Journal articles: 'Danish language Danish language'

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Lundskær-Nielsen, Tom. "DANISH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 57, no. 1 (1995): 929–34. http://dx.doi.org/10.1163/2222-4297-90000781.

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LundskÆr-Nielsen, Tom. "DANISH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 58, no. 1 (1996): 940–44. http://dx.doi.org/10.1163/22224297-90000145.

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LundskÆr-Nielsen, Tom. "DANISH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 59, no. 1 (1997): 877–80. http://dx.doi.org/10.1163/22224297-90000211.

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Lundskær-Nielsen, Tom. "DANISH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 60, no. 1 (1998): 795–800. http://dx.doi.org/10.1163/22224297-90000270.

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Lundskær-Nielsen, Tom. "DANISH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 61, no. 1 (1999): 798–803. http://dx.doi.org/10.1163/22224297-90000329.

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ALLAN, R. D. S. "DANISH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 47, no. 1 (1986): 881–85. http://dx.doi.org/10.1163/22224297-90002757.

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ELSWORTH, BENTE. "DANISH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 53, no. 1 (1992): 901–13. http://dx.doi.org/10.1163/22224297-90003209.

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ELSWORTH, BENTE. "DANISH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 55, no. 1 (1994): 1009–21. http://dx.doi.org/10.1163/22224297-90003360.

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Simonsen, Irene. "Collocations in Academic Language in German and Danish." Kalbotyra 73 (December 28, 2020): 150–75. http://dx.doi.org/10.15388/kalbotyra.2020.8.

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This study compares the collocational use of the different word forms of five roots of academic language in German and Danish, considered essential for the realization of obligatory moves in the academic abstract, namely *analy*, *untersuch*/*undersøg*, *method*/*metod*, *theor*/*teor* and *empiri*. The aim of the comparison is to uncover differences and similarities in the expert norm of the two languages in order to gain insights that may help to inform the teaching of German-speaking students who must learn written standard Danish as part of their studies in Denmark. The study places special emphasis on the topic of variation, since variation reflects interculturally different uses of language specifically and is a major theme in academic language in general. The frequency and distribution of the five roots as verb, noun and adjective are compared in the collocations: noun + verb, verb + noun, adjective + noun in a study of two corpora of 100 dissertation abstracts from each of the two languages (approx.145.000 tokens), using the Word Sketch function of the corpus tool Sketch Engine. The LogDice measure has been used to identify the collocations, and variation is operationalized as the type-token ratio, computed for each syntactic relation. The results show general differences between the two languages. The use of different collocations with word forms from the five word families is greater in academic language in German than in Danish, despite a very similar distribution of the collocations in the languages and despite higher frequencies in Danish. The collocational use of the words in Danish therefore seems to be less varied and more restricted than in academic language in German.

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Engberg-Pedersen, Eliabeth. "Point of View in Danish Sign Language." Nordic Journal of Linguistics 15, no. 2 (1992): 201–11. http://dx.doi.org/10.1017/s0332586500002602.

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One way of expressing a particular point of view depends on deixis; the sender ‘lends’ his means of expressing his own point of view to another referent. In Danish Sign Language there are three such basically deictic means of expressing a particular point of view, namely shifted reference, shifted attribution of expressive elements, and shifted locus. Eveathough especially the last two phenomena may seem special to sign languages, they have clear functional parallels in spoken languages.

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Vandermeeren, Sonja. "German language needs in Danish companies." HERMES - Journal of Language and Communication in Business 16, no. 31 (2017): 13. http://dx.doi.org/10.7146/hjlcb.v16i31.25731.

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The first section of my paper provides a definition of the need for foreign languages in the business context and catalogues types and indicators of this need. In the second section the methods that can be employed in needs analysis studies are presented. Section three provides illustrative material from a questionnaire-based pilot survey. Taking the case of German companies, I investigate their expectations with regard to linguistic and cultural adaptation by their Danish business partners. Contrary to expectation, knowledge of German culture is regarded as more useful than German language knowledge. The educational implications of the findings of needs analysis studies are then dealt with in the fourth section.

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Stæhr, Andreas, and Lian Malai Madsen. "‘Ghetto language’ in Danish mainstream rap." Language & Communication 52 (January 2017): 60–73. http://dx.doi.org/10.1016/j.langcom.2016.08.006.

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Heegård, Jan, and Jacob Thøgersen. "Style-dependent rules for reduction: Mixed-model multiple linear regression analysis of reduction phenomena in Danish news readings." Nordic Journal of Linguistics 37, no. 3 (2014): 325–65. http://dx.doi.org/10.1017/s0332586514000250.

