scholarly journals The Glotopolitical Perspective and the Linguistic Standardization: Perspectives about the Portuguese Language

2021 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Sweder Souza

This paper discusses the glotopolitical perspective, understood as any and all political and social action, conscious or not, about language (Guespin & Marcellesi, 1986; Lagares, 2018) and some Portuguese Language nominations – language as Hypostasis (Bagno, 2011, 2019), Official State/National Language (Faraco, 2008, 2016) and Mother Tongue –, so that readers have a broad theoretical-methodological panel of research in the theoretical field of glotopolitics and linguistics, which here come into clashes, confluences and displacements.

Author(s):  
Balogun Sarah ◽  
Murana Muniru Oladayo

This article attempts a comparative analysis of code-switching and code-mixing in the Nigerian music industry, using the lyrics of Flavour and 9ice as a case study. Although the English language is the national language in Nigeria and the language used by most of the musicians for the composition of their songs, and due to the linguistic plurality of Nigeria, most of these musicians tend to lace their songs chunks of words and phrases from their mother tongue or at least one of the three major languages in Nigeria, which are Hausa, Igbo, and Yoruba. The Markedness Model by Myers-Scotton (1993) is used as the framework to interrogate the switching and mixing in the codes used by these selected musicians and we find that while most code-switching is done in three languages – English, Nigerian Pidgin and the artist’ first language (mother tongue)  – their mother tongue plays the prominent role. Code-switching or code-mixing in these songs, therefore, becomes a depiction of the Nigerian state with its diverse languages and it provides the links between the literates and the illiterates thereby giving the artiste the popularity desired. The study concludes that the unique identity created by code-switching and code-mixing in the Nigerian music industry has a positive influence on music lovers, helping artists to achieve wide patronage and reflecting the ethnolinguistic diversity of the Nigerian nation.


Author(s):  
Vincent Kan ◽  
Bob Adamson

Francis of Education (print)/1474-8479 (online) Article 2010 Language in education debates in Hong Kong focus on the role and status of English (as the former colonial language and an important means for international communication); Cantonese, the mother tongue of the majority of the population; and Putonghua, the national language of China. This paper examines the language policy formulated in 1997–1998, and finds that it radically departed from previous policies by mandating the use of Cantonese as the medium of instruction in secondary schools. The paper then analyses two subsequent policy revisions and concludes that, while the tonal emphasis on mother-tongue education has remained, the policy revisions have reversed the language policy to previous practices that emphasised the importance of English.


PhaenEx ◽  
2012 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
DOROTA GLOWACKA

Looking at Holocaust testimonies, which in her view always involve some form of translation, the author seeks to develop an ethics of translation in the context of Levinas’ hyperbolic ethics of responsibility. Calling on Benjamin and Derrida to make explicit the precipitous task of the translator, she argues that the translator faces an ethical call or assignation that resembles the fundamental structure of Levinasian subjectivity. The author relates the paradoxes of translation in Holocaust testimony to Levinas’ silence on the problem of translation—puzzling if one considers Levinas’ focus on the ethical essence of language, his multilingualism, and the fact that he wrote his texts in a second language. She proposes that the trace of the philosopher’s displacement from his linguistic community can be discerned in his exilic conception of ethical subjectivity and in the testimonial impetus that animates his work. Thus, although Levinas’ Saying is posited as a translinguistic horizon that transcends the boundaries of a particular national language, it carries the remainder of the disavowed loss of the mother tongue.


