Since the 1980s, very little sociolinguistic research has been conducted on Edinburgh English. We know next to nothing of how the variation documented by Speitel and Johnston (1983), Romaine (1975) and Miller and Weinert (1998) has played out in real time. This chapter addresses that gap in our knowledge by describing the structured patterns of variation in the speech of Edinburgh adolescents with respect to three variables: word-final (t), (ing) and the verbs used to introduce reported speech and thought (i.e. quotatives). We present data from conversations and reading passages by 21 Edinburgh teenagers, showing how these Edinburgh teenagers are aligning with several qualitatively different variables found throughout British English. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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