DOCSLIB.ORG

Language Maintenance/Shift of the Third

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Language Maintenance/Shift of the Third LANGUAGE MAINTENANCE/SHIFT OF A THREE-GENERATION ITALIAN FAMILY IN THREE MIGRATION COUNTRIES: AN INTERNATIONAL COMPARATIVE STUDY Carla Maria Finocchiaro Submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy Department of Linguistics and Applied Linguistics The University of Melbourne March 2004 Produced on acid-free paper Abstract This thesis is a comparative investigation into the use of Italian of an extended Italian family in language contact situation in three countries: the United States, Australia and France. This study is undertaken and described in the context of the different policies on migrant integration and minority languages in the three migration countries. The investigation uses the ‘Case Study’ methodology in the format of an embedded multiple case-study project. The third generation was made the focus of the study to investigate Fishman’s “intergroup social dependency” theory. According to this theory, when the immigrant experience is viewed from a perspective of three or more generation time depth, the immigrant group generally loses its language due to its dependency on the host society for its survival. Fishman contends that only an effective and strict ‘compartmentalisation of language functions’ between the minority language and the host language can help the minority group maintain its language. The findings indicate that for people of Italian background living as a minority group in language contact situation compartmentalisation is not a viable alternative. Nor do they consider the ‘maintenance’ of their community language important. When in the migration country bilingualism is valued, it is the standard variety of the heritage language that is chosen for maintenance and further learning. The study presents recommendations towards the achievability of bilingualism beyond the limitations of compartmentalisation. This is to certify that i. the thesis comprises only my original work towards the PhD; ii. due acknowledgement has been made in the text to all other material used; and iii. the thesis is less than 100,000 words in length , exclusive of tables, maps, bibliographies and appendices. Signed Carla Finocchiaro March, 2004 Acknowledgements A heartfelt thank you to all the people who made this project possible: To my relatives in the US, France and Australia, who opened their houses and their hearts to me, sharing with me their past and present experiences in their countries of residence. To my husband, Ross and my friend John, who supported me in various ways towards the completion of the thesis, be it helping me in surviving the latest computer crisis or undertaking one more last- minute proof-reading. To my supervisor Michael Clyne, whose patience, support, inspiration and persistence was the driving force enabling me to complete this project. C.M.F. TABLE OF CONTENTS CHAPTER ONE Introduction ............................................................................. 1 1.0 Introduction........................................................................................... 1 1.1 Rationale ................................................................................................ 1 1.2 Background to the study ..................................................................... 4 1.3 This study and its scope....................................................................... 9 1.3.1 Terms referring to the Italian language........................................... 11 1.4 Research questions ............................................................................. 12 1.4.1 Terminology referring to the participants ...................................... 13 1.5 Overview of the remaining chapters of the thesis ......................... 15 CHAPTER TWO Italian migrants of the 1950s: their sociocultural and sociolinguistic background........................................ 17 2.0 Introduction......................................................................................... 17 2.1 The sociocultural background: Italian migration ......................... 17 2.1.1 The Italian south: a brief overview of its history ........................... 19 2.1.2 The people who left Italy in the 1950s, why they left and where they went ................................................................................. 22 2.2 The sociolinguistic background........................................................ 24 2.2.1 One nation, one language? The Italian language from the nationʹs unification (1861) to the end of the twentieth century ... 27 2.2.2 Varieties of the Italian national language ....................................... 34 2.2.3 The Italian speakers abroad .............................................................. 38 2.3 Summary and conclusion.................................................................. 43 I CHAPTER THREE Theoretical perspectives on language maintenance and language shift ........................................................... 45 3.0 Introduction: The study of language maintenance and language shift…………………………………………………………45 3.1 The macro –societal perspective....................................................... 47 3.1.1. The complementary model ............................................................... 48 3.1.1.1 Diglossia and bilingualism................................................................ 48 3.1.1.2 Compartmentalisation of language use .......................................... 50 3.1.1.3 Domains of language behaviour ...................................................... 51 3.1.1.4 GIDS (Graded Intergenerational Disruption Scale)....................... 