Language Policy for Multilingualism
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Language, Culture, and National Identity
Language, Culture, and National Identity BY ERIC HOBSBAWM LANGUAGE, culture, and national identity is the ·title of my pa per, but its central subject is the situation of languages in cul tures, written or spoken languages still being the main medium of these. More specifically, my subject is "multiculturalism" in sofar as this depends on language. "Nations" come into it, since in the states in which we all live political decisions about how and where languages are used for public purposes (for example, in schools) are crucial. And these states are today commonly iden tified with "nations" as in the term United Nations. This is a dan gerous confusion. So let me begin with a few words about it. Since there are hardly any colonies left, practically all of us today live in independent and sovereign states. With the rarest exceptions, even exiles and refugees live in states, though not their own. It is fairly easy to get agreement about what constitutes such a state, at any rate the modern model of it, which has become the template for all new independent political entities since the late eighteenth century. It is a territory, preferably coherent and demarcated by frontier lines from its neighbors, within which all citizens without exception come under the exclusive rule of the territorial government and the rules under which it operates. Against this there is no appeal, except by authoritarian of that government; for even the superiority of European Community law over national law was established only by the decision of the constituent SOCIAL RESEARCH, Vol. -
Turkish College Students' Willingness to Communicate In
TURKISH COLLEGE STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH AS A FOREIGN LANGUAGE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Yesim Bektas Cetinkaya, M.A. ***** The Ohio State University 2005 Dissertation Committee: Approved by Professor Keiko K. Samimy, Adviser _______________________ Professor Joseph A. Gliem Adviser Professor Alan R. Hirvela College of Education Copyright by Yesim Bektas Cetinkaya 2005 All right reserved ABSTRACT English, which is defined as an international language, is used by more than one and a half billion people (Strevens, 1992) as a first, second, or foreign language for communication purposes. Consequently, the purpose of teaching English has shifted from the mastery of structure to the ability to use the language for communicative purposes. Thus, the issues of whether learners would communicate in English when they had the chance and what would affect their willingness to communicate gain importance. Recently, a “Willingness to Communicate” (WTC) model was developed by McIntyre et al. (1998) to explain and predict second language communication. The objective of the present study was to examine whether college students who were learning English as a foreign language in the Turkish context were willing to communicate when they had an opportunity and whether the WTC model explained the relations among social-psychological, linguistic and communication variables in this context. The present study was a hybrid design that combined both quantitative and qualitative data collection and analysis procedures. First, a questionnaire was administered to 356 randomly selected college students in Turkey. -
Finding the Sweet Spot: Interpreting Educational Language Policy Within Rural School Districts Jennifer Joslyn Daniels
University of Northern Colorado Scholarship & Creative Works @ Digital UNC Dissertations Student Research 5-1-2015 Finding the Sweet Spot: Interpreting Educational Language Policy Within Rural School Districts Jennifer Joslyn Daniels Follow this and additional works at: http://digscholarship.unco.edu/dissertations Recommended Citation Daniels, Jennifer Joslyn, "Finding the Sweet Spot: Interpreting Educational Language Policy Within Rural School Districts" (2015). Dissertations. Paper 19. This Text is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Dissertations by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. © 2015 JENNIFER J. DANIELS ALL RIGHTS RESERVED UNIVERSITY OF NORTHERN COLORADO Greeley, Colorado The Graduate School FINDING THE SWEET SPOT: INTERPRETING EDUCATIONAL LANGUAGE POLICY WITHIN RURAL SCHOOL DISTRICTS A Dissertation Submitted in Partial Fulfillment of the Requirements of the Degree of Doctor of Education Jennifer J. Daniels College of Education and Behavioral Sciences Department of Leadership, Policy, and Development: Higher Ed and P-12 Education Educational Leadership and Policy Studies May 2015 This Dissertation by: Jennifer J. Daniels Entitled: Finding the Sweet Spot: Interpreting Educational Language Policy within Rural School Districts has been approved as meeting the requirement for the Degree of Doctor of Degree in College of Education -
Globalization and Language Policies of Multilingual Societies
