DOCSLIB.ORG

Khan, Humaira Irfan (2013)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Khan, Humaira Irfan (2013) Khan, Humaira Irfan (2013) An investigation of two universities’ postgraduate students and their teachers’ perceptions of policy and practice of English medium of instruction (EMI) in Pakistani universities. PhD thesis. http://theses.gla.ac.uk/4451/ Copyright and moral rights for this thesis are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Glasgow Theses Service http://theses.gla.ac.uk/ [email protected] An investigation of two universities’ postgraduate students and their teachers’ perceptions of policy and practice of English medium of instruction (EMI) in Pakistani universities By Humaira Irfan Khan A Thesis Submitted in Fulfilment of the Requirements for the Degree of Doctor of Philosophy School of Education College of Social Sciences The University of Glasgow (2013) Dedicated to my Dear Parents, Husband and Daughter Abstract In this thesis, I examine the perceptions of university staff and postgraduate students to explore the relation between policy and practice of English as the Medium of In- struction (EMI) in Pakistani universities. The theoretical framework of the study comprises literature on language in education policy, language in education goals, the status of English and World English. Findings from qualitative and quantitative data collected from students and staff in two public universities are compared to identify the perceptions of issues concerning EMI for postgraduate study. The findings indi- cate that although EMI is accepted as compulsory in Pakistani universities for post- graduate study, it is not fully implemented. The evidence supports the view that multi- lingualism, cultural diversity and ethnicity present challenges to the country’s national integration and the formulation and implementation of an effective language policy. The perceptions support the view that in Pakistan, English is required for socio- economic development and higher education and symbolises liberal values. However, the views signifying pride in local culture and national language highlight a potential conflict between modernity and tradition. The findings show a number of practices that indicate a pragmatic approach to implementation of the English medium policy. It appears that not only do postgraduate students express their preference for using Urdu in classroom but highly qualified university teachers’ views, under the plea of covering up their own deficiencies in English, show an inclination towards using Urdu in the classroom to accommodate students from diverse educational back- grounds. University faculty consult and provide reading material in English but post- graduate students find language and content of curriculum challenging because of their need for English language and lack of familiarity with foreign culture and phi- losophical ideology. Postgraduate students experience academic challenges arising from EMI which are demonstrated by their hesitation to speak English in classroom, difficulties of understanding teachers’ lectures, confusion of interpreting reading texts and stress of academic writing. The university teachers claim that their postgraduate students use memorisation as a strategy to get through the examinations rather than working ardently towards the development of academic skills. The responses suggest that solutions may lie in the area of reducing the anxiety that postgraduate students experience as a consequence of their language learning difficulties. The participants express their preference for using Pakistani English (PakE) in the study context. Mo- 1 tivation might act as an effective strategy to assist students to overcome their lan- guage problems. These views suggest that universities can enhance the communica- tion skills of postgraduate students through the inclusion of English language profi- ciency courses in their curricula to support language development and possibly avoid foreign language anxiety. The professional development programmes should train University staff with strategies for teaching postgraduate students using EMI. It would seem advisable that the University can encourage the use of PakE by giving it recog- nition as an acceptable variety of English in the University context. 2 Table of Contents ABSTRACT.................................................................................................... 1 TABLE OF CONTENTS............................................................................... 3 ACKNOWLEDGEMENT............................................................................. 14 CHAPTER 1: INTRODUCTION................................................................. 16 1.1 Linguistic profile of Pakistan............................................................ 16 1.2 The context of the study.................................................................... 18 1.3 The framework of research................................................................ 19 1.4 Research Questions: Aspects of investigation................................... 21 1.5 Aims and objectives.......................................................................... 22 1.6 Significance of the study................................................................... 22 CHAPTER 2: LANGUAGE IN EDUCATION POLICIES AFFECT- ING PAKISTAN............................................................................................ 24 2.1 The policy of language in education................................................... 24 2.1.1 Language policy and implementation................................................. 