scholarly journals Minority Languages as a Resource for Tourism Promotion on the Web: The Case of Some Minority Communities in Italy

2021 ◽  
pp. 33-50
Author(s):  
Francesco Costantini ◽  
Diego Sidraschi ◽  
Francesco Zuin
Keyword(s):  
Minority Language ◽  
Minority Languages ◽  
Minority Communities ◽  
Cultural Experience ◽  
Local Variety ◽  
Tourism Promotion ◽  
The Subject ◽  
Tourism Websites ◽  
Local Languages ◽  
The Web

Minority languages have been the subject of a rich literature in the field of the sociolinguistics of tourism and a number of works have underlined that they have been increasingly used in tourism promotion in the last few decades as they convey overtones evoking authenticity. Travel websites do not only provide a first glance at a destination for potential guests, but they are also part of the tourist experience because they introduce visitors to relevant contents related to specific places. In view of this, in websites of a destination where a minority language is spoken the use of the local variety could be particularly relevant in order to promote a specific place as offering an immersion into a unique cultural experience. The present article addresses the question how ten minority communities in Italy mobilize their local languages for self-representation purposes within their tourism websites.

scholarly journals Languages and language varieties: Comparative research on the linguistic attitudes in four bilingual minority communities in Hungary

2011 ◽  
Vol 2 (1) ◽  
pp. 41-56
Author(s):  
Anna Borbely
Keyword(s):  
Comparative Research ◽  
Minority Groups ◽  
Language Shift ◽  
Minority Language ◽  
Minority Languages ◽  
Advanced Stage ◽  
Minority Communities ◽  
Significant Information ◽  
Language Varieties ◽  
Positive Attitudes

A central issue of this paper is to study the patterns invariation of attitudes toward minority language varieties in four minority communities from Hungary: German, Slovak, Serb and Romanian. This study takes part from the research which focuses on how to obtain significant information about the mechanism of the language shift process concerning autochthonous minorities in Hungary. The results demonstrate that in the course of language shift communities at an advanced stage of language shift have less positive attitudes toward their minority languages than individuals from communities where language shift is in a less advanced stage. In Hungarian minority groups speakers’ attitudes toward minority language varieties (dialect vs. standard) are the symptoms of language shift.

scholarly journals Jezik in turizem, Language and Tourism, Sprache und Tourismus

2021 ◽  
Author(s):  
Mojca Kompara Lukančič
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Writing Skills ◽  
Minority Languages ◽  
Minority Communities ◽  
Learning And Teaching ◽  
Personal Names ◽  
Tourism Websites ◽  
Learning Language

In the monograph ten scientific chapters oriented towards language for tourism that span from language learning and teaching, to lexicography, minority languages, and selected linguistic concepts are presented. Among them is the analyses of the features of the Slovene LSP Dictionary of Tourism, the question of minority communities and their tourism websites, the collocation strength and contrastive analyses of adjective-noun collocations, the concept of movement in tertiary education, the analyses of Slovene –German translations of chosen online menus, the tourist web resources as part of the L2 classroom, the connection of linguistic landscapes with tourism, writing skills in English for Tourism, local language variants of personal names, and teaching and learning language for special purposes during the COVID-19 pandemic.

The communicative value of local languages: An underestimated interest in theories of linguistic justice

Ethnicities ◽  
2018 ◽  
Vol 19 (1) ◽  
pp. 174-199
Author(s):  
Elvira Riera-Gil
Keyword(s):  
Information Transfer ◽  
Good Life ◽  
Minority Language ◽  
Minority Languages ◽  
Language Policies ◽  
Liberal Neutrality ◽  
Linguistic Justice ◽  
Empirical Context ◽  
Local Languages ◽  
Normative Perspective

Contemporary theories of linguistic justice still tend to deal with a simple dichotomy between majority languages, assumed to be the best communicative or instrumental tools (thus the best tools in terms of socio-economic justice and political participation), and minority languages, assumed to be basically markers of identity (relevant only in terms of ethno-cultural interests when competing with the former). Two problems, intrinsic to the concepts used, shape such a duality. Firstly, it requires an empirical contextualisation of what is meant by majority and minority language. Secondly, it presupposes a sharp detachment between communication and identity in which communication tends to be understood as a simple information transfer. In this paper, I argue that, when both empirical context and an enriched notion of communication focused on effectiveness are considered, local languages, even if categorised as minority languages, do have an instrumental value which has received little attention up to now. Such an approach has normative and policy consequences. From a normative perspective, it strengthens the rationale for supporting linguistic pluralism, highlights the fact that linguistic preferences of multilinguals matter on instrumental grounds (even if languages learnt are local languages) and suggests that assuming the communicative superiority of most widely spread or majority languages entails a deviation from liberal neutrality, regarding the kinds of good life an individual can pursue. For language policies, it points to fostering a broad individual and institutional multilingualism aimed at sustaining plurality and based on a double enabling of people, in terms of both their linguistic skills and their fair opportunities to use local and wider languages.

