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TISK Phd Thesis UNIVERSITÀ DEGLI STUDI DI TRIESTE Sede amministrativa del Dottorato di Ricerca UNIVERSITÀ DEGLI STUDI DI TRIESTE Sedi Consorziate (IUIES) Università degli Studi di Udine - Università di Klagenfurt - Università MGIMO di Mosca - Università di Nova Gorica - Università Jagiellonica di Cracovia - Università Eotvos Lorand di Budapest - Università Babes-Bolyai di Cluj-Napoca - Università Comenius di Bratislava - Istituto di Sociologia Internazionale di Gorizia IX CICLO DEL DOTTORATO DI RICERCA IN POLITICHE TRANSFRONTALIERE PER LA VITA QUOTIDIANA TRANSBORDER POLICIES FOR DAILY LIFE LANGUAGE PRACTICES, IDEOLOGIES AND PLANNING IN THE CROSS-BORDER AREA OF NOVA GORICA (SLOVENIA) AND GORIZIA (ITALY) – FROM CASE STUDY TO MODELS OF ANALYSIS AND PLANNING IN EUROPEAN BORDERLANDS (Settore scientifico-disciplinare: SPS/08) DOTTORANDA: COORDINATORE DEL COLLEGIO DEI DOCENTI Nika Vodopivec CHIAR.MO PROF. ALBERTO GASPARINI UNIVERSITÀ DI TRIESTE RELATORE CHIAR.MO PROF. GIORGIO OSTI UNIVERSITÀ DI TRIESTE CORRELATRICE DOC. DR. SONJA NOVAK LUKANOVI Č INSTITUTE FOR ETHNIC STUDIES, LJUBLJANA ANNO ACCADEMICO 2007/2008 Il faut beaucoup étudié pour savoir peu. Montesquieu Acknowledgements I would like to express my gratitude to all those that were irreplaceable in helping me to conduct and finish my work for the doctoral thesis:Prof. Dr. Alberto Gasparini, the coordinator of the collegiate body of professors of the doctoral course and the director of I.S.I.G. rendered feasible, with his precious readiness to collaboration, the realisation of the two case studies that form the basis for the empirical analysis in the thesis; the tutor Prof. Dr. Giorgio Osti provided me with helpful bibliographical indications and guidance in approaching the thesis work; the co-tutor Sonja Novak Lukanovi č was as precious guide towards a coherent vision of the work to be done in the analysis of the language policies of the studied area and was the researcher who offered me the possibility to collaborate in two case studies. I would also like to acknowledge the support of my parents, who have given constant encouragement to my work. Nevertheless, my work would never be completed without the support and help of my husband Štefan, whom I will always be grateful for having accepted my desire to study and engage in research as a part of our family life. And thanks to Valentina and Kristijan who bring joy in every day of my life. CONTENTS I. INTRODUCTION ................................................................................................................................ 1 I.1 OBJECT OF ANALYSIS AND RESEARCH QUESTIONS ............................................................................ 2 I.2 METHODOLOGICAL APPROACH ......................................................................................................... 6 I.3 THE FRAME OF THE THESIS ............................................................................................................... 9 II. LANGUAGE AND LANGUAGE POLICY IN SOCIOLINGUISTIC STUDIES ...................... 13 II.1 LANGUAGE AND SOCIETY .............................................................................................................. 15 II.2 LANGUAGE POLICY STUDIES .......................................................................................................... 18 II.3 LANGUAGE PRACTICES .................................................................................................................. 26 II.4 LANGUAGE IDEOLOGIES ................................................................................................................ 31 II.5 LANGUAGE PLANNING ................................................................................................................... 37 II.6 INTERRELATIONS BETWEEN LANGUAGE PRACTICES , IDEOLOGIES AND PLANNING ......................... 47 III. LANGUAGE AND LANGUAGE POLICY IN INTER-GROUP RELATIONS....................... 50 III.1 LANGUAGE AND CONSTRUCTION OF GROUP IDENTITIES ............................................................... 50 III.2 LANGUAGE AND BORDER ............................................................................................................. 55 III.3 LANGUAGE PRACTICES , IDEOLOGIES AND PLANNING IN THE CONTEXT OF THE PROCESS OF NATION - STATE FORMATION ............................................................................................................................... 62 III.4 LANGUAGE PRACTICES , IDEOLOGIES AND PLANNING IN THE CONTEXT OF EUROPEAN INTEGRATION ............................................................................................................................................................ 69 III.5 LANGUAGE PRACTICES , IDEOLOGIES AND PLANNING IN THE CONTEXT OF GLOBALISATION ......... 