award-funded ‘Engaging stakeholders to explore linguistic challenges in communicating about pregnancy loss’ (EStELC) project, which finished in September 2024. It reports the findings of a major co-production exercise, which gathered data from over 300 individuals with lived experience of pregnancy loss in the UK since 2021, to investigate how diagnostic language impacts experiences of losing a baby during pregnancy. Previous attempts to understand how diagnostic language affects experiences of pregnancy loss have not utilised empirical linguistic methodologies, whereas this study used focus groups and invited written contributions from co-producers and used thematic analysis to conduct a qualitative analysis of the collected data. This approach has established empirically that diagnostic terminology used in clinical settings in the context of pregnancy loss can cause significant harm. It has also yielded a number of significant attitudinal patterns amongst those with recent lived experience of receiving or delivering care during and after pregnancy loss, for example a feeling that much of the diagnostic terminology used to describe the experience implies culpability and exacerbates a tendency for self-blame. The findings reported allow the EStELC report to make medium-term recommendations for language use in clinical interactions, which centre on going beyond so-called ‘reflective listening’ and actively eliciting language needs from people experiencing pregnancy loss. The report also demonstrates the need for a formal framework to ensure active elicitation of language needs in clinical contexts involving pregnancy loss in the longer term.

Malory, B. (2024) ‘“A vulgarity of style which lies deeper than grammatical solecisms”: developing a corpus-assisted approach to identifying prescriptive and normative discourses.’ Corpora 19 (2). https://doi.org/10.3366/cor.2024.0306.

This paper explores a novel methodological approach to the study of prescriptive language norm dissemination. It reports the result of a study which uses Corpus-Assisted Discourse Studies (cads) inductively, to identify lexis and discursive patterns indicative of normativity and prescriptivism, in a corpus of literary reviews from Late Modern English. Previous attempts to identify prescriptivism using corpus-based approaches have tended to proceed deductively, using pre-defined indicators of prescriptivism. However, this study uses a speculative research model which proceeds inductively, allowing the datatset to direct the analysis. Thus, whereas research using pre-defined ‘indicators of prescriptivism’ risks overlooking significant patterns of usage, this approach facilitates a synergy of quantitative and qualitative corpus methods which both yields a broad overview of usage patterns and enables in-depth analysis of relevant discourses. Keywords are used to engage quantitatively with a purpose-built corpus, before collocation and concordancing are used iteratively, allowing immersion of the researcher in the dataset. This methodology yields a set of lexical items which identify moments of prescriptivism and/or normativity in the purpose-built corpus. The findings reported demonstrate the promise of using discourse analytic procedures to examine the performance and dissemination of normativity, in a way that could ultimately be replicated in different contexts.

Malory, B. (2024) ‘A lifetime in writing: using a linguistic corpus to explore change and continuity in Frances Burney’s adverbs.’ The Burney Journal 19, 79-105.

For the historical linguist of English, Burney’s extraordinary body of extant prose presents an exciting opportunity to study idiolectal change and continuity in the eighteenth and nineteenth centuries. Burney’s long life, consistent writing habit, and large body of digitized text have enabled an idiolectal corpus of over 3 million words of prose to be compiled. This paper reports the findings of computational linguistic research conducted using this corpus, using statistical modelling to examine Burney’s use of dual-form adverbs. This modelling highlights Burney’s responsiveness to targeted linguistic prescriptivism, showing that she made widespread and persistent idiolectal reforms to an adverb paradigm highlighted in a 1796 review of Camilla by the Monthly Review. The modelling also reveals that this change did not spread by analogy to other adverb paradigms. These results highlight the potential for computational research to facilitate explorations into the extent, complexity, and nuance of Burney’s responsiveness to external stimuli, such as overt prescriptions or more subtle markers of sociolinguistic prestige.

For a full overview of publications, talks etc., see section 6.

