scholarly journals Linguistic Landscape in Educational Spaces

2020 ◽  
Vol 3 (2) ◽  
pp. 13-23
Author(s):  
Sheryl Bernardo-Hinesley
Keyword(s):  
Bilingual Education ◽  
Language Ideology ◽  
Language Ideologies ◽  
Public Spaces ◽  
The United States ◽  
Educational Institutions ◽  
Linguistic Landscape ◽  
Cultural Backgrounds ◽  
Educational Spaces ◽  
Privately Owned

Educational institutions, whether privately owned or state funded, are a meeting place for students coming from diverse linguistic and cultural backgrounds. Educational institutions as learning environments and spaces not only play a fundamental role in the development of an individual, but also perpetuate various ideologies related to languages, politics, cultures, and society among others. In relation to language ideology, linguistic landscape is a novel field which allows sociolinguists to analyze how spaces are constituted through the language(s) employed in public signage as signs enable a dynamic process in which the language(s) used in these signs and those who pass by said signs influence each other to shape the landscape of their community. It enables the identification of the relative power and vitality of the language(s) in a particular community that may or may not appear in public signage. Language(s) displayed in public spaces can also be interpreted as a reflection of the ideological conflicts within a community. Respectively, there is a growing interest towards the study of the linguistic landscape in educational spaces, also known as schoolscape. School, a central civic institution, represents a deliberate and planned environment where learners are subjected to powerful messages about language(s) from local and national authorities. Accordingly, by reviewing past studies, this paper proposes to initiate discussion and investigation of the practices and the language(s) utilized in signs within educational spaces in the United States as institutions can perpetuate language ideologies, which can either foster or hinder bilingual education.

Framing the diaspora and the homeland: language ideologies in the Cuban diaspora

2018 ◽  
Vol 2018 (254) ◽  
pp. 49-69
Author(s):  
Gabriela G. Alfaraz
Keyword(s):  
Language Ideology ◽  
Language Ideologies ◽  
The United States ◽  
Cuban Spanish ◽  
Political Beliefs ◽  
Perceptual Dialectology ◽  
Political Ideologies ◽  
Cuban Diaspora ◽  
The 1960S ◽  
High Degree

Abstract This article discusses language ideologies in relation to political ideologies in the Cuban diaspora in the United States. The findings of three longitudinal attitude studies, two conducted using the methods of perceptual dialectology, and a third with the matched-guise method, indicated that the diaspora’s political beliefs have a robust effect on its beliefs about Cuban Spanish in the diaspora and in the homeland. The perceptions studies showed that the national variety has a high degree of prestige in the diaspora, and that it has very low prestige in Cuba. The results of the matched-guise test showed that participants were unable to differentiate voices recorded in the 1960s and the 1990s, and that social information about residence in Cuba or the diaspora was more important to judgments of correctness than the presence of nonstandard variants. It is argued that the diaspora’s language ideology is maintained through erasure and essentialization: social and linguistic facts are erased, and the homeland is racially essentialized. It is suggested that through its language ideology, the Cuban diaspora claims authenticity and legitimacy vis-à-vis the homeland.

scholarly journals Conflicting Language Ideologies Concerning Bilingualism and Bilingual Education among Pre-Service Spanish Teachers in South Texas

2020 ◽  
Vol 20 (2) ◽  
pp. 325-351
Author(s):  
Mara R. Barbosa
Keyword(s):  
Discourse Analysis ◽  
Bilingual Education ◽  
Critical Discourse Analysis ◽  
Language Ideology ◽  
Language Ideologies ◽  
South Texas ◽  
Critical Discourse ◽  
Educational Settings ◽  
Abstract Language ◽  
The One

ABSTRACT Language ideologies are the shared frameworks through which groups understand language and speakers (GAL; WOOLARD, 2001; WOOLARD, 1998). In educational settings, these ideologies may impact learning as teachers who adhere to ideologies favoring monolingualism may undermine students’ identities and bilingual development in favor of assimilation. Using language ideology and Critical Discourse Analysis (CDA) frameworks, this study investigated the presence of different language ideologies in pre-service Spanish teachers’ discourse and their positioning in face of these language ideologies. The analysis demonstrated that while pre-service Spanish teachers challenge the ideology of monolingualism and favor bilingualism, they also legitimate the ‘one language’ ideology that entails that the unity of a nation depends partly on the use of only one language.

“Un peso, mami!”

