Dissertations / Theses: 'Diglosja'

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Ballón, Aguirre Enrique. "Diglosia poética: Vallejo / Verlaine." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/103285.

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La poesía de César Vallejo, al incorporar estrategias de expresión poética en las que se aleja de la “escritura monolingüe ideal” y hace intervenir diversos niveles de habla del castellano andino, es una clara muestra de una obra comprometida con el carácter plurilingüe de la sociedad en la que se inserta. Ahora bien, cuando Vallejo se traslada a París y cambia su entorno andino original por el del francés, solo algunas de las primeras innovaciones fueron mantenidas. En ese sentido, el objetivo del presente artículo es mostrar los modos en que se manifiesta el cambio de diglosia literaria castellano-quechua por la intervención del francés en la poesía vallejiana a partir del análisis del poema sin título incluido en Poemas humanos. Because the poetry of César Vallejo incorporates strategies poetic expression in which it moves away from the “ideal monolingual writing” and involves different levels of the Andean Castilian speech, it is a clear sign of a committed work with the multilingual character of the society in which it is inserted. Now, when Vallejo moved to Paris and changed its original Andean setting by French, only some of the early innovations were kept. In that sense, the purpose of this article is to show the ways in which it is evidence the change of Castilian-Quechua literary diglossia by the intervention of French in Vallejo’s poetry from the analysis of the poem untitled included in Poemas humanos.

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Rendsburg, Gary Alan. "Diglossia in ancient Hebrew /." New Haven (Conn.) : American oriental society, 1990. http://catalogue.bnf.fr/ark:/12148/cb388319157.

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Tsiouris, Evanthia. "Modern Greek : a study of diglossia." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329814.

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Ali, Sumaya Nader. "Reading ability and diglossia in Kuwaiti primary schools." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7457/.

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This project investigated the relationship between children‘s reading ability and their phonological awareness, phonological short term memory and visual short term memory in a diglossic setting. The study was conducted in Kuwait where children grow up speaking a Kuwaiti local form of the Arabic language. This form of Arabic is linguistically distinct from the literate Arabic. The children also deal with another type of words, which are Kuwaiti shared words. The effect of these different types of Arabic words on children‘s reading ability and phonological sensitivity was investigated. Four measures were administered in both studies; single word reading ability, phonological deletion, phonological short term memory and visual short term memory. Two studies were conducted; a cross-sectional study and a longitudinal study using four measures. In the cross-sectional study, forty-nine 6 year-old students participated. Results indicated that all predictor measures, phonological awareness, phonological short term memory and visual short term memory, correlated with reading ability. But regression analysis showed that only children‘s phonological awareness uniquely predicted reading ability when controlling for age and Verbal IQ. Anova showed that there was also a significant effect of word type on children‘s reading ability but not their phonological awareness. So children found it easier to read the modern standard Arabic and shared words than the local dialect words. In the longitudinal study, all tasks were administered to participants three times; 85 children at the beginning of first grade, 81 children at the end of first grade, and 78 children at the start of second grade. All participants‘ reading abilities and both phonological and visual short term memory improved over time. Phonological awareness still uniquely predicted reading ability when controlling for age and Verbal IQ across all the time points. But there was a change in how word types affected phonological awareness. Very few studies have investigated reading ability in Arabic. This project helps further understanding about the unique contribution of the different cognitive skills towards reading ability. Also, it improves the awareness of Arabic children‘s needs and complications in acquiring a successful Arabic reading in a diglossic setting.

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Alwasel, Thamer Abdullah. "The influence of diglossia on learning Standard Arabic." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/the-influence-of-diglossia-on-learning-standard-arabic(a8d14f03-4a93-479c-b3b6-7c10b8c75257).html.

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This thesis comprises an applied linguistic study exploring the influence of national language policy and local language practices on education in Saudi Arabia, where Arabic is the official language. However, Arabic is a diglossic language, with two main forms: Standard Arabic, which is mainly associated with literacy and typically learned in school, and Local Arabic, which is normally acquired at home from families and often used in everyday interactions (Ferguson, 1959; Albirini, 2016). The aim of the present study is to explore the extent to which the diglossic situation influences the learning and teaching of Standard Arabic in the early years of school. The current study is important because the issue of actual language use in school and in education more generally in the Arab world is under-researched (Amara, 1995; Maamouri, 1998). This thesis is one of the few studies that has addressed this gap. Four primary schools in Riyadh (the capital of Saudi Arabia) participated in this study (involving Year One students aged 6-7 years old, their parents and their teachers). A combination of qualitative and quantitative data was gathered over a period of over three months through a questionnaire survey as well as interviews (to explore preschool language experiences), language assessment activities (to tap into the students’ speaking and listening abilities), classroom observations and interviews (to explore classroom language use and the rationale behind the participants’ choices of language). The key findings suggest that 1) Local Arabic is the predominant type of Arabic used in communication at home before entering school and the amount of exposure to Standard Arabic before attending primary school is generally low, 2) parental levels of education and monthly incomes appear to influence children’s preschool language experiences, 3) preschool exposure to Standard Arabic books and attendance at preschool appear to have a positive influence on Year One pupils’ Standard Arabic listening comprehension, and 4) both Standard and Local Arabic are used in the classroom, although spoken Local Arabic is predominant in teaching-learning activities, whereby this variety is used to facilitate the learning process. The thesis concludes by providing pedagogical recommendations to enhance the teaching and learning of Standard Arabic.

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Tavares, Pedro Daibert Machado. "Entre o cânone e o vernáculo: um estudo de caso da diglossia no Líbano." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8159/tde-09092016-125528/.

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Ferguson descreveu, em 1959, o contexto sociolinguístico do mundo árabe como um quadro clássico de diglossia, onde duas variedades linguísticas geneticamente aparentadas convivem em distribuição complementar dentro de uma comunidade, sendo que uma destas variedades é tida como elevada, culta e proveniente de uma longa tradição gramatical, enquanto a outra é tida como baixa, impura e inapta para exprimir conceitos complexos. O objetivo desta dissertação é responder se ainda nos dias atuais podemos falar de uma variedade dialetal local e uma variedade pan-árabe culta, o Árabe Padrão Moderno (APM), como unidades linguísticas estanques, discretas, incomunicáveis e independentes. Para tal, analisa-se uma entrevista televisiva com o escritor libanês Amin Maalouf feita pela escritora e jornalista libanesa Karen Boustani. Dessa entrevista apreenderam-se trechos que continham traços linguísticos fonético-fonológicos, morfo-sintáticos e léxico-semânticos ora característicos da variedade local libanesa, ora do APM. Em posse desses resultados, pudemos constatar que o corpus constitui um exemplo de texto num registro linguístico intermediário, contendo traços tanto do dialeto libanês quanto do APM e que demonstra um campo de contato entre as variedades tidas como independentes e estanques por Ferguson. Ferguson described, in 1959, the sociolinguistic context of the Arabic world as a classical case of diglossia, where two genetically kindred linguistic varieties live alongside in complementary distribution within a language community, whereas one of these varieties is considered high, cultured and part of a long grammatical tradition, while the other is regarded as low, impure and unfit to express complex concepts. The aim of this work is to answer if we could yet today speak of a local dialectal variety and a cultured pan-Arabic variety, MSA, as separate, discrete, independent and incommunicable language units. To do so, we analyzed a television interview between the Lebanese writer Amin Maalouf and the Lebanese writer and journalist Karen Boustani. From this interview we apprehended excerpts containing phonetic-phonological, morpho-syntactic and lexical-semanticcharacteristic linguistic traits, both from Lebanese local variety and MSA. In possession of these results, we found that the corpus is an example of text in an intermediate linguistic register, containing traces of both the Lebanese dialect and MSA, demonstrating a contact field between varieties regarded as independent and incommunicable by Ferguson.

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Arisoy, Fatma. "Att vara tvåspråkig : En studie av gymnasieelever med turkisk bakgrund och deras syn på att vara tvåspråkig." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3277.

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The purpose of the thesis is to see how Turkish students understand their bilingualism. I have tried to explain bilingualism as a phenomenon and give an insight in national steering documents on the basis of different concepts used by researchers.The method consists of qualitative interviews with standardized character. Five upper-secondary school students participated and independently discussed the answers.The result from the interviews is the participators view on bilingualism. The answers were varying. I have got the answer of my question through the interviews and researches. The result is also connected to relevant theories.

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Aboelezz, Mariam. "Deconstructing diglossia : language ideology and change in revolutionary Egypt (2010-2014)." Thesis, Lancaster University, 2014. http://eprints.lancs.ac.uk/127547/.

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The language scene in Egypt has witnessed important developments since the turn of the 21st century. Defying the Fergusonian distribution of diglossic functions, the use of Egyptian Arabic ('āmmiyya) has spread to domains where Standard Arabic (fuṣḥā) is expected. There is also increasing evidence of the rising prestige and commercial value of English. In addition, Arabic written in Latin script has become a common sight in offline mediums. This study, which began in 2010 and was concluded in 2014, is an attempt to understand the dynamics of this developing situation in the backdrop of substantial political change in Egypt. I investigate what has motivated the recent language developments as well as how they are viewed by the self-appointed protectors of fuṣḥā and by a sample of language users, with particular focus on the role that ideology plays. This involved conducting interviews with 'agents of change' (an Egyptian nationalist political party, a leftist publisher, and a mobile service provider), and a focus group interview with 'resisters of change' (representing three Arabic language conservation societies). I also carried out a web survey of the language behaviour and attitudes of Cairo-based Internet users. Incorporating the qualitative and quantitative findings from the interviews and the survey, I contend that ideology plays a significant part in the motivation and perception of language change. However, the relationship between language ideologies and language practices is not straightforward. Other factors such as education and age were also salient. These findings contribute to a reframing of diglossia and an attempt to theorise the relationships between language, power and identity in Egypt.

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El, Mostafa Oubejji. "Diglossi i arabiska och dess effekter på modersmålsundervisningen - en kvalitativ studie." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31004.

