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Ofelia García to Language Article 2 Education
Journal of Multilingual Education Research Volume 9 The Power of Voice: The Contributions of Ofelia García to Language Article 2 Education 2019 Ofelia García: A Visionary Thinker Christine Hélot University of Strasbourg, France Follow this and additional works at: https://fordham.bepress.com/jmer Part of the Bilingual, Multilingual, and Multicultural Education Commons, International and Comparative Education Commons, and the Language and Literacy Education Commons Recommended Citation Hélot, Christine (2019) "Ofelia García: A Visionary Thinker," Journal of Multilingual Education Research: Vol. 9 , Article 2. Available at: https://fordham.bepress.com/jmer/vol9/iss1/2 This Ofelia García as a Scholar is brought to you for free and open access by DigitalResearch@Fordham. It has been accepted for inclusion in Journal of Multilingual Education Research by an authorized editor of DigitalResearch@Fordham. For more information, please contact [email protected], [email protected]. Ofelia García: A Visionary Thinker Cover Page Footnote Christine Hélot, PhD, is professor emeritus of English at the University of Strasbourg, France. As a sociolinguist, her research focuses on language in education policies in France and in Europe, bi- multilingual education, language awareness, early childhood education, and children’s literature and multiliteracy. In 1988 she obtained her PhD from Trinity College (Dublin, Ireland) for a thesis entitled Child Bilingualism: A Linguistic and Sociolinguistic Study, and in 2005 she was awarded an Habilitation by the University of Strasbourg for her research on bilingualism in the home and school contexts. Her most recent publications include L’éducation bilingue en France: Politiques linguistiques, modèles et pratiques, Lambert Lucas, (2016) and Language Awareness in Multilingual Classrooms in Europe, from Theory to Practice, Boston/Berlin, De Gruyter (2018). -
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. -
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 -
V Ol. 23 Issue 1 (October 2013) Working Papers of the Linguistics Circle of the University of Victoria
WPLC Working Papers of the Linguistics Circle of the University of Victoria A collection of papers on Minority Languages V ol. 23 Issue 1 (October 2013) Working Papers of the Linguistics Circle of the University of Victoria – Vol. 23 – A collection of papers on Minority Languages Published by the graduate students of the University of Victoria Linguistics Department Department of Linguistics University of Victoria P.O. Box 3045 Victoria, B.C., Canada V8W 3P4 ISSN 1200-3344 (print) ISSN 1920-440X (digital) http://web.uvic.ca/~wplc | [email protected] © 2013 All rights retained by contributing authors. ii Table of Contents Acknowledgements iv Preface iv Editorial Committee v Yasser A. Albaty 1 Wh-in-situ in Najdi Arabic Stan Anonby & David J. Holbrook 14 A report and comparative-historical look at the Cinta Larga, Suruí, Gavião and Zoró languages Parisa Erfani 32 Azeri compound nouns: The influence of Persian on a Turkic language Ekaterina Golovko & Vladimir Panov 51 Salentino Dialect, Griko and Regional Italian: Linguistic Diversity of Salento Xiaoqian Guo & 81 Akitsugu Nogita Lexical schwa and inserted schwa produced by Mandarin Chinese EAL learners Kyumin Kim 110 The Properties and Classification of Psych-Predicates in Blackfoot iii Genevieve Leung 129 Domain analysis of contemporary Chinese American language use in northern California: Some implications for minoritized Chinese languages in the U.S. Pelin Onar Valk 158 Dutch Turkish diverging from Turkey- Turkish: A judgment task study on how Dutch Turkish employs subordination and word order iv Acknowledgments First we would like to acknowledge the contributions of the authors for their research efforts that fill the pages of this issue. -
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. -
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. -
Critical Translingual Competence for Spanish Heritage Language Learners
Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners Item Type text; Electronic Dissertation Authors Herrera-Dulcet, Andrea 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, presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 06/10/2021 10:41:20 Link to Item http://hdl.handle.net/10150/634426 SPANISH WITH AN ATTITUDE: CRITICAL TRANSLINGUAL COMPETENCE FOR SPANISH HERITAGE LANGUAGE LEARNERS By Andrea Herrera-Dulcet Copyright © Andrea Herrera-Dulcet 2019 A Dissertation Submitted to the Faculty of the DEPARTMENT OF SPANISH AND PORTUGUESE In Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN SPANISH In the Graduate College THE UNIVERSITY OF ARIZONA 2019 Spanish with an Attitude Andrea Herrera-Dulcet 2 Spanish with an Attitude Andrea Herrera-Dulcet ACKNOWLEDGMENTS First and foremost, I would like to thank the Spanish heritage language learners who participated in my study, for they are truly the inspiration for this dissertation and I am forever grateful for their honesty and participation. I owe a sincere thanks to my dissertation committee co-chairs, Dr. Ana Maria Carvalho and Dr. Lillian Gorman, for their continued guidance and support. I am greatly indebted to Dr.Carvalho, who inspired me to become a researcher in Spanish sociolinguistics, for the countless hours she spent mentoring me throughout my doctoral journey. I am extremely grateful to Dr. -
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. -
Marked and Unmarked Translanguaging in Accelerated, Mainstream, and Sheltered English Classrooms