Globalization and Language Policies of Multilingual Societies: Some Case Studies of South East Asia Globalização e políticas linguísticas em sociedades multilíngues: Estudos de caso do sudeste da Asia Navin Kumar Singh* Northern Arizona University Flagstaff / USA Shaoan Zhang** University of Nevada Las Vegas / USA Parwez Besmel*** Northern Arizona University Flagstaff / USA ABSTRACT: Over the past few decades, significant economic and political changes have taken place around the world. These changes also have put a significant mark on language teaching and learning practices across the globe. There is a clear movement towards multilingual practices in the world, which is also evident in the title of UNESCO 2003 education position paper, “Education in a multilingual world.” Given the long-standing history of multilingual contexts of the Himalayan region and the emergence of the two major global economic power centers of 21st century, China and India, language policies and practices of the region have become a great matter of interests for linguists and policy makers around the world. This paper uses case studies to investigate how globalization influences language education policies and practices in multilingual countries. The case studies that we have drawn from the four nations of South East Asia – Afghanistan, China, India, and Nepal offer insights for other multilingual nations of the world, as they portray the influences of globalization on language policies and practices of multilingual countries. This paper suggests more research on comparative studies of multilingual education across multilingual nations in the world. KEYWORDS: Language maintenance, globalization, multilingualism, Asian societies. * [email protected] ** [email protected] *** [email protected] RBLA, Belo Horizonte, v. -
Discourse, Social Scales, and Epiphenomenality of Language Policy: a Case Study of a Local, Hong Kong NGO
Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGO Item Type text; Electronic Dissertation Authors Tso, Elizabeth Ann Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 27/09/2021 12:25:43 Link to Item http://hdl.handle.net/10150/623063 DISCOURSE, SOCIAL SCALES, AND EPIPHENOMENALITY OF LANGUAGE POLICY: A CASE STUDY OF A LOCAL, HONG KONG NGO by Elizabeth Ann Tso __________________________ Copyright © Elizabeth Ann Tso 2017 A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN SECOND LANGUAGE ACQUISITION AND TEACHING In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2017 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Elizabeth Tso, titled Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGO, and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. _______________________________________________ Date: (January 13, 2017) Perry Gilmore _______________________________________________ Date: (January 13, 2017) Wenhao Diao _______________________________________________ Date: (January 13, 2017) Sheilah Nicholas Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. -
Discourses of Multilingualism, Identity and Belonging: the View of Arabic Bilinguals in the UK
Featured Topic Journal of Social Science Education Volume 17, Number 4, Winter 2018 DOI 10.4119/UNIBI/jsse‐v17‐i3‐1774 Discourses of Multilingualism, Identity and Belonging: The View of Arabic Bilinguals in the UK Fatma Said University of York, UK Purpose: This sociolinguistic paper discusses the relationship between language and belonging from the perspective of Arabic‐English speaking bilinguals. It explores what knowledge of language(s) means for the minority language speaker and investigates the challenges, consequences and opportunities multilingualism poses for its speakers in a globalised era that is fraught with re‐imagining nationalism, country, security, loyalty, and belonging. The project reported in this paper aimed to (1) understand the symbolisms the Arabic language held for its speakers, (2) understand the ramifications knowledge of Arabic had for these bilinguals; and (3) explore how second generation Arabic heritage speakers define their identities and feelings of belonging to the UK. Method: Sixty‐two people took part in the project; data was collected through a short survey followed up by interviews that further explored issues of multilingualism, identity and belonging. Data from interviews and qualitative responses from the survey were analysed thematically in light of Ingrid Piller’s emerging linguistic social justice framework (Piller, 2016). Finding: The findings suggest that English and Arabic are equally important to speakers; additionally Arabic is highly symbolic for reasons of religion, family, and cultural ties. The results however, also point to the apprehensiveness speakers have in using Arabic in public because they fear that they may be deemed too different, weird, abnormal, dangerous, disloyal or untrustworthy (Tonkin, 2003). -
English Only Policies in the Workplace