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Modersmålsundervisningen i arabiska har införts i svenska skolor sedan 1970-talet. Huruvida den uppfyller de kriterier som gör att den spelar en viktig roll i språk- och identitetsutveckling är en öppen fråga. Modersmålsundervisningen i arabiska konfronterar många utmaningar som gör att den kan vara svår att genomföra. Skillnaden mellan den skriftliga formen och den talade och muntliga arabiskan utgör en av de problem som försvårar inlärningen. Likväl är modersmålslärare lyckligtvis medvetna om diglossi i arabiska och dess effekter på undervisningen. Forskning har visat att den arabiska man talar hemma skiljer sig från den varianten man skriver på. Elever från arabländerna talar olika dialekter. Detta sätter lärare inför en stor utmaning. Vissa lärare löser problematiken genom att prata elevernas dialekt i klassen. Andra förespråkar att modersmålsundervisningen avskaffas och istället satsa på studiehandledning. Mother-tongue teaching in Arabic has been introduced in Swedish schools since 1970´s. Whether or not it meets the criteria that makes it play an important role in language and identity development is an open question. Mother-tongue teaching in Arabic confronts many challenges which allows it to be difficult to implement. The differences existing between the written and the spoken form is one of the problems that hinder learning. However, mother-tongue teacher are fortunately aware of diglossia in Arabic and its effects on teaching. Research has shown that that Arabic which is spoken at home differs from the written variety. Students from the Arab world speak different dialects. This challenges mother-tongue teachers. Some teachers solve the problem by speaking the the students´dialects in the class. Others call for the elimination of mother-tongue teaching and the enhancing of tutoring.

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Tristram, Hildegard L. C. "Diglossia in Anglo-Saxon England, or what was spoken Old English like?" Universität Potsdam, 2003. http://opus.kobv.de/ubp/volltexte/2006/697/.

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This paper argues that the texts surviving from the Old English period do not reflect the spoken language of the bulk of the population under Anglo-Saxon elite domination. While the Old English written documents suggest that the language was kept remarkably unchanged, i.e. was strongly monitored during the long OE period (some 500 years!), the spoken and "real Old English" is likely to have been very different and much more of the type of Middle English than the written texts. "Real Old Engish", i.e. of course only appeared in writing after the Norman Conquest. Middle English is therefore claimed to have begun with the 'late British' speaking shifters to Old English. The shift patterns must have differed in the various part of the island of Britain, as the shifters became exposed to further language contact with the Old Norse adstrate in the Danelaw areas and the Norman superstrate particularly in the South East, the South West having been least exposed to language contact after the original shift from 'Late British' to Old English. This explains why the North was historically the most innovative zone. This also explains the conservatism of the present day dialects in the South West. It is high time that historical linguists acknowledge the arcane character of the Old English written texts.

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Alabar, Rahaf. "An assessment framework of communicative Arabic proficiency CAP in the light of diglossia." Thesis, Goldsmiths College (University of London), 2017. http://research.gold.ac.uk/21985/.

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The key aim of my research is to explore the meaning of communicative Arabic proficiency CAP consulting the assessment stakeholders in the UKHE context. I then propose an assessment framework that resonates with the communicative needs of the UKHE students and considers the diglossic nature of Arabic language. A qualitative approach was followed to explore the concept of CAP in relation to the Arabic varieties and its potential competences in addition to the testing norm and constructs. For these purposes, semi-structured interviews were conducted with nine assessment stakeholders who fall into three categories; assessor teachers, teachers, and learners of Arabic as a foreign language in the UKHE context. The research questions revolve around four main areas; the meaning of CAP, the competences that CAP embodies, the constructs through which learners’ CAP can be measured, and the suitable norm for CAP assessment. The findings are presented in four sections following the sequence of the research questions; the first section reports aspects like social appropriacy, grammatical accuracy, and cultural and bi-dialectical knowledge as the major attributes of CAP. It also implies conceptualising CAP from a post-method perspective. The second section outlines the socio-linguistic, cultural/intercultural, bi-dialectical and interactional competences as the different components that make up CAP. The third section highlights interaction and culture/inter-culture as the potential different constructs through which learners’ CAP could be measured. The fourth section reports the educated native speaker or a L2 user as potential norms to assess the learners’ CAP. Following an examination of the research findings in the light of the relevant literature, the UKHE context and the learners’ needs, a languacultural assessment framework of CAP is proposed. Its distinctive components are proposing a situated assessment (SA) approach of MSA and the colloquial, an interactional/languacultural construct, and a diglossic competent L2 user (DC2) as a norm of proficiency assessment.

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Dahlin, Gustav. "English and Swedish in Sweden - Swedish pupils’ attitudes towards the prospect of diglossia." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36461.

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The English language holds a powerful role world-wide and is now used in some domains in Sweden. This has caused concern for the future of the Swedish language and whether or nor diglossia is underway. The aim of this dissertation is to investigate if there are differences in the attitudes towards the increasing use of English in Swedish society between two different populations of upper-secondary school students: a) students who attend the International Baccalaureate Programme (whose medium of instruction is English), and b) students who attend the Social Science Programme (whose medium of instruction is Swedish). The study investigates students’ pattern and language use and attitudes through the use of questionnaires, semi-structured interviews and reflective journals. The results show that the IB pupils are somewhat less positively disposed towards the increased influence of the English language in Swedish society and argue that it might pose a threat to the status of the Swedish language. However, the investigation also discloses that most IB pupils, to a much larger extent than the SP pupils, consider English paramount in order to succeed in today’s society. Furthermore, the results indicate that the IB pupils’ attitudes towards the expansion of the English language in Swedish society largely correspond to the main objective of Mål i mun, i.e. to protect the Swedish language as well as promote the English language. Key words: diglossia, domain, language shift, attitudes, semi-structured interviews, questionnaires, reflective journals

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Cardona, Carmen Vila. "O bilinguismo na comunidade autónoma da Catalunha." Master's thesis, Universidade da Beira Interior, 2010. http://hdl.handle.net/10400.6/1817.

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Existe um provérbio checo que diz “Por cada idioma que se fala vive-se uma vida diferente. Se só se sabe apenas um idioma, só se vive uma vez”. A língua representa diversidade, património cultural, comunicação e cooperação, valores importantes e até imprescindíveis para viver e conviver em sociedade. É dentro desta perspectiva que a autora deste trabalho pretende apresentar e descrever a realidade social, educativa e pessoal, própria de alguém que nasceu e viveu na Catalunha durante 26 anos, sendo bilingue ― em casa sempre falou catalão, língua de gerações passadas e, na escola, teve toda a escolaridade obrigatória em castelhano. Naquela altura (anos 60-70), a escola ainda não era bilingue, devido à situação política que se vivia no Estado Espanhol: a ditadura do General Franco. O ponto de partida é assim o próprio interesse da autora, pela questão do bilinguismo individual, social ou educativo que, para além da realidade social já referida, se traduz na vontade de exprimir as vantagens que, um tema tão rico e diverso, pode proporcionar isoladamente a um indivíduo ou, num sentido mais amplo, à própria sociedade. Numa primeira parte, faz-se uma breve exposição das diferentes definições do bilinguismo e introduz-se uma pequena abordagem histórica das duas línguas em contacto, concretamente o castelhano e o catalão. Nunca poderemos entender realidades tão complexas, se não conhecermos um pouco da história dessas línguas e da forma como se foram desenvolvendo e adaptando até aos nossos dias. Numa segunda parte, apresenta-se um estudo linguístico do catalão na comunidade catalã, através das leis e planificações linguísticas relevantes dos últimos anos e da forma como esta sociedade as assimilou politicamente, educativamente e socialmente ao longo do tempo. Por último, pretendeu-se fazer uma análise no terreno relativamente à implementação e funcionamento destas políticas linguísticas, observando fenómenos sociológicos importantes, que influenciam a comunidade também do ponto de vista linguístico, designadamente a imigração que, actualmente, provém maioritariamente dos países sul-americanos (ao contrário da imigração dos anos 60-70, que era essencialmente interna). Este aspecto confirma a existência, de uma forma continuada no tempo, de grandes transformações no que se refere à aprendizagem do catalão e às características sociológicas de quem reside, estuda e trabalha numa comunidade essencialmente bilingue.

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German, Gary. "Language shift, Diglossia and dialectal variation in Western Brittany : the case of Southern Cornouaille." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/1926/.

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Extract: [...]In the first part of this paper I trace the language shift from Breton to French within the historical, social and ideological framework in which it occurred. I then argue that 19th and 20th-century attempts by scholars and militants to rehabilitate the Breton language led to the creation of a unified standard (peurunvan).2 The consequence has been the rise of a three-way diglossic rapport between the speakers of French, the new Breton standard3 and those of the traditional Breton vernaculars. Taking the varieties of southern Cornouaille (Finistère) between Quimper and Quimperlé as a point of comparison,4 I focus on a number of phonological, morphological, syntactical and lexical features which, though far from exhausttive, are not generally taken into account in the new standard language. These details provide a general idea of how varieties of Breton function at the micro-dialectological level, as well as ways in which they can differ from the standard and other spoken varieties. The paper concludes with observations regarding the necessity to consider languages, language varieties and their speakers within relevant social contexts.[...]

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Rivard, Jane Nathalie. "An investigation into diglossia, literacy, and tertiary-level EFL classes in the Arabian Gulf States /." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99388.

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This study investigates whether the remedial tertiary-level EFL classes in the Arabian Gulf States optimize the process of acquiring English for the majority of the students, namely the graduates of government high schools. I have endeavoured to uncover, by reference to my three years as an EFL teacher in the Gulf and the pertinent literature, why so much time and effort invested by myself and my students resulted in such a disproportionate lack of progress in reading and writing. I show how three major factors (diglossia, a linguistic trichotomy, and low literacy levels) conspire to impede students from learning to read and write in English through second language methodology and compare this situation to the one in Quebec. I conclude with two suggestions to make tertiary-level EFL classes more efficient and effective: the use of more familiar methodology and the teaching of reading and writing through a literacy framework. I also propose some longer-term solutions to deal with the linguistic trichotomy, a problem the Gulf Arabian States may wish to address if they intend to pursue the goal of providing a world-class education to their children.

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Camerini, Amara Nicole. "Modersmålsundervisning i ett språk med diglossi : En retrospektiv fenomenologisk studie om deltagande i arabisk modersmålsundervisning." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-184874.

