DOCSLIB.ORG

Language Planning and Economics

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Language Planning and Economics Language Planning and Economics François Grin 1 University of Geneva and Education Research Unit, Geneva, Switzerland Thispaper proposes a comprehensiveoverview of the‘ economicsof language’. This fieldof research,which isgrounded in thediscipline of economics,displays a strong interdisciplinaryorientation, which placesit on thefringes of mainstreameconomics. Itstudies the ways in which linguisticand economicprocesses influence one another.It isalso well placed to contributeto theevaluation of public policiesregarding language, becauseit offers analytical tools for the systematic identification and measurementof theadvantages and drawbacksof policy alternatives.I begin by discussingthe reasons why aneconomicperspective on languageis scientifically and politicallyrelevant; I thenreview some of theattendant epistemological and methodologicalissues, before moving on to anoverviewof themain lines of researchin languageeconomics. A full sectionof thispaper is devoted to theeconomic approach to languagepolicy, and anotherfocuses on anapplication to educationpolicy, detailing the economics of secondor foreignlanguage education. The paperaims at making thekey economic toolsaccessible to readersfrom varied academic backgrounds; italso emphasises the needto combine disciplinesto develop aninclusive methodology forthe selection, design, and implementation of language policies. Keywords: Language economics,language policy,policy analysis,diversity, rates of return on language skills, costs of language policy Introduction Becauselanguage issuesare present in every aspectof human experience, they areof interestnot only tolanguage specialists,but topractitioners of allsocial sciences.This wide relevance oflanguage issuesas objects of study is evidenced by the attentionthey havereceived, firstand foremost, on the partof sociologists. This hascontributed to the emergence of ‘sociolinguistics’as a full-fledged field of specialisationwhich researchers may access not only throughlinguistics, but also throughsociology. To a lesserdegree, the disciplines ofanthropologyand political science havealso been takingan increasing interest in language matters. Overthe past35 years,however, economics has also been used toinvestigatea varietyof language problems.The ‘economicsof language’, or‘ language economics’, asa field of researchplays a marginalrole in academia,but an increasingly importantone in practice.The goalof thisessay is to takestock of the contributionsof language economicsand to assesstheir relevance, withparticu- lar emphasis on applications to language planning. The paper isorganised as follows: The secondsection, ‘ The Need foran EconomicPerspective onLanguage Issues’, discussesthe reasonsfor developing aneconomicperspective onlanguage issues.The thirdsection, ‘ Language:Too Much Alive forthe DismalScience?’ , addressesepistemological and method- ologicalproblems raisedby the applicationof economicsto language. The fourth section,‘ The Economicsof Language:History and Main Strands of Research’ , 1466-4208/03/01 0001-66 $20.00/0 ©2003 F. Grin CURRENT ISSUES IN LANGUAGE PLANNING Vol. 4, No. 1, 2003 1 Language Planning and Economics 2 Current Issues in Language Planning containsa brief historicalaccount of the development oflanguage economics, followedby areview ofthe literaturearranged in five thematicareas. The fifth section,‘ The Economicsof Language Policy’, focuseson the economicsof language policy,examining in particularthe reasonsfor state intervention, the ‘value’of language, optimaldiversity, and principles ofpolicy evaluation.The sixthsection, ‘ AnApplication:Language EducationPolicy’ , examinesat closer range the applicationof economic analysis to language educationpolicies. The concluding section is devoted to a brief critical assessment. The Need for an Economic Perspective on Language Issues The rise in subjective diversity While the field oflanguage economicsis epistemologically anchored in the discipline ofeconomics,it remains relegated tothe outerfringes ofthe latter.If a field ofspecialisationmay be saidto have a centre ofgravity,it couldin thiscase be locatedsomewhere in avirtualterritory bordered notonly byeconomics,but alsoby policy analysis,the sociologyof language, sociolinguistics,and the educationsciences. This relative marginalisation, however, is mitigated by the factthat the need foran economicperspective onlanguage mattersappears to be onthe rise.Various global trends in the areasof language, ethnicity andculture aregiving increasingrelevance tothe examinationof specific problems where the economics of language can help. Four such trends should be mentioned: · First,the geopoliticalrecomposition of Eastern Europe andthe Common- wealthof Independent States(CIS) 2 following the fall ofthe Berlin Wallon 9 November 1989has made room for the reassertionof awide range oflocal andregional identities which hadbeen suppressed fordecades. To the extent thatthese identitiesare associated with certain languages, the latter aremoregenerally visible nowthan they were in the 1960s,when the first papers in language economics started to appear. · Second, the end ofthe 20thcentury andthe beginning ofthe 21stcentury arewitnessing migration flows of unprecedented magnitude anddiver- sity;the pairsof countriesdefined by amigrant’s countryof originand countryof destinationare more varied than ever before. Populationmove- ment,far from being strictlyassociated with economic hardship or political oppression,increasingly concernshighly trainedprofessionals as well. Taken together,these trendsresult in linguistically,ethnically andcultur- ally more diverse environments, particularly in urban settings. · Third,the development ofsupra-nationalinstitutions such as the European