28 2.2 Language policy and practice in Pakistan........................................... 29 2.2.1 Influences on language policy and practice in Pakistan: multilingualism, multiculturalism and ethnicity................................. 30 2.3 Language policies favouring English as the medium of instruction........................................................................................... 40 2.3.1 Higher education in language policies................................................ 46 2.4 Attitudes towards various languages in higher education in Pakistan............................................................................................... 47 2.4.1 Attitudes towards English as the medium of instruction..................... 50 CHAPTER 3: THE STATUS AND ROLE OF ENGLISH IN PAKISTAN AFFECTING STUDY IN ENGLISH AT HIGHER EDU- CATION LEVEL........................................................................................... 54 3.1 External influences on the status and role of English....................... 54 3.1.1 Globalization of English.................................................................... 54 3 3.1.2 Linguistic imperialism....................................................................... 57 3.1.3 English as a lingua franca................................................................. 58 3.1.4 World Englishes................................................................................ 59 3.1.5 English in South Asia........................................................................ 64 3.2 Internal influences on the status and role of English......................... 65 3.2.1 Emergence of Pakistani English (PakE)............................................ 69 3.2.2 The indigenisation of English in Pakistan......................................... 71 3.2.3 Models of English............................................................................. 74 CHAPTER 4: ENGLISH IN EDUCATION IN PAKISTAN AFFECT- ING STUDY IN ENGLISH AT HIGHER EDUCATION LEVEL............................................................................................................ 77 4.1 English language teaching in Pakistani institutions.......................... 77 4.2 English language curriculum............................................................. 78 4.2.1 Curriculum in Pakistan...................................................................... 81 4.3 Teaching methodology...................................................................... 82 4.3.1 Teaching methodology in Pakistan................................................... 83 4.4 English language assessment............................................................ 85 4.4.1 Traditional tests versus performance based tests.............................. 85 4.4.2 English language assessment in Pakistan......................................... 86 4.4.3 Wash back effect of examinations.................................................... 88 4.5 Teacher education in Pakistan.......................................................... 88 4.6 Language anxiety and achievement.................................................. 92 4.6.1 Motivation and language acquisition................................................ 94 4.6.2 Model of motivation......................................................................... 96 4.6.3 Clement et al. (1977) concept of linguistic self confidence............ 97 CHAPTER 5: METHODOLOGY................................................................. 100 5.1 Introduction: Questions....................................................................
Load more

Recommended publications
  • JOURNAL of LANGUAGE and LINGUISTIC STUDIES ISSN: 1305-578X Journal of Language and Linguistic Studies, 13(1), 379-398; 2017
    Available online at www.jlls.org JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES ISSN: 1305-578X Journal of Language and Linguistic Studies, 13(1), 379-398; 2017 The impact of non-native English teachers’ linguistic insecurity on learners’ productive skills Giti Ehtesham Daftaria*, Zekiye Müge Tavilb a Gazi University, Ankara, Turkey b Gazi University, Ankara, Turkey APA Citation: Daftari, G.E &Tavil, Z. M. (2017). The Impact of Non-native English Teachers’ Linguistic Insecurity on Learners’ Productive Skills. Journal of Language and Linguistic Studies, 13(1), 379-398. Submission Date: 28/11/2016 Acceptance Date:04/13/2017 Abstract The discrimination between native and non-native English speaking teachers is reported in favor of native speakers in literature. The present study examines the linguistic insecurity of non-native English speaking teachers (NNESTs) and investigates its influence on learners' productive skills by using SPSS software. The eighteen teachers participating in this research study are from different countries, mostly Asian, and they all work in a language institute in Ankara, Turkey. The learners who participated in this work are 300 intermediate, upper-intermediate and advanced English learners. The data related to teachers' linguistic insecurity were collected by questionnaires, semi-structured interviews and proficiency tests. Pearson Correlation and ANOVA Tests were used and the results revealed that NNESTs' linguistic insecurity, neither female nor male teachers, is not significantly correlated with the learners' writing and speaking scores. © 2017 JLLS and the Authors - Published by JLLS. Keywords: linguistic insecurity, non-native English teachers, productive skills, questionnaire, interview, proficiency test 1. Introduction There is no doubt today that English is the unrivaled lingua franca of the world with the largest number of non-native speakers.