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It has been suggested that Danish is a language particularly prone to spoken language reductions in spontaneous speech. Previous studies have shown that reduction phenomena, in Danish and other languages, are rule-governed by e.g. phonological context, word frequency and stress patterns. This paper analyses two reduction phenomena, those occurring in the endings -edeand -tein a genre of spoken Danish which is particularly resistant to reductions, viz. radio news readings. Its first aim is to establish the reduction rules of formal spoken Danish and compare these with the rules of more informal spoken Danish, e.g. sociolinguistic interviews. Reduction of -teis found to follow the same general rules as in spontaneous speech, although reductions are far less frequent in news readings. Reduction of -edeis found to follow rules different from those of spontaneous speech. The second aim is to investigate whether the reduction rules have changed over the 70 years which the data span. It is found that the rules, and thus the style, have indeed changed. The modern rules appear to be simpler and include less complex interaction effects.

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BLESES, DORTHE, WERNER VACH, MALENE SLOTT, et al. "Early vocabulary development in Danish and other languages: A CDI-based comparison." Journal of Child Language 35, no. 3 (2008): 619–50. http://dx.doi.org/10.1017/s0305000908008714.

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ABSTRACTThe main objective of this paper is to describe the trajectory of Danish children's early lexical development relative to other languages, by comparing a Danish study based on the Danish adaptation of The MacArthur-Bates Communicative Development Inventories (CDI) to 17 comparable CDI-studies. The second objective is to address the feasibility of cross-linguistic CDI-comparisons. The main finding is that the developmental trend of Danish children's early lexical development is similar to trends observed in other languages, yet the vocabulary comprehension score in the Danish children is the lowest across studies from age 1 ; 0 onwards. We hypothesize that the delay is related to the nature of Danish sound structure, which presents Danish children with a harder task of segmentation. We conclude that CDI-studies are an important resource for cross-language studies, but reporting of studies needs to be standardized and the availability of published data improved in order to make comparisons more straightforward.

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Kristinsson, Ari Páll, and Amanda Hilmarsson-Dunn. "Unequal language rights in the Nordic language community." Language Problems and Language Planning 36, no. 3 (2012): 222–36. http://dx.doi.org/10.1075/lplp.36.3.02kri.

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The aim of this paper is to show the implications of using the notion of ‘common culture’ as a basis for a communication policy across language boundaries. There are eight different national languages in the Nordic area, from Greenland in the west to Finland in the east, from Sápmi — the traditional territories of the Sami people in Northern Scandinavia — in the north to Denmark in the south. Additionally, a dozen traditional minority languages and some two hundred immigrant languages are spoken in the area. Despite this linguistic diversity, a ‘Declaration on a Nordic Language Policy,’ signed in 2006 by ministers of education in the Nordic countries, recommends using one of the three ‘Scandinavian’ languages (Danish, Norwegian, or Swedish) for communication across language boundaries throughout the Nordic area, rather than using translation and interpretation, or speaking in English — which is common practice despite official policies. Moreover, recent empirical research indicates that there is good reason to seriously doubt that using a Scandinavian language is a practical communication solution for the Nordic peoples. For example, Greenlanders have poor skills in understanding Swedish. Similarly, Finnish-speaking Finns have poor skills in understanding Danish. Official Nordic language policy is based on an ideology of a common culture rather than linguistic practice. Thus, it appears that communication problems are seen as less important than the prevailing ideas of perceived common Nordic (linguistic) culture.

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Garczyński, Błażej. "A Short Research in Danish Cardinal and Ordinal Numerals on Indo-European Background." Folia Scandinavica Posnaniensia 16, no. 1 (2014): 17–40. http://dx.doi.org/10.1515/fsp-2015-0002.

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Abstract The article focuses on the Danish numerals 1-1000. It presents their Proto-Indo-European, Proto-Germanic, Old Danish and present forms whilst providing additional information on their development and corresponding numerals in other European languages. It focuses primarily on the vigesimal counting system, whose traces can be found in Danish, and which is the source of some unique forms unseen in other languages. Therefore, special attention is paid to the numerals of the series 50-90. Though these appear to be unique and exotic, the article shows that they are not to be perceived as an anomaly but rather a different path of development within the language Moreover, a brief explanation of the origins of the vigesimal system in Danish is provided. Also, several units of measurement showing traces of the vigesimal, duodecimal and sexagesimal systems are discussed. Finally, language reforms aimed at changing the numeral forms will be shortly portrayed.

