DOCSLIB.ORG

An Investigation Into the Educational Implication of Code- Switching in a Multilingual School in Matatiele

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Investigation Into the Educational Implication of Code- Switching in a Multilingual School in Matatiele View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Unisa Institutional Repository AN INVESTIGATION INTO THE EDUCATIONAL IMPLICATION OF CODE- SWITCHING IN A MULTILINGUAL SCHOOL IN MATATIELE By NOMATHAMSANQA NANCY MRAWUSHE Submitted in accordance with the requirements For the degree of MASTER OF ARTS in General Linguistics At the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: MRS D.T. NKWE Declaration I declare that this dissertation “An investigation into the educational implication of code-switching in a multilingual school at Matatiele” is my original work. All the sources that have been used and quoted in this dissertation have been acknowledged accordingly. ....................................................................... ...................................... NOMATHAMSANQA MRAWUSHE i Acknowledgements I am sincerely grateful to my previous supervisors, Prof L.A. Barnes and Dr T.N. Ntshinga, for their guidance, mentorship and insightful criticisms for the initial stage of the dissertation. Special thanks go to my supervisor, Mrs D.T. Nkwe. Her vital encouragement and support to the completion of this dissertation were deeply appreciated. I would like to show my gratitude to my subject librarian, Ms Hleziphi Napaai. Special thanks to Ms Anzelle Louw for reading and formatting the dissertation and Mr Seun Tshabangu for his unwavering support during my registration. I owe my deepest gratitude to Mr G.M. Sineke for the support and guidance and encouragement he extended from the proposal stage. Also special thanks go to my respondents for their generous co-operation. I am indebted to many of my friends, Stella, Chuma and Sisi Kholeka to mention but a few. I am also thankful to Bongeka and her family, my cousins Zolani Tshandana and family for their kindness and hospitality. My gratitude is also expressed to my colleagues for their support and to my principal, Mr Dina A.D. (Ngoyi). He has made available his support in many ways. My sincere thanks go to my family, my sisters and brothers, my brother-in-law Mr Mhle J.M (Fola) for his motivation, my niece Andiswa Mzolo for the assistance she provided, and typing. I am grateful to my daughter Kuhle (Mafola) and not forgetting her father Fola who are always there for me. I will always appreciate the efforts my parents, Minah Nowise Mrawushe and Thubeni Jackson Mrawushe, made in giving me a better life. Thank you so much Qwathi, Mvala, Xesibe, Dabisa Ndwangu. Last but not least, to God, who has made everything possible. ii Dedication This dissertation is dedicated to my late sister Thandiwe Mrawushe. iii ABSTRACT This research is a case study which sought to investigate the educational implication of code switching in a multilingual school in Matatiele. Since the dawn of democracy in South Africa, the language policy has sought to promote multilingualism and also honours the cultural diversity existing in this country. It is against this background that the study was conducted. The present study also sought to investigate the occurrences and nature of code switching in the classroom context. In South Africa, the Language in Education Policy prescribes that English as Language of Learning and Teaching be practiced from Grade 4 upwards, alongside home languages. At school, it seems that teachers are not empowered regarding the approach towards code switching. The study investigates whether the use of code switching in a classroom context is in line with the Language in Education Policy. It also looks at the implications of trilingual instruction (which is the use of three languages) in content subjects in the classroom. Functions of code switching were examined as well. This empirical research study used qualitative research methods. Qualitative research provided the study with insight into code switching in the educational context. This study encompassed specific techniques for collecting data, mainly observations. Notes were also of some assistance and were jotted down while observation was underway to supplement what could not be captured by the video, such as emotion and feelings. The study concluded that code switching plays a significant role in an English as Second Language (ESL) classroom context. iv Key terms Bilingualism, borrowing, code switching, multilingualism and trilingualism. v List of commonly used abbreviations and acronyms ANA Annual National Assessments EFAL English First Additional Language ESL English Second Language HL Home Language JSS Junior Secondary School L1 First Language L2 Second Language LoLT Language of Learning and Teaching MT Mother Tongue SAL Second Additional Language SGB School Governing Body vi Contents Declaration.................................................................................................................................. i Acknowledgements .................................................................................................................. ii Dedication ................................................................................................................................ iii Key terms ................................................................................................................................... v List of commonly used abbreviations and acronyms............................................................ vi Contents .................................................................................................................................. vii List of figures ............................................................................................................................. x List of tables.............................................................................................................................. xi Chapter One: Introduction ...................................................................................................... 1 1.1 Background to the study ....................................................................................................... 1 1.2 Early settlement in Matatiele ................................................................................................ 2 1.3 The language in education policy in South African schools from 1994 to date ................... 5 1.4 The research population ........................................................................................................ 6 1.5 The learners’ linguistic profile of Mvala Junior Secondary School ..................................... 8 1.6 Definition of key terms ......................................................................................................... 9 1.6.1 Code switching................................................................................................................... 9 1.6.2 Bilingualism ....................................................................................................................... 9 1.6.3 Multilingualism .................................................................................................................. 9 1.6.4 Trilingualism .................................................................................................................... 10 1.6.5 Borrowing ........................................................................................................................ 10 1.7 The statement of the problem ............................................................................................. 11 1.8 Aims of the study ................................................................................................................ 12 1.9 Research questions .............................................................................................................. 12 1.10 The importance of the study ............................................................................................. 13 1.11 The outline of the study .................................................................................................... 13 Chapter Two: Review of related literature .......................................................................... 15 2.1 Introduction ......................................................................................................................... 15 2.2 Research on code switching in bilingual and multilingual settings in South Africa .......... 15 2.3 Review of literature on code switching in bilingual and multilingual classrooms elsewhere in the world ............................................................................................................................... 23 2.3.1 Introduction ...................................................................................................................... 23 2.3.2 Trilingual education ......................................................................................................... 28 vii 2.4 Findings from the literature study ....................................................................................... 29 2.5 Conclusion .......................................................................................................................... 30 Chapter Three: Research methodology ................................................................................ 31 3.1 Introduction ......................................................................................................................... 31 3.1.1 Research design and methodology..................................................................................
Load more

Recommended publications
  • An Investigation Into the Educational Implication of Code- Switching in a Multilingual School in Matatiele
    AN INVESTIGATION INTO THE EDUCATIONAL IMPLICATION OF CODE- SWITCHING IN A MULTILINGUAL SCHOOL IN MATATIELE By NOMATHAMSANQA NANCY MRAWUSHE Submitted in accordance with the requirements For the degree of MASTER OF ARTS in General Linguistics At the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: MRS D.T. NKWE Declaration I declare that this dissertation “An investigation into the educational implication of code-switching in a multilingual school at Matatiele” is my original work. All the sources that have been used and quoted in this dissertation have been acknowledged accordingly. ....................................................................... ...................................... NOMATHAMSANQA MRAWUSHE i Acknowledgements I am sincerely grateful to my previous supervisors, Prof L.A. Barnes and Dr T.N. Ntshinga, for their guidance, mentorship and insightful criticisms for the initial stage of the dissertation. Special thanks go to my supervisor, Mrs D.T. Nkwe. Her vital encouragement and support to the completion of this dissertation were deeply appreciated. I would like to show my gratitude to my subject librarian, Ms Hleziphi Napaai. Special thanks to Ms Anzelle Louw for reading and formatting the dissertation and Mr Seun Tshabangu for his unwavering support during my registration. I owe my deepest gratitude to Mr G.M. Sineke for the support and guidance and encouragement he extended from the proposal stage. Also special thanks go to my respondents for their generous co-operation. I am indebted to many of my friends, Stella, Chuma and Sisi Kholeka to mention but a few. I am also thankful to Bongeka and her family, my cousins Zolani Tshandana and family for their kindness and hospitality. My gratitude is also expressed to my colleagues for their support and to my principal, Mr Dina A.D.
