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Relevant bibliographies by topics / Diglossia

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Academic literature on the topic 'Diglossia'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Diglossia"

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Winford, Donald. "The concept of “diglossia” in Caribbean creole situations." Language in Society 14, no. 3 (September 1985): 345–56. http://dx.doi.org/10.1017/s0047404500011301.

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ABSTRACTFerguson's concept of diglossia is examined with a view to dedetermining its applicability to creole continua. The characteristics of classic instances of diglossia are subdivided into sociocultural and linguistic features, and these in turn are used as a basis for determining the extent to which different types of community might be fruitfully described as diglossic. The conclusion is drawn that creole continua share far more in common with Ferguson's defining cases of diglossia than they do not, and far more than other types of speech community. (Diglossia, Creole continua, Typology of speech communities)

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Elmiger, Daniel, and Marinette Matthey. "diglossie vu du "dedans" et du "dehors": l’exemple de Bienne et d’Evolène." Travaux neuchâtelois de linguistique, no. 43 (June 1, 2006): 23–47. http://dx.doi.org/10.26034/tranel.2006.2716.

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In this paper, we compare the diglossic situation of Biel/Bienne (oral Swiss German vs. written Standard German) with another diglossic setting: the village of Evolène (1500 inhabitants), located in the Swiss alps (French-speaking part of Valais/Wallis), one of the last micro-regions (along with the Alpine valleys of the autonomous Italian region of Val d’Aosta) where the Francoprovençal vernacular is still spoken. We take a closer look at the discourse of inhabitants who are "inside" or "outside" the diglossia (i. e. people who do or do not use the two varieties). In a first section we discuss the notion of diglossia for both contexts. The second section is based on several language biographies of people from Biel/Bienne and Evolène. Via some extracts of our research interviews, we describe different attitudes and representations related to the diglossic situation. In a last section we conclude by clarifying what seems most relevant to us in our data for the theoretical discussion of diglossia.

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Normasunah, Normasunah. "Analisis Penggunaan Bilingualisme dan Diglosia pada Tindak Tutur Sehari-hari Siswa SMPN 3 Kelumpang Tengah Kabupaten Kotabaru." CENDEKIA: JURNAL ILMIAH PENDIDIKAN 8, no. 1 (March 30, 2020): 65–74. http://dx.doi.org/10.33659/cip.v8i1.151.

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This study aims to describe the use of bilingualism and diglossia in the daily speech acts of students of SMPN 3 Kelumpang Tengah Kotabaru district. This type of research used in this study is the type of field research and the method used in this study is a qualitative descriptive method. The descriptive qualitative method in this study was assisted with a quantitative data presentation. The results showed that the use of bilingualism and diglossia in daily speech acts of students of SMPN 3 Kelumpang Tengah Kotabaru district, namely; (1) the use of bilingualism in daily speech acts of SMPN 3 Middle Kelumpang students in Kotabaru district as much as 36% is in the low criteria; (2) the use of diglosia in the daily speech acts of students of SMPN 3 Kelumpang Tengah Kotabaru district as much as 64% are included in the high criteria. Keywords: bilingualism, diglosis, speech acts

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Snow, Don. "Diglossia in East Asia." Journal of Asian Pacific Communication 20, no. 1 (January 14, 2010): 124–51. http://dx.doi.org/10.1075/japc.20.1.10sno.

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This article examines the most extensive case of diglossia in history, that of diglossia in East Asia. In pre-modern times, Classical Chinese functioned as the high (H) language variety in not only China, but also Korea, Japan, and Vietnam, and this entire region can arguably be viewed as a single instance of diglossia in the sense that the rise and eventual decline of diglossia in these societies followed similar patterns, and changes in one society often affected the others. Examination of diglossia in East Asia shows that even during long centuries of apparent stability, gradual changes were always underway, hence supporting Hudson’s (2002) view that stability in diglossic patterns is at best relative. The East Asian case also supports Coulmas’ (2002) view that writing is pivotal to any theory of diglossia, in that the division of roles between H and L in East Asia was essentially one of written/spoken language. Finally, the case of East Asia suggests that there are two essentially different kinds of diglossia, a traditional kind which is common in pre-modern societies and in which H is what Anderson (2006) calls a “sacred language,” and a less common modern kind in which H is a modern standard language.

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Hashem, Rabab. "Diglossia and Arabic Literacy: From Research to Practice." British Journal of Education 10, no. 11 (August 15, 2022): 1–13. http://dx.doi.org/10.37745/bje.2013/vol10n11113.