Union (EU) give riseto new language contexts.These maybe described as additional layers in our‘ linguistic environment’(a term discussed in more detailbelow), where these layersare characterised by the diversityof the languagesat hand and the potentialrivalry or even conflictbetween the different languages spoken by different groups of users. · Fourth,the complexweb ofprocessesoften subsumed under the general term‘ globalisation’manifests itself, among others, by anincrease in the shareof internationaltrade in worldproduction, as well asby adecline in the relativecost of traveland telecommunications. Both evolutions increase Language Planning and Economics 3 the likelihood ordecreasethe costof regular contactwith a wide range of people using a wide range of languages. Itis therefore useful tomakea distinctionbetween ‘objective’and ‘ subjective’ (or‘ perceived’) diversity,and to notethat this rise in subjective diversityis fully compatiblewith a decline in objective linguistic diversityaround the world,to which manycommentators have been alertingus (e.g. Crystal,2000; Grimes, 1998;Skutnabb-Kangas, 2000).Yet what matters here –particularlyfrom the standpointof economics – isthat the increasein subjective diversitywe are confronted with raises policy questions that need to be solved. Conflict and threat Againstthis backdrop, language economicsis gaining recognition,because linguistic diversityis both conflictual and threatened.Since bothdimensions are often addressedseparately, it is useful topause fora momentand consider why both need to be taken into account. The conflictualnature of linguistic diversitystems from the factthat groups using different languagesoften competefor access to material and symbolic resources,and someauthors (e.g. Nelde, 1997)point out that there isno language contactwithout language conflict– itbeing understoodthat conflict is not neces- sarilyarmed or even violent,and may be confined topolitical rivalry in the frameworkof democraticinstitutions. Language need noteven be the majorfault line separatingparties in aconflict– othermarkers of identity,such as religion, often prove much moredivisive. Rather, one mightsay that allother things being equal,language contacttends towards conflictuality. Rivalry or conflictdoes not, of course,occur between languagesbut ratherbetween users of different languages, and it has more than one economic dimension. Three maintypes ofconnectionbetween the spheres of language andeconom- ics may be identified, and each provides a context for rivalry or conflict: · First,economic factors (which maybe treatedas ‘ variables’or more complex ‘processes’– adistinctionI shallreturn toshortly) affect the fortunesof different languages,both at the microand at the macrolevel. Forexample, atthe microlevel, the relativeprices ofdifferent language-specific goods andservices (such asbooks in different languages) arelikely toaffect patternsof language use, whether directlythrough consumer decisions to purchasethem ornot,or indirectly throughthe greateror lesserprovision of public servicesin certainlanguages, to the extent thatsuch provision is sensitiveto costs. At the macrolevel, patternsof internationaltrade are likely toinfluence language dynamics,both informally, in interaction between economicactors and formally, through the choicesmade by large organisations(such asmultinational corporations) to favour certain languagesfor internal communication). · Second andreciprocally, language variables(and/ orprocesses) have an impacton economicvariables (and/ orprocesses)– again,at the microas well asmacrolevel. Forexample, atthe microlevel, aperson’s language skillsmay give riseto wage rate differentials thatreward those skills. Skills arebetter rewardedin somelanguages than others, illustrating a formof competitionbetween languages.At
Load more

Recommended publications
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Language Policy and Methodology
    Language Policy and Methodology ANTONYJ. LIDDICOAT' Grvfith University ABSTRACT The implementation of a language policy is crucially associated with questions of methodology. This paper explores approaches to language policy, approaches to methodology and the impact that these have on language teaching practice. Language policies can influence decisions about teaching methodologies either directly, by making explicit recommendations about the methods to be used in classroom practice, or indirectly, through the conceptualisation of language leaming which underlies the policy. It can be argued that al1 language policies have the potential to influence teaching methodologies indirectly and that those policies which have explicit recommendations about methodology are actually functioning of two levels. This allows for the possibility of conflict between the direct and indirect dimensions of the policy which results from an inconsistency between the explicitly recommended methodology and the underlying conceptualisation of language teaching and learning which informs the policy. KEYWORDS: language policy, language planning, language teaching methodology: política lingüística, planificación lingüística, metodología de la enseñanza de las lenguas * Address for correspondence: Antony J. Liddicoat, Centre for Applied Language, Literacy and Communication Studies, Grifiith University, Nathan QLD 4111. E-mail: [email protected] O Servicio de Publicaciones. Universidad de Murcia. All rights reserved. IJES, vol. 4 (l), 2004, pp. 153-171 INTRODUCTION Language policy has been defined as "the deliberate choices made by governments or other authorities with regard to the relationship between language and social life" (Djité, 1994: 63). The place and nature of language in the area of education is one key dimension of the relationship between language and social life about which governments make such deliberate choices.