60 3.1.2 The conflict model .............................................................................. 63 3.2 The micro‐interactional perspective ................................................ 65 3.2.1 Aspects of the micro‐interactional approach.................................. 67 3.2.2 The terminology used by the analysis frameworks of languages in contact.......................................................................... 68 3.2.3 Sociolinguistic and other variables affecting code‐switching...... 72 3.2.3.1 Code‐switching as contextual cue.................................................... 77 3.2.3.2 Code‐switching and freedom of choice........................................... 79 3.2.3.3 Italian language in Australia............................................................. 80 3.2.4 Psycholinguistics and code –switching ........................................... 84 3.3 The social network perspective ........................................................ 89 3.4 Other perspectives on language maintenance and language shift ..................................................................................... 92 3.4.1 Factors affecting language maintenance and language shift ....... 92 3.4.1.1 Status and usefulness of the ethnic language................................. 94 3.4.1.2 Grandparents....................................................................................... 96 3.4.1.3 Dialect or other non standard variety.............................................. 96 3.4.1.4 Attitude of the majority to the language or group ........................ 97 II 3.4.1.5 Sociocultural characteristics.............................................................. 97 3.4.1.6 Personal characteristics...................................................................... 98 3.4.2 Other models of language maintenance and language shift...... 100 3.4.2.1 Conklin and Lourie ‘s taxonomy.................................................... 100 3.4.2.2 Fishman’s predictive model............................................................ 101 3.4.2.3 Giles, Bourhis and Taylorʹs ethnolinguistic vitality model ........ 102 3.5 Summary and conclusion................................................................ 108 CHAPTER FOUR The sociocultural and sociolinguistic context of the study. United States ‐ Australia ‐ France ......... 110 4.0 Introduction...................................................................................... 110 4.1 Italians in the United States of America......................................... 111 4.1.1 Italians in the United States of America: the period 1950 ‐1980......................................................................... 112 4.1.1.1 At ‘home’ in the USA ....................................................................... 113 4.1.1.2 The Italian family in the USA ......................................................... 114 4.1.1.3 Immigrants and their home language vs the host language...... 116 4.1.1.4 The second generation family......................................................... 118 4.1.1.5 The Bilingual Education Act ........................................................... 120 4.1.1.6 Language loyalty in the USA.......................................................... 121 4.1.2 Italians in the United States of America: the period 1981 to late 1990s ........................................................... 124 4.1.3 Assessing the language situation of the Italian‐American community......................................................................................... 126 4.1.3.1 The Italian‐American intergroup situation: status....................... 128 4.1.3.2 The Italian‐American intergroup situation: demography............. 133 4.1.3.3 Assessment of the institutional support of the Italian‐American group ................................................................... 136
Load more

Recommended publications
  • Managing France's Regional Languages
    MANAGING FRANCE’S REGIONAL LANGUAGES: LANGUAGE POLICY IN BILINGUAL PRIMARY EDUCATION IN ALSACE Thesis submitted in accordance with the requirements of the University of Liverpool for the degree of Doctor in Philosophy by Michelle Anne Harrison September 2012 Abstract The introduction of regional language bilingual education in France dates back to the late 1960s in the private education system and to the 1980s in the public system. Before this time the extensive use of regional languages was forbidden in French schools, which served as ‘local centres for the gallicisation of France’ (Blackwood 2008, 28). France began to pursue a French-only language policy from the time of the 1789 Revolution, with Jacobin ideology proposing that to be French, one must speak French. Thus began the shaping of France into a nation-state. As the result of the official language policy that imposed French in all public domains, as well as extra-linguistic factors such as the Industrial Revolution and the two World Wars, a significant language shift occurred in France during the twentieth century, as an increasing number of parents chose not to pass on their regional language to the next generation. In light of the decline in intergenerational transmission of the regional languages, Judge (2007, 233) concludes that ‘in the short term, everything depends on education in the [regional languages]’. This thesis analyses the development of language policy in bilingual education programmes in Alsace; Spolsky’s tripartite language policy model (2004), which focuses on language management, language practices and language beliefs, will be employed. In spite of the efforts of the State to impose the French language, in Alsace the traditionally non-standard spoken regional language variety, Alsatian, continued to be used widely until the mid-twentieth century.