79 III.6 CONCLUSIONS .............................................................................................................................. 89 IV. LANGUAGE PRACTICES, IDEOLOGIES AND PLANNING IN THE STUDIED AREA – HISTORICAL OVERVIEW ................................................................................................................ 92 IV.1 LANGUAGE (S) AND THE PROCESS OF NATION STATE FORMATION ................................................ 93 IV.2 LANGUAGE (S) AND THE PROCESSES OF EUROPEAN INTEGRATION .............................................. 105 IV.3 LANGUAGE (S) AND THE PROCESS OF GLOBALISATION ............................................................... 113 V. LANGUAGE PRACTICES, IDEOLOGIES AND PLANNING IN THE STUDIED AREA – PRESENT SITUATION ..................................................................................................................... 117 V.1 STUDIED AREA AS A COMMUNITY OF COMMUNICATION .............................................................. 118 V.1.1 Situation in Gorizia ............................................................................................................. 119 V.1.2 Situation in Nova Gorica .................................................................................................... 128 V.1.3 English and neighbouring language learning in the studied area ...................................... 129 V.2 THE TWO CASE STUDIES - METHODOLOGICAL CONSIDERATIONS ................................................. 132 V.2.1 Some general problems and guidelines .............................................................................. 132 V.2.2 Research design and some case specific problems ............................................................. 134 V.2.3 Innovative aspects and limitations ...................................................................................... 140 V.3 ANALYSIS OF LANGUAGE PRACTICES .......................................................................................... 143 V.3.1 Mother tongues ................................................................................................................... 144 V.3.2 Language knowledge .......................................................................................................... 147 V.3.3 Communication in own community ..................................................................................... 155 V.3.4 Communication in cross-border contacts ........................................................................... 163 V.4 ANALYSIS OF LANGUAGE IDEOLOGIES ........................................................................................ 171 V.4.1 Importance of languages in own community ...................................................................... 172 V.4.2 Importance of languages in cross-border contacts ............................................................. 175 V.4.3 Importance of languages in language learning .................................................................. 178 V.4.4 Comparison between language ideologies and language practices ................................... 182 V.5 ANALYSIS OF LANGUAGE PLANNING ........................................................................................... 188 V.6 CONCLUSIONS ............................................................................................................................. 194 VI. LANGUAGE POLICY IN CROSS-BORDER AREAS OF THE EU: SOME ELEMENTS FOR DEVELOPING MODELS OF ANALYSIS AND PLANNING ............................................. 199 VI.1 CROSS -BORDER AREA AS DOMAIN OF LANGUAGE POLICY STUDIES AND LANGUAGE PLANNING . 199 III VI.2 WHY TO STUDY AND PLAN ? ....................................................................................................... 202 VI.3 WHAT AND HOW TO STUDY ? ...................................................................................................... 204 VI.4 WHAT AND HOW TO PLAN ? ........................................................................................................ 207 BIBLIOGRAPHY ................................................................................................................................ 211 APPENDIX: SELECTED STATISTICAL DATA ABOUT CS1 AND CS2 .................................. 226 INDEX OF TABLES ........................................................................................................................... 234 INDEX OF FIGURES ......................................................................................................................... 235 SUMMARY .......................................................................................................................................... 236 RIASSUNTO .......................................................................................................................................
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