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Abstract
In her contribution, Adrienne Lo reflects on how scholars of language use have engaged with issues of race and racialization in the United States since the 1970s. She traces how scholars' emphases have shifted between a focus on the "real" and authentic productions of language varieties by racialized groups and the ways political, economic and cultural forces shape how that language use is represented and (de)legitimized. Lo concludes with a discussion of the stakes of sociolinguistic study of race given the contestations around "race" as a concept, and argues that research in this space should seek to engage broader publics.

Bahasa Indonesia:Adanya ta'zi>r di pesantren merupakan sanksi yang diterapkan sebagai ganjaran untuk santri yang melanggar aturan, dalam upanya pencegahan agar tidak terjadi pelanggaran yang sama. Penerapan ta'zi>r tentunya merupakan akibat dari perilaku santri yang tidak patuh terhadap apa yang ditetapkan di pesantren. Tulisan ini ditujukan untuk mengetahui adanya sejauh mana tindakan kekerasan anak dalam pendidikan di lembaga pesantren, dalam hal ini melalui ta'zi>r. Di samping itu, hal ini dapat menjadi pintu masuk terhadap penelitian-penelitian yang lain yang akan membidik cara solutif dalam mengurangi dan dapat dimungkinkan secara jangka panjang dapat menghilangkan bentuk-bentuk kekerasan dalam pondok pesantren. Hal demikian dapat dilakukan apabila sejumlah kalangan baik pengelola pesantren, orang tua, pemerintah dan tokoh pesantren memiliki pemahaman yang memadai tentang hak anak (santri) untuk mendapatkan hak pendidikannya dengan cara yang humanis. Hal itu tidak terlepas dari filosofi pendidikan yang menempatkan anak didik (dalam hal ini santri) sebagai subjek pendidikan. English:Ta'zi>r is a sanction imposed as a punishment for students who violate the rules which are stipulated in the pesantren. It aims to discourage students from doing the violation. This paper investigates the violence committed or so-called ta'zi>r in the process of education at Islamic boarding institutions. Furthermore, it can be a fruitful area of conducting further researches on revealing the appropriate ways to reduce violence in education and to eliminate any forms of violence in the boarding school. However, to ameliorate the practice of violence in the boarding school can be achieved by supports from a number of people, including the boarding school managers, parents, the government, and Islamic scholars who have sufficient understanding of the students' rights to gain the right education which adheres to humanistic principles. This definitely goes hand in hand with the education philosophy which regards students i.e. Islamic students as the education target.

Whereas Standard Dutch only distinguishes between two adnominal grammatical genders, substandard varieties of Belgian Dutch distinguish between three such genders. German, too, distinguishes between three genders. Nevertheless, when assigning gender to German nouns with Dutch cognates, speakers of Belgian Dutch are strongly influenced by Standard Dutch gender but to a much lesser degree (if at all) by substandard gender. On the hypothesis that a lack of metalinguistic knowledge about L1 substandard gender decreases its use as a source for transfer, I experimentally manipulated the metalinguistic knowledge about L1 substandard gender of 45 speakers of substandard Belgian Dutch varieties. I then assessed how strongly this manipulation affected the participants' reliance on substandard gender distinctions when they assigned gender to L2 German nouns with Dutch cognates. Results confirm the strong influence of Standard Dutch, hint at a weak influence of substandard Dutch, and show no appreciable effect of the experimental manipulation.