scholarly journals Sociolinguistics

2006 ◽  
Vol 39 (2) ◽  
pp. 141-145
Keyword(s):  
Second Language Acquisition ◽  
Bilingual Education ◽  
Language Policy ◽  
Language Attitudes ◽  
Action Plan ◽  
Minority Group ◽  
French Language ◽  
Minority Languages ◽  
Cambridge University ◽  
Attitudes And Practices

06–360Blackledge, Adrian (U Birmingham, UK), The magical frontier between the dominant and the dominated: Sociolinguistics and social justice in a multilingual world. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 22–41.06–361Boughton, Zoë (U Exeter, UK; [email protected]), Accent levelling and accent localisation in northern French: Comparing Nancy and Rennes. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 235–256.06–362Brown, N. Anthony (Brigham Young U, Utah, USA; [email protected]), Language and identity in Belarus.Language Policy (Springer) 4.3 (2005), 311–332.06–363Cameron, Deborah (U Oxford, UK) Language, gender, and sexuality: Current issues and new directions. Applied Linguistics (Oxford University Press) 26.4 (2005), 482–502.06–364Deutch, Yocheved (Bar-Ilan U, Israel; [email protected]), Language law in Israel. Language Policy (Springer) 4.3 (2005), 261–285.06–365Edwards, John (St Francis Xavier U, Nova Scotia, Canada), Players and power in minority-group settings. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 4–21.06–366Edwards, Viv & Lynda Pritchard Newcombe (U Reading, UK), When school is not enough: New initiatives in intergenerational language transmission in Wales. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 298–312.06–367García, Patricia (Stanford U Graduate School of Education, USA), Parental language attitudes and practices to socialise children in a diglossic society. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 328–344.06–368Garner, Mark (U Aberdeen, UK), Christine Raschka & Peter Sercombe, Sociolinguistic minorities, research, and social relationships.Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 61–78.06–369Goto, Yuko (U Pennsylvania, USA; [email protected]) & Masakazu Iino, Current Japanese reforms in English language education: The 2003 ‘Action Plan’. Language Policy (Springer) 4.1 (2005), 25–45.06–370Hankoni Kamwendo, Gregory (U Botswana, Botswana; [email protected]), Language planning from below: An example from northern Malawi. Language Policy (Springer) 4.2 (2005), 143–165.06–371Kaur Gill, Saran (U Kebangsaan, Malaysia, Malaysia; [email protected]), Language policy in Malaysia: Reversing direction. Language Policy (Springer) 4.3 (2005), 241–260.06–372Lantolf, James P. (Pennsylvania State U, USA; [email protected]), Sociocultural theory and L2: State of the art. Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 67–109.06–373Määttä, Simo K. (U California, Berkeley, USA; [email protected]), The European Charter for Regional or Minority Languages, French language laws, and national identity. Language Policy (Springer) 4.2 (2005), 167–186.06–374Mills, Jean (U Birmingham, UK), Connecting communities: Identity, language and diaspora. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 253–274.06–375Pavlenko, Aneta (Temple U, USA), ‘Ask each pupil about her methods of cleaning’: Ideologies of language and gender in Americanisation instruction (1900–1924). International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 275–297.06–376Richland, Justin B. (U California, Irvine, USA), The multiple calculi of meaning.Discourse & Society (Sage) 17.1 (2006), 65–97.06–377Silver, Rita Elaine (Nanyang Technological U, Singapore; [email protected]), The discourse of linguistic capital: Language and economic policy planning in Singapore. Language Policy (Springer) 4.1 (2005), 47–66.06–378Tannenbaum, Michal & Marina Berkovich (Tel Aviv U, Israel; [email protected]), Family relations and language maintenance: Implications for language educational policies. Language Policy (Springer) 4.3 (2005), 287–309.06–379Vaish, Viniti (Nanyang Technical U, Singapore; [email protected]), A peripherist view of English as a language of decolonization in post-colonial India. Language Policy (Springer) 4.2 (2005), 187–206.06–380Zuengler, Jane & Elizabeth R. Miller (U Winconsin-Madison, USA), Cognitive and sociocultural perspectives: Two parallel SLA worlds?TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 35–58.

