Using a data set of nicknames of elite athletes compiled from the mainstream British sporting press and media, this article explores grammatical patterns in the way we create hypocoristic nicknames like Hughesie, Robbo and Macca. It outlines the purpose of nicknames and their particular role in sport, and provides an analysis of the predictable morphological and phonological rules that apply to a type of nickname categorised here as ‘transparent’. It offers some initial observations on the social distribution of particular nickname variants and on the potential for creativity and playfulness inherent in transparent nicknaming processes.

Contrary to traditional thought in linguistics and editing, recent studies using corpus-based evidence suggest that historical English usage patterns influenced prescriptive usage manuals’ guidelines more than the other way around. To explore the modern relationship between English language prescriptions and usage, this study focuses on the wide-reaching genre of written online news and the topic of gender-fair language. It compares changes regarding gender-specific titles in the Associated Press's stylebooks to actual usage trends as documented by the News on the Web (NOW) corpus. Results from NOW show -man title variants as the dominant form in the early 2010s, consistent with AP style at that time. However, many gender-neutral (including -person) variants saw rapid uptake in usage in the mid-2010s to become the most frequent forms by 2021, contrasting AP guidelines that only started listing -person and other neutral forms as ‘acceptable' around 2017 and as the prescribed forms more recently. These results indicate both an increased cultural consciousness for changing gender equity standards as well as a willingness of many news writers, editors, and publishers to defer to culturally significant language trends even if authoritative guides do not yet endorse them.

In the last few decades, there has been a growing interest in the linguistic landscape (LL) study of shop names, street signs, and signboards. However, the LL study of shop names has yet to be studied in Bhutan. More specifically, there is a need to evaluate the relationship between LL and language policy, and signage guideline practices in the shop names. To fill this gap, this study set out to examine the LL of shop names in the main street (Nordzin Lam) of Thimphu, the capital of Bhutan. A quantitative approach was employed to collect photographs of the shop names displayed in front and conspicuous areas. The findings indicate that English is prevalent in all the shop names irrespective of monolingual, bilingual, and multilingual shop signs. In addition, Dzongkha has a high presence in the bilingual signs, but English is the most preferred language of the shop signs. However, there is an inconsistency in the font size and layout of the shop signs. In terms of code preference, shop owners prefer Dzongkha above other languages and are aligned vertically. Taken together, the findings presented in this study add to our understanding of how shop signs adhere to signage guidelines and language policies. Policy implications for the effective implementation of signage guidelines and relevant language policies are discussed.

This study explores the effects of World Englishes teaching practice in improving EFL learners’ self-confidence in English-speaking performance (SCIESP) with a mixed methodology design comprising both qualitative and quantitative approaches. Data were gathered through a survey with the Self-Confidence in English-speaking Performance Questionnaire, students’ reflective notes, and focus group interviews. Two teaching classes with no significant difference in self-confidence were randomly chosen as the experimental class (EC) and control class (CC). The two classes shared the same teaching implication except that the EC had four lectures on World Englishes while the CC got four lectures on English History. After one semester the research team surveyed students’ SCIESP again. The result showed a remarkable improvement in students’ SCIESP in EC than in CC. It was found that World Englishes teaching contributed significantly to increasing students’ SCIESP.

This study investigates the use of double modals in Australian and New Zealand English using Twitter/𝕏 data. Double modals are rare grammatical constructions long believed to be limited to regional dialects in the Northern UK and the Southern US. Utilizing a geolocated corpus of over 80 million tweets, the study identifies 314 authentic double modal instances across 51 types, primarily occurring in informal tweets. Findings reveal widespread, albeit low-frequency, usage across both countries without clear geographical patterns. The results align with recent studies suggesting double modals are not confined to specific regions but are possible for most English speakers. The study also questions the traditional Scots-Irish origin theory, proposing an alternative view where the feature is a broader syntactic possibility. Future research should explore larger datasets and extend investigations to outer-circle English varieties to understand better the historical spread and syntactic nature of double modals.