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Strömqvist, Sven, Hrafnhildur Ragnarsdóttir, Olle Engstrand, et al. "The Inter-Nordic Study of Language Acquisition." Nordic Journal of Linguistics 18, no. 1 (1995): 3–29. http://dx.doi.org/10.1017/s0332586500003085.

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The typological variation between the Nordic languages offers a “natural laboratory” for the cross-linguistic study of first language acquisition. Based on an on-going inter-Nordic project, the present article discusses research designs for the exploration of this laboratory together with pilot analyses of acquisition data across Danish, Finnish, Icelandic, Norwegian and Swedish. On the basis of evidence from longitudinal case studies, from narrative tasks, and from morphological and phonetic experiments, the project aims at producing an integrated picture of the development of grammatical morphology and its interaction with (a) the semantic domains of spatial and temporal relations and (b) the prosodic domains of tonal word accents and duration. In the present article the focus is on spatial relations and prosody. Comparisons of developmental data between languages that show considerable typological differences (Finnish vs Icelandic vs the Mainland Scandinavian languages) allow us to establish broad cross-linguistic commonalities in acquisition structure. It is shown that, across all five languages, very similar relational concepts are encoded by the first grammatical morphemes emerging in the field of spatial relations. The impact of linguistic details on acquisition structure can be explored with greater precision through comparisons between languages that show minimal typological differences (the internal differences between the Mainland Scandinavian languages: Danish vs Norwegian vs Swedish). Here, the early development of the Verb + particle construction in two Danish and two Swedish children is analysed. Language-specific effects on acquisition structure of syntactical and prosodic traits are demonstrated. Further, language-specific effects on the development of verb argument structure in spatial descriptions are discussed.

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Kühl, Karoline, and Jan Heegård Petersen. "Argentine Danish Grammatical Gender: Stability with Strongly Patterned Variation." Journal of Germanic Linguistics 33, no. 1 (2021): 67–94. http://dx.doi.org/10.1017/s1470542720000069.

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This paper investigates the expression of grammatical gender in Heritage Argentine Danish. We examine a subset of the Corpus of South American Danish of approximately 20,500 tokens of gender marking produced by 90 speakers. The results show that Argentine Danish gender marking in general complies with the Standard Denmark Danish rules. However, there is also systematic variation: While there is hardly any difference compared to Standard Denmark Danish with respect to the definite suffix, gender marking on prenominal determiners differs from that in Standard Danish. More specifically, the less frequent neuter gender is more vulnerable, and common gender tends to be overgeneralized. Further, complex NPs with attributive adjectives show more variation in gender marking on prenominal determiners than simple NPs. As to sociolinguistic variation, the analysis shows that tokens produced by older speakers and speakers from settlements with a higher degree of language maintenance are consistent to a higher degree with Standard Danish gender marking. The paper compares these results with the results of studies of gender marking variation in other Germanic heritage languages. We conclude that the overall stability of grammatical gender in the Germanic heritage languages is a general pattern that only partly relates to social or societal factors.*

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Petersen, Jan Heegård, and Karoline Kühl. "Argentine Danish: Semantic, syntactic and morphological differences from Standard Danish." NyS, Nydanske Sprogstudier 1, no. 52-53 (2017): 316. http://dx.doi.org/10.7146/nys.v1i52-53.102687.

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Doetjes, Gerard. "De rol van Taal Variatie en Taalafstand in de Communicatie Tussen Zweden, Noren en Denen." Toegepaste Taalwetenschap in Artikelen 69 (January 1, 2003): 131–42. http://dx.doi.org/10.1075/ttwia.69.11doe.

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The typological and lexical similarities between the major Scandinavian languages Danish, Norwegian and Swedish as well as a feeling of economic, political and cultural togetherness, facilitate direct interscandinavian communication. Communication participants use their own languages, both in speaking or writing and in decoding what is said or written. This specific situation is called semicommunication. There are, however, problems in semicommunication, too. The pronunciation of Danish has changed strongly over time, and English has strengthened its position as a global lingua franca. The question of how well Scandinavians really understand one another is, therefore, an interesting one. Research has shown that Norwegians have a better understanding than other Scandinavians. This can be accounted for by their language's intermediate position. Another explanation is the linguistic variation in Norway, making Norwegians more experienced in interpreting small differences between language variants. In my MA-thesis, I have focussed on the differences as regards Norwegian language variation experience between the smaller and more experienced Nynorsk group and the bigger and less experienced Bokmål group. Both groups' understanding of written Swedish was tested. A Danish control group took the same test. Results show that the Norwegian group in general had few problems understanding written Swedish. A difference between the Nynorsk group and the Bokmål group, however, could not be found.