U.S. COMMISSION ON CIVIL RIGHTS ENGLISH ONLY POLICIES IN THE WORKPLACE BRIEFING REPORT JULY 2011 U.S. COMMISSION ON CIVIL RIGHTS Washington, DC 20425 Visit us on the Web: www.usccr.gov U.S. COMMISSION ON CIVIL RIGHTS The U.S. Commission on Civil Rights is an independent, bipartisan agency established by Congress in 1957. It is directed to: • Investigate complaints alleging that citizens are being deprived of their right to vote by reason of their race, color, religion, sex, age, disability, or national origin, or by reason of fraudulent practices. • Study and collect information relating to discrimination or a denial of equal protection of the laws under the Constitution because of race, color, religion, sex, age, disability, or national origin, or in the administration of justice. • Appraise federal laws and policies with respect to discrimination or denial of equal pro- tection of the laws because of race, color, religion, sex, age, disability, or national origin, or in the administration of justice. • Serve as a national clearinghouse for information in respect to discrimination or denial of equal protection of the laws because of race, color, religion, sex, age, disability, or national origin. • Submit reports, findings, and recommendations to the President and Congress. • Issue public service announcements to discourage discrimination or denial of equal pro- tection of the laws. MEMBERS OF THE COMMISSION IN 2010 CURRENT MEMBERS OF THE COMMISSION Gerald Reynolds, Chairman Martin Castro, Chairman Abigail Thernstrom, Vice Chair Abigail Thernstrom, Vice Chair Todd Gaziano Roberta Achtenberg Gail Heriot Todd Gaziano Peter Kirsanow Gail Heriot Arlan Melendez Peter Kirsanow Ashley Taylor Dina Titus Michael Yaki Michael Yaki U.S. -
The Nationalizing Processes in Slovakia 1969-1988. the Case
ARTICLES The Nationalizing Processes in Slovakia 1969-1988 88 Juraj MARUŠIAK The Case Study of Hungarian Minority The Nationalizing Processes in Slovakia 1969–1988 The Case Study of Hungarian Minority * Juraj MARUŠIAK Ústav politických vied Slovenskej akadémie vied The institute of Political Science of the Slovak Academy of Sciences Dúbravská cesta 9, 841 04 Bratislava, Slovakia [email protected] T ¡ presence of the Hungarian and Ukrainian minorities after World War II in Slovakia was recognized for the first time officially, in the legal documents in the Constitutional Act on the Slovak National Organs, adopted on 31 July 1956 (Act nr. 33/1956 Coll.), which strengthened their powers. According to § 2 the Slovak National Council obtained responsibility for the „provision of the favorable conditions for the economic and cultural life of the citizens of Hungarian and Ukrainian ethnicity.“ 1 However, there was still in power the so called “Ninth-of-May Constitution” adopted in 1948, according to which Czechoslovakia was described as the “national state, free from the all hostile elements, friendly living in the family of Slavic states and in the friendship with all peaceful nations in the world”. However, the preamble of Constitution defined respective “hostile elements” as the “descendents of the foreign colonists settled with us and, enjoying all democratic rights, in accordance with our constitution, together with us.” They were accused of the assistance in the “malicious aggression against our peaceful state” in 1938. Therefore the minorities were still treated as a hostile element within the Czechoslovak society, although the ethnic Hungarians received their civil rights back at the end of 1948. -
A Critical Period for Second Language Acquisition: Evidence from 2/3 Million English Speakers ⁎ Joshua K
Cognition xxx (xxxx) xxx–xxx Contents lists available at ScienceDirect Cognition journal homepage: www.elsevier.com/locate/cognit Original Articles A critical period for second language acquisition: Evidence from 2/3 million English speakers ⁎ Joshua K. Hartshornea,b, , Joshua B. Tenenbauma, Steven Pinkerc a Department of Brain & Cognitive Sciences, Massachusetts Institute of Technology, Building 46, 77 Massachusetts Avenue, MIT, Cambridge, MA 02139, United States b Department of Psychology, Boston College, McGuinn Hall 527, Chestnut Hill, MA 02467, United States c Department of Psychology, Harvard University, William James Hall 970, 33 Kirkland St., Cambridge, MA 02138, United States ARTICLE INFO ABSTRACT Keywords: Children learn language more easily than adults, though when and why this ability declines have been obscure Language acquisition for both empirical reasons (underpowered studies) and conceptual reasons (measuring the ultimate attainment Critical period of learners who started at different ages cannot by itself reveal changes in underlying learning ability). We L2 acquisition address both limitations with a dataset of unprecedented size (669,498 native and non-native English speakers) and a computational model that estimates the trajectory of underlying learning ability by disentangling current age, age at first exposure, and years of experience. This allows us to provide the first direct estimate of how grammar-learning ability changes with age, finding that it is preserved almost to the crux of adulthood (17.4 years old) and then declines steadily. This finding held not only for “difficult” syntactic phenomena but also for “easy” syntactic phenomena that are normally mastered early in acquisition. The results support the existence of a sharply-defined critical period for language acquisition, but the age of offset is much later than previously speculated. -
Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University
