Heritage language policies of the Iranian diaspora in New Zealand

2019 ◽  
Vol 14 (4) ◽  
pp. 287-303
Author(s):  
Khadij Gharibi ◽  
Corinne Seals
2021 ◽  
Author(s):  
◽  
Faith Esera

<p>The official language of Sāmoa is Samoan, but the majority of the population speak English as a second language. Because of early contact with missionaries and colonial powers, the English language soon became widely acknowledged and used in Sāmoa. Even after Sāmoa became independent from New Zealand, the English language was and is still recognised, but not made official, in the Constitution of Sāmoa and education policies.  This paper reports on the languages that are present in the linguistic landscape of Sāmoa. The main purpose of the study was to identify the predominant language used in Sāmoa, and to analyse ‘hybridity’ or ‘dualism’ on signs that contained the Samoan language. The data consists of 987 signs taken from two survey areas, Apia and Salelologa, using a digital camera. Scollon and Scollon’s (2003) ‘Place Semiotics’ was used to give an overview of the preferred code in the LL of Sāmoa. The ‘Motu Analysis’, a reconceptualization of Backhaus’s ‘part writing’ types, was used to analyse how two or more languages are used and positioned on signs in the LL; this analysis responds to the research question on ‘hybridity’. The final step involved a closer analysis of the subset of signs containing the Samoan language to detect signs of hybridity through loanwords and semantic extensions.  The results of the analyses indicated that English is the dominant language in the linguistic landscape of Sāmoa despite lacking official status in the language policies of Sāmoa. The findings further reveal that the English influence on the Samoan language on the signs is reflected more in semantic loans than loanwords, revealing a healthier picture of the Samoan language. The study concludes with possible lines of research for further studies in Sāmoa and the Pacific.</p>


2020 ◽  
Vol 17 (2) ◽  
pp. 156-178
Author(s):  
Asli Can Ayten ◽  
Tatjana Atanasoska

Research on the language attitudes and ideologies of teachers engaged in Heritage Language Instruction (HLI) in Germany is scarce even though HLI has been implemented in German schools since the early 1970s. Our goal is to fill in a gap in this field of HL pedagogy and focus on teachers’ perspectives related to language policies. We examine the ways that HL teachers’ work is shaped by specific ideological discourses that lead to bias against using HLs in school and prejudices against their speakers. We focus only on Turkish as a HL spoken in Germany, but we present findings from our case study that could theoretically apply to other HLs in Germany. We find that both explicit and more covert discrimination affect teachers’ actions and professional identity as HL teachers and persistently disrupt HLI and communication of teachers and students.


2021 ◽  
Vol X (1) ◽  
pp. 25-46
Author(s):  
Ekaterina Protassova ◽  

Multilingualism, superdiversity, and the abundance of language contacts place new demands on language teachers, who must consider each student’s linguistic biography, family language policies, and cultural practices in order to keep up with their growth in a specific school vs. university subject. Many more languages are becoming pluricentric as they continue to be used in migrating populations. So, they decline or flourish in diaspora and introduce heritage language learners as people with special needs into regular classrooms. Using Russian as an example, the paper suggests methods for organizing language instruction of varied speakers and learners in a heterogeneous integrated university classroom.


2006 ◽  
Vol 29 (1) ◽  
pp. 3.1-3.18 ◽  
Author(s):  
Gary Barkhuizen ◽  
Ute Knoch

This article reports on a study which investigated the language lives of Afrikaans-speaking South African immigrants in New Zealand. Particularly, it focuses on their awareness of and attitudes to language policy in both South Africa and New Zealand, and how these influence their own and their family’s language practices. Narrative interviews with 28 participants living in towns and cities across New Zealand reveal that while living in South Africa they were generally aware of macro-level language policies in the country, and were able to articulate how these policies influenced language practices at work and within their families. The absence of an explicit national language policy in New Zealand means that these immigrants, on arrival in New Zealand, base their understanding of the linguistic context in the country on the language practices that they observe in their day-to-day lives. It is these observations which guide their decision-making with regard to their own and their family’s language practices.


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