2.2 Survey Seminars

Survey seminars are occasions when staff and students at the Survey of English Usage invite scholars to share their research outputs. The seminars are open to everyone, and are announced on the Events page on our Survey website. The following research seminars took place during 2024.

Tuesday 6 February, Justyna Robinson, University of Sussex
Mass Observing concepts during Covid-19 pandemic in the UK

Numerous linguistic changes which are motivated by the pandemic are already well-recognised in everyday language use, such as changes to the uses of lockdown, mask, virus, and frontline. Our research focuses on identifying less intuitive expressions and ideas in order to capture less salient changes between different phases of the pandemic in the UK as well as before and during pandemic. In order to achieve this task we explore narratives contributed to the Mass Observation Archive (MOA).

MOA is a life-writing project that solicits narratives on a range of topics, from a panel of c.500 members of the public. Since 2020 three of the MOA calls have specifically focused on Covid-19. We explore these narratives using new computational linguistic and visualisation techniques that we have developed in in Spring-Summer 2021 in a HEIF-funded project “Post-COVID visualisation tool to analyse socio-economic and demographic data in the UK.”

Thursday 14 March, Theresa Neumaier, Technical University in Dortmund
I will be revenged upon you – forms and functions of threatening letters in Late Modern English

Compared to related aggressive speech acts (such as swearing or insults), threats have so far received relatively little attention from a historical pragmatic perspective. This is not to say that threatening language has not been investigated at all – apart from a considerable amount of research based on modern datasets, threats have been addressed in several historical contexts, such as Victorian Ireland (e.g. Peters & van Hattum 2021), Early Modern Scottish (Leitner 2015), or Middle English literary texts (Rudanko 2004). All these studies have demonstrated that threatening communication is closely linked to its sociocultural and sociohistorical context, and, thus, might be subject to change over time.

In this talk, I explore the forms and functions of threats in a corpus of Late Modern English (LModE) threatening letters discussed in criminal trials at the Old Bailey. Using the trial discussions as a co-text, I first show which conditions texts must fulfil to be classified as ‘proper’ threats by trial participants and letter writers. I then present an in-depth analysis of the typical characteristics of LModE threatening letters and the linguistic patterns employed to formulate the threats. Overall, it can be seen that both trial participants and letter writers routinely address the preparatory and sincerity conditions of commissives to negotiate whether a letter classifies as threatening or not. I also find quantitative differences between LModE and present-day threats, particularly with respect to the viewpoint which is expressed and the explicit mentioning of threatener, target, and type of harm to be carried out. Finally, LModE threatening letters contain a greater amount of taboo language and more retaliative threats than can be found in comparable modern English datasets.

Tuesday 12 November, Daisuke Suzuki, UCL
The use of epistemic stance markers by Japanese learners of English: A corpus-based approach

This doctoral research investigates the use of epistemic stance markers in spoken and written contexts by Japanese learners of English (JLE) in comparison with native speakers of English (NS). The target epistemic devices are three word classes: verbs such as I think and I guess; adverbs such as maybe and definitely; and modal verbs such as may and might. These markers are used not only to express speakers’ or writers’ certainty or uncertainty about statements but also to convey their judgement about propositions expressed, based on their beliefs, thoughts, and feelings. Additionally, these forms are used to facilitate better interpersonal communication such as hedging. Therefore, using epistemic devices is vital for English language users regardless of their first language, as it impacts communication.

The results of this research are triangulated by different data types: spoken and written, lower to advanced proficiency levels, and task types such as dialogue or monologue in language assessments. Findings concur with previous studies in that JLE rely on adverbs and verbs over modal verbs to realise epistemic modality; as proficiency level rises, a greater variety of epistemic devices are used, and their frequency of occurrence also increases. However, findings also indicate a non-linear and complex developmental pattern by JLE due to the multifunctionality of epistemic devices. In addition, analysis of the use of epistemic devices per task type indicates that JLE use these forms in description tasks to express uncertainty, whereas NS utilise them more in interactive tasks such as role-playing. This result indicates that NS use them more in an interpersonal way, where these devices are used to hedge their assertions or to mitigate requests. These findings underscore the importance of exposing learners to the wide range of functions that epistemic devices can serve in effective communication.