Language policy and language planning in mainland Southeast Asia: Myanmar and Lisu

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
David Bradley
Keyword(s):  
Southeast Asia ◽  
Language Policy ◽  
Minority Groups ◽  
Minority Group ◽  
National Language ◽  
Minority Languages ◽  
Language Policy And Planning ◽  
Educational Strategies ◽  
Policy And Planning ◽  
Mainland Southeast Asia

AbstractMost nations in mainland Southeast Asia and elsewhere have one national language as a focus of national identity and unity, supported by a language policy which promotes and develops this language. Indigenous and immigrant minority groups within each nation may be marginalized; their languages may become endangered. Some of the official national language policies and ethnic policies of mainland Southeast Asian nations aim to support both a national language and indigenous minority languages, but usually the real policy is less positive. It is possible to use sociolinguistic and educational strategies to maintain the linguistic heritage and diversity of a nation, develop bilingual skills among minority groups, and integrate minorities successfully into the nations where they live, but this requires commitment and effort from the minorities themselves and from government and other authorities. The main focus of this paper is two case studies: one of language policy and planning in Myanmar, whose language policy and planning has rarely been discussed before. The other is on the Lisu, a minority group in Myanmar and surrounding countries, who have been relatively successful in maintaining their language.

Sources of variation in attitudes toward minority, majority and foreign language

2020 ◽  
Vol 44 (2) ◽  
pp. 170-199
Author(s):  
Sabina Halupka-Rešetar ◽  
Eleonóra Kovács Rácz
Keyword(s):  
Foreign Language ◽  
Language Attitudes ◽  
Mother Tongue ◽  
Minority Group ◽  
Minority Languages ◽  
Policy And Practice ◽  
Multilingual Education ◽  
Positive Attitudes ◽  
Majority Population ◽  
Autonomous Province

Abstract Vojvodina, an autonomous province in northern Serbia, is a historically multilingual and multicultural area where multilingual education forms a cornerstone of linguistic, educational and social policy and practice: in addition to the majority language, five minority languages are also in official use and speakers of these languages may receive education in their L1. However, such a situation does not warrant positive attitudes toward the majority language. In fact, attitudes toward the majority population have been shown to be less positive among minority group members who receive their education in their L1 (Veres 2013). In addition to this, the effect of environment (compact vs. diffuse) has been shown to interact with attitudes. The paper examines the language attitudes of 423 Hungarian L1 grammar school pupils towards (1) their (minority) mother tongue (Hungarian), (2) Serbian as the majority language and (3) English as a foreign language, based on their value judgements and taking into account numerous variables which might prove to interact with their attitudes. The results of the research are expected to add to the study of language attitudes in a multilingual context, to help us understand better language situations in areas where bilingualism is promoted and to aid the implementation of coherent language policies.

scholarly journals Language Situation and Language Policy in the Canadian Province of New Brunswick

2020 ◽  
Vol 1 (10) ◽  
pp. 49-61
Author(s):  
V. A. Kozhemyakina
Keyword(s):  
New Brunswick ◽  
Language Policy ◽  
English Language ◽  
French Language ◽  
Minority Languages ◽  
Linguistic Minority ◽  
Canadian Province ◽  
Acadian French ◽  
History Of ◽  
The Media

The analysis of sociolinguistic situation in the Canadian province of New Brunswick is offered in the article. The history of the settlement of this territory by representatives of different linguistic cultures — the French and the British — is considered. An overview of the demo linguistic situation in the province is given. The statistical data of the latest population censuses are presented. Particular attention is paid to the use of the minority French language in various social and communicative spheres in New Brunswick at the present stage: in the legislative and executive branches, in the main sphere of the language functioning — in the sphere of education, in the spheres of services, trade and the media. The author dwells on the problem of variation of the Acadian French language in a situation of institutional bilingualism, when the French language is constantly under the influence of the dominant English language. The relevance of the article is due to the attention of the Russian and world community to the position of minority languages in a multilingual society and the problem of their preservation. The novelty of the research is seen in the fact that the ongoing language policy is considered simultaneously with the analysis of existing laws on language, since only adopted laws can allow members of the linguistic minority to assert and defend their rights.