    [Show full text]
  • Sixth Periodical Report Presented to the Secretary General of the Council of Europe in Accordance with Article 15 of the Charter
    Strasbourg, 19 February 2018 MIN-LANG (2018) PR 1 EUROPEAN CHARTER FOR REGIONAL OR MINORITY LANGUAGES Sixth periodical report presented to the Secretary General of the Council of Europe in accordance with Article 15 of the Charter GERMANY Sixth Report of the Federal Republic of Germany pursuant to Article 15 (1) of the European Charter for Regional or Minority Languages 2017 3 Table of contents A. PRELIMINARY REMARKS ................................................................................................................8 B. UPDATED GEOGRAPHIC AND DEMOGRAPHIC INFORMATION ...............................................9 C. GENERAL TRENDS..........................................................................................................................10 I. CHANGED FRAMEWORK CONDITIONS......................................................................................................10 II. LANGUAGE CONFERENCE, NOVEMBER 2014 .........................................................................................14 III. DEBATE ON THE CHARTER LANGUAGES IN THE GERMAN BUNDESTAG, JUNE 2017..............................14 IV. ANNUAL IMPLEMENTATION CONFERENCE ...............................................................................................15 V. INSTITUTE FOR THE LOW GERMAN LANGUAGE, FEDERAL COUNCIL FOR LOW GERMAN ......................15 VI. BROCHURE OF THE FEDERAL MINISTRY OF THE INTERIOR ....................................................................19 VII. LOW GERMAN IN BRANDENBURG.......................................................................................................19
    [Show full text]
  • Output List 2016-2020 Smile
    CENTER FOR FOLKLIFE AND CULTURAL HERITAGE CENTER FOR FOLKLIFE AND CULTURAL SMiLE Output List 2016-2020 An interdisciplinary research program, examining issues in minoritized language revitalization and maintenance. SMiLE Sustaining Minoritized Languages in Europe 1 Pellegrino, M. (2018), ‘O jeno me diu glosse: il bilinguismo griko-salentino come risorsa,’ in La diglossia PUBLICATIONS nell’area ellenofona del Salento. Atti della mattinata di studi, Zollino, Giannachi F. (ed.), Panico editore. Brennan, S. (in preparation), ‘More than merchandise: Commercial Occitan as a site of encounter, Smith-Christmas, C. (due March 2021), ‘On the Edge: Intergenerational Language Transmission in the discussion, and resistance,’ to be submitted to Language in Society. 21st Century,’ in Multilingual Matters, Clevedon. Brennan, S. and Costa, J. (submitted Oct. 2019), ‘La formulation d’un lien langue/territoire peut-elle jouer Smith-Christmas, C. (2020), ‘Double-voicing and rubber ducks: The dominance of English in the en faveur d’une langue minorisée? La question occitane et la région Occitanie,’ in the International imaginative play of two bilingual sisters,’ in the Journal of Bilingual Education and Bilingualism. Journal of the Sociolinguistics of Language. Smith-Christmas, C. and NicLeòid, S. (submitted January 2019), ‘How to turn the tide: The policy Costa, J. (in preparation), ‘“Ieu te dise aime tròp lo provençau”: l’école primaire en Occitan,’ to be implications emergent from comparing a ‘Post-vernacular’ FLP to a ‘ProGaelic’ FLP,’ in Language submitted to Anthropochildren. Policy. Costa, J. (in preparation), ‘The Cosmopolitics of “Patois” and “Language”: Why do Traditional Speakers of Smith-Christmas, C. (submitted April 2019), ‘Intergenerational Transmission: The Need for a Good Start,’ Minority Languages Remain Reluctant to Join Revival Movements?,’ to be submitted to American in Actes du Colloque, Fabegras, I.