Multilingua 2021; 40(1): 107–138 Ingrid Rodrick Beiler* Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms https://doi.org/10.1515/multi-2020-0022 Abstract: Translanguaging has gained prominence as a way to understand multilingual practices and draw on these in additional language teaching, but questions remain regarding its application in various educational contexts. This study investigates the significance of translanguaging across instructional set- tings by comparing discourses of markedness in accelerated, mainstream, and sheltered classes taught by the same teacher, where both linguistically majori- tized and minoritized students were learning English as an additional language. Data are drawn from four months of linguistic ethnographic fieldwork at a Nor- wegian upper secondary school and include field notes, video and screen re- cordings, texts, language portraits, and teacher and student interviews. I found that translanguaging was marked in two largely separate ways: (1) bilingual English-Norwegian practices were more frequently marked in accelerated and mainstream settings, in relation to students’ perceived English proficiency level; whereas (2) translanguaging drawing on minoritized languages was more consistently marked in all three settings as a deviation from majority linguistic practices, thus distinguishing majoritized (English-Norwegian) from minoritized translanguaging. Implications include the importance of analyzing trans- languaging in relation to locally salient discourses and contextualizing peda- gogical interventions in larger struggles for justice. Keywords: translanguaging, markedness, language education, multilingualism, monoglossic ideologies, raciolinguistic ideologies Correction Note: Correction added after online publication September 11, 2020: The line numbers in all Excerpts and all references to them in the text were updated, because not all author corrections were implemented during production. -
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. -
Effects of Peer-Tutoring on Language Attitudes, Maintenance, and Motivation Among 31 Native and Heritage Spanish-Speaking Adolescents at a Utah Valley High School
Brigham Young University BYU ScholarsArchive Theses and Dissertations 2019-06-01 Effects of Peer-Tutoring on Language Attitudes, Maintenance, and Motivation Among 31 Native and Heritage Spanish-Speaking Adolescents at a Utah Valley High School Rachel Marie Eaton Brigham Young University Follow this and additional works at: https://scholarsarchive.byu.edu/etd BYU ScholarsArchive Citation Eaton, Rachel Marie, "Effects of Peer-Tutoring on Language Attitudes, Maintenance, and Motivation Among 31 Native and Heritage Spanish-Speaking Adolescents at a Utah Valley High School" (2019). Theses and Dissertations. 7490. https://scholarsarchive.byu.edu/etd/7490 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Effects of Peer-Tutoring on Language Attitudes, Maintenance, and Motivation Among 31 Native and Heritage Spanish-Speaking Adolescents at a Utah Valley High School Rachel Marie Eaton A thesis submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Master of Arts Robert N. Smead, Chair Willis C. Fails Gregory L. Thompson Department of Spanish and Portuguese Brigham Young University Copyright © 2019 Rachel Marie Eaton All Rights Reserved ABSTRACT Effects of Peer-Tutoring on Language Attitudes, Maintenance, and Motivation Among 31 Native and Heritage Spanish-Speaking Adolescents at a Utah Valley High School Rachel Marie Eaton Department of Spanish and Portuguese, BYU Master of Arts This 16-week long, observational study examined the effects of Spanish peer-tutoring on first language attitudes, maintenance, and motivation among native and heritage Spanish-speaking adolescents. -
Relations Between Formal Linguistic Insecurity and the Perception of Linguistic Insecurity
Relations between formal linguistic insecurity and the perception of linguistic insecurity. A quantitative study on linguistic insecurity in an educational environment at the Valencian Community (Spain) Josep M. Baldaquí Escandell Department of Catalan Studies / IIFV, University of Alicante, Spain Ap. Correus 99, E-03080. Alacant (Spain) (Received XX Month Year; final version received XX Month Year) What is the relationship between the awareness of linguistic prestige and the security or insecurity in the use of minoritized languages? Is formal linguistic insecurity (as initially described by Labov) the same as the speakers’ perception of linguistic insecurity? Which are the variables related to the various types of linguistic insecurity in bilingual environments? How does schooling affect this phenomenon? This paper attempts to provide an answer to these questions, based on the results of a research project on linguistic insecurity (LI) carried out in a social context, the Valencian Autonomous Community (Spain), where there are two official languages (Spanish and Catalan) competing against each other, but with a very different degree of social recognition. The choice of an academic environment for this study is justified by the importance that the LI phenomenon may have within the context of language learning in multilingual contexts.1 Keywords: linguistic insecurity; Catalan language; linguistic prestige Introduction Since Labov (1966) formulated the initial definition of the notion of linguistic insecurity (LI), the studies on this construct have expanded and modified the notion, which is nowadays much more complex than Labov’s original proposal. According to Labov (1966), LI is a measurement of the speaker’s perception of the prestige of certain linguistic forms, compared to the ones the speaker remembers he or she normally uses.