    [Show full text]
  • Diglossia and Beyond
    Chapter 9 Diglossia and Beyond Jürgen Jaspers Introduction Diglossia in simple terms refers to the use of two varieties in the same society for com- plementary purposes.1 As unassuming as this may sound, the concept can undoubtedly be called one of the grandes dames or, depending on your critical disposition, monstres sacrés of the sociolinguistic stage, against which new, would-be contenders still have to prove themselves, if they ever manage to emulate its success. For although the con- cept may increasingly be found old- school, politically conservative, and leaving some- thing to be desired in terms of its descriptive and explanatory adequacy, diglossia is still a widely acclaimed celebrity if you keep score of its occurrence in sociolinguistic, language- pedagogical, and linguistic anthropological work. What could be the reasons for this popularity? One obvious reason is that diglossia has been attracting a fair share of criticism in each of these disciplines. But another is certainly that diglossia practicably, in a single term, portrays the sometimes quite wide- spread and in a number of occasions astoundingly long- standing divisions of labor that obtain between the different varieties, registers, or styles that people produce and recog- nize. Indeed, diglossia alludes to two of the most basic, and therefore also most fascinat- ing, sociolinguistic findings— namely, that people talk and write differently even in the most homogeneous of communities, and that they do so in principled ways that matter to them so much that those who fail to observe these principles have to deal with the consequences (cf. Woolard, 1985: 738).
    [Show full text]
  • The Importance of Self-Identity and Ego Permeability in Foreign Culture Adaptation and Foreign Language Acquisition
    『経営学論集』第25巻第1号，65‐104頁，2014年7月 KYUSHU SANGYO UNIVERSITY, KEIEIGAKU RONSHU（BUSINESS REVIEW） Vol.25，No. 1，65‐104，2014 〔Articles（論説）〕 The Importance of Self-Identity and Ego Permeability in Foreign Culture Adaptation and Foreign Language Acquisition Timothy Dean Keeley Abstract This paper focuses on the role that self-identity and ego permeability playin determining an individual’s ability to function effectively in foreign cultures and gain fluency in foreign languages. In a quantitative study, I examined the relationship between cultural adaptation and foreign language acquisition in terms of the psychological traits that are deemed to influence success/failure in both these endeavors (Keeley, 2013). The study was carried out with 86 Chinese students studying in Japanese (as the language of instruction) at Kyushu Sangyo University in Fukuoka, Japan. The main quantitative instrument used to measure psychological traits that facilitate cultural adaptation was Kozai Group’s Global Competency Inventory (GCI). Some additional psychometric scales focusing more on foreign language acquisition were also employed. The 16 items of the GCI as well as the additional psychometric scales served as independent variables while the students’ relative rankings in Japanese oral/aural performance served as the dependent variable. Among the 16 competencies that comprise the GCI, Self-Identity proved to have one of the strongest associations with the Chinese students’ oral/aural ability in Japanese. Likewise, Language Ego Permeability (a non-GCI scale) was also strongly associated with their oral/aural ability in Japanese. The aim of this paper is to provide an in-depth look at Self-Identity and Language Ego Permeability in relation to cultural adaptation and foreign language acquisition.