    [Show full text]
  • Contribution to the UNESCO Encyclopedia of Life Support Systems (EOLSS) 6.20B.10.3
    Contribution to the UNESCO encyclopedia of life support systems (EOLSS) 6.20B.10.3 DOCUMENTING ENDANGERED LANGUAGES AND LANGUAGE MAINTENANCE Matthias Brenzinger Research Institute for Languages and Cultures of Asia and Africa, Tokyo University of Foreign Studies, Japan Tjeerd de Graaf Slavic Research Center, Hokkaido University, Japan and Frisian Academy, the Netherlands Keywords: endangered languages, ethnolinguistics, language documentation, language endangerment, language maintenance, language policy, language revitalization, language shift, mother tongue education Contents 1. Introduction 2. Language Endangerment and Endangered Languages 2.1 Extent and Types of Language Endangerment 2.2 Selected Case Studies of Endangered Languages 2.2.1 /Xam, a Physical and Cultural Genocide in South Africa 2.2.2 Ainu in Japan 2.2.3 Nivkh in the Russian Federation 2.2.4 North Frisian in Germany 2.2.5 Amazigh (Berber) Languages in Northern Africa 3. Language Documentation 3.1 Why study Endangered Languages 3.2 Documenting Endangered Languages 3.3 Assessing Language Vitality and Endangerment 3.4 Language Maintenance and Revitalization 4 Concluding Remarks Acknowledgments Bibliography Biographical Sketches Summary Several scholars predict that up to 90% of the world’s languages may well be replaced by dominant languages by the end of the 21st century, which would reduce the present number of almost 7,000 languages to less than 700. This review article attempts to describe processes that are underlying this severe threat to the majority of the languages currently spoken. However, the central focus of discussion will be on aspects related to the documentation and maintenance of the world’s linguistic diversity. The main causes of language endangerment are presented here in a brief overview of the world’s language situation.
    [Show full text]
  • The Pennsylvania State University the Graduate School Department
    The Pennsylvania State University The Graduate School Department of Germanic and Slavic Languages and Literatures INCONSISTENT INPUT AND AMOUNT OF EXPOSURE: CHILD LANGUAGE ACQUISITION OF FERING, A DIALECT OF NORTH FRISIAN A Dissertation in German with Applied Linguistics Option and Language Science by Alison Eisel Hendricks Doctor of Philosophy December 2014 The dissertation of Alison Eisel Hendricks was reviewed and approved* by the following: Carrie N. Jackson Associate Professor of German and Linguistics Dissertation Advisor Co-Chair of Committee Karen Miller Assistant Professor of Spanish Linguistics Dissertation Advisor Co-Chair of Committee B. Richard Page Associate Professor of German and Linguistics Head of the Department of Department Michael Putnam Associate Professor of German and Linguistics *Signatures are on file in the Graduate School iii ABSTRACT This dissertation presents six comprehension and production experiments designed to test how the amount and type of language input influence child language acquisition in a naturalistic minority language. This project focuses on the acquisition of Fering, a dialect of North Frisian spoken on the island of Föhr in northern Germany. Acquisition of a consistently produced feature, plural marking, and an inconsistently produced feature, grammatical gender, was compared in groups of bilinguals with different amounts of language input. Elementary school students (ages 6-10), high school students (ages 16- 19) and adults on Föhr completed a series of production and comprehension tasks examining their acquisition of Fering morphology. The results indicate that both the amount of language input and the type of input (consistent vs. inconsistent) influence the acquisition of morphology. Specifically, when children are exposed to inconsistent input, their production patterns depend on how much linguistic input they have access to.