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Arabic-speaking children acquire literacy in a diglossic manner in which the variety of language engaged for reading and writing at school—referred to here as literary Arabic (LA)—differs from the variety they engage when speaking at home. Literacy acquisition in such a context necessitates teaching practices take into consideration the differences between spoken and literary varieties of language to assist children to bridge the gap between them. This study explores how Saudi teachers of kindergarten-level students perceive the effect of diglossia on the initial stages of literacy acquisition by their students, and which practices they follow to minimize its effect. The study participants took part in a focus group in which they shared their experiences of teaching literacy to Saudi kindergarten students, and reflected on their perceptions and practices as kindergarten teachers. Overall, the participants showed an awareness of how diglossia could generally affect literacy acquisition, as well as an awareness of how different spoken Arabic dialects work with and against LA to varying degrees, causing fluctuations in the diglossic effect across spoken varieties. In their context, however, teachers seemed to find children at a lesser disadvantage and would, therefore, prioritize remediating the challenges children experience as a result of orthographic characteristics of Arabic over the challenges posed by diglossia. Teachers indicated that they still follow certain practices to increase children’s exposure to LA and reinforce their LA knowledge, but without pinpointing any specific diglossia-based instructions—interestingly, they believe this could compromise the orthographic-based instructions they believed essential. Such reflections are discussed in light of the current empirical investigations of Arabic literacy and diglossia and the pedagogical practices they suggest.

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Chen, Ping. "Modern Written Chinese in development." Language in Society 22, no. 4 (December 1993): 505–37. http://dx.doi.org/10.1017/s0047404500017450.

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ABSTRACTAs a case study in the formation of a new written language in a speech community moving from diglossia toward a “standard-with-dialects”, this article analyzes the development of M[odern] W[ritten] C[hinese] during the past 80 years. After a brief account of the historical background, the article discusses the sources and avenues of influence on the development of MWC, then examines the emergent grammatical and lexical norms, and investigates the variations displayed by the four main Chinese communities: mainland China, Taiwan, Hong Kong, and Singapore. The role of language planning is also explored. The similarities and differences between China and Western Europe, in their progress from diglossic to non-diglossic communities, are discussed. (Diglossia, Chinese linguistics, written language, language planning)

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Mojeiko, Marina A. "Bilingualism in Social and Political Perspective: Language as a Way of the National Being." Russian Journal of Philosophical Sciences 65, no. 3 (September 16, 2022): 112–37. http://dx.doi.org/10.30727/0235-1188-2022-65-3-112-137.

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The article examines bilinguism from the social and political perspective, discussing such phenomena as the language situation, language policy, language rights. The author defines the concept of a language situation and reveals the features of various types of a bilingual situation: horizontal and vertical bilingualism, balanced and unbalanced bilingualism. The article analyzes the language policy under the conditions of bilingualism and specifies the main points of its possible problematization. Diglossia is analyzed as a factor of language development; special attention is paid to the evolvement of bilingualism in a diglossic situation. The article considers the possible statuses of national languages in a diglossic context and their statuses from the perspective of the balance of political forces. The author models the prospects for the development of national languages in diglossic contexts and analyzes destructive relation of diglossia to language evolution. The article reveals the phenomenon of exoglossia, its demonstrates its negative impact on the language process, the mechanisms of its influence through the education system. The phenomenon of bilingualism is related to the process of the formation of national identity, of the development of various models of diglossia and especially exoglossia. The article discusses language issues arising in the social and political life, determines the conditions of its actualization and aggravation on various historical stages. The author assesses prospects for the development of national languages in the context of globalization, in particular the possibility of the formation of the diglossic situation of the dominance of “global English” over national languages. The article concludes with the ways to overcome language conflicts and imbalances.

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Sabir, Mona, and Sabah Safi. "Developmental Diglossia: Diglossic Switching and the Equivalence Constraint." Journal of King Abdulaziz University-Arts and Humanities 16, no. 2 (2008): 91–110. http://dx.doi.org/10.4197/art.16-2.4.

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Hamka, Nurhadi. "Language Policy and Planning: Diglossia in Indonesia." Sang Pencerah: Jurnal Ilmiah Universitas Muhammadiyah Buton 8, no. 2 (April 5, 2022): 295–301. http://dx.doi.org/10.35326/pencerah.v8i2.1948.

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Language policy is strongly connected with language planning, and that one cannot be discussed without included the other. This article will mainly discuss language policy and planning in Indonesia, especially the diglossic situation. The discussion is departed at a wider definition of language policy and planning. After that, I directly discuss the dynamics of local languages in Indonesia regarding the language policy and planning. The third, the discussion is about diglossia and diglossia-leakage that occurred in Indonesia. Afterward, in the fourth section, it talks about the domination and subordination of language. And, finally some research recommendation regarding language domination and subordination

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Hossain, Md Mozaffor, and Kaniz Fatema. "Diglossia as a Symbolic Capital in Bangladesh: A Bourdieun Analysis." Journal Corner of Education, Linguistics, and Literature 2, no. 2 (July 18, 2022): 81–94. http://dx.doi.org/10.54012/jcell.v2i2.71.

