Language Variation in the Linguistics Classroom

This study explores how explicit instruction on language variation influences university students’ language attitudes. Teaching materials addressing language diversity were integrated into English linguistics courses across two degree programs at the Complutense University of Madrid (UCM). A pre-post questionnaire design assessed attitudinal changes among students before and after the intervention. Results indicate a general improvement in students’ perceptions of language variation following instruction, with positive shifts observed across all participant groups, regardless of their individual characteristics. However, no changes were detected in students’ associations with specific languages or varieties, suggesting that the teaching units did not affect this particular dimension of language attitudes. These findings highlight the potential of targeted instruction to foster more inclusive language attitudes while also pointing to the limits of influence in certain sociolinguistic dimensions.