    [Show full text]
  • National Minorities, Minority and Regional Languages in Germany
    National minorities, minority and regional languages in Germany National minorities, minority and regional languages in Germany 2 Contents Foreword . 4 Welcome . 6 Settlement areas . 8 Language areas . 9 Introduction . 10 The Danish minority . 12 The Frisian ethnic group . 20 The German Sinti and Roma . 32 The Sorbian people . 40 Regional language Lower German . 50 Annex I . Institutions and bodies . 59 II . Legal basis . 64 III . Addresses . 74 Publication data . 81 Near the Reichstag building, along the Spree promenade in Berlin, Dani Karavan‘s installation “Basic Law 49” shows the articles of Germany‘s 1949 constitution on 19 glass panes. Photo: © Jens Kalaene/dpa “ No person shall be favoured or disfavoured because of sex, parentage, race, language, homeland and origin, faith, or religious or political opinions.” Basic Law for the Federal Republic of Germany, Art. 3 (3), first sentence. 4 Foreword Four officially recognized national minorities live in Germany: the Danish minority, the Frisian ethnic group, the German Sinti and Roma, and the Sorbian people. The members of national minorities are German na- tionals and therefore part of the German legal order. They enjoy all rights and freedoms granted under the Basic Law without any restrictions. This brochure describes the history, the settlement areas and the organizations of the national minorities in Germany and explores how they see themselves Dr Thomas de Maizière, Member and how they live while trying to preserve their cultural of the German Bundestag roots. Each of the four minorities identifies itself in Federal Minister of the Interior particular through its own language. As language is an Photo: © Press and Information Office of the Federal Government important part of their identity, it deserves particular protection.
    [Show full text]
  • US WURK XLVII (1998), P. 62 [0931]
    US WURK XLVII (1998), p. 62 [0931] Dizze rubryk is ornearre foar it sinjalearjen fan publikaasjes op taalkundich en skielk ek letterkundich mêd dy't oer it Frysk geane, dêr't it Frysk yn behelle wurdt of dy't fan streekrjocht belang foar de stúdzje fan it Frysk binne. Der kinne ek meidielingen op frisistysk mêd yn opnommen wurde. Fan 1985 oant 1995 stie al in rubryk mei deselde namme yn it no net mear ferskinende Tydskrift foar Fryske Taalkunde. Om't sa'n oankundigjende rubryk sûnder mis yn in ferlet foarsjocht, wurdt 'Op it mêd' no fuortset yn Us Wurk. De redaksje hâldt him oanrikkemandearre foar tips fan lêzers. [0932] Jarich Hoekstra, Preposition Stranding and Resumptivity in West Germanic. Yn: H. Haider, S. Olsen & S. Vikner (eds.), Studies in Comparative Germanic Syntax (= Studies in Natural Language and Linguistic Theory; 31), Kluwer, Dordrecht (1995), 95-118. It is Hoekstra der yn dit artikel om te rêden hoe't it ferskynsel preposysje- strâning yn it Frysk, it Hollânsk en it Dútsk analysearre wurde moat. Preposy- sjestrâning hâldt yn dat in preposysje efterlik yn 'e sin stiet, wylst it kom- plemint foaroan stiet, lykas yn 'dêr hie ik net oan tocht' en 'Ljouwert hie ik net oan tocht'. Mei foaropsette wurdsjes lykas Frysk dêr en wêr giet it yn alle talen goed. Oars wurdt dat wannear't it om in foaropset(te) fol(le) haadwurd- (kloft) giet, lykas yn '(de) bern wurdt net nei harke'. Hoekstra lit sjen dat men by in foaropset(te) fol(le) haadwurd(kloft) net mei in benefter littene pre-, mar mei in postposysje te krijen hat, dy't altyd in r-wurd (dêr, wêr, hjir) by him hat.
    [Show full text]
  • US WURK LXIII (2014), P. 31 [0908] Maintenance and Promotion in North Frisian Language Instruction on Föhr, Germany Alison
    US WURK LXIII (2014), p. 31 [0908] Maintenance and Promotion in North Frisian Language Instruction on Föhr, Germany Alison Eisel Hendricks Abstract Minority language classes are often diverse, with students ranging from true beginners to native speakers. Language instruction must simultaneously maintain the skills of native speaker students and promote the language by teaching the language to beginner students. This study discusses how the language instruction program on Föhr, Germany tackles maintenance and promotion of North Frisian. This study combines a preliminary description of Frisian language instruction on Föhr with an experimental story-telling task. The results of the native speaker ratings of the story-telling task emphasize the importance of both home language input and Frisian instruction, but more detailed case studies also point to a complex network of factors which influence minority language acquisition. 1. Introduction In the face of language shift, minority language communities have often used language instruction as a way of supporting their languages (Gorter 2008). The UNESCO Ad Hoc Group on Endangered Languages lists intergenerational transmission - imparting the language from one generation to the next - as an important factor in the context of endangered languages (Grenoble and Whaley 2006). This has led to an emphasis within minority language communities on language instruction in primary school. Grin (2002: 19) argues that it is “the single most important channel of govern- ment intervention in the sphere of language.” Language instruction– used here to refer to teaching of the language, rather than teaching in the language – (see Gorter 2008 for a discussion of teaching of the language compared to teaching in the language) has been implemented for many minority languages, including Cherokee, Irish, Welsh, West Frisian, Gallo, and North Frisian, among others (Peter and Hirata-Edds 2006; Nolan 2008; Walker 2007).