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Det arabiska språket utgörs av olika dialekter som kan skilja sig avsevärt ifrån varandra. Dessutom skiljer sig dialekterna från det gemensamma skriftspråket som introduceras först i skolåldern, även i arabisktalande länder. Detta gör att arabisktalande elever ställs inför en stor utmaning vid läs- och skrivinlärning generellt, inte minst i deltagandet av modersmåls-undervisning i Sverige. Syftet med denna studie har varit att undersöka hur arabisktalande personer upplevde att ha deltagit i modersmålsundervisning under sin tid i grundskolan. Vidare belyser den här studien hur de upplevde skillnaderna mellan språket som talades i hemmet och språket som lärdes ut i modersmålsundervisningen. Slutligen berör studien hur de såg på dessa språkliga skillnader som uppstod i modersmålsundervisningen. Detta är en fenomenologisk studie med intervjuer som datakälla. Resultatet visar att tre av de fyra personerna som intervjuades hade en känsla av utanförskap och upplevde antingen att undervisningen inte var anpassad efter deras språk eller etnicitet. Samtliga personer ansåg att det var stora skillnader i språket som talades i hemmet och språket som lärdes ut i modersmålsundervisningen. Dessutom talade modersmålslärarna inte en dialekt som per-sonerna var vana vid, vilket komplicerade undervisningen ytterligare. Alla i studien ansåg att modersmålet och skriftspråket är lika viktiga och fyller olika funktioner för arabisktalande personer. Slutligen önskade, samma tre av fyra personer som kände utanförskap, att de hade fått möjlighet till en modersmålsundervisning som var bättre anpassad efter deras språkliga och/eller etniska bakgrund.

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Landsman, David Maurice. "Theories of diglossia, linguistic variation and speaker attitudes, with special reference to recent developments in Modern Greek." Thesis, University of Cambridge, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315932.

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Bandeira, Jordan Hahn. "Variante padrão de línguas imigrantes para falantes de dialeto na escola pública: incentivo ou ameaça à diversidade lingüística?" Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-14102009-164306/.

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Esta dissertação faz considerações sobre a natureza da interferência derivada da introdução de variantes padrão de línguas imigrantes no currículo do sistema de escolas públicas de comunidades de falantes de dialetos. A pesquisa busca uma maior compreensão da questão por meio da análise de discurso e conteúdo encontrados em artigos de jornal, artigos disponíveis na Internet, mensagens trocadas em comunidades virtuais e quatro entrevistas colhidas de habitantes do município de Angelina em Santa Catarina, onde falantes de dialeto freqüentam escolas públicas onde o inglês é a única oferta de língua estrangeira, apesar da constituição étnica predominantemente germânica da população local. O trabalho ainda examina modelos teóricos de contato lingüístico baseados em teoria dos jogos em termos de sua relevância em um cenário mais complexo onde um dialeto coexista com sua variante padrão e uma língua nacional. This dissertation prompts considerations about the nature of the interference deriving from the introduction of standard variants of immigrant languages into the curriculum of the public school system in communities of dialect speakers. The investigation seeks a greater understanding of the problem by means of discourse and content analysis of articles published in newspapers, articles available on the internet, forum posts, and four interviews collected from inhabitants of Angelina, a municipality in the State of Santa Catarina where dialect speakers attend public schools where English is the only foreign language option in spite of the predominantly German ethnic make-up of the local population. In addition, existing theoretical models that examine language contact from the perspective of game theory are examined in terms of their relevance in a more complex scenario where a dialect coexists with its corresponding standard variant and a national language.

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Wong, Hiu-lam Sally. "The integration of Yue dialect words into modern written Chinese." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37515767.

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Amno, Rima. "Modersmålets betydelse för lärande och identitet : En kvalitativ undersökning av arabisktalande elevers uppfattning om modersmålets betydelse." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5770.

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The Swedish School Board reported in 2007 that students with a foreign background to a larger extent than Swedish students leave school without grades in one or more subjects in the ninth grade. The report also reveals that during the year 2007/2008 17 percent of elementary school pupils had the right to home language instruction. Students with an other mother tongue than Swedish are considered a separate group that doesn’t perform as well in school. My study investigates how eleven Arabic-speaking ninth-graders at age 15-16 perceive the importance of their mother tongue for learning and identity development. To this purpose I have conducted semi-structured interviews – one comprising six students in group and five individual – in a school in one of the suburbs of Stockholms. The theoretic point of departure for this study has been the social constructivist perspective. The result shows unambiguously that the students consider their mother tongue to be important for the learning and development of the second language. It is principally spoken Arabic that is used for attaining knowledge – the written language, which in Arabic is quite different from the spoken language, has its greatest significance in home language instruction. The result of the study also shows two informants identify themselves as arabs since Arabic is their mother tongue, while the rest of the students identify themselves with the Arabic culture, which constitutes a construction of ethnicity and contributes to demarcations between us and them. LyssnaLäs fonetisk Ordbok - Visa detaljerad ordbok

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Håkansson, Gloria. "Att testa flerspråkiga elevers språkförmåga : ett specialpedagogiskt perspektiv." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19049.

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Barn och elever som inte utvecklar det svenska språket som förväntat utreds med olika språktester. I denna studie undersöker jag ett vanligt förekommande testmaterial, som används för att kartlägga barns och elevers språkutveckling. Flerspråkiga elever som har språkliga svårigheter måste visa svårigheter på samtliga sina språk för att kunna diagnostiseras med språkstörning eller med läs- och skrivsvårigheter. Eleverna testas med bland andra Trog-2, ett språktest för bedömning av receptiva grammatiska färdigheter, men som inte är normerat för flerspråkiga elever. Syftet med studien är att undersöka om det nämnda testmaterialet, Trog-2, kan fånga de olika språkstrukturer som det avser att mäta när man översätter testets begrepp och grammatiska strukturer till modern standardarabiska (MSA) och libanesisk dialekt. Trog-2 analyseras med hjälp av min egenutvecklade modell, S T O. Denna modell anger tre nivåer av överensstämmelse när det gäller begrepp och grammatiska strukturer när test översätts från ett språk till ett annat. Resultatet visar att i Trog-2 finns grammatiska strukturer som helt saknas i MSA och i libanesisk dialekt, eller att de är svåra eller omöjliga att översätta utan att de går förlorade i översättningen. Det finns också strukturer som det fungerar bra att översätta med bibehållen grammatisk struktur. Pupils who do not develop their Swedish language as expected are investigated with several language tests. In this thesis I translate a part of a commonly used test, which is used to assess children’s language acquisition. Multilingual pupils who have language difficulties have to show difficulties in all their languages to make the conclusion that they have a language impairment. The pupils are tested with among others Trog-2, Test for reception of grammar and it is not standardized for this group. In this thesis I study what happens with grammar constructions in Trog-2 when they are translated to Modern Standard Arabic (MSA) and the Lebanese vernacular. This test is used on multilingual pupils with the assistance of an interpreter. Trog-2 was been analysed using my model, which I call S T O. This model specifies three levels of grades of differences in grammatical structures and concepts when translated from one language to another. The results show that there are a number of grammatical structures that are completely missing in translation or that are difficult to translate while maintaining the grammatical structures. However, there are structures which can be translated while maintaining the grammatical structures.

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Bejarano, Garzón Hugo de Jesús. "Análisis sociolingüístico sobre el multilingüismo social en la comunidad de habla indígena ticuna (Brasil)." Doctoral thesis, Universidad de Alicante, 2017. http://hdl.handle.net/10045/72528.

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Palmer, Jeremy. "STUDENT ACCULTURATION, LANGUAGE PREFERENCE, AND L2 COMPETENCE IN STUDY ABROAD PROGRAMS IN THE ARABIC-SPEAKING WORLD." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194265.

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Literature pertaining to English-speaking L2 learners of Arabic on study abroad programs in the Arabic-speaking world is almost nonexistent. This may be due to the fact that not even one out of a hundred American students chooses to study abroad in the Arabic-speaking world each year (Gutierrez et al., 2009). The small number of American students studying in the Arabic speaking world is at odds with the MLA's most recent language report in which Arabic enrollments increased more than any other language from 2002 to 2006 (Furman, Goldberg & Lusin, 2007). With the increase in Arabic enrollments it is probable that more and more American students will desire to study Arabic in the Arabic-speaking world. The benefits of study abroad have long been praised (Carroll, 1967; Kinginger & Farrell, 2004; Berg et al., 2008). Not all studies, however, have been congruent (Freed, 1995). This dissertation investigates L2 learners of Arabic on study abroad programs in the Arabic-speaking world. The primary countries in this research are Egypt, Jordan, Morocco, Syria, and Yemen. This research focuses on issues related to acculturation, language variety preference, proficiency and the use of technology in learning Arabic among students of Arabic on study abroad programs in the Arabic-speaking world. Particular attention is paid to the binary nature of Arabic as manifest in a host of spoken colloquial varieties. For example, the spoken colloquial Arabic in North Africa differs to a great extent from the Arabic spoken in the Levant. This feature of Arabic is referred to as diglossia (Ferguson, 1959a).Over 90 L2 learners of Arabic participated in this research, though not all of them answered every question. These learners completed an extensive online survey pertaining to their cultural experiences and interaction, language situations and functions, proficiency in Arabic, and which technologies they or their teachers used to assist in learning Arabic. It is hoped that this research will provide empirical insights pertaining to the cultural and linguistic experiences of L2 learners of Arabic in the Arabic-speaking world. General implications for Arabic programs are also presented.

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Boussofara-Omar, Naima. "Arabic diglossic switching in Tunisia : an application of Myers-Scotton's MLF model /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Musk, Nigel John. "Performing Bilingualism in Wales with the Spotlight on Welsh : A Study of Language Policy and the Language Practices of Young People in Bilingual Education." Doctoral thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8042.