Working Papers in Educational Linguistics (WPEL) Volume 25 Number 1 Spring 2010 Article 5 Spring 2010 Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University Bridget A. Goodman University of Pennsylvania Nina A. Lyulkun Khmel'nyts'kyi National University Follow this and additional works at: https://repository.upenn.edu/wpel Part of the Education Commons, and the Linguistics Commons Recommended Citation Goodman, B. A., & Lyulkun, N. A. (2010). Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University. 25 (1), Retrieved from https://repository.upenn.edu/wpel/vol25/iss1/5 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/wpel/vol25/iss1/5 For more information, please contact [email protected]. Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University This article is available in Working Papers in Educational Linguistics (WPEL): https://repository.upenn.edu/wpel/ vol25/iss1/5 Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukrainian University1 Bridget A. Goodman University of Pennsylvania Nina A. Lyulkun Khmel’nyts’kyi National University This article presents results of an exploratory survey conducted at a central- western Ukrainian university of students’ current usage of and attitudes towards Ukrainian, Russian, and English. Before 1989, Soviet language policy positioned Russian over Ukrainian as the language of power and as the sole language of higher education. The effectiveness of national policies in post-Soviet Ukraine aimed at affirmative action for the Ukrainian language has been debatable and constrained by geographical factors of language use and language policy. The po- litical and economic status of English has the potential to impact the position of both Ukrainian and Russian in Ukraine. -
Language Policy
LANGUAGE POLICY As part of its efforts to promote mobility and intercultural understanding, the European Union (EU) has designated language learning as an important priority, and funds numerous programmes and projects in this area. Multilingualism, in the EU’s view, is an important element in Europe’s competitiveness. One of the objectives of the EU’s language policy is therefore that every European citizen should master two other languages in addition to their mother tongue. LEGAL BASIS In a European Union based on the motto ‘United in diversity’, languages are the most direct expression of our culture. Linguistic diversity is a reality, observance of which is a fundamental value of the European Union. Article 3 of the Treaty on European Union (TEU) states that the Union ‘shall respect its rich cultural and linguistic diversity’. Article 165(2) of the Treaty on the Functioning of the European Union (TFEU) emphasises that ‘Union action shall be aimed at developing the European dimension in education, particularly through the teaching and dissemination of the languages of the Member States’, while fully respecting cultural and linguistic diversity (Article 165(1) TFEU). The Charter of Fundamental Rights of the EU, adopted in 2000 and made legally binding by the Treaty of Lisbon, prohibits discrimination on grounds of language (Article 21) and places an obligation on the Union to respect linguistic diversity (Article 22). The first regulation, dating from 1958, determining the languages to be used by the former European Economic Community[1], has been amended following subsequent accessions to the EU, and defines the Union’s official languages[2], together with Article 55(1) TEU. -
Language Release, Which Will Be on August 2, 2017
Catalogue no. 98-501-X2016005 ISBN 978-0-660-07176-3 Release and concepts overview 2016 Census of Population: Language Release date: June 16, 2017 How to obtain more information For information about this product or the wide range of services and data available from Statistics Canada, visit our website, www.statcan.gc.ca. You can also contact us by email at [email protected] telephone, from Monday to Friday, 8:30 a.m. to 4:30 p.m., at the following numbers: • Statistical Information Service 1-800-263-1136 • National telecommunications device for the hearing impaired 1-800-363-7629 • Fax line 1-514-283-9350 Depository Services Program • Inquiries line 1-800-635-7943 • Fax line 1-800-565-7757 Standards of service to the public Standard table symbols Statistics Canada is committed to serving its clients in a prompt, The following symbols are used in Statistics Canada reliable and courteous manner. To this end, Statistics Canada has publications: developed standards of service that its employees observe. To . not available for any reference period obtain a copy of these service standards, please contact Statistics .. not available for a specific reference period Canada toll-free at 1-800-263-1136. The service standards are ... not applicable also published on www.statcan.gc.ca under “Contact us” > 0 true zero or a value rounded to zero “Standards of service to the public.” 0s value rounded to 0 (zero) where there is a meaningful distinction between true zero and the value that was rounded p preliminary Note of appreciation r revised Canada owes the success of its statistical system to a x suppressed to meet the confidentiality requirements long-standing partnership between Statistics Canada, the of the Statistics Act citizens of Canada, its businesses, governments and other E use with caution institutions.