    [Show full text]
  • Dialect Stabilization and Speaker Awareness in Non-Native Varieties of Englishi
    This is a pre-print version of an article in: Journal of Sociolinguistics 9/2 (2005) Please consult published version for final version, including correct phonetic symbols. Dialect stabilization and speaker awareness in non-native varieties of Englishi Devyani Sharma Abstract Research on indigenized non-native varieties of English has aimed to distinguish these varieties from individual second language learning in structural and social terms (Kachru 1983; Platt, Weber, and Ho 1984; Cheshire 1991); however, quantitative evidence of this divergence remains scarce. Through an analysis of a range of Indian English speakers in a contact situation in the United States, this study distinguishes developing dialect features from second language learning features and explores the concomitant emergence of dialect consciousness. First, an implicational analysis shows that some non- standard variables (past marking, copula use, agreement) exhibit a second language learning cline while others (articles) form a more stable, incipient non-standard system shared to some extent by all speakers; a multivariate analysis suggests that both sets of variables are governed by proficiency levels. I then assess the explanatory scope of proficiency by examining the use of selected phonological variants (rhoticity, l-velarization, aspiration). The use of these features resembles native-like style shifting, as it appears to be more sensitive to speakers’ attitudinal stances than proficiency levels. This points to the importance of understanding emerging speaker awareness
    [Show full text]
  • Telling Stories (Out of School) of Mother Tongue, God's Tongue, and the Queen's Tongue: an Ethnography in Canada
    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1991 Telling Stories (Out of School) of Mother Tongue, God's Tongue, and the Queen's Tongue: An Ethnography in Canada Joan Ratzlaff Swinney Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Let us know how access to this document benefits ou.y Recommended Citation Swinney, Joan Ratzlaff, "Telling Stories (Out of School) of Mother Tongue, God's Tongue, and the Queen's Tongue: An Ethnography in Canada" (1991). Dissertations and Theses. Paper 1240. https://doi.org/10.15760/etd.1239 This Dissertation is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. TELLING STORIES (OUT OF SCHOOL) OF MOTHER TONGUE, GOD'S TONGUE, AND THE QUEEN'S TONGUE: AN ETHNOGRAPHY IN CANADA by JOAN RATZLAFF SWINNEY A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION In EDUCATIONAL LEADERSHIP Portland Stale University @1991 TO THE OFFICE OF GRADUATE STUDIES: The members of tht! Committet! approve the disst!rtation of Joan Ratzlaff Swinney presented June 24, 1991. Strouse, Chair Robert B. Everhart William D. Grt!e~~ld APPROVED: Robert B. C. Willilllll Silvery, Vict! Provost for Gruduutt! Stutli : untl Rt!st!urch AN ABSTRACT OF THE DISSERTATION OF Joan IRatzlaff Swinney for the Doctor of Education in Educational Leadership pres.::nted June 24, 1991. Title: Telling Stories (Gut of School) of Mother TOllgue, God's TOllgue, and the Queen's Tongue: An Ethnography in Canarua APPROVED BY THE MEMBERS OF THE DISSERTATION COMMITTEE: Rohert B.
    [Show full text]
  • Shame and Linguistic Insecurity in Upper Balsas Classrooms
    University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations December 2019 Pena, Pinahua, and Prestige: Shame and Linguistic Insecurity in Upper Balsas Classrooms Heather Gabrielle Thomas Flores University of Wisconsin-Milwaukee Follow this and additional works at: https://dc.uwm.edu/etd Part of the Social and Cultural Anthropology Commons Recommended Citation Thomas Flores, Heather Gabrielle, "Pena, Pinahua, and Prestige: Shame and Linguistic Insecurity in Upper Balsas Classrooms" (2019). Theses and Dissertations. 2337. https://dc.uwm.edu/etd/2337 This Thesis is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UWM Digital Commons. For more information, please contact [email protected]. PENA, PINAHUA, AND PRESTIGE: SHAME AND LINGUISTIC INSECURITY IN UPPER BALSAS CLASSROOMS by Heather Thomas Flores A Thesis SubmitteD in Partial FulFillment oF the Requirements For the Degree oF Master oF Science in Anthropology at The University oF Wisconsin-Milwaukee December 2019 ABSTRACT PENA, PINAHUA, AND PRESTIGE SHAME AND LINGUISTIC INSECURITY IN UPPER BALSAS CLASSROOMS by Heather Thomas Flores The University oF Wisconsin-Milwaukee, 2019 UnDer the Supervision oF ProFessor BernarD C. Perley, PhD. This ethnography is a topical analysis oF the InDigenous EDucation system in rural Guerrero, Mexico. The purpose oF this research is to Draw out the correlations between coercive monolingual ‘Spanish only’ language policies implementeD During the mid 20th century anD the systematic Disintegration oF the Nahuatl language within what were once monolingual Nahua communities in the Upper Balsas valley. The Data presenteD in this paper is FrameD anD analyzeD through language iDeologies Discourse.