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The recently established National Assembly for Wales (with the vision of a “truly bilingual Wales”) and bilingual schools are but two major sites in which bilingualism is reconstituting and repackaging Welsh. By close examination of the discourse(s) of language policy texts, the public discourse of one bilingual secondary school and the discussions of four focus groups composed of pupils from the same school, this study identifies three types of discourse which are particularly salient in contemporary Wales: a globalising discourse, a nationalist discourse and an ecology-of-language discourse. By collating the data from focus group discussions, language use questionnaires and language diaries, this study also identifies three categories of bilinguals based on their reported language use: Welsh-dominant bilinguals, English-dominant bilinguals and ‘floaters’ (balanced bilinguals). These three categories correlate with how individuals discursively construct Welsh and bilingualism. However, the medium of the focus group discussions (English or mixed-medium Welsh) correlates more closely with the category that is dominant in each focus group. With performativity theory as a framework, bilingualism is to be seen as a dynamic phenomenon, which is constantly being performatively (re)constituted through the situated practices of bilinguals. In short, this study examines how bilingualism in Wales is being performed, i.e. both how it is discursively constructed by various players in various sites, and how it is formed through everyday bilingual practices, not least those of young people in bilingual education. Den nyetablerade rådsförsamlingen National Assembly for Wales (med en vision om ett ”verkligt tvåspråkigt Wales”) och tvåspråkiga skolor utgör två av de viktiga arenor där tvåspråkighet omstöper och ompaketerar walesiskan. Genom en närmare granskning av diskursen i språkpolitiska texter, den diskurs som används av en tvåspråkig skola i sina kontakter med allmänheten samt de diskussioner som förs i fyra fokusgrupper med elever från samma skola identifierar den här studien tre diskurstyper som är särskilt framträdande i dagens Wales: en globaliseringsdiskurs, en nationell diskurs och en språkekologisk diskurs. Genom att sammanställa data från diskussioner i fokusgrupper, enkäter om språkanvändning samt språkdagböcker identifierar studien också tre kategorier av tvåspråkiga elever utifrån deras angivna språkanvändning: tvåspråkiga med walesiska som starkare språk, tvåspråkiga med engelska som starkare språk samt ”floaters” (balanserat tvåspråkiga). De här tre kategorierna överensstämmer med hur individerna diskursivt konstruerar walesiska och tvåspråkighet. Det språk som talas i fokusgrupperna (engelska eller walesiska med engelska inskott) korrelerar däremot med den kategori som dominerar i varje fokusgrupp. Med performativitetsteori som utgångspunkt framstår således tvåspråkighet som en dynamisk företeelse, som ständigt (om)skapas genom de tvåspråkigas situerade praktiker. I korthet visar den här studien hur tvåspråkighet i Wales görs, det vill säga både hur den diskursivt konstrueras av olika aktörer på olika arenor och hur den formas av vardagliga tvåspråkiga praktiker, inte minst bland unga i tvåspråkig utbildning.

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Tang, Tsui-yee Eastre. "A sociolinguistic study of the "indigenous residents" of Tsing Yi Island a preliminary survey /." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B31949691.

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Broilo, Neto Gilberto. "Code-switching e footing para a construção do humor : estudo de caso da sitcom "Friends"." reponame:Repositório Institucional da UCS, 2017. https://repositorio.ucs.br/handle/11338/3243.

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Esta dissertação trata de code-switching e footing na sitcom estadunidense Friends. Tanto a troca linguística como o posicionamento identitário são elementos de análise da Sociolinguística Interacional (GOFFMAN, 1981; HUDSON, 1996; DURANTI, 1997), que é a teoria basilar desta investigação. Não somente aspectos teóricos desse arcabouço são utilizados como também estudos sobre humor (RASKIN, 1979; WRIGHT, 1875), sitcom (FURQUIM, 1999; SAVORELLI, 2010; VANDAELE, 1996), multimodalidade (GOODWIN, 2010; KRESS; LEEUWEN, 1996; VIEIRA; SILVESTRE, 2015), estereótipos (LAKOFF, 1987; SCHIAPPA; GREGG; HEWES, 2005), performance (TURNER, 1987), generalização social (BLUM, 2004), dentre outros. A fim de responder ao problema desta pesquisa, que reside em entender se o code-switching e o footing são mecanismos de geração do humor na sitcom Friends, optamos pelo estudo de caso dessa comédia seriada e pela investigação dos atos comunicativos em que se fazem presentes a alternância de código linguístico e o reposicionamento identitário. O objetivo geral da pesquisa é examinar a relação entre a geração de humor e as situações em que há a presença de code-switching entre Inglês Americano e do Inglês Britânico e de posicionamento entre variedades do Inglês Americano, além de considerar o posicionamento multimodal das interações comunicativas em episódios da sitcom Friends. Os objetivos específicos são (a) identificar os construtos identitários culturais na sitcom Friends, (b) identificar as situações de code-switching na geração de humor, (c) analisar situações de code-switching e aspectos multimodais na interação comunicativa e (d) analisar os efeitos do humor, com ênfase em fatores culturais intervenientes. Com a finalidade de cumprir com esses objetivos, alicerçamos nossa pesquisa, também, nos estudos de framing (GOFFMAN, 1974), que foram identificados nas cenas em que há code-switching e footing, que foram transcritas a partir da simbologia da Análise da Conversa (SACKS; SCHEGLOFF; JEFFERSON, 1974). Os resultados demonstram que, nos episódios da série Friends que foram analisados, o code-switching e o footing são mecanismos potenciais estratégicos de geração de humor que se formam em situações plurais com diversas funções de comicidade, tais como: sátira cultural, caricaturização estereotipada, representação da realidade, dentre outras. Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-10-25T12:01:06Z No. of bitstreams: 1 Dissertacao Gilberto Broilo Neto.pdf: 2137616 bytes, checksum: dff4b5374bbd97c9f849d7dd7b3da707 (MD5) Made available in DSpace on 2017-10-25T12:01:07Z (GMT). No. of bitstreams: 1 Dissertacao Gilberto Broilo Neto.pdf: 2137616 bytes, checksum: dff4b5374bbd97c9f849d7dd7b3da707 (MD5) Previous issue date: 2017-10-25 This dissertation is about code-switching and footing in the north-american sitcom Friends. Both the switch of language and the identity positioning are objects of analysis for the Interactional Sociolinguistics area (GOFFMAN, 1981; HUDSON, 1996; DURANTI, 1997), which is the main theory of this investigation. Not only theoretical aspects of this background are used but also studies about humour (RASKIN, 1979; WRIGHT, 1875), sitcom (FURQUIM, 1999; SAVORELLI, 2010; VANDAELE, 1996), multimodalidality (GOODWIN, 2010; KRESS; LEEUWEN, 1996; VIEIRA; SILVESTRE, 2015), estereotypes (LAKOFF, 1987; SCHIAPPA; GREGG; HEWES, 2005), performance (TURNER, 1987), social generalization (BLUM, 2004), among others. In order to solve the problem of this research, which resides in understanding whether both code-switching and footing are strategies of humour in the sitcom Friends, we opted for the case study of this situational comedy and for the investigation of the communicative acts in which the switch of linguistic codes and identity repositiong are found. The general objective of this research is to examine the connection between humour creation and the situations in which there is evidence of code-switching between American English and British English, positioning between American English varieties and the multimodal positioning of communicative interactions in episodes of the sitcom Friends. The specific objectives are (a) to identify the constructs of cultural identity in the sitcom Friends, (b) to identify the situations of code-switching in the humour generation, (c) to analyse the situations of code-switching and the multimodal aspects of the communicative act and (d) to analyse the effects of humour, highlighting the intervenient cultural aspects related to such effects. In order to fulfill these objectives, we, also, based our research on the studies of framing (GOFFMAN, 1974), which are identified in the scenes of code-switching and footing, being transcribed according to the Conversation Analysis symbolic conventions (SACKS; SCHEGLOFF; JEFFERSON, 1974). The results show that, in the episodes of the series Friends analysed, both code-switching and footing are potential strategic mecanisms to create humour formed in several situations through different comical functions, such as: cultural satire, stereotyped caricature, reality representation, among others.

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Havindar, Kheder. "Kunskapskrav och villkor för lärande: En analys av styrdokument för arabiska som modersmål." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29482.

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Syftet är att undersöka kunskapskraven i arabiska som modersmål i grundskolan i Sverige. För att uppnå syftet ställs följande tre forskningsfrågor: 1. Hur förhåller sig kunskapskraven i arabiska som modersmål enligt Lgr11 till elevernas förutsättningar till språkinlärning av arabiska som minoritetsspråk i Sverige. 2. Hur förhåller sig kunskapskraven till elevernas förutsättningar att utveckla muntlig och skriftlig kompetens i arabiska som modersmål i Sverige? 3. I vilka avseenden kan kunskapskraven anses som rimliga respektive orimliga. För att finna svar på dessa frågor har en dokumentstudie använts som undersökningsmetod, där styrdokument för undervisningen av arabiska som Modersmål i Sverige har analyserats mot bakgrund av forskning inom fälten språkinlärning och undervisning. Textanalysen består av en kritisk diskursanalys, utifrån Hyatt (2013), med fokus på dels kontextualisering av styrdokumenten, och dels närläsning. I närläsningen har jag valt att utgå ifrån Tholin (2014) med en narrativ analys.Resultatet av analysen visar att kunskapskraven i arabiska som modersmål enligt Lgr11 inte tar hänsyn till elevernas förutsättningar till språkinlärning av arabiska som minoritetsspråk i Sverige. Genomgången av forskningen visar att förutsättningar för att lära sig ett språk som invandrar minoritetsspråk skiljer sig från förutsättningar att lära sig ett majoritetsspråk. För arabiska understryker forskningen betydelsen av att ta hänsyn till sociolingvistiska aspekter. Avseende den andra frågeställningen, om elevernas förutsättningar att utveckla muntlig och skriftlig kompetens i arabiska, finns det allmänt utmaningar som hänger samman med diglossin. Av analysen framgår att kunskapskraven behandlar olika dialekter av arabiska i praktiken som om de var ett och samma språk i tal och skrift. Kunskapskraven tar alltså inte hänsyn till diglossin, och att olika dialekter i arabiska kan skilja sig mycket både från varandra och från standardarabiskan. I hemmet lär sig eleverna någon muntlig variant, men varken talad eller skriven standardarabiska. I Sverige tillkommer ytterligare svårigheter, eftersom arabiskan som skriftspråk enbart förekommer i modersmålsundervisningen, och inlärningen av skriftspråket får inte stöd i undervisningen av andra ämnen. Till den tredje frågeställningen, om kunskapskraven kan anses som rimliga eller orimliga, är det övergripande svaret utifrån denna studie att kunskapskraven allmänt sett inte är rimliga i arabiska som modersmål. Av detta drar jag slutsatsen att kunskapskraven måste motsvara förutsättningarna för undervisningen, för annars blir det inte möjligt att uppnå målen.