2016 ◽  
Vol 2 (2) ◽  
pp. 157-181 ◽  
Author(s):  
Samira Hassa ◽  
Chelsea Krajcik
Keyword(s):  
United States ◽  
New York ◽  
English Language ◽  
Language Ideologies ◽  
Urban Landscape ◽  
The United States ◽  
Minority Languages ◽  
Linguistic Landscape ◽  
Washington Heights ◽  
The Relationship

This study analyzes the linguistic landscape of the New York City Dominican neighborhood of Washington Heights to investigate the relationship between language ideologies and transnational dynamics and to observe recent gentrification and sociocultural changes in the neighborhood. It juxtaposes the linguistic landscape with the phenomenon of transnationalism to study the degree and context of the use of Spanish (the official and most frequently spoken language in the Dominican Republic but a minority language in the United States), English (the mainstream language of the United States), and other languages found within the Washington Heights urban landscape. The results confirm the dominance of the English language and reveal the inequality of Spanish and other minority languages as well as how the neighborhood reproduces and contests such ideologies.

scholarly journals Identitásjelölő elemek egy délnyugat-szlovákiai kisváros oktatási intézményeinek nyelvi tájképében

2021 ◽  
Vol 47 ◽  
pp. 61-71
Author(s):  
Gábor Lőrincz
Keyword(s):  
Primary School ◽  
Spatial Organization ◽  
Public Spaces ◽  
Linguistic Landscape ◽  
Educational Settings ◽  
South West ◽  
Educational Spaces ◽  
Identity Markers ◽  
Sense Of Identity

This paper explores identity markers in the schoolscape of a small south-west Slovakian town. Schoolscape is a reference to the visual and spatial organization of educational spaces, with special emphasis on inscriptions, images and language-related signs inside the classrooms but also in the entrance, foyer, corridors as well as in the curriculum, text books (original or translated) and websites. In the linguistic landscape, languages are used in different ways and they convey different meanings. Inside educational settings, linguistic landscapes have characteristics that are different from public spaces. For example, the degrees of monolingualism and multilingualism are not the same. Further, the production of signs is often less professional because many signs are made by the students. There is a strongly Hungarian sense of identity in the preschool and primary school under study, as revealed not only by Hungarian inscriptions but also by the choice of specific colours and symbols.

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

Hospice Care in the United States: The Process Begins

1983 ◽  
Vol 13 (2) ◽  
pp. 159-171 ◽  
Author(s):  
Robert W. Buckingham
Keyword(s):  
Home Care ◽  
Hospice Care ◽  
Care Facility ◽  
The United States ◽  
Considerable Change ◽  
Educational Institutions ◽  
Hospice Movement ◽  
Treatment Equipment ◽  
Centered Care ◽  
The Individual

The hospice concept represents a return to humanistic medicine, to care within the patient's community, for family-centered care, and the view of the patient as a person. Medical, governmental, and educational institutions have recognized the profound urgency for the advocacy of the hospice concept. As a result, a considerable change in policy and attitude has occurred. Society is re-examining its attitudes toward bodily deterioration, death, and decay. As the hospice movement grows, it does more than alter our treatment of the dying. Hospices and home care de-escalate the soaring costs of illness by reducing the individual and collective burdens borne by all health insurance policyholders. Because hospices and home care use no sophisticated, diagnostic treatment equipment, their overhead is basically for personal care and medication. Also, the patient is permitted to die with dignity. Studies indicated that the patient of a hospice program will not experience the anxiety, helplessness, inadequacy, and guilt as will an acute care facility patient. Consequently, a hospice program can relieve family members and loved ones of various psychological disorders.

Privatizing Public Lands

1995 ◽  
Author(s):  
Scott Lehmann
Keyword(s):  
National Parks ◽  
Fundamental Problem ◽  
Free Market ◽  
Public Lands ◽  
The United States ◽  
Collective Ownership ◽  
Policy Analysts ◽  
Wildlife Refuges ◽  
Ownership Of Land ◽  
Privately Owned

In the United States, private ownership of land is not a new idea, yet the federal government retains title to roughly a quarter of the nation's land, including national parks, forests, and wildlife refuges. Managing these properties is expensive and contentious, and few management decisions escape criticism. Some observers, however, argue that such criticism is largely misdirected. The fundamental problem, in their view, is collective ownership and its solution is privatization. A free market, they claim, directs privately owned resources to their most productive uses, and privatizing public lands would create a free market in their services. This timely study critically examines these issues, arguing that there is no sense of "productivity" for which it is true that greater productivity is both desirable and a likely consequence of privatizing public lands or "marketizing" their management. Lehmann's discussion is self-contained, with background chapters on federal lands and management agencies, economics, and ethics, and will interest philosophers as well as public policy analysts.

Sign in / Sign up

Export Citation Format

Share Document