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French sociologist and public intellectual, Pierre Bourdieu’s (1930-2002) Linguistic Capital, one of his Symbolic Capitals, vividly connects with the reality and motto of the use of diglossia in Bangla language. Concurrently, this study seeks to analyze the Bangladeshis’ use of various forms of diglossia in the light of Bourdieu’s symbolic capital. It aims to elaborate how the diglossic forms of Bangla language are shaped as per both the Bangladeshi speaker’s and listener’s symbolic capitals – social capital, cultural capital, and linguistic capital; how language form reveals one’s whole power, position, status and money in the society; and how, in Bangladesh, the differences in a person’s general behavioral pattern or assumptions toward other persons about their social position can be spotted through the use of diglossia of Bangla language. The study applied a simple random sampling to conduct a survey on 50 Bangladeshis aging 18-50 years from across the country. It used the qualitative research methodology which utilized a semi-structured questionnaire to collect data, and it analysed the collected data through coding, categorizing, and percentile representations. The findings offer integral affiliations between the use of diglossia and capitalistic considerations mostly symbolical ones.

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Dissertations / Theses on the topic "Diglossia"

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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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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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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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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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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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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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Books on the topic "Diglossia"

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Rindler Schjerve, Rosita, ed. Diglossia and Power. Berlin, Boston: DE GRUYTER, 2003. http://dx.doi.org/10.1515/9783110197204.

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Ramaswami, N. Diglossia: Formal and informal Tamil. Mysore: Central Institute of Indian Languages, 1997.

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Singh, Udaya Narayana. Diglossia in Bangladesh and language planning. Calcutta: Gyan Bharati, 1985.

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Bangura, Abdul Karim. Multilingualism and diglossia in Sierra Leone. Lawrenceville, Va: Brunswick, 1991.

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Tsiouris, Evanthia. Modern Greek: A study of diglossia. Boston Spa: British Library Document Supply Centre, 1989.

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Sgroi, Salvatore Claudio. Diglossia, prestigio e varietà dellalingua italiana. Enna [Sicily, Italy]: Il Lunario, 1994.

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Diglossia: A study of the theory with application to Tamil. Washington, D.C: Georgetown University Press, 1986.

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Bassiouney, Reem. Functions of code-switching in Egypt: Evidence from monologues. Leiden: Brill, 2006.

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Diglossia: A comprehensive bibliography, 1960-1990 : and supplements. Amsterdam: J. Benjamins, 1993.

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Les paradoxes de la domination linguistique: La diglossie en questions. Paris: L'Harmattan, 2013.

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Book chapters on the topic "Diglossia"

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Ferguson, Charles A. "Diglossia." In The New Sociolinguistics Reader, 447–56. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-349-92299-4_31.

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Mejdell, Gunvor. "Diglossia." In The Routledge Handbook of Arabic Linguistics, 332–44. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315147062-18.

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Alkhamees, Abdulrahman, Rasha Elabdali, and Keith Walters. "Destabilizing Arabic diglossia?" In Perspectives on Arabic Linguistics XXXI, 105–34. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/sal.8.05alk.

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Larsson, Inger. "Nordic Digraphia and Diglossia." In Spoken and Written Language, 73–85. Turnhout: Brepols Publishers, 2013. http://dx.doi.org/10.1484/m.usml-eb.5.100913.

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Khamis-Dakwar, Reem, and Karen Froud. "Diglossia and language development." In The Routledge Handbook of Arabic Sociolinguistics, 300–313. New York, NY : Routledge, [2019] | Series: Routledge language handbooks: Routledge, 2019. http://dx.doi.org/10.4324/9781315722450-21.

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Al-Batal, Mahmoud. "Connectives in Arabic Diglossia." In Perspectives on Arabic Linguistics, 91. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/cilt.115.10alb.

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Saiegh-Haddad, Elinor. "Literacy Reflexes of Arabic Diglossia." In Current Issues in Bilingualism, 43–55. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2327-6_3.

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Gvozdanović, Jadranka. "Understanding the Essence of Diglossia." In Divided Languages?, 3–19. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03521-5_1.

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Bermel, Neil. "Czech Diglossia: Dismantling or Dissolution?" In Divided Languages?, 21–37. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03521-5_2.