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Harnafi, Amina. "El uso del valenciano, la actitud hacia la lengua y la destreza escrita : Un estudio sociolingüístico sobre el dominio del valenciano de jóvenes alicantinos." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131393.

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Los jóvenes de Alicante viven en una sociedad donde coexisten dos lenguas, el castellano y el valenciano. La lengua valenciana es utilizada por jóvenes de Alicante tanto en ámbitos formales como informales. Los jóvenes hablantes de valenciano sienten un lazo identificativo con la lengua que se rige por las actitudes de éstos. La actitud lingüística conlleva a una identificación lingüística del hablante, la cual es una construcción social que se rige por las normas que rodean al hablante. La identificación bilingüe podría, por lo tanto, ser influenciada e influenciar a su vez a la competencia lingüística. El propósito del presente estudio es investigar en qué situaciones y contextos es usado el valenciano; con el objetivo de estudiar la relación entre el grado de bilingüismo, la actitud lingüística y el nivel de complejidad, corrección y fluidez (CAF) en la expresión escrita del valenciano. Partimos de la hipótesis de que el valenciano tiene, para la generación joven de Alicante, una función social y que la actitud hacia la lengua es positiva, lo que a su vez se refleja en la destreza escrita. Para comprobar nuestra hipótesis nos hemos basado en un cuestionario de hábitos sociales, un test de nivel de valenciano y dos redacciones, una escrita en castellano y una en valenciano. Con la participación de 59 jóvenes alicantinos, llegamos a la conclusión de que el valenciano es usado tanto en ámbitos formales como informales y que la actitud hacia la lengua es positiva, y que consideran importante dominar y preservar el valenciano. Además, los participantes han presentado un nivel alto de destreza en el valenciano escrito, mostrando complejidad y fluidez en la expresión escrita. Por otro lado, la corrección es más elevada en el castellano. También se ha podido ver que la identificación de los participantes está relativamente correlacionada con la competencia lingüística. The young people of Alicante live in society where two languages, Castilian and Valencian, coexist. The Valencian language is used by young people from Alicante in both formal and informal settings. Young speakers of Valencian feel a linguistic identification with the language, which is governed by social norms. Bilingual identification could, therefore, be influenced by and influence linguistic competence. The purpose of this study is to examine in which situations and contexts Valencian is used with the aim of evaluating the relationship between the degree of bilingualism, language attitude and level complexity, accuracy and fluency (CAF) in the written Valencian of young people of Alicante. We hypothesized that Valencian has, for the young generation of Alicante, a social function and the attitude towards the language is positive, which in turn is reflected in writing skills. To test our hypothesis we have used a questionnaire of social habits, a diagnostic test in Valencian and two essays, written in Castilian and Valencian. With the participation of 59 young Alicantinos, we conclude that Valencian is used in both formal and informal settings, that the attitude towards the language is positive and that it is considered important to master and preserve the Valencian language. In addition, the participants have proficiency in the Valencian written language, showing complexity and fluency in written expression. On the other hand, their accuracy is higher in Castilian. It has also been seen that the linguistic identification of the participants is relatively correlated to linguistic competence.

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Cheung, Suk-ming, and 張淑明. "A study of the impact of different media of instruction (Putonghua, Cantonese and diglossia) on the learning and teaching ofChinese in primary one in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50639146.

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Under the current policy of medium of instruction, schools in Hong Kong may use either Cantonese or Putonghua to teach Chinese Language subject. In this research, different media of instruction have been designed based on literature review and were imposed in five classes of primary one student studied in the same school. This study aims to examine the impact on using Putonghua, Cantonese or diglossia as the medium of instruction in Chinese language learning and teaching as well as the development of students’ general Chinese competence. Data were collected from multiple sources, validated and checked for consistency using triangulation. Quantitative analyses were conducted via quasi-experimental study and questionnaire surveys to examine the impact on the development of students’ general Chinese competence as well as students’ learning. Qualitative analyses were executed via multiple case studies, classroom observation, teacher-student interviews and text analysis of transcripts of interview protocols to examine the impact on teaching and learning. The research results show that, using different media of instruction have no negative impact on teaching and learning. Among those media of instruction, Cantonese, the mother tongue, is the preference of teachers and students. Nevertheless, qualified and experienced teachers and well-planned lessons and curriculum are the prerequisites for using Putonghua, Cantonese and Diglossia as the medium of instruction of Chinese language learning. The research results show that there are positive impacts on the Chinese language development of students. However, students have different performances in the mastery of mental lexicons, writing and reading abilities among the five classes. These results reflect that the teaching goals, strategies and the allocation of teaching time are affected by the different media of instruction. In brief, this study is a basic research that provides information for future studies on the media of instruction of Chinese language learning and teaching. Moreover, the result of this study can also serve as a reference to policy makers and teachers in making their decision in selecting the medium of instruction of Chinese language learning. published_or_final_version Education Doctoral Doctor of Education

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Tang, Tsui-yee Eastre, and 鄧翠怡. "A sociolinguistic study of the "indigenous residents" of Tsing Yi Island: a preliminary survey." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31949691.

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Wong, Hiu-lam Sally, and 黃曉林. "The integration of Yue dialect words into modern written Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37515767.

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Grankvist, Linnéa. "Vad är svenska? : En undersökning av svenskars acceptans av anglicismer i svenskan." Thesis, Uppsala universitet, Institutionen för nordiska språk, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-313209.

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Engelskans påverkan på svenskan diskuteras ofta och väcker reaktioner hos många. Idag lånar vi in engelska ord och uttryck i större omfattning än någonsin förr. Syftet med denna uppsats är att undersöka svenskars acceptans av nyare anglicismer i svenskan. Undersökningens fokus ligger på konstruktions- och betydelselån snarare än på direkta lånord. Dessutom undersöks svenskars attityder till språksituationen i Sverige idag. Undersökningens material består av 15 anglicismer. Acceptansen av dessa har kontrollerats genom en enkätundersökning. Resultatet visar bland annat att betydelselån accepteras i högre grad än konstruktionslån och att yngre i högre grad accepterar anglicismer än äldre, vilket stämmer överens med tidigare forskning. Resultaten visar också att engelskans ställning i Sverige är stark och att informanterna inte ser domänförluster som ett problem. Slutsatsen är att vissa anglicismer i princip är helt accepterade i svenskan idag, att graden av etablering och graden av acceptans av ett uttryck påverkar varandra och att svenskar inte är oroliga för engelskans påverkan på det svenska språket.

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Bergman, Sophia, and Oliveira Forsberg Daniella De. "Svenska eller engelska? : En litteraturstudie av engelskans påverkan på svenska språket, samhället och undervisningen." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-145190.

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Vi har gjort en litteraturstudie av forskning rörande engelskans påverkan på svenska språket och samhället. Engelskan får en allt starkare position och svenskan förlorar domäner till engelskan. I och med det sker det en påverkan på samhället. Som ett resultat av de påverkade samhällsfaktorerna har en ny språkpolitik kommit till i Sverige, med målsättningen att svenskan ska vara ett komplett och samhällsbärande språk. Engelskan har även brett ut sig inom utbildningsväsendet, både inom högre utbildning och gymnasie- och grundskola där ämnesundervisningen övergår till att ske på engelska. När ämnesundervisningen sker på engelska istället för svenska förlorar eleverna vissa termer och uttryck på svenska till engelska. Den här domänförlusten kommer de sedan att ta med sig ut i samhället där engelskan då får ta över inom vissa områden. I och med en sådan språklig utveckling riskerar vi att få större klyftor i samhället när språket brister åt båda håll. Vi har sammanställt teorier och forskning av engelskans påverkan på svenska språket. Vi har behandlat domänförluster, ämnesundervisning på engelska och svensk språkpolitik för att avgöra om och på vilket sätt engelskans inflytande påverkar svenskan.

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Tor, Porta Presentació. "L’influence des systèmes et des cadres éducatifs sur les apprentissages de la langue française dans les écoles primaires Andorranes." Thesis, Perpignan, 2018. http://www.theses.fr/2018PERP0053.

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Le contexte multilingue andorran, tant du fait de la mixité d’origines de sa population mixte que de la pluralité des systèmes éducatifs qui y sont implantés, se prête fortement à la recherche en sociolinguistique et en didactique des langues et du plurilinguisme. Cette thèse a pour but de tenter d’apporter une suite de réponses à des questionnements concernant les compétences linguistiques en langue française des apprenants en fin d’école primaire des systèmes français et andorran, écoles où le français n’est pas seulement langue enseignée mais également langue d’enseignement-apprentissage pluridisciplinaire. Les incidences de l’environnement social multilingue sur les apprenants et les influences de systèmes éducatifs qui ont une approche didactique des langues variable, sont à la source de cette enquête et des analyses qui en résultent The andorran multilingual context, both because of the mixed origins of its mixed population and because of the plurality of educational systems that are located there, is an ideal area for research in sociolinguistics and didactics of languages and multilingualism. This thesis has the purpose of trying to answer a series of questions referring to the french language competences of students at the end of primary school in the French and Andorran systems, schools where French is not only a language taught but is also a language of multidisciplinary teaching-learning. The impact of the multilingual social environment on learners and the influences of educational systems that have a variable didactic approach to languages are the source of this research and of the analysis derived from them

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Johnson, Eric. "Trans-Cultural Bilingualism and Second Language Acquisition: Understanding the Sociolinguistic Effects of International Tourism on Host Communities." University of Arizona, Department of Anthropology, 2006. http://hdl.handle.net/10150/110052.