scholarly journals Language Policy in Education and Its Role in Preservation of Minority Languages in Russia and Other Countries

2020 ◽  
Vol 162 (5) ◽  
pp. 261-271
Author(s):  
E.V. Khilkhanova ◽  
Keyword(s):  
Bilingual Education ◽  
Language Policy ◽  
Social Mobility ◽  
Education System ◽  
Opportunity To Learn ◽  
Complex Nature ◽  
Minority Languages ◽  
New Methods ◽  
Mass Consciousness

The language policy in education and the role of education in the preservation and development of minority languages were discussed. The main approaches and models used for teaching minority languages in Russian and Western European schools were compared. Two main approaches were singled out: “old”, when minority languages are poorly represented in education; “new”, which provides an opportunity to learn these languages in schools. The approaches were illustrated by the example of the Frisian and Basque languages, respectively. The problems of teaching minority languages in Russian schools within a broad political context were considered. It was concluded that the positions of minority languages in education are weak due to their little value for careers and social mobility in the current Russian conditions. The possibility and necessity of taking certain educational measures for preservation and development of minority languages in Russia was substantiated. Their complex nature, including both innovations in the education system and the need to overcome the “monolingual ideology”, was emphasized. The recommendations proposed include the use of international experience in organizing civic initiatives and the introduction of new methods and innovative curricula of bilingual education. The most important measures are related to changing the mass consciousness and language culture of society toward identification of Russia as a multinational and multilingual country.

scholarly journals Bilingual education & bilingualism

2007 ◽  
Vol 40 (3) ◽  
pp. 273-277
Keyword(s):  
New York ◽  
Public Schools ◽  
Second Language Acquisition ◽  
Bilingual Education ◽  
Language Policy ◽  
Public Discourse ◽  
Code Switching ◽  
National Association ◽  
Research Journal ◽  
Communicative Strategy

07–469Dicker Hostos, Susan J. (City U New York, USA), Dominican Americans in Washington Heights, New York: Language and culture in a transnational community. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.6 (2006), 713–727.07–470Fitts, Shanan (California State U, USA), Reconstructing the status quo: Linguistic interaction in a dual-language school. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 337–365.07–471Hall, Anne-Marie (U Arizona, USA), Keeping La Llorona alive in the shadow of Cortés: What an examination of literacy in two Mexican schools can teach. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 385–406.07–472Han Chung, Haesook (Defense Language Institute, USA), Code switching as a communicative strategy: A case study of Korean–English bilinguals. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 293–307.07–473Hilmarsson-Dunn, A. M. (U Southampton, UK; [email protected]), Protectionist language policies in the face of the forces of English: The case of Iceland. Language Policy (Springer) 5.3 (2006), 295–314.07–474Hogan-Brun, Gabrielle (U Bristol, UK; [email protected]), At the interface of language ideology and practice: The public discourse surrounding the 2004 education reform in Latvia. Language Policy (Springer) 5.3 (2006), 315–335.07–475Jiménez, Terese C. (Loyola Marymount U, USA), , Alexis L. Filippini & Michael M. Gerber, Shared reading within Latino families: An analysis of reading interactions and language use. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 431–452.07–476King, Kendall & Lyn Fogle (Georgetown U, USA), Bilingual parenting as good parenting: Parents' perspectives on family language policy for additive bilingualism. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.6 (2006), 695–712.07–477Lee, Borim (Wonkwang U, Korea; [email protected]), Susan G. Guion & Tetsuo Harada, Acoustic analysis of the production of unstressed English vowels by early and late Korean and Japanese bilinguals. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 487–513.07–478Mar-Molinero, Clare & Patrick Stevenson (Centre for Transnational Studies, U Southampton, UK; [email protected]), Breaching the peace: Struggles around multilingualism in Switzerland. Language Policy (Springer) 5.3 (2006), 239–245.07–479Mills, Kathy A. (Christian Heritage College, Australia), ‘Mr travelling-at-will Ted Doyle': Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 132–149.07–480Pagett, Linda (U Plymouth, UK; [email protected]), Mum and Dad prefer me to speak Bengali at home: Code switching and parallel speech in a primary school setting. Literacy (Blackwell) 40.3 (2006), 137–14507–481Ransdell, Sarah (Nova Southeastern U, Ft Lauderdale, FL, USA), Marie-Laure Barbier & Toomas Niit, Metacognitions about language skill and working memory among monolingual and bilingual college students: When does multilingualism matter?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.6 (2006), 728–741.07–482Souto-Manning, Mariana (U Georgia, USA), A critical look at bilingualism discourse in public schools: Autoethnographic reflections of a vulnerable observer. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 559–577.07–483Worthy, Jo & Alejandra Rodríguez-Galindo (U Texas, USA), ‘Mi hija vale dos personas': Latino immigrant parents’ perspectives about their children's bilingualism. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 579–601.