    [Show full text]
  • Europe's Regional Languages in Perspective Michael Hornsby And
    Journal on Ethnopolitics and Minority Issues in Europe Vol 11, No 1, 2012, 88-116 Copyright © ECMI 24 April 2012 This article is located at: http://www.ecmi.de/fileadmin/downloads/publications/JEMIE/2012/HornsbyAgarin.pdf The End of Minority Languages? Europe’s Regional Languages in Perspective Michael Hornsby and Timofey Agarin* John Paul II Catholic University, Lublin and Queen’s University Belfast The European Union (EU) today counts 23 national languages with as many as 65 regional and minority languages, only a few of which enjoy recognition in the EU. We assess the perspectives of regional and, particularly, endangered languages in Europe in three steps. First, we argue that current approach of nation-states, defining both national and regional/minority languages from the top down, is increasingly at odds with the idea of cross-border migration and communications. We illustrate this with the examples of Estonian and Latvian, official languages of EU member-states with around one million native speakers each. Second, we attest the end of “traditional” forms of minority language, contending that if they are to survive they cannot do so as mirror copies of majority languages. To make our point clear, we discuss regional efforts to increase the use of the Breton and the Welsh languages. We outline a research agenda that takes into account the nation-state dominated linguistic regulations and the future of an increasingly borderless Europe, and suggest how both can be accommodated. Key words: EU; regional languages; minority languages; Welsh; Breton; Latvian; Estonian; multilingualism; language policy Today the official languages of the European Union (EU) member-states enjoy de jure equality across the union, even outside the territory of the state that recognizes them as official.
    [Show full text]
  • LANGUAGES and LINGUISTICS Umber 15 • 1962 Edited by E
    Monograph Series on LANGUAGES and LINGUISTICS umber 15 • 1962 edited by E. D. Woodworth and R. J. Di Pietrc Raimonde Dallaire William Gage Paul L Garvin Paul M. Postal Eric P. Hamp, Moderator The Transformation Theory: Advantages and Disadvantages A. Richard Diebold, Jr. Code-Switching in Greek-English Bilingual Speech Einar Haugen Schizoglossia and the Linguistic Norm Colman L O'Huallachain, O.F.M. Bilingualism in Education in Ireland Norman A. McQuown Indian and Ladino Bilingualism: Sociocultural Contrasts in Chiapas, Mexico Fred W. Householder, Jr. Greek Diglossia William G. Moulton What Standard for Diglossia? The Case of German Switzerland William A. Stewart Functional Distribution of Creole and French in Haiti Charles A. Ferguson Problems of Teaching Languages with Diglossia KRAUS REPRINT CO. New York GEORGETOWN UNIVERSITY 1971 INSTITUTE OF LANGUAGES AND LINGUISTICS Copyright © 1963 GEORGETOWN UNIVERSITY PRESS THE INSTITUTE OF LANGUAGES AND LINGUISTICS GEORGETOWN UNIVERSITY Library of Congress Catalog Card Number 63-21238 Reprinted with the permission of the original publisher KRAUS REPRINT CO. A U.S. Division of Kraus-Thomson Organization Limited New York 1971 Printed in U.S.A. REPORT OF THE THIRTEENTH ANNUAL ROUND TABLE MEETING ON LINGUISTICS AND LANGUAGE STUDIES Elisabeth 3? Wobdworth Editor Robert J. DiJPietro Associate 5 GEORGETOWN UNIVERSITY PRESS Washington, D. C. 20007 Copyright © 1963 GEORGETOWN UNIVERSITY PRESS THE INSTITUTE OF LANGUAGES AND LINGUISTICS GEORGETOWN UNIVERSITY Library of Congress Catalog Card Number 63-21238 time to time the Institute of Languages and Linguistics, George- town University, 'publishes manu- scripts intended to contribute to the discipline of linguistics and to the study and teaching of languages.