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This paper analyzes the nature of linguistic interactions between host communities and international tourists. The tourism-based context provides an excellent platform from which to describe the sociolinguistic influences that American tourists have had on Mexican communities. Specifically, the language use of local vendors in Puerto Peñasco/Rocky Point, Mexico, is described in terms of the various linguistic characteristics that constitute their particular dialect of English. Not only does this work emphasize the sociocultural foundation of language acquisition, it also illustrates the type of language that is learned in economically motivated situations. The results also emphasize how the growing ubiquity of (American) English in tourism contexts establishes distinct attitudes towards the United States and those who live there.

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Abushahin, Shaker A. "Code-switching in the Qatifi dialect of Saudi Arabia." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/864902.

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The Qatifi dialect of Arabic is spoken by a minority group located principally in Qatif, near Dhahran, in the eastern province of Saudi Arabia. Codeswitching in the Qatifi community describes the alternation, within discourse, between two local codes, such as switching from the Qatifi Arabic to either the Qatifi secret G, S, and T languages or to Classical and Modern Arabic, on the one hand. On the other hand, it describes the alternation between local and foreign codes, such as switching from the Qatifi Arabic to English, Farsi, and Broken Arabic pidgin.The Qatifi speakers frequently use the G, S, and T secret languages, which represent phonological variations in Qatifi Arabic according to particular rules. These secret languages are used by the Qatifi people to establish political solidarity, to secure social norms, or to insure discretion.Codeswitching from the Qatifi dialect to other local or foreign codes also affirms the social identity and personal pride of individuals taking part in informal conversation. It is important therefore to understand the social constraints of the society where it is found, and how it works within the linguistic rules of the source language and the mainstream communicative system. Codeswitching as spoken by the Qatifi middle class community identifies particular member of this minority group.The aim of this thesis is to explain codeswitching occurring between theQatifi dialect of Arabic and other language varieties. Using data drawn mainly from personal interviews with Qatifi natives, I investigate the type of code used in variable conversational settings and the interaction among the Qatifi trusted or non-suspicious members. Department of English

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Saeed, Aziz T. "The pragmatics of codeswitching from Fusha Arabic to Aammiyyah Arabic in religious-oriented discourse." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063206.

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This study investigated the pragmatics of codeswitching from FuSHa Arabic, the high variety of Arabic (FA), to Aammiyyah Arabic, the low variety or vernacular (AmA), in the most formal type of discourse, namely religious-oriented discourse.The study posited the following five hypotheses:1) CS occurs with considerable frequency in religious discourse; 2) these switches are communicatively purposeful; 3) frequency of CS is related to the linguistic make-up of the audience addressed, 4) to the AmA of the speaker, and 5) to the section of the discourse delivered.To carry out the investigation, the researcher analyzed 18 audio and videotapes of religious discourse, delivered by 13 Arabic religious scholars from different Arab countries. Ten of these tapes were used exclusively to show that CS occurs in religious discourse. The other eight tapes were used to investigate the other hypotheses. The eight tapes involved presentations by three of the most famous religious scholars (from Egypt, Kuwait, and Yemen) delivered 1) within their home countries and 2) outside their home countries.Three of the five hypotheses were supported. It was found that: CS from FA to AmA occurred in religious discourse with considerable frequency; these switches served pragmatic purposes; and the frequency of the switches higher in the question/answer sections than in the lecture sections.Analysis showed that codeswitches fell into three categories: iconic/rhetorical, structural, and other. The switches served numerous communicative functions, some of which resemble the functions found in CS in conversational discourse.One finding was the relationship between the content of the message and the attitude of the speaker toward or its source. Generally, what the speakers perceived as [+positive] was expressed by the H code, and whatever they perceived as [-positive] was expressed by the L code. Scrutiny of this exploitation of the two codes indicated that FA tended to be utilized as a means of upgrading, whereas AmA was used as a means of downgrading. Department of English

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Mujica, Marina Marchi. "Atitude, orientação e identidade linguística dos pomeranos residentes na comunidade de Santa Augusta- São Lourenço do Sul-RS- Brasil." Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/2176.

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Made available in DSpace on 2014-08-20T14:24:50Z (GMT). No. of bitstreams: 1 Dissertacao Marina Marchi Mujica.pdf: 2056451 bytes, checksum: 0b1b468bb76715030507822c10a98977 (MD5) Previous issue date: 2013-05-27 La actitud, la orientación y la identidad lingüística de los pomeranos residentes en la comunidad de Santa Augusta, Rio Grande do Sul, Brasil, sonlos principales focos de esta investigación, además de cuestiones relativas a la diglosia y al bilingüismo, segundo autores como Goz Kaufmann (2001), Mackey (1972), Hatch (1983) y Harmers & Blank (2000). Visamos verificar el prestigio, el grado de importancia y la posibilidad de que ocurra una situación diglosica con relación a las lenguas portuguesa y pomerana, además de verificar se hay algún marcador lingüístico de identidad en la comunidad pomerana. Para eso, utilizamos la metodología de la etnografía de la comunicación, asociada a la metodología variacionista laboviana. Entrevistamos dos familias, las cuales sumaron 11 informantes, seleccionados mediante contacto previo con alumnos de preescolar de la Escola Municipal de Ensino Fundamental Martinho Lutero (Comunidad de Santa Augusta- São Lourenço, RS). Además de eso, realizamos análisis con base en cuestionarios con preguntas referentes a diversos ejes (familia, salud, prácticas culturales, escolarización, lingüístico, etc.), que fueron respondidos por 36 familias. Los resultados indican que los niños de Santa Augusta son bilingües simultáneos, siendo que está habiendo una transición de bilingüismo endógeno para exógeno y de bilingüismo sustractivo para aditivo. Percibimos, también, una situación diglosica que demuestra un uso equivalente de portugués y pomerano y una identidad más asociada a la pomerana. Y, todavía, constatamos la existencia de marcadores lingüísticos de identidad en el habla de los pomeranos entrevistados. A atitude, a orientação e a identidade linguística dos pomeranos residentes na comunidade de Santa Augusta, Rio Grande do Sul, Brasil, são os principais focos desta pesquisa, além de questões relativas à diglossia e ao bilinguismo, segundo autores como Goz Kaufmann (2001), Mackey (1972), Hatch (1983) e Harmers&Blank (2000). Visamos verificar o prestigio, o grau de importância e a possibilidade da existência de uma situação diglóssica com relação às línguas portuguesa e pomerana, ademais de verificar se há algum marcador linguístico de identidade dentro da comunidade pomerana. Para isto, nos valemos da metodologia da etnografia da fala, associada à metodologia variacionista laboviana. Entrevistamos duas famílias, as quais somaram 11 informantes, selecionados mediante contato prévio com alunos de pré-escola da Escola Municipal de Ensino Fundamental Martinho Lutero (Comunidade de Santa Augusta- São Lourenço, RS). Além disso, realizamos análises com base em questionários com perguntas referentes a diversos eixos (família, saúde, práticas culturais, escolarização, linguístico, etc.), que foram respondidos por uma média de 35 famílias. Os resultados indicam que as crianças de Santa Augusta são bilíngues simultâneos, sendo que está havendo uma transição de bilinguismo endógeno para exógeno e de bilinguismo subtrativo para aditivo. Além disso, percebemos uma situação diglóssica que demonstra um uso equivalente de português e pomerano e uma identidade mais associada à pomerana. E, ainda, constatamos a existência de marcadores linguísticos de identidade na fala dos pomeranos entrevistados.

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Tairova, Elvira. "Bilinguisme et politiques linguistiques et éducatives au Tatarstan." Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30063.

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La réflexion proposée concerne les grandes lignes des politiques linguistiques et éducatives dans le contexte tatarstanais. Après un parcours des différents aspects de la configuration sociolinguistique ( les médias, l’enseignement, l’édition et la production littéraire) dans une perspective transdisciplinaire incluant les approches historiques et sociolinguistiques, on aborde un sujet particulier de l’aménagement linguistique – la sélection d’un système graphique. La deuxième partie s’attache à l’analyse de discours épilinguistiques médiatiques et ordinaires : en prenant appui sur un corpus d’entretiens et de questionnaires on explore le fonctionnement des représentations et des stéréotypes sociolinguistiques dans le contexte du bilinguisme officiel This work goes along the principal lines of language and educational policy in the context of Tatarstan. After a survey of various aspects of the given sociolinguistic situation ( including the media, educational system, literary activities) we’ll analyse a specific area of language planning – that of writing system options – from an interdisciplinary perspective associating historical and sociolinguistic approaches. The second part is dedicated to discourse analysis based on the body of interviews and questionnaires; it explores the sociolinguistic representations and stereotypes functioning in the officially bilingual context

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Lavecchia, Marianna. "Spagnolo, inglese e spanglish a new york. Analisi sociolinguistica della comunita portoricana." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amslaurea.unibo.it/5896/.

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L'elaborato intende proporre un'analisi sociolinguistica della comunità portoricana di New York. Il lavoro di ricerca, condotto proprio nella città di New York, ha lo scopo di fornire una prospettiva, il più ampia possibile, sull'uso dell'inglese, dello spagnolo e delle pratiche linguistiche legate allo Spanglish da parte di questa specifica comunità ispanofona. Lo studio si è concentrato prevalentemente sull'analisi del comportamento linguistico di due generazioni di portoricani, i cui usi linguistici variano in relazione a specifici parametri riscontrati all'interno dell'organizzazione sociale.

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Warner, Faika. "Negotiating bilingual identities in selected homes and schools in the Belhar community." UWC, 2009. http://hdl.handle.net/11394/2727.