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Henrichsen, Peter Juel, and Jens Allwood. "Swedish and Danish, spoken and written language." International Journal of Corpus Linguistics 10, no. 3 (2005): 367–99. http://dx.doi.org/10.1075/ijcl.10.3.05hen.

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The aim of much linguistic research is to determine the grammar and the lexicon of a certain language L. The spoken variant of L – in so far as it is considered at all – is generally taken to be just another projection of the same grammar and lexicon. We suspect that this assumption may be wrong. Our suspicion derives from our contrastive analyses of four corpora, two Swedish and two Danish (covering spoken as well as written language), suggesting that – in the dimensions of frequency distribution, word type selection, and distribution over parts of speech – the mode of communication (spoken versus written) is much more significant as a determining factor than even the choice of language (Swedish versus Danish).

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J⊘rgensen, J. N., and P. Quist. "Native Speakers' Judgements of Second Language Danish." Language Awareness 10, no. 1 (2001): 41–56. http://dx.doi.org/10.1080/09658410108667024.

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Engberg-Pedersen, Elisabeth. "Expressions of causation in Danish Sign Language." Sign Language and Linguistics 13, no. 1 (2010): 40–67. http://dx.doi.org/10.1075/sll.13.1.03eng.

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The paper presents lexical and syntactic means of expressing causation in Danish Sign Language (DTS). Labile verbs are verbs that can be used both intransitively with an inchoative meaning and transitively with a causative meaning without a change in form and irrespective of the type of classifier predicate that they may relate to. Labile verbs in DTS denote common, well-known types of events, often of direct causation. DTS also has a syntactic causative construction with a general causative verb arbejde ‘make, do’ followed by a stative verb denoting the resulting state. forandre ‘change’ can also be used to express causation, but with a more specific meaning than arbejde and also followed by dynamic verbs. In narrative style signers describe sequences of events without explicitly coding any causal relation between the events. The causal relation is left to pragmatic inference in accordance with the narrative style’s emphasis on vivid representation rather than explanation.

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Rasmussen, Peter Martin. "Den grundtvigske arv på Færøerne." Grundtvig-Studier 41, no. 1 (1989): 187–215. http://dx.doi.org/10.7146/grs.v41i1.16027.

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The Heritage from Grundtvig on the Faroe IslandsBy Peter M. RasmussenIn the Middle Ages Faroese is a cultural language on a level with the other Nordic languages, but is pushed back in favour of Danish from around 1400. In 1899 a national movement arose, whose primary purpose was to restore the position of the mother tongue as a cultural language.In 1845 N.F.S. Grundtvig wrote a poem about the fate of the Faroese language being suppressed by Danish, and in the Danish Parliament he spoke about Faroese independence. It was Grundtvig and his son Sven who were the first to voice the idea that Faroese was to regain its position as school and church language.N.F.S. Grundtvig became of importance to the national movement through the creator of the Faroese written language, V.U. Hammershaimb, and through his son, Sven Grundtvig, and furthermore through Grundtvigian high schools in Denmark and the Faroe Islands.

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Kühl, Karoline. "’Det er easy at tale engelsk også’. Amerikadansk i 1960’erne og 1970’erne." NyS, Nydanske Sprogstudier 47, no. 47 (2015): 39. http://dx.doi.org/10.7146/nys.v47i47.19916.

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The conditions for the Danish language among Danish emigrants and their descendants in the United States in the first half of the 20th century were tough: The group of Danish speakers was relatively small, the Danes did not settle together as other immigrant groups did, and demographic circumstances led many young, unmarried Danish men to marry non-Danish speaking partners. These were all factors that prevented the formation of tight-knit Danish-speaking communities. Furthermore, US nationalistic propaganda in the wake of World War I and the melting-pot effect of post-war American society in the 1950s contributed to a rapid decline in the use of Danish among the emigrants. Analyses of recordings of 58 Danish-American speakers from the 1970s show, however, that the language did not decline in an unsystematic process of language loss, only to be replaced quickly and effectively by English. On the contrary, the recordings show contactinduced linguistic innovations in the Danish of the interviewees, which involve the creation of specific lexical and syntactical American Danish features that systematically differ from Continental Danish. The article describes and discusses these features, and gives a thorough account of the socioeconomic and linguistic conditions for this speaker group.