    [Show full text]
  • Refractory Migrants. Fascist Surveillance on Italians in Australia 1922-1943
    Refractory Migrants. Fascist Surveillance on Italians in Australia 1922-1943 by Gianfranco Cresciani Gianfranco Cresciani emigrated University of New South Wales in from Trieste to Sydney in 1962. He 2005, in recognition of worked for EPT, the Ethnic Affairs “distinguished eminence in the field Commission and the Ministry for of history”. In 2004 the Italian the Arts of the NSW Government Government awarded him the on cultural and migration issues. In honour of Cavaliere Ufficiale 1989 and 1994 he was member of dell‟Ordine al Merito for facilitating the Australian Delegation re- cultural exchanges between Italy negotiating with the Italian and Australia. He has produced Government the Italo-Australian books, articles, exhibitions and Cultural Agreement. Master of Arts radio and television programs in (First Class Honours) from Sydney Australia and Italy on the history of University in 1978. Doctor of Italian migration to Australia. Letters, honoris causa, from the There are exiles that gnaw and others that are like consuming fire. There is a heartache for the murdered country… - Pablo Neruda We can never forget what happened to our country and we must always remind those responsible that we know who they are. - Elizabeth Rivera One of the more salient and frightening aspects of European dictatorships during the Twentieth Century, in their effort to achieve totalitarian control of 8 their societies, was the grassroots surveillance carried out by their state security organisations, of the plots and machinations of their opponents. Nobody described better this process of capillary penetration in the minds and conditioning of the lives of people living under Communist or Fascist regimes than George Orwell in his book Nineteen Eighty-Four (1), published in 1949 and warning us on the danger of Newspeak, Doublethink, Big Brother and the Thought Police.
    [Show full text]
  • Attitudes Towards State Languages Versus Minority Languages in the Contemporary World: the Case of Catalan in Sardinia
    Attitudes Towards State Languages versus Minority Languages in the Contemporary World: The Case of Catalan in Sardinia by José María Santos Rovira (University of Lisbon) Abstract The dichotomy of state language versus minority languages is a well-known subject among linguists. However, there are several competing perceptions of the role that minority languages play in society. In Italy, Catalan is a minority language and has been spoken for centuries in the Sardinian city of Alghero. Today, however, its survival is uncertain. Why have Algherese people progressively abandoned the Catalan language over last few decades? To answer this question, we begin by reviewing the range of scholars‘ interpretations of the motivations and attitudes that lead people to reproduce or abandon minority languages. In this article, I argue that there is an unavoidable link between social systems and linguistic practices that determines the consolidation or extinction of some languages, as has happened in Alghero, where the traditional language is at risk due to changes in social structure. Keywords: Algherese, Catalan, Sardinia, state language, minority languages, linguistic attitudes Introduction rights are rarely exercised” (Madoc-Jones & Parry, The dichotomy of state language versus minor- 2012: 165). In Italy, as in other European coun- ity languages has been thoroughly covered by tries, minority languages enjoy legal protection, linguists (Bradley & Bradley, 2013; Cenoz & but at the same time, their own native speakers Gorter, 2006; Fase et al., 1992 & 2013; Fishman, avoid using them in formal situations. As Gules 1991; Gorter et al., 2012; May, 2000 & 2011). It et al argue, “To have a real understanding of spe- is commonly agreed that minority languages cific language problems we need to study how suffer different processes of language shift and, people react to language varieties spoken in their in extreme cases, extinction, when faced with locale” (1983: 81).
    [Show full text]
  • The Linguistic Experience of Italians in Buenos Aires, Argentina, 1890-1914: Language Shift As Seen Through Social Spaces ______
    THE LINGUISTIC EXPERIENCE OF ITALIANS IN BUENOS AIRES, ARGENTINA, 1890-1914: LANGUAGE SHIFT AS SEEN THROUGH SOCIAL SPACES ________________________________________________________________________ A Dissertation Submitted to the Temple University Graduate Board ________________________________________________________________________ in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ________________________________________________________________________ by Maria Italiano-McGreevy January 2013 Examining Committee Members: Augusto Lorenzino, Dissertation Advisor, Spanish and Portuguese Jonathan Holmquist, Examination Committee Chair, Spanish and Portuguese Paul Toth, Internal Reader, Spanish and Portuguese Gabriella Romani, External Reader, Italian Studies, Seton Hall University ! ABSTRACT From 1890-1914, Argentina received a large influx of Italian immigrants who wanted to “hacer la América”, or live the American dream of economic prosperity. With Italian immigrants representing nearly half of all immigrants entering Argentina, the government strived to create a new sense of Argentine pride and nationalism. The objective of this dissertation is to investigate and analyze the linguistic experience of Italian immigrants in Buenos Aires, Argentina, applying Pierre Bourdieu’s theory of social space and linguistic markets, and contact language theories to explain the attrition and shift of the Italian language. This study identifies three relevant social spaces that contributed to the linguistic experience of Italian immigrants in Buenos Aires: 1). conventillos or immigrant housing 2.) school community, and 3.) mutual aid societies. Within each social space thrived a linguistic market which language played a key role in the way people interacted and identified with each other. First, the conventillos were part of an alternative linguistic market in which cocoliche, a transitional language, thrived as a way for Italians to communicate with immigrants from different countries.