scholarly journals Maximizing Scalability in Literacy Game App Design for Minority Languages

2021 ◽  
Vol 4 (4) ◽  
pp. 668-680
Author(s):  
Christy Hemphill ◽  
Aaron Hemphill
Keyword(s):  
Minority Language ◽  
Educational Game ◽  
Literacy Skill ◽  
Minority Languages ◽  
Minority Communities ◽  
Specific Content ◽  
Technology Markets ◽  
Resource Investment ◽  
App Design ◽  
Skill Building

Minority language communities lack access to educational technology that facilitates literacy skill building. The approach currently taken by most educational game app developers privileges widely spoken languages and often requires intensive resource investment.  In response, a new game app was designed to provide easily localized, pedagogically appropriate games for literacy skill building. Scalability to multiple minority languages was possible through a programming design based on language packs that could be compiled by local implementation teams without specialized technical skills and without significant resource investment. We describe the scalability issues encountered when localizing the app for the initial ten minority language pilot groups and how a language-neutral app design that relies on language packs to specify language-specific content and parameters can adequately address these issues. When it comes to meeting the demands of growing education technology markets in underserved Indigenous and minority communities, localizing an app initially designed for maximum scalability is more feasible than investing significant resources converting apps custom designed for one language into new languages.

The linguistic capital of contested languages

2011 ◽  
Vol 35 (2) ◽  
pp. 117-138 ◽  
Author(s):  
Naomi Wells
Keyword(s):  
Minority Languages ◽  
Linguistic Capital ◽  
Political Debate ◽  
Progressive Politics ◽  
Language Revival ◽  
The Subject ◽  
Insight Into ◽  
Shed Light ◽  
Local Languages

Political debate concerning the recognition of regional and minority languages has been the subject of much study in recent years. However, with the focus on separatist and/or nationalist forces, the centre-left has often been overlooked in such studies. In both Asturias in Spain and the Veneto in Italy, centre-left parties have taken a particularly ambivalent approach towards language revival policies, and the ideologies behind this approach merit further study. Drawing particularly on Bourdieu’s work, the author will consider how linguistic hierarchies and linguistic capital are reflected in centre-left discourse and actions concerning the respective local languages. This will shed light on the ambiguous role of the centre-left concerning language policy, and provide further insight into the compatibility of liberal and progressive politics with language revival policies.

Eigen Taal

2003 ◽  
Vol 70 ◽  
pp. 147-159
Author(s):  
Sjaak Kroon ◽  
Jan Sturm
Keyword(s):  
Classroom Practice ◽  
Public Discourse ◽  
Language Teaching ◽  
Minority Language ◽  
Opinion Leaders ◽  
Power Relationships ◽  
Minority Languages ◽  
Ministry Of Education ◽  
Conceptual Clarity ◽  
The Subject

The Dutch discussion on immigrant minority language teaching, which has been going on for three decades now, shows a remarkable lack of conceptual clarity. This not only includes the content of the subject, but also its aims and its operationalisation in classroom practice. In creating this unclarity, not only the ministry of education and its advisors but also scholars and opinion leaders are involved, irrespective of their position against or in favour of this type of language teaching. This is shown on the basis of a reconstruction of the different versions of eigen taal (litt.: 'own language', i.e. the object of immigrant minority language teaching) in a number of central policy papers of the ministry of education, and on the basis of an analysis of the linguistic, pedagogic and public discourse that developed in this context. In order of appearance, three main versions of eigen taal are distinguished: offiaéle taal van het land van herkomst (official language of the country of origin), allochtone levende taal (non-indigenous living language) and gekomen taal (chosen language). The analysis shows that the recent 2002 decision of the Dutch government to do away with immigrant minority language teaching and give priority to the teaching of Dutch, should not be considered a surprise: without a fundamental change in societal power relationships, immigrant minority languages have little prospect of becoming a legitimate part of the dominant curriculum.

Use of ontological analysis for competence evaluation of scientists in a particular subject domain

2016 ◽  
pp. 081-096
Author(s):  
J.V. Rogushina ◽  
Keyword(s):  
Scientific Activity ◽  
Subject Domain ◽  
Semantic Matching ◽  
Research Project ◽  
Open Environment ◽  
Competence Evaluation ◽  
The Subject ◽  
Ontological Analysis ◽  
Use Of Knowledge ◽  
The Web

Objective methods for competence evaluating of scientists in the subject domain pertinent to the specific scientific product – research project, publication, etc. are proposed. These methods are based on the semantic matching of the description of scientific product and documents that confirm the competence of its authors or experts in the domain of this product. In addition, the use of knowledge acquired from the Web open environment – Wiki-resources, scientometric databases, organization official website, domain ontologies is proposed. Specialized ontology of scientific activity which allows to standardize the terminological base for describing the qualifications of researchers is developed.