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Maher, John. "6. Diglossia in Multilingual Communities." In Multidisciplinary Perspectives on Multilingualism, edited by Simona Montanari and Suzanne Quay, 103–22. Berlin, Boston: De Gruyter, 2019. http://dx.doi.org/10.1515/9781501507984-006.

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Conference papers on the topic "Diglossia"

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Son, Sooel, Kathryn S. McKinley, and Vitaly Shmatikov. "Diglossia." In the 2013 ACM SIGSAC conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2508859.2516696.

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Chua, Huikai. "Stylistic approaches to predicting Reddit popularity in diglossia." In Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing: Student Research Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.acl-srw.10.

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Krompák, Edina. "Diglossia and Local Identity: Swiss German in the Linguistic Landscape of Kleinbasel." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.7-2.

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The city of Basel is situated in the German-speaking part of Switzerland, in the geographic triangle of three countries: France, Germany and Switzerland. Everyday urban life is characterised by the presence of Standard German and Swiss German as well as diverse migrant languages. Swiss German is ‘an umbrella term for several Alemannic dialects’ (Stepkowska 2012, 202) which differ from Standard German in terms of phonetics, semantics, lexis, and grammar and has no standard written form. Swiss German is predominantly used in oral forms, and Standard German in written communication. Furthermore, an amalgamation of bilingualism and diglossia (Stepkowska 2012, 208) distinguishes the specific linguistic situation, which indicates amongst other things the high prestige of Swiss German in everyday life. To explore the visibility and vitality of Swiss German in the public display of written language, we examined the linguistic landscape of a superdiverse neighbourhood of Basel, and investigated language power and the story beyond the sign – ‘stories about the cultural, historical, political and social backgrounds of a certain space’ (Blommaert 2013, 41). Our exploration was guided by the question: How do linguistic artefacts – such as official, commercial, and private signs – represent the diglossic situation and the relation between language and identity in Kleinbasel? Based on a longitudinal ethnographic study, a corpus was compiled comprising 300 digital images of written artefacts in Kleinbasel. Participant observation and focus group discussions about particular images were conducted and analysed using grounded theory (Charmaz 2006) and visual ethnography (Pink 2006). In our paper, we focus on signs in Swiss German and focus group discussions on these images. Initial analyses have produced two surprising findings; firstly, the visibility and the perception of Swiss German as a marker of local identity; secondly, the specific context of their display.

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Fehér, Bence. "Modern filológiai teendők a magyar őstörténet középgörög forrásai körül." In Hadak útján. A népvándorláskor kutatóinak XXIX. konferenciája. Budapest, 2019. november 15–16. 29th. Bölcsészettudományi Kutatóközpont Magyar Őstörténeti Kutatócsoport, 2022. http://dx.doi.org/10.55722/arpad.kiad.2021.4.1_23.

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A magyar őstörténet korszakában és térségeiben a legjelentősebb írásbeliség a görög volt. A latin írásbeliség minden tekintetben fejletlenebb volt, a keleti írásoknak pedig nagy hátrányuk volt, hogy alkalmatlanok voltak idegen nyelvű szavak és nevek pontos visszaadására. A görög írásrendszer minden hangot rögzít, sőt a diakritikus jelek még a hangsúlyozásról is adnak információt; bár jelenleg nem világos, mit jelent pl. a végéles hangsúly az Ἀρπαδής vagy a véghajtott a Kαρῆ szón. A források értelmezéséhez a középgörög nyelv fejlődését figyelembe kell vennünk. Viszont az írott szövegben a nyelvi újítások egy része nem látható: az irodalmi stílus végsőkig archaizál (sőt Menandrosz protector saját bevallása szerint atticizál), következésképpen e korszakban diglosszia alakult ki. Az irodalmi források tipikusan az „antikizáló” és a feliratok a „vulgáris” oldalon vannak. Léteznek feliratos források, amelyek a keleteurópai nomád népek történetével állnak kapcsolatban; még a Kárpátmedence „barbár” területéről is vannak példák, a legismertebbek a legnagyobb aranykincsek, a nagyszéksósi és a nagyszentmiklósi feliratai.

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Leivada, Evelina, Paraskevi Mavroudi, and Anna Epistithiou. "Metalanguage or bidialectism? Acquisition of clitic placement by Hellenic Greeks, Greek Cypriots and binationals in the diglossic context of Cyprus." In 3rd Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2010/03/0025/000145.

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Turmono, Bella. "Sociolinguistic Studies: Phenomenon Of Diglosia In Postgraduate Students Of Indonesian Language And Literature Education Class Of 2020 University Of Muhammadiyah Purwokerto." In Proceedings of the 1st International Seminar on Teacher Training and Education, ISTED 2021, 17-18 July 2021, Purwokerto, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.17-7-2021.2312020.

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