CULTURAL AND LANGUAGE DIVERSITY AND THE DEAF EXPERIENCE.Ila Parasnis (Ed.). New York: Cambridge University Press, 1996. Pp. xiv + 306. $49.95 cloth.

1997 ◽  
Vol 19 (4) ◽  
pp. 518-519
Author(s):  
John G. Barnitz
Keyword(s):  
New York ◽  
Second Language Acquisition ◽  
Cultural Identity ◽  
Practical Knowledge ◽  
Minority Group ◽  
Social Aspects ◽  
Language Diversity ◽  
Deaf People ◽  
Language And Literacy ◽  
Cambridge University

An invaluable contribution of scholarly papers on the bilingual–bicultural nature of deaf people is the volume edited by Ila Parasnis. This collection of 18 insightful papers is a welcome contribution in the context of recent national debates about whether deaf people are considered a minority group with their own unique linguistic and cultural identity, or considered as audiologically disabled individuals. Collectively, the authors of the papers provide strong arguments in favor of recognizing the bilingual and bicultural nature of deaf people's experience. The contents of this well-edited book provides both theoretical and practical knowledge leading to the empowerment of deaf people and to expanded views of bilingualism and second language acquisition. Reflective presentations by deaf people and applied linguistic discussions by researchers are combined to provide researchers and practitioners innovative perspectives on the development of psycholinguistic and sociolinguistic competence of this unique population. The authors also contribute to research on linguistic, cognitive, and social aspects of language and literacy development.

The Status of Arabic in Israel: Refiections on the Power of Law to Produce Social Change

2002 ◽  
Vol 36 (2) ◽  
pp. 5-39 ◽  
Author(s):  
Ilan Saban ◽  
Muhammad Amara
Keyword(s):  
Legal Status ◽  
Minority Group ◽  
Prima Facie ◽  
The State ◽  
French Language ◽  
The Status ◽  
Official Languages ◽  
State Of Affairs ◽  
Ethnic Nation ◽  
State Of Israel

AbstractThe status of Arabic in Israel gives rise to question. Israel is a rare case of an ethnic nation-state that grants the language of minority group with a legal status which isprima facieone of equality. Both Hebrew and Arabic are the official languages of the State of Israel. What are the reasons for this special state of affairs? The answer is threefold: historic, sociological and legal. In various ways the potential inherent in the legal status of Arabic has been depleted of content, and as a result of that, as well as other reasons, the socio-political status of Arabic closely resembles what you would expect the status of a language of a minority group in a state that identifies itself as the state of the majority group to be. This answer, however, is another source of puzzlement – how does such a dissonance between law and practice evolve, what perpetuates it for so long, is change possible, is it to be expected?We present an analysis of the legal status of Arabic in Israel and at the same time we proceed to try and answer the questions regarding the gap between the legal and the sociopolitical status of Arabic. We reach some of our answers through a comparison with the use of law to change the status of the French language in Canada. One of these answers is that given the present constellation in Israel, the sociopolitical status of Arabic cannot meaningfully be altered by legal means.

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