    [Show full text]
  • Literary-Diglossia-Biculturalism-And-Cosmopolitanism-In-Literature.Pdf
    41 William Mackey Literary Diglossia, Biculturalism and Cosmopolitanism in Literature In areas where two written languages are used, each may be limited to its set of functions or literary genres. Some writers, by becoming masters of two languages and cultures suc­ ceed in overcoming both the pitfalls of cosmopolitan authors writing only in their second or acquired language and the difficulties of unilingual authors writing in or about a culture which is not their own. The latter and their cosmopolitan literature, once considered an oddity, have now become commonplace in Western Europe, North America and other areas of massive immigration. The literature produced in such contexts is sometimes characterized by spe­ cial traits such as semantic shift, over-generalization, code-switching, avoidance strategies, interference and uncertainty. In balance, however, if we examine the production of bilin­ gual and bicultural literature in our century, we could say that, far from impoverishing the literatures to which they contribute, they are more likely to enrich them. 42 VIS I BLE LANGUAGE 27: 1 / 2 The concept of cosmopolitanism goes back to the creation of the nation-state in Europe between the sixteenth and the twentieth centuries. It was first understood as an opposition to nationalism and patriotism. Appearing in English before the middle of the seventeenth century, the terms cosmopolitan and cosmopolite acquired a connotation opposite to patriotism and nationalism. Cosmopolitanism has been associated both with the ideal of citizen-of-the-world and with the reality of emigre pop­ ulations at home in two or more languages and cultures. It is especially the effect of two languages and cultures on the creation of literature which concerns us here: the cosmopolitanism and bilingualism of writers and, in par­ ticular, the effects of the related phenomena of bicultural­ ism and diglossia on the production of literary texts.
    [Show full text]
  • Can Language Be Planned? Can Language Be Planned? Contributors Contributors
    Can Language Be Planned? Can Language Be Planned? Contributors Contributors S. TAKDIR ALISJAHBANA JYOTIRINDRA DAS GUPTA JOSHUA A. FISHMAN CHARLES F. GALLAGHER MUHAMMAD ABDUL HAI EINAR HAUGEN BJÖRN H. JERNUDD HERBERT KELMAN JOHN MACNAMARA CHAIM RABIN JOAN RUBIN BONIFACIO P. SIBAYAN THOMAS THORBURN WILFRED H. WHITELEY ii Can Language Be Planned? Sociolinguistic Theory and Practice for Developing Nations EDITED BY JOAN RUBIN AND BJÖRN H. JERNUDD An East-West Center Book The University Press of Hawaii Open Access edition funded by the National En- dowment for the Humanities / Andrew W. Mellon Foundation Humanities Open Book Program. Licensed under the terms of Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 In- ternational (CC BY-NC-ND 4.0), which permits readers to freely download and share the work in print or electronic format for non-commercial purposes, so long as credit is given to the author. Derivative works and commercial uses require per- mission from the publisher. For details, see https://creativecommons.org/licenses/by-nc-nd/4.0/. The Cre- ative Commons license described above does not apply to any material that is separately copyrighted. Open Access ISBNs: 9780824880705 (PDF) 9780824880712 (EPUB) This version created: 16 May, 2019 Please visit www.hawaiiopen.org for more Open Access works from University of Hawai‘i Press. Copyright © 1971 by The University Press of Hawaii All rights reserved CONTENTS CONTENTS Preface viii Introduction: Language Planning as an Element in Modernization Joan Rubin and Björn H. Jernudd xi THE MOTIVATION AND RATIONALIZATION FOR LANGUAGE POLICY 1 1. The Impact of Nationalism on Language Planning: Some Comparisons between Early Twentieth-Century Europe and More Recent Years in South and Southeast Asia Joshua A.