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Magister Artium - MA The study explores the negotiation of identities through linguistic innovations such as codeswitching, code-mixing and differing language choices in different domains of home and school in Belhar. The focus is to examine how languages are used to negotiate class, age, generational, socio-economic, etc differences in selected schools and homes in the community of Belhar. The specific study objectives include the following: 1. To find out the linguistic options and identities (including hybrid identities), that are available to the Belhar community. 2. To explore how Afrikaans and English (and other languages) are used as linguistic resources in the community of Belhar. The Belvue Primary school was used as a vehicle to gain access to the families in Belhar which were used as case studies. The data was collected by observing learners in the classroom, interviewing educators, interviewing parents and observing linguistic practices in the homes/families of selected learners. Using poststructuralist coupled with the social constructionist approach the study is a clear departure from studies and paradigms current in vogue in South Africa, which have linked language and ethnic identity in unambiguous ways. These paradigms also see ethnic identity as fixed and communities as homogenous and language as having a one-to-one correlation with identity. However, these studies do not consider that identities are constructed and negotiated during interaction with others. In this regard it was found that individuals in the community of Belhar constantly construct and negotiate identity using language as central to the identity behaviour. Thus ultimately their language and identity cannot be described as pro-English or pro- Afrikaans.

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Schlaak, Claudia. "Island language policy and regional identity east of Africa." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6313/.

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Since 2011 the Comorian Island of Mayotte has been France’s 101st département, thereby becoming part of the European Union. As a result, France has consolidated and strengthened its strategic position in the Indian Ocean. With the change of political status in 2011, new developments have occurred in Mayotte. It is still unclear whether the expected economic boom, extensive social benefits or injection of EU regional funds can help to alleviate poverty and raise living standards. There is concern, however, that massive immigration to Mayotte from the surrounding territories is diminishing any progress and will continue to do so. Not only France but also the EU will have to adapt to new immigration problems due to this new external border. In this situation one thing is clear: the language contact between French and the local languages, which is the result of political developments, is leading to new dynamics. The diglossic situation east of Africa, between French as the dominant language and local languages like Shimaoré or Shibushi spoken in Mayotte will become more marked in the next few years.

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Shrestha, Uma. "Social networks and code-switching in the Newar community of Kathmandu City." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720143.

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The present study seeks to investigate the linguistic behavior of two Newari high castes, called Shresthas and Udas, living in Kathmandu, the capital city of Nepal, in their use of Newari, the ethnic language, and Nepali, the national language. Specifically, the study attempts to explain the hypothesis that the Hindu (Shrestha) Newars are becoming monolingual in Nepali while the Buddhist (Udas) Newars are maintaining their bilingualism in Nepali and Newari. To do so, a questionnaire was distributed to a total of 96 subjects, selected through quota sampling procedures. The questionnaire not only elicits information about the situational and societal variation in the subjects' use of Newari and Nepali but also reveals their attitudes and opinions about the differential use of these languages. Also, the participant observation method was employed to supplement and validate the responses derived from the questionnaire survey.The results from this study suggest a diglossic behavior in the Udas' use of Newari and Nepali, which, however, is remarkably different from those found in classic diglossic settings. This, in turn, leads to a reexamination of Ferguson's concept of diglossia. The Shresthas, on the other hand, frequently alternate between Newari and Nepali regardless of situation. Such linguistic differences between these two groups are related to their varied social networks and relationships; the Udas Newars' greater use of Newari is due to their closed social networks while the Shresthas' greater use of Nepali is due to their open social networks.The data on the analysis of the subjects' attitudes and opinions toward Nepali and Newari indicate that the Udas Newars are positive and favorable toward Newari while the Shresthas are ambivalent in their opinions toward these languages. This study, therefore, emphasizes a strong need for bilingual education in the country.The results of the present study show that the Udas' use of Newari exclusively at home and with children is a major factor in its retention. Among the Shresthas, it is rapidly losing ground to Nepali. Newari then is gradually dying away among the Shresthas, and will continually do so in the absence of institutional support. Department of English

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Dahou, Chahrazed. "Identités linguistiques et représentations des langues en usage en Algérie (Enquête auprès de jeunes algériens en France et en Algérie)." Thesis, Montpellier 3, 2017. http://www.theses.fr/2017MON30021.

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Cette recherche opère un renversement du mode de construction de l’objet de la recherche en sciences du langage. Elle tente de comprendre, à travers une enquête sociolinguistique par entretiens, le rapport subjectif de jeunes locuteurs algériens à l’égard de leurs langues (algérienne, arabe, tamazight, français). Bien que les attitudes à l’égard de ces langues se sont imposées à l’analyse pour préciser le statut particulièrement complexe des langues en usage en Algérie, cette recherche tente plus particulièrement de comprendre un rapport souvent considéré comme allant de soi : le rapport subjectif à leur langue dite de « religion », « la langue arabe » (sans autre précision). Nombreuses sont les questions qui ont animées l’enquête sociolinguistique et anthropologique à partir de laquelle part le questionnement centré sur le mythe du sacré dans la langue arabe.Intrinsèquement liée au Coran, ce corps d’une ‘Umma imaginaire à laquelle tout algérien s’imagine appartenir ou ne pas appartenir, la langue arabe suscite des positionnements ambivalents chez ses tenants : quelles sont les positions subjectives d’étudiants algériens motivés par la réussite, mus par leurs rêves, à l’égard de la langue arabe de religion ? La dimension diglossique qui inspire les désignations fluctuantes « langue/dialecte » entraineraient-elles des spécificités chez les locuteurs arabophones et/ou berbérophones algériens ? Si oui, quelles attitudes et représentations renferme cette idéologie dieu-glossique ? Les locuteurs assument-ils la désignation « sacré » associée à la langue arabe ? Cet imaginaire linguistique (« langue d’Adam, du Paradis, pure, NOtre langue, langue de l’intercompréhension ») serait-il de nature à influencer les comportements linguistiques des locuteurs arabophones ? En effet, qui mieux qu’un locuteur arabophone pour expliquer le clivage entre une sorte de respect exagéré de la forme de ce qui est désignée « langue » d’un côté, en même temps, sa stigmatisation de l’autre ? Serait-ce de l’ordre du fétichisme de la langue ? Le traitement de ces questions révèle la manière dont chacun et chacune des jeunes locuteurs et locutrices algériennes interrogé.e.s exprime son rapport subjectif à sa langue de religion et de scolarisation : sublime pour l’un, horrible pour l’Autre, la langue sacrée a « plus d’un tour dans son sacre » This research operates a change in the mode of construction of research object in the sciences of Linguistics. It tries to understand, through an anthropological and sociolinguistic survey by interviews, the subjective relationship of young Algerian speakers with regard to their languages (Algerian, Arabic, Tamazight, French). Although attitudes towards these languages have been imposed on the analysis in order to clarify the particularly complex status of the languages used in Algeria, this research attempts more particularly to understand a relationship often taken for granted: the subjective relationship to their so-called language of "religion", "the Arabic language" (without further specification). Many questions have prompted the sociolinguistic and anthropological inquiry from which the questioning centered on the myth of the sacred in the Arabic language begins.Intrinsically linked to the Koran, this body of an imaginary Umma to which all Algerian Arabic and Berber speaker imagine belonging to or not, the Arabic language creates ambivalent positions among its speakers. What are the subjectives positions of Algerian students motivated by success, driven by their dreams, with regard to the Arabic language of religion? Does the multi-diglossic dimension that inspires the fluctuating positions ("language / dialect") designations lead to specificities among Algerian-speaking and / or Berber-speaking speakers? If so, what attitudes and representations contain this god-glossic ideology? Do the speakers assume the "sacred" designation associated with the Arabic language? Is the linguistic imagination (the language of Adam, of Paradise, pure, our language, the language of intercomprehension) likely to influence the linguistic behavior of Arabic speakers? Indeed, who better than an Arabic speaker to explain the cleavage between a kind of exaggerated respect for the form of what is designated "language" on one side, at the same time, its stigmatization on the other. Could it be the order of the fetishism of language? Answering these questions reveals how each of the young Algerian speakers interviewed expresses their subjective relationship to their language of religion and schooling: sublime for one, horrible for the Other, the sacred language has "More than one trick up its sleeve "

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Carrión, González Paola. "Las lenguas criollas de base léxica francesa en la zona americano-caribeña: estudio traductológico y conceptual de tres obras literarias antillanas y tratamiento informático para la creación de recursos lexicográficos." Doctoral thesis, Universidad de Alicante, 2015. http://hdl.handle.net/10045/53128.

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Según el enfoque tradicional, las lenguas criollas han sido siempre categorizadas bajo la etiqueta de “minoritarias” o “mixtas”, debido por una parte al bajo nivel de normalización de algunas o a sus orígenes composicionales. Si bien es cierto que sus bases se fundamentan sobre la fusión de los componentes de diversos sistemas lingüísticos, esto es, una situación de multilingüismo y por ende, de multiculturalismo, no lo hacen siguiendo unas pautas bien diferenciadas entre los estratos concomitantes, pues evolucionan según las circunstancias que las enmarcan. Nos centramos en este caso en las lenguas criollas tradicionalmente denominadas de base léxica francesa de la zona americano-caribeña y especialmente, en las regiones de las Antillas. Estas lenguas de contacto cohabitan en una situación de diglosia, por lo que su reconocimiento institucional y grado de estandarización, que por derecho le correspondería, no es siempre el deseado; el desequilibrio de poder con respecto a su variedad acrolectal, junto con el continuum léxico que le profieren, hacen de ellas sistemas con una gran variación gráfica pero también vehículos de comunicación cultural, cuya existencia no se ve a penas reflejada en los diccionarios referenciales. Junto a la evolución lingüística, las representaciones artísticas crecen bajo una conceptualización que va desde teorías postestructuralistas hasta corrientes de pensamiento más contemporáneas, como la negritud, en cuyo desarrollo tomó la lengua como principal sujeto para transformarse en la llamada “créolité”, que baña de imaginario antillano la literatura actual. Esta última incluye entre sus mecanismos de escritura procedimientos híbridos, que combinan francés y lenguas criollas con un universo conceptual muy amplio, suponiendo de esta manera un desafío para la labor traductológica. Ante este marco tan específico presentamos la complejidad del traspaso de los contrastes lingüísticos y culturales en la traducción al español de tres obras de autores antillanos: Gisèle Pineau (“La grande drive des esprits”), Maryse Condé (“La migration des coeurs”) y Patrick Chamoiseau (“Texaco”), siendo este uno de los precursores del movimiento de la “créolité”. Observaremos las principales dificultades del lenguaje utilizado, pues el relato no sólo incorpora unidades léxicas o secuencias completas en criollo, sino también otros procedimientos de carácter léxico y sintáctico que dotarán al texto de cierta hibridación difícil de trasladar al español, además de la oralidad propia a las lenguas criollas. Observaremos igualmente el efecto producido tras una experiencia entre el público hispanohablante. En esta tesis, dedicaremos un espacio a la necesidad de recursos lexicográficos que contribuyan con la oficialidad de estas lenguas, a través de la elaboración de una base de datos electrónica que funcione a modo de diccionario y un corpus, utilizando el lenguaje de programación Perl y aspiradores automáticos como HTTrack o RSS Corpus Builder. La creación de un analizador morfológico nos ayudará a implementar la información de la base y de esta manera introducir gradualmente mejoras en el mismo, dentro de la perspectiva del tratamiento automático de textos.