Tuesday 12 November, Mahishi Ranaweera, UCL
A Corpus Based Study of Pragmatic Markers in Spoken Sri Lankan English

Pragmatic markers (PMs) add very little contribution to the propositional meaning of an utterance, but they are an essential characteristic of natural speech. The past few decades have seen an extensive interest in research on PMs in all varieties of English. However, there is still little research into PMs in South Asian Englishes. Therefore, this study aims to explore an untrodden area in Sri Lankan English (SLE) by examining the presence and functions of PMs in spoken SLE.

This thesis examines 2949 instances of PMs in a purpose-built corpus of spoken Standard Sri Lankan English (SSLE). The corpus contains 202,557 words, consisting of interviews of 36 men and 36 women participating in several talk show series found in YouTube channels published between 2016-2021. All the speakers were selected on the basis of their use of SSLE, and they represent four different ethnicities in Sri Lanka. Their ages vary from 27 to 81 years. This study examines the distribution and the pragmatic functions of PMs found in the corpus. The results reveal that PMs in SSLE show similar functional patterns to British English, American English and Indian English to varying degrees. There is evidence of nativized PMs and nativized functions for PMs shared with other varieties. The thesis goes on to present a gender-based analysis of PM use. Men in the corpus use marginally more PMs than women, which is a deviation from the picture often presented by genderlectal research. The thesis also reveals a correlation between age and PM use. Some PMs show different patterns of frequency and different functions as speaker age rises. Overall, the study contributes novel data to the pragmatic description of SSLE and to the growing research on PMs in world Englishes.

Tuesday 10 December, Jenny Cheshire, Queen Mary University of London The story of Multicultural London English (MLE): past, present and future

It is unusual for a brand-new dialect to suddenly emerge, but this is what happened in several multilingual areas of London during the early 2000s, when young people began to speak an English dialect that was very different from traditional London dialects such as Cockney. This was Multicultural London English, or MLE. This talk is about how, and why, English can have changed so rapidly in London; who speaks MLE and why; some of the characteristic features of MLE and what they can tell us about how language changes begin and develop; and how MLE is developing now, twenty years on – whether or not it’s spread beyond London, what kind of social meanings it’s developed, and whether it will survive.

2.3 Media appearances

• On BBC Radio’s Woman’s Hour (on X)
• On BBC Radio’s The Naked Week about lexical selection by the Labour Party (aired 6/12/24)
• For an article in The Guardian about the SuPPL project findings (published 21/11/24)
• For an article in the Stylist magazine about the EStELC project findings (published 8/10/24)
• Also for BBC Radio’s Woman’s Hour about the EStELC project findings (24/09/24).
• This interview was also aired on Weekend Woman’s Hour on BBC Radio 4 (28/09/24), and an abridged version of the above interview also aired on Pick of the Week (28/09/24).

Guyanne Wilson appeared on CorpusCast, an informative and entertaining series of interviews with academics working in the field of Corpus Linguistics. If you’ve always wanted to know more about Guyanne’s work, then listen to this CorpusCast episode in which Robbie Love interviews Guyanne. » Listen here.

Keep an eye on the Survey website for our 2025 talks!

3. Software

3.1 ICECUP

In his 2021 book, Statistics in Corpus Linguistics Research, Sean showed how researchers may use ICECUP and the parse analysis to:

1. frame or narrow research questions, specifying a specific grammatical context for a linguistic event, X,
2. explore lexical-grammatical permutations and variables (explore a set of events X comprising subcategories x₁, x₂, etc.), and
3. relate neighbouring linguistic events (e.g. where event X is a conjoin just before another event Y, Y is a component of X, etc).

