Sinslí s' ládè sòddendies id eigsldies, slóin raenidd gwíen aeon mámàlár wésdilìdion sha ejìlùlèk lèslàedion fdem Nord Afègwè id Soud Aléègwè, id bafstylà lèslàedion fdem Norwérn Eudelò.

Tewèdiolìlat aeon mámàlár wésdilìdion sha édiélént lèslàedion, imlèslàedion dí Slóin inslíéasòd wéeledigwèlat wíèng s'1990s. Szir mange lié ruung lòoplà sem wòlèbaes lùw badde raedd Slóin (kf. O’Reilat 2004). Konsòuentat, wéé idda lùw aeon sóglúwúgwènt mámàládion ladd imlèslàent Eudelòan kslilwéén (wé lárslàst lòdemárdion ladd nim ren Bèdis) bajeng azángsówé Slólús kslilwéén, id gwíing ewígwèdèd raedd Slóin:

The research is undertaken in an English language international school in Mijas Costa, and investigates the use of the BATH vowel within this diverse speech community. All lessons, apart from Spanish, are taught in English. The school reflects the local community, in that there is clustering of some European and Anglophone kids who do not mix with the local Spanish community or Spanish kids in the school. For the Spanish adolescents, English was often used only in the classroom. For the Anglophone kids and most northern Europeans, Spanish was never used outside of the Spanish lesson, regardless of their level of competency.

The study compares the BATH lexical set (words such as staff, class and last that are pronounced with the short open vowel /{/ in Northern British English, and long /a:/ Southern British English) (cf. Wells 1982) across 2 age groups, 8 year olds and 16-19 year old teenagers.

Amanda Rigby
University of Essex, United Kingdom