    [Show full text]
  • Language Policy, Culture and Identity in the Era of Globalization
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by HKU Scholars Hub Title Language policy, culture and identity in the era of globalization. Author(s) Tsui, Amy BM Citation In IATEFL 2005 Conference Selections, p. 41-51 Issued Date 2005 URL http://hdl.handle.net/10722/57554 This work is licensed under a Creative Commons Attribution- Rights NonCommercial-NoDerivatives 4.0 International License. Language Policy, Culture and Identity / ABMT / 5 April /p. 1 Language Policy, Culture and Identity in the era of Globalization [T1] Plenary Presentation, IATEFL 2005 Cardiff, 6-9 April 2005 Amy B M Tsui The University of Hong Kong It is a great honor for me to have been invited to address such a distinguished audience. I want to thank IATEFL, particularly the President, Peter Grundy, for his personal invitation, and the conference organizers, particularly Alison Medland, for making it possible for me to be here, and for all the thoughtful arrangements. Introduction In the March issue of Newsweek, the cover page says “Who owns English?” and there is feature article which cites figures from David Crystal’s book English as a Global Language (2003). It highlight the fact the NS of English are outnumbered by NNS by 3 to 1, that the number of NNS of English in Asia roughly equals the total in America, Canada and Britain. This reminds me of the questions that Fishman (1996) raised almost a decade ago regarding the spread of English. The questions are: • Is English still spreading? • Is the spread of English orchestrated
    [Show full text]
  • Language Culture Wars: Effects of Language Policy on Language Minorities and English Learners
    California State University, San Bernardino CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of aduateGr Studies 9-2017 LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS Ambar A. Perez California State University - San Bernardino Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd Part of the Applied Linguistics Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Education Policy Commons, First and Second Language Acquisition Commons, Language and Literacy Education Commons, and the Teacher Education and Professional Development Commons Recommended Citation Perez, Ambar A., "LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS" (2017). Electronic Theses, Projects, and Dissertations. 577. https://scholarworks.lib.csusb.edu/etd/577 This Thesis is brought to you for free and open access by the Office of aduateGr Studies at CSUSB ScholarWorks. It has been accepted for inclusion in Electronic Theses, Projects, and Dissertations by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS A Thesis Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in English Composition: Applied Linguistics and Teaching English as a Second Language by Ambar Alexa Perez September 2017 LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS A Thesis Presented to the Faculty of California State University, San Bernardino by Ambar Alexa Perez September 2017 Approved by: Dr. Caroline Vickers, Committee Chair, English Dr.