    [Show full text]
  • Alie Van Der Schaaf Fryske Akademy, Ljouwert
    DEVELOPMENTS OF BILINGUAL EDUCATION IN THE EU Alie van der Schaaf Fryske Akademy, Ljouwert This lecture is about the main developments in bilingual primary education in minority or regional languages in the European Union. Education is a complex and dynamic field where many changes are going on. I will first give you a division of languages in the European Union to make clear what languages we are talking about. Then I will tell you something about Mercator-Education, the organisation I represent. Subsequently, I will give some basic arguments about the importance of bilingual education and will pay attention to different aspects of bilingual education, putting emphasis on legislation and curriculum. I will use material of 15 language communities in the EU. My ultimate goal is to provide you with an idea of the multiple developments that are taking place in the European Union concerning education and regional and minority languages. European regional or minority languages As Mercator-Education we only work with autochtonous languages, not with the recent immigrant languages. Within the present 15 member states of the EU, up to 40 million people in over 45 communities speak a lesser used language, more or less 10% of the population. There are 11 official languages in the EU. Eight of them also appear as minority languages in another country. This is the case with the following languages: Swedish, Danish, German, Finnish, French, Greek, Italian and Dutch. Three of the official languages of the Union are not used in another country of Europe: Spanish, Portuguese and English. We can distinguish the following groups of minority languages: 1.Unique languages in one state: Welsh (UK), Galician (S), Sardinian (I), Sorbian (G) and West Frisian (NL); 2.Unique languages spread over more states: Basque (S+F), Catalan (S+F+I); 3.Trans-frontier languages that are both minority and majority, depending on the state: German (I+F+B+D), Danish (G), Slovene (I+A); 4.National languages at state level, but without official working languages of the EU, e.g.
    [Show full text]
  • A Comparison of Language Use in North and West Frisian Virtual Communities
    Vol. 15 (2021), pp. 285–315 http://nflrc.hawaii.edu/ldc http://hdl.handle.net/10125/74647 Revised Version Received: 6 Jun 2021 Virtual Frisian: A comparison of language use in North and West Frisian virtual communities Guillem Belmar Viernes University of California, Santa Barbara Hauke Heyen Europa-Universität Flensburg Social networking sites have become ubiquitous in our daily communicative ex- changes, which has brought about new platforms of identification and opened possibilities that were out of reach for many minoritized communities. As they represent an increasing percentage of the media we consume, these sites have been considered crucial for revitalization processes. However, the growing importance of social media may also pose a problem for minoritized languages, as the need for communication with a wider audience seems to require the use of a language of wider communication. One way in which this apparent need for a global lan- guage can be avoided is by creating virtual communities where the minoritized languages can be used without competition, a virtual breathing space. This study analyzes language practices of eight communities: four North Frisian and four West Frisian virtual communities. The analysis focuses on the languages used in each community, the topics discussed, as well as the status of the minori- tized language in the community. A total of 1,127 posts are analyzed to determine whether these communities function as breathing spaces, the factors that may fos- ter or prevent the emergence of these spaces, and the similarities and differences between these two sociolinguistic contexts. 1. Introduction ‘Breathing spaces’ for minoritized languages as conceptualized by Fishman (1991: 58–59) have long been suggested to offer speakers of minoritized lan- guages opportunities and platforms where their languages can be used for basic daily interaction without competing with a majority language (see García 2009; Cenoz & Gorter 2017).
