Rebecca Mead has a New Yorker piece, The Common Tongue of Twenty-First-Century London (archived), about Multicultural London English; we’ve talked about it before (2015, 2019), but it’s constantly developing, and I continue to be interested in it:
Not long after my family settled into a new home, near Hampstead Heath, I went south to the Tate Britain museum, on the bank of the Thames, to see an ambitious project undertaken by the British artist and filmmaker Steve McQueen. He had made a collective portrait of London by photographing its Year Three students—second grade, in the British system. […] London itself belongs to these students, whose parents and grandparents have come from all over. More than three hundred different languages are spoken by the children who attend London’s schools, but, as I listened to their voices at the Tate, I was struck by how similar to one another they sound. Sociolinguists who study the way that Londoners speak have identified the emergence, since the late nineteen-nineties, of a new variant of English among the younger generations: M.L.E., or Multicultural London English.
In recent decades, large-scale studies have been undertaken of language use in Hackney, in East London. Historically, Hackney was occupied by white working-class residents, or Cockneys, whose basic elements of speech are familiar not just to Londoners who grew up with them but to anyone who has watched Dick Van Dyke effortfully twist his tongue in “Mary Poppins”—saying wiv for “with” and ’ouse for “house.” The years after the Second World War brought an influx of immigration that resulted in Hackney becoming one of London’s most decisively multiethnic neighborhoods. In one cohort of Hackney five-year-olds, who were studied between 2004 and 2010, there were Cockneys, but there were many more children with parents from Bangladesh, China, Colombia, Albania, Turkey, the Middle East, the Caribbean, and various African countries. Friendship groups were multiethnic, the researchers noted, and often included children who spoke a language other than English at home, or children whose first language was English of a postcolonial variety, such as Ghanaian or Indian English. In this diverse milieu, the children found their way to a new common language.
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