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Valijärvi, Riitta-Liisa, and Lily Kahn. "The linguistic landscape of Nuuk, Greenland." Linguistic Landscape. An international journal 6, no. 3 (2020): 265–96. http://dx.doi.org/10.1075/ll.19010.val.

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Abstract The purpose of this article is to present and analyse public and private signs in the Linguistic Landscape of Nuuk, the capital of Greenland. Nuuk is a trilingual environment including the indigenous language (West Greenlandic), the former colonial language (Danish), and a global language (English). West Greenlandic is a somewhat unusual case among indigenous languages in colonial and postcolonial settings because it is a statutory national language with a vigorous use. Our analysis examines the use of West Greenlandic, Danish, and English from the theoretical perspective of centre vs. periphery, devoting attention to the primary audiences (local vs. international) and chief functions (informational vs. symbolic) of the signs. As the first investigation into the Greenlandic Linguistic Landscape, our analysis can contribute to research on signs in urban multilingual indigenous language settings.

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Korpal, Paweł, and Mikołaj Sobkowiak. "The perception of native vs. non-native Danish speech: Bent and Bradlow’s matched interlanguage speech intelligibility benefit revisited." Scandinavian Philology 18, no. 2 (2020): 284–96. http://dx.doi.org/10.21638/11701/spbu21.2020.204.

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The main objective of the study was to test the applicability of Bent and Bradlow’s matched interlanguage speech intelligibility benefit to the Danish-Polish language pair. We aimed to verify whether it was easier for Polish students of Danish to understand a Danish native speaker or a Polish speaker with a proficient command of Danish. Sixteen Polish students, divided into two groups of eight, listened to two recordings of two Danish texts: one recorded by a native speaker of Danish and the other one — by a native speaker of Polish who is a graduate of Danish philology from a Polish university. Before the experiment, all of the recordings were evaluated in terms of traces of foreign accent using a 7-point Likert scale, the experts being native speakers of Danish. The evaluators assessed the Polish native speaker’s pronunciation as proficient, but they identified certain segmental and suprasegmental features in his speech that are common indicators of a foreign accent in Danish. During the experiment, participants were asked to fill in each recording transcript with twenty missing words. The analysis of the results revealed that the participants scored higher when listening to the text recorded by the Polish speaker. Hence, the matched interlanguage speech intelligibility benefit was observed in a study using Polish as L1 (native language) and Danish as a foreign language. The study may provide a valuable insight into the question of non-native speech perception, foreign-accented speech and the veracity of the matched interlanguage speech intelligibility benefit for the Polish–Danish language pair.

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Daryai-Hansen, Petra, and Marta Kirilova. "Signs of Plurilingualism." International Journal of Bias, Identity and Diversities in Education 4, no. 2 (2019): 43–58. http://dx.doi.org/10.4018/ijbide.2019070104.

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During the last decade, universities worldwide have gradually become more internationalized. The article contributes theoretically as well as empirically to the field of internationalization in higher education by discussing two plurilingual language strategies that have recently been implemented in Danish higher education. The authors discuss signs of plurilingualism, how they can be conceptualized and why the promotion of plurilingualism seems to be central to Danish universities' internationalization efforts. Furthermore, the authors present a preliminary model that tries to capture the plurilingual countermoves and the quantitative data that have been collected in order to investigate students' language needs and teachers' language needs, competences and practices. These findings suggest a multifaceted picture of language needs among students and language competences, practices and needs among university staff and problematize the perception of English and the national language(s) as sufficient languages for academia.

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i Vives, Pilar Prieto, Jorgen Rischel, and Hans Basboll. "Aspects of Danish Prosody." Language 74, no. 2 (1998): 410. http://dx.doi.org/10.2307/417897.

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BASBØLL, HANS. "STØD IN MODERN DANISH." Folia Linguistica 19, no. 1-2 (1985): 1–50. http://dx.doi.org/10.1515/flin.1985.19.1-2.1.

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Højen, Anders, Dorthe Bleses, Peter Jensen, and Philip S. Dale. "Patterns of educational achievement among groups of immigrant children in Denmark emerge already in preschool second-language and preliteracy skills." Applied Psycholinguistics 40, no. 4 (2019): 853–75. http://dx.doi.org/10.1017/s0142716418000814.