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Walldoff, Amanda. "Arabic in Home Language Instruction : Language Acquisition in a Fuzzy Linguistic Situation." Doctoral thesis, Stockholms universitet, Institutionen för Asien-, Mellanöstern- och Turkietstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145519.

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This thesis investigates the command 8th-graders in Arabic home language instruction have of written Modern Standard Arabic and if the type of instruction they have received and/or contact with written Arabic affect their performance. Background chapters discuss variables connected to the Arabic language (diglossia, research on reading and writing in Arabic) and variables connected to HLI in Sweden (set-up, steering documents). The testing material consisted of a translation test from Swedish to Arabic combined with a questionnaire that addressed various factors of relevance to language acquisition. The translations were analysed on three levels: (1) handwriting, (2) spelling and (3) morphosyntax. The main result of the analysis was that the participants were highly heterogeneous: some participants produced incomplete translations in handwriting that was barely legible, whereas others had good results for all measures. Many of the participants relied on a phonological strategy for spelling. For example, even short, high-frequency words such as personal pronouns and prepositions had not been spelled correctly. The results for handwriting, spelling and morphosyntax were checked against the variables (1) years of HLI, (2) extra instruction in Arabic outside of HLI and (3) contact with written Arabic in the free time. The results for the effect of participation in HLI were inconclusive. However, many, but not all, of the participants with good results on the translation test had received extra instruction in Arabic, either in Sweden or prior to coming to Sweden. Reading Arabic in the free time was not in all cases connected to good results, but not reading Arabic in the free time was in most cases connected to a low command of written Arabic. Regarding these results, it is suggested that additional factors (motivation, support from the family, etc.) could be at play. Previous research has addressed the question of heterogeneity in HLI classes. The findings of this thesis illustrate how great the heterogeneity can in fact be, and thus have implications for the set-up of Arabic HLI in Sweden.

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Haksoz, Cengiz. "Linguistic Rights Of The Turkish Minority In Bulgaria." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608965/index.pdf.

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This thesis analyses linguistic policies in Bulgaria, during the Ottoman, monarchical, communist and post-communist periods and its effects on the Turkish minority in Bulgaria. The linguistic policies in Bulgaria did not follow consistent policies on the contrary, it followed different policies in different periods. The aim of this thesis is to analyse how the Turkish minority experiences and perceives linguistic rights in the post-communist period, such as study of and in Turkish language, Turkish minority media, use of minority personal names, naming of topographical places and the status of Turkish language in official and administrative institutions. For this purpose, in-depth interviews were carried out in ISiklar (Samuil) municipality in Bulgaria, where Turks constitute the absolute majority of the population. As a result of the analyses of the experiences of the Turkish minority, it was observed that (Turkish) linguistic rights and language were experienced by the Turkish minority in terms of ethnolinguistic identity. It is concluded that symbolic power and diglossia relationships between Turkish and Bulgarian languages affected the ways of perception of (Turkish) linguistic rights by the Turkish minority in Bulgaria.

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49

Blanchard, Jean-François. "Pratiques langagières et processus dialogiques d’identification sur les réseaux socionumériques : le cas de la langue bretonne." Thesis, Rennes 2, 2015. http://www.theses.fr/2015REN20020/document.

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Internet et les réseaux socionumériques (RSN) constituent, pour la langue bretonne, un contexte récent dans les pratiques sociales à partir duquel peuvent s’observer des formes de recontextualisation d’une langue minorée en situation de post‐diglossie. Cette thèse propose d’en décrire les évolutions à l’aide d’un modèle dialogique d’élaboration d’identité qui offre trois pôles d’analyse : les formes de l’institutionnalisation de la langue dans la société, les représentations sociales de la langue et les pratiques sociales constituant des expressions d’appartenance. Ce modèle dialogique de processus, dont la conception est étayée par des travaux d’histoire sociale, est d’abord instancié au plan sociolinguistique, afin de montrer les conditions de l’intervention glottopolitique des RSN dans le contexte post‐diglossique. Le modèle conceptuel est ensuite exploité dans l’analyse étendue des formes de sociabilité que les RSN organisent, facilitent et structurent ycompris dans le champ des médias et de la communication publique. Enfin, le modèle permet de juxtaposer l’analyse sociopolitique de la revendication bretonne à la théorie sociopolitique de l’espace public sur les trois pôles d’analyse de la place des RSN : la construction de problèmes publics comme institutionnalisation, la construction symbolique de l’identité territoriale et la citoyenneté comme pratique sociale et forme d’appartenance. Les interventions glottopolitiques libérales développées autour des RSN concourent à des formes d’institution de la langue fondées à la fois sur la capacité d’autonomie des acteurs sociaux à construire l’espace régional mais aussi sur les conditions du marché Internet and social digital networks (SDN) are, for the Breton language, a recent setting for social practices inwhich forms of recontextualization of a minority language in a post‐diglossic situation occur. The purpose ofthis thesis is to describe the transformations using a dialogical model of identity development. Such model focuses on a three‐dimensional analysis that encompassing the institutionalization forms of a language in a society, social representations of a language and social practices resulting in expressions of belonging. This dialogical process model, whose design is grounded in scholar works in the social history field, is first instantiated from a sociolinguistic perspective to describe SDN glottopolitical intervention characteristics in the post‐diglossia context. This conceptual model is then applied to in analysis of extended forms of sociability enabled, facilitated and structured by SDN both in a media and public communication context. Finally, the model allows the juxtaposition of the sociopolitical analysis of the Breton claim and the sociopolitical theory of public space on the three dimensions on which SDN have an effect: construction of social problems such as institutionalization, symbolic construction of territorial identity and citizenship as a social practice and way ofbelonging. Liberal glottopolitical interventions developed around SDN create forms institution of language based on both the market force and the autonomy capacity of social actors to build a regional territory

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Tannihão, Kelly Cristina [UNESP]. "Estudo diacrônico do uso das preposições: documentos latino-portugueses e português paulista moderno." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/93989.

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Made available in DSpace on 2014-06-11T19:26:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-05-20Bitstream added on 2014-06-13T19:55:14Z : No. of bitstreams: 1 tannihao_kc_me_arafcl.pdf: 931190 bytes, checksum: 34b6bca190cbfbb9ef60cfb695d08a33 (MD5) Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) Partindo da concepção de que as línguas não constituem realidades estáticas, a presente pesquisa trabalha com duas sincronias linguísticas, focalizando as mudanças morfossintáticas sofridas pelo sistema das preposições, de forma a identificar convergências entre essas variedades linguísticas. A primeira sincronia é um estágio do processo de evolução do sistema latino. Para isso, é utilizada a coleção de documentos e textos medievais intitulada Portugaliae Monumenta Historica, que datam do século VIII ao século XV. A coleção consta de quatro partes, das quais se trabalha com uma amostragem dos fascículos 1, 3 e 5 da parte intitulada Leges et Consuetudines. O material estudado abrange as cartas constitutivas dos municípios, ou forais, e foi publicado entre 1856-1868. Nessa sincronia, as preposições analisadas são: ad, cum, de e in. Para a outra sincronia, trabalha-se com um córpus de redações escritas por estudantes que estejam concluindo ou que tenham concluído o ensino médio na rede paulista de ensino, especificamente nas cidades de Ribeirão Preto, Rio Claro e Itirapina. Para o estudo dessa sincronia, as preposições analisadas são: a, com, de, em, para e por, que constituem as preposições mais gramaticalizadas no português. Considera-se que há diglossia nas duas sincronias: na primeira, por haver uma língua usada na fala e outra na escrita; e, na segunda, por haver uma variedade falada e outra escrita; ou seja, são utilizadas variedades diferentes, sendo que a forma representada pela escrita das duas sincronias é aprendida com a educação formal. Os objetivos do trabalho são: (i) fazer um estudo do uso do emprego das preposições e dos casos regidos por elas em um estágio tardio do sistema latino; (ii) analisar o português paulista moderno, considerando o comportamento das preposições, dando ênfase a seu apagamento em determinadas funções... Leading from the idea that the languages are not static realities, this research works two linguistic synchronies, focusing the morphosyntatic changes made by the system of prepositions, in order to identify similarities among these linguistic varieties. The first synchrony is a process phase of evolution for the Latin system. Therefore, it is used the collection of documents and medieval texts that is called Portugaliae Monumenta Historica, dating from the eighth to the fifteenth century. The collection consists in four parts, of which are together worked with a sampling of issues 1, 3 and 5 of the part called Leges et Consuetudines. The studied material includes the charters of cities, and it was published in 1856-1868. In this study, the analyzed prepositions are: ad, cum, de and in. To synchrony the other one, is used a corpus of essays written by students who are completing or have completed high school in the São Paulo network of education, specifically in the cities of Ribeirão Preto, Rio Claro and Itirapina. To study this synchrony, the analyzed prepositions are: a, com, de, em, para e por, which constitute the most grammaticalized prepositions in Portuguese. It is considered that there is a diglossia in the two synchronies: first, because there is one language used in speaking while there’s another used in writing; and second, because there is a variety spoken and another variety written; that is, different varieties are used, and the shape represented by the writing of two synchronies is learned through formal education. The study aims to: (i) make a study of the use of prepositions and employment cases governed by them at a later stage of the Latin system; (ii) analyze the modern Brazilian pattern of language from the state of São Paulo, considering the positioning of prepositions, emphasizing its erasing related with some functions; and (iii) make a relation between... (Complete abstract click electronic access below)

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