    [Show full text]
  • Language Loss Phenomenon in Taiwan: a Narrative Inquiry—Autobiography and Phenomenological Study
    Language Loss Phenomenon in Taiwan: A Narrative Inquiry—Autobiography and Phenomenological Study By Wan-Hua Lai A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfilment of the requirements of the degree of MASTER OF EDUCATION Department of Curriculum, Teaching, and Learning University of Manitoba, Faculty of Education Winnipeg Copyright © 2012 by Wan-Hua Lai ii Table of Content Table of Content…………………………………………………………………………………………………..……ii List of Tables…………………………………………………………………………………………………..……...viii List of Figures……………………………………………………………………………………………………………ix Abstract…………………………………………………………………………………………………………………...xi Acknowledgement………………………………………………………………………………………………..…xii Dedication………………………………………………………………………………………………………………xiv Chapter One: Introduction…………………………………………………………………………………….….1 Mandarin Research Project……………………………………………………………………………………2 Confusion about My Mother Tongue……………………………………………………….……………2 From Mandarin to Taigi………………………………………………………………………………………..3 Taiwan, a Colonial Land………………………………………………………………………………………..3 Study on the Language Loss in Taiwan………………………………………………………………….4 Archival Research………………………………………………………………………………………………….4 Chapter Two: My Discovery- A Different History of Taiwan……………………………………….6 Geography…………………………………………………………………………………………………………….7 Population……………………………………………….…………………………………………………….……9 Culture…………………………………………………………………………………………..……………………..9 Society………………………………………………………………………………..………………………………10 Education…………………………………………………………………………………………………….………11 Economy……………………………………………………………………………………….…………….………11
    [Show full text]
  • The Heritage Language Acquisition and Education of an Indigenous Group in Taiwan: an Ethnographic Study of Atayals in an Elementary School
    THE HERITAGE LANGUAGE ACQUISITION AND EDUCATION OF AN INDIGENOUS GROUP IN TAIWAN: AN ETHNOGRAPHIC STUDY OF ATAYALS IN AN ELEMENTARY SCHOOL BY HAO CHEN DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Secondary and Continuing Education in the Graduate College of the University of Illinois at Urbana-Champaign, 2012 Urbana, Illinois Doctoral Committee: Professor Mark Dressman, Chair Professor Sarah McCarthey Professor Liora Bresler Assistant Professor Wen-Hao Huang ABSTRACT In this study, I used ethnographic methods to investigate the learning and education of the heritage language of a group of indigenous students in Taiwan. Traditionally, their heritage language, Atayal, was not written. Also, Atayal was taught at schools only recently. As one of Austronesian language families, Atayal language and culture could have been part of the origin of other Polynesians in the Pacific Islands. Furthermore, as an Atayal member I was interested in knowing the current status of Atayal language among the Atayal students in school. I also wanted to know the attitudes of Atayal learning of the participants as well as how they saw the future of Atayal language. Last, I investigated the relationship of Atayal language and Atayal cultures. I stayed in an Atayal village in the mid mountain area in Taiwan for six months to collect observation and interview data. The research site included the Bamboo Garden Elementary School and the Bamboo Garden Village. In the 27 Atayal students who participated in this study, 16 were girls and 11 were boys. They were between Grade 2 to Grade 6.