Author(s):  
Natalia Leonovna Smakotina ◽  
◽  
Nadezhda Vladimirovna Melnikova

The article is devoted to the problems of learning national languages in general education (comprehensive) institutions of the republics of the Russian Federation as viewed by parents and students, according to a survey in the republics of North Ossetia — Alania and Tatarstan. Taking into account the possibility of studying the national language at schools, discussions about the scope of its use have taken place. The search for answers to questions that have arisen led to an understanding of the specifics of learning national languages in the republics of Russia in the maximum number of possible aspects. It was important to understand how the process of teaching the mother togue is carried out. The study is aimed at identifying problems in the study of national languages, civic and ethnocultural education and the teaching of the mother tongue in general educational (comprehensive) institutions. The article examines educational organizations of basic general and secondary general (comprehensive) education and the corresponding educational standards, according to which the learning of national languages is carried out. It was important to identify the problems of learning national languages as viewed by students in basic general and secondary general education institutions and their parents. The authors tried to find out whether there is a way of learning the national language that would be suitable for everyone. It is also important to understand whether there is a difference in the attitude towards learning the national language at school among those who speak this language as their mother tongue and those who do not. The idea mentioned above also became the purpose of the study. The findings let the authors to conclude that parents with a strong sense of ethnic identity were interested in their children speaking their mother tongue, while the children themselves showed little interest in learning it.


Author(s):  
Gerhard Chroust

The ‘native language’ (the mother tongue) is one of the most decisive identity factors of a nation. Besides being of political importance, it carries a high emotional value and is strongly related to culture. Due to technology, particularly the Internet and due to individual ownership of computers people have more opportunities to interact and cooperate with others outside their local community (Nakakoji, 1996). As a consequence, software products must be used in different countries. As early as 1960, the first technological steps were made by IBM (Hensch, 2005) in order to find ways of processing and displaying Japanese characters. Initially, the prime concern was an adequate representation of national characters (including diacritical characters of European languages), typically called national language support. In the meantime, an ever increasing number of people are in need of using software products. Technological progress allows communication via pictures and also via colorful, animated displays showing people in their natural surroundings, resulting in software products becoming a part of their daily environment. Computers today execute more complex tasks in closer imitation of human behavior. As a consequence people expect the computer to adapt to their individual culture.


2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Hendarto Suparta

Will Javanese language die in ten to fifteen years to go? The answer tends to be “no”. How about in coming two or three generations? The answer will be “possibly yes”. The fact, since the day of the independence declaration of the Republik of Indonesia, Javanese language has been undergoing a process what may be called language obsolescent or language replacement, or language demise or language death, in a certain degree. There are at least two reasons to support the prediction on that undesired destiny of the Javanese language in next generation periods. First, in this global era caused by the speed development of science and technology especially in transportation and communication, half of the total languages in the world, around 6000 languages, were dead in the past three centuries and ten languages will die every year. Some local languages have been replaced by, not many but powerful and dominant international languages, like English, and by national language like Indonesian in Indonesia. In Semarang and possibly other cities in Java not including Surakarta and Yogyakarta, Javanese people rarely speak krama, in a situation where it should be, while at least in rural area where ngoko was used, now in certain domains are replaced by Indonesian language significantly, where the speakers are young generation. Javanese language, said many people, has been a foreign language taught in elementary school to senior high school. Today, however, in informal situation among those who are familiar one with another, especially between people from lower status, lower Javanese or ngoko is still used in many places, and full Javanese (ngoko and krama) is still used in areas such as Demak, Purwodadi, Salatiga, and Pekalongan. This phenomena will unlikely change in 5 to 10 years to go. But no one, I think, will dare to guarantee if people use one to two generations as criterion. Now people with different backgrounds have been without hesitant to choose Indonesian as their children’s mother tongue since 30 to 35 years ago, with many different reasons. Two among other reasons are, first, for their children’s success in school, and second, parents don’t want their children speak with them using ngoko, so it seems no choice but Indonesian. How about with krama? It is not a secret any more that some parents in Semarang city tend not having communicative competence to speak krama. Entering global era in this reformation period, English language has been used everywhere in this country although actually people still use Indonesian, so what I mean is that that is a case of code-mixing. What is important to note here is that people’s attitude toward that foreign language can be considered to endanger the status of Indonesian because of the high status of that foreign language in the situation only few people speak standard Indonesian, an Indonesian prestigious variety. It is clear without saying with the fate of Javanese language if no people are aware with the situation. This article proposes some suggestions to anticipate the situation described above beside the fact that Javanese people are still proud with their culture.