    [Show full text]
  • A Diglossia Approach
    University of Kentucky UKnowledge Linguistics Faculty Publications Linguistics 2002 Slovak Standard Language Development in the 15th–18th Centuries: A Diglossia Approach Mark Richard Lauersdorf University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits oy u. Follow this and additional works at: https://uknowledge.uky.edu/lin_facpub Part of the Anthropological Linguistics and Sociolinguistics Commons, Comparative and Historical Linguistics Commons, Other Linguistics Commons, and the Slavic Languages and Societies Commons Repository Citation Lauersdorf, Mark Richard, "Slovak Standard Language Development in the 15th–18th Centuries: A Diglossia Approach" (2002). Linguistics Faculty Publications. 33. https://uknowledge.uky.edu/lin_facpub/33 This Article is brought to you for free and open access by the Linguistics at UKnowledge. It has been accepted for inclusion in Linguistics Faculty Publications by an authorized administrator of UKnowledge. For more information, please contact [email protected]. Slovak Standard Language Development in the 15th–18th Centuries: A Diglossia Approach This article is available at UKnowledge: https://uknowledge.uky.edu/lin_facpub/33 Twenty Mark R. Lauersdorf Slovak Standard Language Development in the 15th–18th Centuries: A Diglossia Approach 1. Introduction Since Charles Ferguson’s initial formal description of “diglossia” in 1959 (Ferguson 1959), research based on this sociolinguistic concept has flourished.1 The framework of diglossia, in its original, Fergusonian configuration and in various expanded and revised forms, has been applied to languages and linguis- tic situations around the world, including many of the Slavic languages.2 Charles Townsend, to whom this Festschrift is dedicated, has himself con- tributed to the body of literature dealing with questions of diglossia in the Slavic-speaking world (e.g., Townsend 1987).
    [Show full text]
  • Language Names and Norms in Bosnia and Herzegovina by Kirstin J. Swagman a Dissertation Submitted in Partial Fulfillment Of
    Language Names and Norms in Bosnia and Herzegovina by Kirstin J. Swagman A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Anthropology) in the University of Michigan 2011 Doctoral Committee Associate Professor Alaina M. Lemon, Chair Professor Judith T. Irvine Professor Sarah G. Thomason Associate Professor Barbra A. Meek Acknowledgements This dissertation owes its existence to countless people who provided intellectual, emotional, and financial support to me during the years I spent preparing for, researching, and writing it. To my dear friends and colleagues at the University of Michigan, I owe a debt that can hardly be put into words. To the ladies at Ashley Mews, who were constant interlocutors in my early engagements with anthropology and remained steady sources of encouragement, inspiration, and friendship throughout my fieldwork and writing, this dissertation grew out of conversations we had in living rooms, coffee shops, and classrooms. I owe the greatest thanks to my Bosnian interlocutors, who graciously took me into their homes and lives and tolerated my clumsy questions. Without them, this dissertation would not exist. I want to thank the many teachers and students who shared the details of their professional and personal lives with me, and often went above and beyond by befriending me and making time in their busy schedules to explain the seemingly obvious to a curious anthropologist. I owe the greatest debt to Luljeta, Alexandra, Sanjin, and Mirzana, who all offered support, encouragement, and insight in countless ways large and small. Daniel, Peter, Tony, Marina, and Emira were also great sources of support during my fieldwork.
    [Show full text]