    [Show full text]
  • Judeo-‐Spanish and the Sephardi
    The Last Generation of Native Ladino Speakers? Judeo-Spanish and the Sephardic Community in Seattle Mary K. FitzMorris A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts University of Washington 2014 Faculty advisor: Devin E. Naar Program Authorized to Offer Degree: Spanish & Portuguese Studies 2 © Copyright 2014 Mary K. FitzMorris 3 University of Washington Abstract The Last Generation of Native Ladino Speakers? Judeo-Spanish and the Sephardic Community in Seattle Mary K. FitzMorris Faculty advisor: Devin E. Naar, Marsha and Jay Glazer Chair in Jewish Studies, Assistant Professor of History, Chair of the Sephardic Studies Program La comunidad sefardí de Seattle, Washington es única no sólo por su tamaño en comparación con el tamaño de la ciudad, sino también por la cohesión que se percibe que existe aquí (Bejarano y Aizenberg, 2012, p. 40n2). Esta comunidad tiene dos sinagogas, varios organizaciones y grupos religiosos y culturales, y, más importantemente, un grupo de hablantes que se reúne cada semana para leer textos en judeo-español y “echar lashon” sobre sus experiencias con esta lengua. De hecho, Seattle es una de las pocas ciudades en el mundo que quedan con una población respetable de ladinohablantes. El judeo-español, o ladino, la lengua histórica de los judíos sefardíes, nació cuando los judíos hispanohablantes fueron expulsados de España en 1492 y se trasladaron a varias partes del mundo, particularmente al Imperio Otomano, integrando elementos de las lenguas que encontraron a su propia 4 lengua ibérica. Un gran porcentaje de la generación más vieja de los sefardíes de Seattle creció, si no hablando, por lo menos escuchando el ladino en casa; eran hijos de inmigrantes recientes, pero no hablaban la lengua con sus propios hijos.
    [Show full text]
  • Language Shift and Language Maintenance Used by the Characters
    LANGUAGE SHIFT AND LANGUAGE MAINTENANCE USED BY THE MAIN CHARACTERS OF ALL THE PRETTY HORSES NOVEL BY CORMAC MCCARTHY THESIS Submitted as Partial Fulfillment as the Requirements for the Sarjana Bachelor of English Department Faculty of Arts and Humanities UIN Sunan Ampel Surabaya By: Safna Irana Reg. Number: A73214058 ENGLISH DEPARTMENT FACULTY OF ARTS AND HUMANITIES SUNAN AMPEL STATE ISLAMIC UNIVERSITY 2019 KEMENTERIAN AGAMA UNIVERSITAS ISLAM NEGERI SUNAN AMPEL SURABAYA PERPUSTAKAAN Jl. Jend. A. Yani 117 Surabaya 60237 Telp. 031-8431972 Fax.031-8413300 E-Mail: [email protected] LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Sebagai sivitas akademika UIN Sunan Ampel Surabaya, yang bertanda tangan di bawah ini, saya: Nama : Safna Irana NIM : A73214058 Fakultas/Jurusan : Adab dan Humaniora/ Sastra Inggris E-mail address : [email protected] Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada Perpustakaan UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non-Eksklusif atas karya ilmiah : Sekripsi Tesis Desertasi Lain-lain (……………………………) yang berjudul : “Language Shift and Language Maintenance Used by The Characters of All The Pretty Horses Novel by Cormac McCarthy” beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non-Ekslusif ini Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih-media/format-kan, mengelolanya dalam bentuk pangkalan data (database), mendistribusikannya, dan menampilkan/mempublikasikannya di Internet atau media lain secara fulltext untuk kepentingan akademis tanpa perlu meminta ijin dari saya selama tetap mencantumkan nama saya sebagai penulis/pencipta dan atau penerbit yang bersangkutan. Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak Cipta dalam karya ilmiah saya ini.
    [Show full text]
  • Taiwan Language-In-Education Policy: Social, Cultural, and Practical Implications
    Arizona Working Papers in SLA & Teaching, 20, 76- 95 (2013) TAIWAN LANGUAGE-IN-EDUCATION POLICY: SOCIAL, CULTURAL, AND PRACTICAL IMPLICATIONS Elizabeth Hubbs University of Arizona In recent years, Taiwan language-in-education policy has greatly transformed and become the subject of much research (Oladejo, 2006; Sandel, 2003; Tsao, 1999). Previously, monolingual policies under Japan and the Kuomintang1 demonstrated that language was a symbolic tool to build nationalism and create social hegemony (Bourdieu, 1991). After these policies faded out in the early 1990s, Taiwan began to incorporate multilingual education, promoting internationalization through English as a foreign language and Taiwanisation through the introduction of local and indigenous languages in schools (Beaser, 2006; Sandel, 2003). The paper examines the launching of these two movements in education by discussing their development through history, current policy implementation, and the linguistic orientations of the surrounding communities. Rather than draw conclusions, the study ends by asking how indigenous scholarship and knowledge can be further integrated and validated in Taiwan’s education system, and how critical perspectives can be used to understand language policy and indigenous education in an increasingly globalized world. INTRODUCTION The field of language planning and policy (LPP) in Taiwan has received significant attention over the past twenty-five years (Sandel, 2003). During this time frame, Taiwan has shifted from a country that promoted a monolingual national language policy, to one that seeks to develop societal multilingualism and internationalization. This shift has sparked an increasing interest for researchers to document and characterize the changes, development, and implementation of current LPP in Taiwan (Sandel, 2003; Wu, 2011).