1972 ◽  
Vol 1 (2) ◽  
pp. 197-213 ◽  
Author(s):  
M. H. Abdulaziz Mkilifi

ABSTRACTThe paper addresses itself to the study of the sociological correlates of speech behaviour among bilingual speakers of English and Swahili in Tanzania. Factors influencing language maintenance, code-switching and code-mixing are discussed. Four main phases of language acquisition are considered: the pre-primary school phase, the primary school phase, the secondary-school phase, and the post-secondary school phase.Three languages with both varying and overlapping roles interact, creating a triglossia situation: first the vernacular or mother-tongue of each particular ethno-cultural group; secondly Swahili, the local lingua franca and national language; thirdly English, the predominant language of higher learning and to a certain extent of official and commercial business.The paper also discusses the diglossia relationship between the vernacular and Swahili on the one hand and Swahili and English on the other. The developmental state of the languages is dealt with in terms of socially ‘restricted’ and ‘elaborated’ codes.Urban life tends to impose its own socio-cultural influences on the bilinguals. There is free shifting and mixing between Swahili and English interlocutors, topics and setting.Lastly the paper raises questions of the sociological and linguistic consequences of the multilingual situation. (Multilingualism, diglossia; code-switching; code-mixing; Swahili; English, national language problems.)


2021 ◽  
Vol 17 (33) ◽  
pp. 71-81
Author(s):  
Fanika Krajnc-Vrečko

The discussion sheds light on the conception or understanding of the national language of two prominent personalities of the 16th-century Reformation: the German reformer Martin Luther and the Slovene Protestant and most important reformer Primož Trubar. For both authors, language serves as a basic tool for preaching the gospel in their mother tongues. They accomplish this by translating the Bible, and they each in their own way justify the use of the mother tongue as the means through which the Spirit of God is embodied. Both Luther and Trubar consolidate the biblical text in early modern European languages: Luther in the New High German and Trubar in the Slovene language, which had not appeared in books until the publication of his printed texts. Both authors developed their own language programme that can be compared and from which both Protestants’ view on language can be discerned, which was based on the realization that God used languages when he wanted the gospel to spread among all people.


2021 ◽  
Vol 4 (1) ◽  
pp. 261-271
Author(s):  
Saqib Jawad ◽  
Barkat Ali ◽  
Muhammad Assad ◽  
Muhammad Sohail

Though Urdu language has no religious background, it is inspired by Arabic a mother-tongue of Islam. However, after its development, Urdu was exclusively attributed to be the language of Muslims of the Sub-continent. They faced many challenges for the survival of Urdu during the Movement of Independence. For the same reason, after independence, Urdu was declared to be the National Language of Pakistan. Afterward, certain bodies were established for its proper implementation as official language of the country. This aspect is recognized as constitutional obligation in term of Article 251 of Constitution, 1973. Though, the government was given sufficient time for the compliance of the same, this task could not have been accomplished despite of lapse of almost fifty years. Even, the judicial verdicts could not make the concerned institutions mindful. Instead, English is the official language of Pakistan since independence. Of course, there is difference of opinion on the matter of Official Language. Among others, the medium of education and legislation including policy papers are the major issues which are on English pattern. However, if these issues are addressed, the constitutional obligation of implementing Urdu as official language may be ensured.


2018 ◽  
Vol 14 (28) ◽  
pp. 136
Author(s):  
María del Carmen Hernández Cueto ◽  
María del Refugio Navarro Hernández ◽  
Master Lía Márquez Pérez

This paper focuses on analyzing the teaching-learning process that takes place in second level basic education in the community of Presidio de los Reyes in Nayarit, Mexico. The study aims at knowing if this links the ancestral knowledge of the Naayeri community (Cora) with the official academic curriculum of the Ministry of Public Education (MPE). The study sample were the teachers and the management staff of Pentecatl Elementary located in a community in Cora baja, in the municipality of Ruiz in Nayarit, Mexico. The methodology of this study was transversal for one year and then qualitative. The instruments used in this study was a semi-structured interview about the knowledge of the basic education profile, as well as the analysis of the teaching sequences of the teachers. The results of the research show how teachers promote traditional knowledge, culture, and the learning of the Cora language as a national language and not as a mother tongue. They design materials and perform activities that relates and links traditional knowledge with academics. They also establish approaches with the traditional authorities, and bridges are being constructed that intertwine the ancestral knowledge with the academic contents proposed by the MPE.


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