ICECUP continues to be maintained and developed, although we take a deliberate stance of limiting non-critical updates to ensure stability of research reporting.

3.2 Statistical spreadsheets

Sean has also published a series of Excel spreadsheets for performing statistical analysis. These are just some of the most popular:

• 2 x 2 χ² (multiple 2x2 contingency tests and 2x1 goodness of fit calculations)
• χ² separability test (tests whether two 2x2, 2x1, 3x2 or 3x1 tables significantly differ)
• Wilson score intervals for a small population (use when the population is finite, or analysing subsamples)
• Single-sample z test for comparing two competing frequencies for significant difference
• Interaction trend analysis (evaluates a series of repeating decisions)
• Binomial demonstrator (classroom demonstrator for Binomial distribution)

The formulae in all of the above can be exposed, enabling the reader to see how tests work from first principles. More information...

4. Teaching

4.1 Summer School in English Corpus Linguistics

Our eleventh Summer School in English Corpus Linguistics took place online from Monday 1 to Wednesday 3 July 2024, and featured a new session on World Englishes from Guyanne Wilson alongside Bas Aarts, Beth Malory and Sean Wallis.

We had well over fifty attendees from some fifteen countries. This event was timed to allow everyone from Europe to Japan to attend.

This year’s Summer School will take place from Wednesday 25 June to Friday 27 June 2024, and it will reprise the successful programme from last year.

• More information and how to book

4.2 The UCL/Meiji Seminar in English Linguistics and Corpus Linguistics

In late June a large contingent of students from one of Japan’s top Universities, Meiji University in Tokyo, attended a specially designed in-person Survey Seminar in English Linguistics and Corpus Linguistics, organised by the Survey of English Usage. This two-day course featured sessions taught by Bas Aarts, Sean Wallis and Guyanne Wilson on various topics, including using corpora for syntactic studies, corpus methodology, statistics, and World Englishes. The SEU has a long a fruitful relationship with Meiji University, which we hope will extend well into the future.

4.3 Visit by students from Trinidad and Tobago

Forty students from Bishop Anstey High School and Trinity College East in Trinidad and Tobago (BATCE) visited UCL’s Department of English Language and Literature on March 27th 2024. The visit was organised by Trinidad and Tobago-born lecturer Dr Guyanne Wilson. The Trinbagonian students received a tailored taster programme which provided insights into what studying English in the UK – and at UCL – involves. The Head of the Department, Professor John Mullan, talked about Dr Johnson’s Dictionary of the English Language, and Professor Bas Aarts, Director of the Survey of English Usage, gave year 11, 12 and 13 students a lecture on changes in the grammar of English. Following this, Year 11 students learned about book making with Dr Denis Duncan and his printing press, while Dr Amy Faulkner introduced the Year 12 and 13 students to Old English riddles. The visit ended with a tour of the Main Library, led by librarian Sarah Burn, and refreshments in the newly-renovated English Department Common Room. Janeika Baptiste, the teacher organising the trip, described the visit as “an amazing, rewarding, and rich experience.”

4.4 The Englicious project

To mark ten years since the curriculum reforms, we carried out a survey of over 200 parents and teachers to gather their views on grammar in schools. Based on this data, we wrote and published a report, which we shared online and presented at the annual English Grammar Day event hosted at the British Library (below). That year’s event also marked its ten-year anniversary, and garnered a record number of attendees who came to hear talks from a range of academics, linguists and teachers.

We took part in the government’s Curriculum and Assessment Review, and attended the London event to gain extra insight into the process. In our final contribution, we highlighted evidence in favour of the explicit teaching and assessment of grammar as part of a broad English curriculum while also raising areas for reform. We provided evidence of the impact that the Englicious project has had over the last decade, for example by improving teachers’ grammatical understanding and engagement with learners.

We have continued developing and publishing classroom materials on the Englicious website, including lessons on using Adverbials, and a collection of resources on vocabulary based on the work of Professor Gabrielle Stein, which she kindly made available to us before she passed away.