    [Show full text]
  • Economic Approaches to Language and Bilingualism. New AVAILABLE
    DOCUMENT RESUME ED 429 438 FL 025 708 AUTHOR Breton, Albert, Ed. TITLE Economic Approaches to Language and Bilingualism. New Canadian Perspectives. INSTITUTION Canadian Heritage, Ottawa (Ontario). ISBN ISBN-0-662-26885-7 ISSN ISSN-1203-8903 PUB DATE 1998-00-00 NOTE 261p. AVAILABLE FROM Official Languages Support Programs, Department of Canadian Heritage, 15 Eddy, Ottawa, Ontario, Canada K1A-0M5 (Cat. no. CH3-2-7/1998E); Tel: 819-994-2224; Web site: http://www.pch.gc.ca/offlangoff/perspectives/index.htm (free). PUB TYPE Books (010) Collected Works General (020) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Bilingual Education; *Bilingualism; *Economic Factors; Economics; Foreign Countries; Global Approach; Human Capital; International Trade; *Labor Economics; Language Minorities; *Language Role; *Languages; *Official Languages; Regional Characteristics; Second Language Instruction IDENTIFIERS Acadians; *Canada; New Brunswick ABSTRACT Six essays on the links between official languages and the economy in Canada include: "An Economic Analysis of Language" (Albert Breton); "The Economics of Language in a Virtually Integrated Global Economy" (Richard G. Harris); "Speak and Ye Shall Receive: Language Knowledgeas Human Capital" (Krishna Pendakur, Ravi Pendakur); "Bilingualism and Earnings: A Study Based on 1971, 1981, and 1991 Census Data" (Louis N. Christofides, Robert Swidinsky); "Bilingualism in Employee Recruitment and the Role of Symbolic Analysts in Leading Export-Oriented Firms" (Harold Chorney); and "The Contributions of a Minority to its Region: The Case of the Acadians in New Brunswick's South East" (Maurice Beaudin).(MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** oo en -cr o. A 110 A ISIS MIK MINIM AAs IA 1- .
    [Show full text]
  • Language Use in Algeria: Arabization Under Study the Use of Arabic Among Algerian Youth on Social Media As a Case Study
    Ministry of Higher Education University of Ahmed Draia. Adrar Faculty of Letters and Languages Department of English Languageand Arts Research Paper Presented in Partial Fulfilment for the Requirement of a Master Degree in Linguistics and Didactics Language Use in Algeria: Arabization under Study The Use of Arabic among Algerian Youth on Social Media as a Case Study Submitted by: Assala Mihoubi Supervised by: Miss. OmaymaKerthiou Academic Year: 2016/ 2017 I Dedication I would like to dedicate this modest work to my dear parents, who have always been supportive of my academic studies at the university and whose love and patience get me through the most difficult stages of this work Thank you. I Acknowledgements I would like to express my special thanks to my thesis supervisor Omayma Kerthiou for her helpful guidance and ongoing support throughout this work. I would also like to express my gratitude to my teachers especially Mr. Bouhania for providing me with help and guidance, in addition to valuable contributions. I am also thankful to participants from different parts of Algeria who took part in filling the electronic form to fulfill the questionnaires. My acknowledgements go to all of my friends for their support, particularly Belalem Fatima Zohra, Akbaoui Baba, Mosbahi Abess, and my sister Iness Mihoubi. God bless you. II Table of Content Contents ............................................................................................................................. III List of Used Abbreviations ................................................................................................
    [Show full text]
  • National Language Policy in the United States: a Holistic Perspective
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Nebraska Anthropologist Anthropology, Department of 1996 National Language Policy in the United States: A Holistic Perspective Cody L. Knutson University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/nebanthro Part of the Anthropology Commons Knutson, Cody L., "National Language Policy in the United States: A Holistic Perspective" (1996). Nebraska Anthropologist. 96. https://digitalcommons.unl.edu/nebanthro/96 This Article is brought to you for free and open access by the Anthropology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Nebraska Anthropologist by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. National Language Policy in the United States: A Holistic Perspective Cody L. Knutson English is not the official national language of the United States of America. However, this issue has often come to the forefront ofmany political debates, since language encompasses a wide array ofpolitical, economic and various other social implications. Acknowledging the right to the retention of local culture, a historical and cross-cultural study of language policy is interpreted to justify a limitation on the number oflanguages at the national political level ifflexibility is maintained for individual states to adjust to the needs oftheir constituencies. The creation of an official national language is only the 8) it is common sense legislation since 97% of the surface manifestation of a variety of political, managerial, American population are fluent in English. economic and other social implications. On this OOsis, it is However, there are many con opinions : not surprising that the question of whether or not English should be inaugurated as the official US language has been 1) language is symbolic of history and is a transmitter of increasingly debated in recent years.
    [Show full text]