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AbstractImmigrant children in Denmark differ greatly in educational outcomes. This study examined whether systematic differences in majority language (L2) and preliteracy skills are apparent already at ages 2–6 in immigrant children in Denmark across regional immigration background. Danish language and preliteracy skills in 1,211 immigrant children in four regional groups (based on maternal origin) and 11,259 native Danish nonimmigrant children, all enrolled in Danish childcare centers, were assessed using an age- and gender-normed language assessment instrument. Hierarchical linear models showed that all four immigrant groups scored significantly lower than the native Danish group; the negative coefficients diminished but remained significant when socioeconomic background and having a native Danish father were controlled for. In addition, even with these controls, significant differences existed between some of the immigrant groups, suggesting that factors relating to regional immigrant background were important sources of differences in L2 development. A greater immigrant disadvantage for language than preliteracy skills was found; two immigrant groups did not differ significantly from the nonimmigrant Danish group for preliteracy skills. The results suggest that measures to reduce inequalities in long-term educational achievement between immigrant groups should be taken already before school with a particular focus on L2 language skills.

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Reuter, Hedwig. "Danish Cultural Identity and the Teaching of Danish to Foreigners." Language and Intercultural Communication 6, no. 3-4 (2006): 243–49. http://dx.doi.org/10.2167/laic251.0.

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Kjærsgaard, Poul Sɸren. "Danish Verbal Groups Revisited." Études offertes à Karel van den EyndeÉtudes offertes à Karel van den Eynde 97-98 (January 1, 1992): 165–85. http://dx.doi.org/10.1075/itl.97-98.10kja.

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Jacobsen, Ushma Chauhan. "Does subtitled television drama brand the nation? Danish television drama and its language(s) in Japan." European Journal of Cultural Studies 21, no. 5 (2018): 614–30. http://dx.doi.org/10.1177/1367549417751150.

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This article explores the relationships between nation branding, authenticity, language and their ideologies by considering two themes. First, how language ideologies and language practices texture the transnational production, distribution and viewing of subtitled television drama. Second, the extent and ways by which subtitled television dramas, in languages other than English, brand the nation to which they are associated. Using the context of increasing exports of Danish television drama to other nations, the article draws its empirical material from fieldwork interactions with industry professionals and viewers in Japan to consider both themes. The article proposes that there are different intensities by which Danish television dramas brand Denmark and the Nordic region; it discusses the implications of the use of English, and how branding the nation involves processes that are intrinsically fragile and require symbiotic relations with other languages and other nations to be successful. This article forms part of the Theorizing Media in Nation Branding Special Issue.

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Malloy, Tove H., and Sonja Wolf. "Linguistic Minority Rights in the Danish-German Border Region: Reciprocity and Public Administration Policies." International Journal on Minority and Group Rights 23, no. 4 (2016): 485–504. http://dx.doi.org/10.1163/15718115-02304002.

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Language equality is not public policy in Denmark or Germany, and neither country has adopted an official state language constitutionally. Both countries protect minority languages through regional and local statutes on culture and education and have signed relevant international standards on linguistic rights for minorities and protection of regional or minority languages. Neither system is very transparent, nor comprehensive. This has created consternation and dissatisfaction among the national minorities residing in the Danish-German border region resulting in recent tensions in the municipalities in Southern Denmark, whereas the government of Schleswig-Holstein decided in 2015 to address the issue with policy reforms for public administration. This article focuses on linguistic minority rights in the Danish-German border region with specific attention to minority languages in public administration and specifically to the on-going reforms in Schleswig-Holstein.

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Krasnova, Elena. "PECULIARITIES OF COPULATIVE COMPOUNDS IN THE DANISH LANGUAGE." Scandinavian Philology 15, no. 1 (2017): 24–33. http://dx.doi.org/10.21638/11701/spbu21.2017.103.

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PLUNKElT, KIM. "Learning strategies in two Danish children's language development." Scandinavian Journal of Psychology 27, no. 1 (1986): 64–73. http://dx.doi.org/10.1111/j.1467-9450.1986.tb01188.x.

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la Cour, Peter, Anne Agerskov Smith, and Rikke Schultz. "Validation of the Danish language Injustice Experience Questionnaire." Journal of Health Psychology 22, no. 7 (2015): 825–33. http://dx.doi.org/10.1177/1359105315616178.

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Jensen, Signe. "Aspect and child language acquisition: a Danish perspective." Tidsskrift for Sprogforskning 4, no. 1 (2007): 209. http://dx.doi.org/10.7146/tfs.v4i1.321.