    [Show full text]
  • Perspectives on Two Centuries of Norwegian Language Planning and Policy Theoretical Implications and Lessons Learnt
    $&7$$&$'(0,$(5(*,$(*867$9,$'2/3+,&/,, 3HUVSHFWLYHVRQ7ZR&HQWXULHVRIPerspectives on Two Centuries of 1RUZHJLDQ/DQJXDJH3ODQQLQJDQG3ROLF\Norwegian Language Planning and Policy 7KHRUHWLFDO,PSOLFDWLRQVDQG/HVVRQV/HDUQW (UQVW+nNRQ-DKU HGLWRU 8336$/$ .XQJO*XVWDY$GROIV$NDGHPLHQ I|UVYHQVNIRONNXOWXU 1 ACTA ACADEMIAE REGIAE GUSTAVI ADOLPHI 152 2 sid2 3 ACTA ACADEMIAE REGIAE GUSTAVI ADOLPHI CLII Perspectives on Two Centuries of Norwegian Language Planning and Policy Theoretical Implications and Lessons Learnt Ernst Håkon Jahr (editor) UPPSALA 2018 Kungl. Gustav Adolfs Akademien för svensk folkkultur 4 Abstract Ernst Håkon Jahr (ed.), Perspectives on Two Centuries of Norwegian Language Planning and Pol- icy. Theoretical Implications and Lessons Learnt. Acta Academiae Regiae Gustavi Adolphi 152. Uppsala, 2018. 197 pp. ISSN 0065-0897, ISBN 978-91.87403-30-9. Within Scandinavian linguistics, two specific fields of study have aroused particular interest among linguistic scientists world wide: Old Norse and Norwegian language planning and policy. For a long time, there have been conferences on Old Norse studies. However, until now, no con- ference or symposium has been dedicated specifically to the second field: Language planning and policy in modern Norway. The reason why Norwegian language planning and policy have received so much international attention is primarily due to the works and contributions of Einar Haugen (1906–1994). His influ- ential theoretical model of language planning activities was based on empirical data from the de- velopment of modern Norwegian. His seminal 1966 book Language planning and language con- flict: the case of modern Norwegian as well as other works laid the foundation for the study and research of Language Planning as a separate area within the broad subject of linguistic studies.
    [Show full text]
  • Basque Language in Education in Spain
    THE BASQUE LANGUAGE IN EDUCATION IN SPAIN European Research Centre on Multilingualism and Language Learning BASQUE The Basque language in education in Spain | 2nd Edition | c/o Fryske Akademy Doelestrjitte 8 P.O. Box 54 NL-8900 AB Ljouwert/Leeuwarden The Netherlands T 0031 (0) 58 - 234 3027 W www.mercator-research.eu [email protected] | Regional dossiers series | t ca r cum n n i- ual e : Available in this series: This document was published by the Mercator European Research Centre on Multilingualism Asturian; the Asturian language in education in Spain and Language Learning (formerly Mercator-Education) with financial support from the Fryske Basque; the Basque language in education in France (2nd ed.) Akademy and (until 2007) the European Commission (DG: Culture and Education) and (from Basque; the Basque language in education in Spain (2nd ed.) 2007 onwards) the Province of Fryslân and the municipality of Leeuwarden. Breton; the Breton language in education in France (2nd ed.) Catalan; the Catalan language in education in France Catalan; the Catalan language in education in Spain Cornish; the Cornish language in education in the UK © Mercator European Research Centre on Multilingualism Corsican; the Corsican language in education in France and Language Learning, 2005 Croatian; the Croatian language in education in Austria Frisian; the Frisian language in education in the Netherlands (4th ed.) ISSN: 1570 – 1239 Gaelic; the Gaelic language in education in the UK 2nd edition Galician; the Galician language in education in Spain German; the German language in education in Alsace, France (2nd ed.) The cover of this dossier changed with the reprint of 2008.
    [Show full text]