English as Eastern: Zhuang, Mongolian, Mandarin, and English in the linguistic orders of globalized China

2021 ◽  
Vol 2021 (271) ◽  
pp. 35-64
Author(s):  
Alexandra Grey ◽  
Gegentuul Baioud
Keyword(s):  
Social Order ◽  
Language Ideologies ◽  
Minority Language ◽  
Minority Languages ◽  
Republic Of China ◽  
Political Discourses ◽  
Socially Constructed ◽  
Theory Of Language ◽  
Academic Discourses ◽  
East West

Abstract Socially constructed and globally propagated East-West binaries have influenced language ideologies about English in the People’s Republic of China (PRC), but they are not hegemonic. This essay explores how East-West language ideologies are reformed in mergers with Mandarin-minority language ideologies. It discusses two separate but similar recent studies of minority language speakers and language ideologies in the PRC, respectively by Grey and Baioud. Each study reveals aspects of how Mandarin and English are being socially constructed as on the same side of a dichotomous and hierarchic linguistic and social order, in contradistinction to minority languages. The essay thus problematizes the construction of English as a Western language and Mandarin as an Eastern language; both in academic discourses and in wider social and political discourses. The essay uses Asif Agha’s theory of “enregisterment” to unify the points drawn from each study. It concludes that the language ideologies and practices/discourses under examination reproduce the displacement of a subaltern status; we describe this process as dynamic, internal Orientalism and “recursive” Orientalism, drawing on foundational theory of language ideologies. This essay paves the way for further studies of recursive Orientalism.

scholarly journals Blind windows

2018 ◽  
Vol 31 (5) ◽  
pp. 154-182
Author(s):  
Cadence Kinsey
Keyword(s):  
World Wide ◽  
Access To Information ◽  
Hierarchical Systems ◽  
History Museum ◽  
The World ◽  
The Subject ◽  
Modes Of Interaction ◽  
User Friendly ◽  
Structure Access ◽  
The Web

This article analyses Camille Henrot’s 2013 film Grosse Fatigue in relation to the histories of hypermedia and modes of interaction with the World Wide Web. It considers the development of non-hierarchical systems for the organisation of information, and uses Grosse Fatigue to draw comparisons between the Web, the natural history museum and the archive. At stake in focusing on the way in which information is organised through hypermedia is the question of subjectivity, and this article argues that such systems are made ‘user-friendly’ by appearing to accommodate intuitive processes of information retrieval, reflecting the subject back to itself as autonomous. This produces an ideology of individualism which belies the forms of heteronomy that in fact shape and structure access to information online in significant ways. At the heart of this argument is an attention to the visual, and the significance of art as an immanent mode of analysis. Through the themes of transparency and opacity, and order and chaos, the article thus proposes a defining dynamic between autonomy and automation as a model for understanding the contemporary subject.

scholarly journals Development of ethno-environmental culture among future teachers

2021 ◽  
Vol 3 (4) ◽  
pp. 62-68
Author(s):  
Inessa Yurievna Arestova ◽  
Marina Yurevna Kupriyanova ◽  
Evgeniya Gennadevna Sharonova
Keyword(s):  
Extracurricular Activities ◽  
Cultural Practice ◽  
Academic Program ◽  
Environmental Research ◽  
Future Teachers ◽  
Cultural Experience ◽  
Environmental Component ◽  
The Subject ◽  
Teachers Training ◽  
Theoretical Overview

The article offers a brief analysis of implementation of ethno-environmental component in academic subjects included in basic academic program "teachers’ training" with two training profiles "Biology and Chemistry" and "Biology and Geography". The subject matter of the article is the curriculum and extracurricular activities that are relative to ethnocultural features. The article is a theoretical overview of Russian and foreign literature on the considered topic. The analysis of the curriculum and extracurricular activities was carried out with the sue of applied examination method. It is concluded that ethno-environmental education of future biology, chemistry and geography teachers is facilitated with a range of conditions developed in the Faculty of Science Education, which include: disciplines of subject-methodical unit aimed on development of environmental thinking, based on ethno-cultural experience of Chuvash; curricular and extracurricular activities aimed on activation of their ecological and ethno-cultural practice. The main forms of upbringing the ethno-environmental culture of future teachers are as follows: master classes in ethno-environmental research; round tables devoted to ethnocultural information about toponyms; ethno-environmental seminars on the problems of protected areas of Chuvashia, etc.

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