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Smułczyński, Michał. "Microblogging in Denmark and Poland — a contrastive analysis. Part I." Scandinavian Philology 19, no. 1 (2021): 101–25. http://dx.doi.org/10.21638/11701/spbu21.2021.107.

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The anthology Microblogs global is an international study of Twitter. Fifteen researchers examined tweets in Chinese, German, English, French, Italian, Japanese, Dutch, Portuguese, Russian, and Spanish regarding the following linguistic phenomena: orthography, spoken language, vocabulary, reduction, syntax, graphostylistics, interaction and the functional aspects. The book was an inspiration for the analysis of tweets in Danish and Polish because the two languages were not included in the original study. Furthermore, a contrastive analysis of the Polish and Danish tweets is included to highlight the differences in the language of the tweets. The following article is the first part of this study. It deals with the social network and microblogging tool Twitter, including the more technical side of microblogging. The many types of tweets and the extensive terminology involved are thoroughly and conscientiously explained. The contrasts regarding orthography and spoken language are analyzed whereas the discrepancies in vocabulary, reduction, syntax, graphostylistics, interaction and the functional aspects will be described in the second part of the study. The basis for the description is a compilation of 640 tweets — 320 Polish and 320 Danish — from an inhomogeneous community that posts mainly in Polish / Danish. Profiles were chosen completely by chance and they belong to various politicians, journalists and individuals. The study covers the period from March 30 to April 6, 2019.

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BLESES, DORTHE, WERNER VACH, MALENE SLOTT, et al. "The Danish Communicative Developmental Inventories: validity and main developmental trends." Journal of Child Language 35, no. 3 (2008): 651–69. http://dx.doi.org/10.1017/s0305000907008574.

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ABSTRACTThis paper presents a large-scale cross-sectional study of Danish children's early language acquisition based on the Danish adaptation of the MacArthur-Bates Communicative Development Inventories (CDI). Measures of validity and reliability imply that the Danish adaptation of the American CDI has been adjusted linguistically and culturally in appropriate ways which makes it suitable for tapping into Danish children's language acquisition. The study includes 6,112 randomly selected children in the age of 0 ; 8 to 3 ; 0, and results related to the development of early gestures, comprehension and production of words as well as grammatical skills, are presented.

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Lønsmann, Dorte. "Language, employability and positioning in a Danish integration programme." International Journal of the Sociology of Language 2020, no. 264 (2020): 49–71. http://dx.doi.org/10.1515/ijsl-2020-2093.

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AbstractIn many European countries, integration policies focus on getting refugees quickly into the labour market. In order to accomplish this, refugees in Denmark are placed in work internships. Based on fieldwork in an integration programme that combines mandatory Danish language classes with so-called “language internships”, where refugees do work internships for the purpose of learning Danish at work, the present study takes a critical look at discourses and positionings related to refugee access to the Danish labour market. The study finds clear evidence of an employability discourse which emphasises individual responsibility for employment while downplaying structural factors. Paradoxically, the employability discourse positions the refugees on the one hand as unemployable because of their lack of Danish language competence and hence as marginalised and relatively powerless. On the other hand, in this same discourse, they are repeatedly positioned as agents responsible for creating their own opportunities, including employment opportunities, while the language internships are constructed as a means of gaining employment and being able to leave the unemployment system. By investigating acts of positioning by participants in the integration programme and comparing them with discourses on language, work and integration in Denmark, the study concludes that despite intentions about the internships leading to employment and thus empowerment, the language internships lead to decapitalisation and marginalisation for the refugee participants.

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Pederson, Bolette Sanford. "Danish Motion Verbs: Syntactic Alternations and the Hypothesis of Semantic Determination." Nordic Journal of Linguistics 20, no. 1 (1997): 65–90. http://dx.doi.org/10.1017/s0332586500004017.

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Danish motion verbs provide a good candidate for testing the hypothesis of semantic determination on Danish, a hypothesis most recently discussed by Levin (1993) in her description of English verb classes and alternations. A set of core meaning components for motion verbs is identified and a taxonomy of Danish motion verbs is produced. With the basic assumption that a word's meaning determines its syntactic potential, this paper gives an account of the syntactic alternations that Danish motion verbs can undergo, and exposes a more or less transparent relation between their syntax and semantics.

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Bergenholtz, Henning, Jonna Bisgaard, Majken Brunsborg Lauridsen, and Kamilla Kvist Wichmann. "Sprogpolitik: So ein Ding müssen wir auch haben." HERMES - Journal of Language and Communication in Business 16, no. 31 (2017): 135. http://dx.doi.org/10.7146/hjlcb.v16i31.25738.