If you haven’t yet heard of Englicious, here’s some information about the site:

• an entirely free online library of original English language teaching resources, especially grammar.
• closely tailored to the linguistic content of 2014 National Curriculum for England
• relevant for students and teachers at Key Stages 1-5.
• includes grammar, punctuation and spelling test practice material.
• uses examples from natural language corpora.

Englicious will help students:

• learn about English grammar in a fun way, using interactive online resources, including exercises, projects and games, all of which can be projected onto an interactive whiteboard
• develop their literacy skills, with a focus on spelling, punctuation and writing
• stimulate their enjoyment of (using) language, both in spoken and written form
• enhance their confidence
• improve their test scores, especially the Year 2 and Year 6 Grammar, Punctuation and Spelling tests in UK schools

Englicious offers teachers:

• year-by-year overview of the new programmes of study and attainment targets in the 2014 UK National Curriculum
• hundreds of fully prepared lesson plans, including everything from bite-sized starters to larger projects, for use in the classroom
• assessments for evaluating student attainment and progress
• a complete and rigorous overview of English grammar
• the entire 2014 National Curriculum Glossary, enhanced with new terminology enabling teachers to use terminology consistently throughout the Key Stages
• professional development materials for teachers to brush up on their own knowledge

4.5 Continuous Professional Development courses

The Survey offers online Continuous Professional Development courses to teachers in primary and secondary schools who need to teach the requirements for grammar, punctuation and spelling in the National Curriculum for England. We teach this course online and in schools.

• English Grammar for Teachers: a subject knowledge course covering the fundamentals of National Curriculum English grammar, relevant for KS1-5 teachers.
• Teaching English Grammar in Context: a course for KS3-5 teachers, where we explore methods, tools and approaches for teaching grammar in relation to literary and other texts.

The Survey also offers bespoke courses for teachers in schools (INSET courses). In October Bas Aarts visited Thorngrove School to teach English Grammar for Teachers, and in November Bas Aarts and Luke Pearce taught this course at the Prendergast Ladywell School in London. For more information, email the Survey.

• More information, and how to book

Newly available on the same platform is a grammar course aimed at the general public, called English Grammar: All You Need to Know.

4.6 MA in English Linguistics

Most Survey colleagues teach on the MA in English Linguistics (with pathways in ‘English Corpus Linguistics’ and ‘English in Use’) which attracts students from all over the world.

Our graduates have gone on to PhD scholarships in the UK and abroad, as well as careers in teaching, publishing, and public relations.

• More information about the MA

5. Social Media

The Survey has three blogs:

• Bas Aarts’s new Substack on English grammar.
• Bas Aarts’s Grammarianism blog.
• Sean Wallis’s corp.ling.stats blog.

You can follow us on X (Twitter) via @UCLEnglishUsage and @EngliciousUCL.

We have the following accounts on Bluesky.

• Survey of English Usage
• Bas Aarts
• Beth Malory
• Sean Wallis

6. Publications, conference presentations, talks, dissertations and other studies using Survey material

Please let us know if you would like us to include your publications based on SEU material. We would appreciate it if you send us offprints of any such publications.

Aarts, B. (2024) On so-called fused constructions. Plenary lecture at the 26th International Symposium on Theoretical and Applied Linguistics (ISTAL 26), Aristotle University of Thessaloniki, Greece, 2024.

Aarts, B. (2024) Englicious: a platform for English grammar teaching in schools. Seminar presented at the Mid-Sweden University, Sundsvall, Sweden, 2024 (Online).

Allan, K. (2024) The semantics of loanwords in the scientific vocabulary of English. Science by Words workshop organised by the Dictionnaire du français scientifique medieval, Katholieke Universiteit Leuven (Invited paper).

Allan, K. (2024) The vocabulary of the digital age: old words, new meanings, Keynote lecture at the Close Reading in the Digital Age conference, UCL.

