‘Sweet voice’, a distinctive Japanese vocal style, illustrates the role played by voice quality as a marker of authenticity in the construction of linguistic styles. The acoustic properties and sociopragmatic functions of sweet voice, as performed by professional voice actresses, are analyzed using data from anime programs, paraphernalia, and fan discourse. Sweet voice is shown to be connected to a traditional notion of Japanese femininity, and licenses the positive use of grammatical features of Japanese Women's Language. The mature, traditional image conveyed by sweet voice contrasts with the youthful cuteness of burikko and related vocal styles, illustrating that multiple notions of femininity operate within Japanese popular culture. The interplay of voice quality and grammatical features suggests that perceptions of conscious control at different levels of language play a crucial role in social meaning. (Voice quality, Japanese, language and gender, style, authenticity)*

Nonnative English speakers (NNESs) who teach at English-medium institutions in the United States (US) have frequently been the subject of student complaints. Research into language ideologies concerning NNESs in the US suggests that such complaints can be understood as manifestations of a broader project of social exclusion operating, in part, through the ideological construction of the NNES as incomprehensible Other. The present study explores the extent to which such ideological presuppositions and exaggerative performances are observable in students' evaluations of ‘Asian’ mathematics instructors on the website RateMyProfessors.com (RMP). A mixed methodological approach combining statistical analysis of numeric RMP ratings, quantitative corpus linguistic techniques, and critical discourse analysis was employed. Findings confirm the presence of disadvantages related to ‘Asian’ instructors' race and language. However, RMP users' discourse is shown to be less overtly discriminatory and instead to reproduce dominant language ideology in subtle, previously undescribed ways.(Student evaluations, higher education, university teaching, nonnative speakers, second language users, ethnicity, critical discourse analysis, corpus linguistics, formulaic language)*

Mathematical prescriptivism is a language ideology found in school mathematics that uses a discourse of rationality to proscribe language forms perceived as illogical or inefficient. The present study is based on a three-year ethnographic investigation of Math Corps, a community of practice in Detroit, Michigan, in which prescriptive language in the classroom is used both to highlight beneficial algorithms and to build social solidarity. Although motivated by the analogy with English orthographic reform, prescriptivism at Math Corps avoids potentially harmful criticism of community members of the sort often experienced by African American students. A playful linguistic frame, the prescriptive melodrama, highlights valued prescriptions, thereby enculturating students into the locally preferred register, the ‘Math Corps way’, which encompasses social, moral, linguistic, and mathematical practices and norms. A sociolinguistic and anthropological perspective on prescriptivism within communities of practice highlights positive alternatives to the universalizing prescriptions found in other English contexts. (Prescriptivism, language ideology, mathematics education, community of practice, Math Corps, linguistic anthropology, language socialization)*

Researchers have called for studies that link the macro and the micro in language policy research. In turn, the notion of ‘micro’ has been theorised as referring either to the micro implementation of macro policies or to micro policies. In this article, a third way of thinking about the relationship between the macro and the micro in language policy—referred to as the interpretive perspective—is proposed. In this perspective, macro language policies and micro language choice practices are seen as interdependent, as shaping each other. The article substantiates this view drawing on a practice I call translinguistic apposition and that I have observed in a variety of ‘most highly regulated’ texts in Rwanda. However, for an in- depth understanding, the practice is described drawing on data from a single source, namely the Rwandan multilingual media blog www.igihe.com. The article demonstrates how this practice can be seen as shaped by the Rwandan macro language policy and, conversely, how the same macro policy can be seen as written into being through the same micro level practice. (Language policy, micro language policy, micro implementation of macro policy, translanguaging, translinguistic apposition, interpretive perspective)