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To argue that language policies are subject to the vagaries of fashion may be a slight exaggeration. But language policies have indeed attracted growing interest and been increasingly debated over the last three to four years. During this time many companies and organisations have formulated a language policy, or they are currently in the process of doing so. At the national level several politicians have been complaining that no language policy exists for the Danish language. On the other hand, many journalists and several linguists have been criticising the language policy for which the Danish Language Council is responsible as inappropriate. All these statements may appear rather contradictory. The confusion can, however, partly be accounted for by the prevalence of different definitions of what a language policy is and what it involves. In this contribution we will suggest ways of resolving the terminological problems and also discuss some concrete Danish proposals for the part of language policy that we have termed ‘specific language policy’.

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Lauridsen, Ole. "Passiv og passiverbarhed på dansk og tysk." HERMES - Journal of Language and Communication in Business 1, no. 1 (2015): 63. http://dx.doi.org/10.7146/hjlcb.v1i1.21332.

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It is a general and undoubtedly true assumption that the passive has a higher frequency in Danish than in German. One of the reasons for this is that the Danish language allows passivization to a much larger degree than does the German, not least because of its special -s-passive. In both languages passivization depends on the non-identity of the grammatical subject and the semantic case objective; in Danish all verbs with this feature are fundamentally passivizable, in German only when besides that they involve an element of controllability. This fact reflects special historical circumstances, developed from reflexive constructions as a substitute for the crumbling medium, the -s-passive in its inmost essence does not demand an agent and was therefore originally attached only to non-agentive verbs. On the other hand the complex passive (the blive-/werden-passive) seems originally to have been used only in connection with agentive verbs; the German language did not develop a new passive after the disappearance of the medium and consequently only verbs, the contents of which can at least be controlled by the subject, were absorbed in the periphrastic passive.

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Togeby, Ole. "Parsing Danish Text in Eurotra." Nordic Journal of Linguistics 11, no. 1-2 (1988): 175–91. http://dx.doi.org/10.1017/s0332586500001803.

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The machine translation project Eurotra is described as a multilanguage modular translation system with 9 monolingual analysis modules, 72 bilingual transfer modules, and 9 monolingual synthesis modules. The analysis module for Danish is described as a three-step parser with structure generation rules for immediate constituent structure, syntactic structure, and semantic structure, and translation rules between them. The topological grammatical description of Danish proposed by Paul Diderichsen, is shown to be useful in building the parser for Danish, especially with respect to the interaction between empty slots and filled slot in the topological pattern. Lastly, the special problem with parsing and disambiguation of sentences that allow many pp attachments patterns is mentioned and a solution is suggested.

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Kristiansen, Tore, and J. Normann Jørgensen. "Introduction. The sociolinguistics of Danish." International Journal of the Sociology of Language 2003, no. 159 (2003): 1–7. http://dx.doi.org/10.1515/ijsl.2003.006.

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Pierce, Marc. "Modal Verbs in Danish (review)." Language 78, no. 1 (2002): 196–97. http://dx.doi.org/10.1353/lan.2002.0048.

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Brandt, Søren. "Reflexivity and effectionality in Danish." Acta Linguistica Hafniensia 40, no. 1 (2008): 45–109. http://dx.doi.org/10.1080/03740463.2007.10414618.

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Lundquist, Lita. "From Contrastive Text Linguistics to Didactic Applications – and back again." New Approaches in Text Linguistics 23 (September 25, 2009): 73–90. http://dx.doi.org/10.1075/bjl.23.07lun.

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Abstract: Results from contrastive text linguistics are used to show how systematic differences between an L1 and an L2 can be applied to foreign language didactics for teaching textual skills in a methodical and efficient way. The language pair studied consists of Danish and French, which, belonging to two different language families, Germanic and Romance languages respectively, show many systematic differences in their fundamental structure – within lexicalisation, morphology, and syntax – that turn out to have a predictable impact on text structure. Thus, differences are found between Danish and French texts at the levels of referential coherence in different types of anaphoric expressions, of temporal coherence in different means for fore- and back-grounding events, and of structural coherence in different effects of framing via pre-posed adverbials, etc. Two e-learning programs, TeXtRay and NaviLire, are presented, which exploit such systematic differences between given language pairs in offering different types of navigation and visualisation exercises aimed at teaching textual skills needed at higher university education, such as reading and writing complex academic or specialised texts in a foreign language.

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Journal articles on the topic 'Danish language Danish language'

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