Allan, K. (2024) Motivation in lexicalization across the history of English. Plenary lecture at the Cognitive Linguistics in the Year 2024 conference, Katowice.

Allan, K. (2024) The semantics of word borrowing in late medieval English, International Conference in Historical Lexicography and Lexicology, University of Westminster.

Allan, K. (2024) A historical perspective on conventional metaphor. In the course Practical Explorations of English Metaphor and Metonymy, University of Basel (Online).

Allan, K. (2024) Inclusive. Critical Quarterly 66(3), 95–100.

Bruce, K.  and G. Wilson (2024). Diaspora in conversation: movements and communication across borders. In L. Choksey (ed.), The Black Atlantic at 30. UCL IAS Think Pieces. » ePublished

Malory, B. (2024) A lifetime in writing: using a linguistic corpus to explore change and continuity in Frances Burney’s adverbs. The Burney Journal 19, 79-105.

Malory, B. (2024). ‘A vulgarity of style which lies deeper than grammatical solecisms’: developing a corpus-assisted approach to identifying prescriptive and normative discourses. Corpora 19 (2). https://doi.org/10.3366/cor.2024.0306

Malory, B. (2024). Linguistic Challenges in Communicating about Pregnancy Loss: EStELC Project Final Report. » ePublished

Malory, B. and L. Nuttall (2024). Acceptability in pregnancy loss language. SuPPL Project Final Report. » ePublished

Fernández-Pena,Y. and J. Pérez-Guerra (2024). Why why-fragments? A corpus-based constructionist analysis of their form and meaning. In S. Maci and G. Garofalo (2024) (eds.), Investigating discourse and texts. Corpus-assisted analytical perspectives, Lausanne: Peter Lang. 131-160.

Wallis, S.A. (2024). Rethinking statistics via confidence interval analysis. Invited lecture at the School for Business and Society, University of York.

Wallis, S.A. (2024). Confidence intervals for Cohen’s h. corp.ling.stats » ePublished

Wallis, S.A. (2024). Continuity correction for risk ratio and other intervals. corp.ling.stats » ePublished

Wallis, S.A. (2024). Re-evaluating continuity correction for Wilson intervals. corp.ling.stats » ePublished

Wallis, S.A. (2024). Visualising algebraic combinations of intervals. corp.ling.stats » ePublished

Wallis, S.A. (2024). Confidence intervals for ‘common statistics used in corpus linguistics’. corp.ling.stats » ePublished

Wallis, S.A. (2024). The confidence of chi-square. corp.ling.stats » ePublished

Wallis, S.A. (2024). Bootstrap intervals for the single proportion. corp.ling.stats » ePublished

Wilson, G. (2023). Language among Trinidadian-heritage children raised in diaspora. In: M. Schmalz, M. Vida-Mannl, S. Buschfeld and T. Brato (eds.), Acquisition and variation in World Englishes: bridging paradigms and rethinking approaches (Studies on Language Acquisition Vol 69). Berlin: De Gruyter Mouton. 13-36.

Wilson, G. (2024). Language ideologies and identities on Facebook and TikTok: a Southern Caribbean perspective. Cambridge University Press.

Wilson, G. (2024). Language and identity in the Windrush generation. World Englishes, 1-16. https://doi.org/10.1111/weng.12701

Wilson, G. (2024) ‘They brought us here as British subjects’: English, Creole and identity in the Windrush generation. Plenary lecture at the Deutsche Anglistiktag, University of Augsburg.

Wilson, G. (2024) On gatekeeping: language ideologies in real and imagined classroom spaces. Keynote lecture at the Bon Applied English Linguistics Conference, University of Bonn.

Wilson, G. (2024) Trinidadian English Creole in Peter Ram’s Barbadian soca. Guest lecture as part of the Language and Pop Music lecture series, University of Kiel.

Wilson, G. (2024) Language identities and ideologies on social media. Guest lecture, University of Salamanca.

Bas Aarts
Director

January 2025