    [Show full text]
  • Language Maintenance and Language Shift Among Keralites in Oman
    Arab World English Journal (AWEJ) Volume 11. Number4 December 2020 Pp.319-327 DOI: https://dx.doi.org/10.24093/awej/vol11no4.21 Language Maintenance and Language Shift among Keralites in Oman Roy P. Veettil Faculty of Language Studies Sohar University, Oman P.M. Binu English Language Centre The University of Technology and Applied Sciences- Al-Musannah, Oman J. Karthikeyan School of Social Sciences and Languages Vellore Institute of Technology, India Abstract This study explores the current status of language maintenance (LM) and language shift (LS) among Keralites, popularly known as ‘Malayalees,’ living in Oman. It analyses the leading factors that affect language maintenance and language shift: a particular focus is given to identifying the various domains in which language maintenance is facilitated; the attitudes held by the Keralite parents and their children towards their first language (L1), the initiatives taken by parents, religious and cultural organizations; and the role of educational institutions in promoting language maintenance. Data for this study have been gathered from semi-structured interviews and participant observation of Keralites who have lived in Oman for more than ten years. Analysis of the data indicates that while parents value their mother tongue as their first language and take various measures to maintain it, second-generation children are not keenly attached to L1. Instead, their first language oracy is strikingly marked with code-switching and code shifting, and their writing skills in L1 are diminishing. Refuting the previous findings, the present study reveals that language shift is a temporary phenomenon, and it does not take place at the cost of L1.
    [Show full text]
  • Exporting the Cult of Martyrs to Lands of Exile. the Communities of Banished Italians in France and Piedmont-Sardinia in the Early 1850S Pierre-Marie Delpu
    Exporting the cult of martyrs to lands of exile. The communities of banished Italians in France and Piedmont-Sardinia in the early 1850s Pierre-Marie Delpu To cite this version: Pierre-Marie Delpu. Exporting the cult of martyrs to lands of exile. The communities of banished Italians in France and Piedmont-Sardinia in the early 1850s. Catherine Brice. Exile and the circulation of political practices, Cambridge Scholars Publishing, 2020, 978-1527548121. halshs-02924904 HAL Id: halshs-02924904 https://halshs.archives-ouvertes.fr/halshs-02924904 Submitted on 28 Aug 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Exporting the cult of martyrs to lands of exile. The communities of banished Italians in France and Piedmont-Sardinia in the early 1850s Pierre-Marie Delpu 1. Exile and martyrdom, two tools for mass liberal politicisation The aftermath of the 1848 European revolutions saw significant increase in political exiles. The drift back towards authoritarian monarchies, coupled with the new role played by measures to take in political migrants in certain European states (France, Great Britain, and Piedmont), contributed to a massive increase in their number and the generalisation of the practice of exile.
    [Show full text]
  • Between Two Languages: the Linguistic Repertoire of Italian Immigrants in Flanders
    Between Two Languages: The Linguistic Repertoire of Italian Immigrants in Flanders Stefania Marzo K.U.Leuven 1 Introduction This paper is part of a larger, ongoing PhD-project carried out at the K.U.Leuven in Belgium. The project investigates the linguistic effect of intensive bilingualism on Italian as a subordinate language for two generations of Italian-Dutch bilinguals who reside in Limburg, the easternmost region of Flanders, Belgium. The study examines language contact phenomena (language variation and language change) and specific speech patterns and the main purpose is to determine whether different types of grammatical phenomena (morphological, syntactic and lexical) in the speech of bilinguals are affected by language contact in the same way. It also seeks to determine whether the identified changes can be explained on the basis of the processes that are recognized in the literature (Muysken 2001; Silva- Corvalán 1994; Van Coetsem 1995) as characteristic of language contact, namely simplification and transfer. Finally, the project verifies in which way these features correlate with social factors. Until now very few studies on ‘migrant Italian’ in Europe have been carried out up, and most of them have focused on language attrition of the first generation. As far as concerns the Italian language in Belgium, most of the studies on second generation Italians in Flanders concern language behaviour, as eg. language shift (Jaspaert & Kroon 1991) or school problems of children of migrant workers (Jacqmain 1978a; 1978b; 1979). For the second1 and third generation Italians, which constitute the group we have opted for, the concept of language loss is composite.
    [Show full text]