2 Locating Linguistic Justice in Language Identity Surveys

2022 ◽  
pp. 19-40
Author(s):  
Shanti Bruce ◽  
Rebecca Lorimer Leonard ◽  
Deirdre Vinyard
Author(s):  
L. E. Misseri
Keyword(s):  

PHILIPPE VAN PARIJS es Profesor de la Cátedra de Ética económica y social de laUniversidad Católica de Lovaina, en el campus de Louvain-la-Neuve. Es un exponentedel marxismo analítico, defensor de la idea de un ingreso básico universal y un filósofocomprometido también con problemas de justicia lingüística e intergeneracional. VanParijs es autor de: Qu'est-ce qu'une société juste ? [¿Qué es una sociedad justa?](1991), Marxism Recycled [Marxismo reciclado] (1993), Real Freedom for All[Libertad real para todos] (1995), L'Allocation universelle [El ingreso universal] (conYannick Vanderborght, 2005), Linguistic Justice for Europe and for the World[Justicia lingüística para Europa y el mundo] (2011), entre otros.


Author(s):  
Ekaterina V. Baydalova ◽  

The novel by Volodymyr Vynnychenko I want! (1915) was, on one hand, his literary answer to the discussion on the national question in Ukrainian society, and, on the other, it was his reaction to the accusations of him being a renegade resulting from his shift towards Russian literature. In 1907-1908, after the publication of his dramas and novels which were impregnated with the idea of “being honest with oneself” (it implied that all thoughts, feelings, and acts were to be in harmony), his works could be more easily published in Russian than in Ukrainian. This situation was taken by his compatriots as a betrayal against his native language and the national cause. In the novel I want! the problem of language identity is directly linked with national identity. In the beginning of the novel the main character, poet Andrey Halepa, despite being ethnic Ukrainian, spoke, thought, and wrote poems in Russian, and consequently his personality was ruined and his actions lacked motivation. It seems that after his unsuccessful suicide attempt and under the influence of a “conscious” Ukrainian, Halepa got in touch with his national identity and developed a life goal (the “revival” of the Ukrainian nation and the building of a free-labour enterprise). However, in the novel, national identity turns out to be incomplete without language identity. Halepa spoke Ukrainian with mistakes, had difficulty choosing suitable words, and discovered with surprise the meaning of some Ukrainian words from his former Russian friends. The open finale emphasises the irony of the discourse around a fast national “revival” without struggle and effort, and which only required someone’s will.


2017 ◽  
Vol 4 (2) ◽  
pp. 184
Author(s):  
Imron Hadi

Pembelajaran bahasa Inggris sebagai bahasa asing yang merupakan representasi kebudayaan memiliki sejumlah kesulitan. Salah satu kesulitan itu berasal dari pengenalan bunyi. Sebuah cara alternatif untuk mengakomodasi masalah tersebut adalah dengan pengenalan bentuk onomatope. Onomatope menyediakan bermacam bunyi tiruan yang berbeda sebagai ikon lintas bahasa dan budaya untuk mengartikulasikan hal yang sama. Onomatope dapat berasal dari berbagai sumber, seperti komik, karikatur, novel, koran dan lain sebagainya. Onomatope dapat memberikan berbagai sudut pandang mengenai identitas kebahasaan dan kebudayaannya, setidaknya dalam bahasa Inggris, Indonesia, dan daerah.AbstrakTeaching English as a foreign language that is a representation of culture has some difficulties. One of the them comes from sounds recognition. An alternative way to accomodate the problem is by acknowledging an onomatopoeia. Onomatopoeia provides several different kinds of imitative sound as a cross cultures and language icon to articulate the same thing. Its sources can be taken from comics, caricatures, novels, newspapers, and others. Onomatopoeia could give various perspective of its cultural and language identity in English, Indonesia, and local language.


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