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Journal articles on the topic 'Diglossic school'

Author: Grafiati

Published: 7 June 2025

Last updated: 17 July 2025

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1

Shetewi, Ourooba, Karen P. Corrigan, and Ghada Khattab. "Children’s Multilectal Repertoires: Diglossic Style-Shifting by Palestinian Children and Adolescents in Syria." Languages 9, no. 11 (2024): 341. http://dx.doi.org/10.3390/languages9110341.

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Arabic diglossia, whereby Standard Arabic (SA) exists alongside numerous vernaculars, often leads to diglossic style-shifting based on context or topic changes and is marked in the vernacular by shifting to standard linguistic features. While this phenomenon has been widely studied in the speech of educated adults, research on diglossic style-shifting by children and adolescents has been rather limited. This paper investigates how it operates amongst 3–17-year-olds from a Bedouin speech community of Palestinian refugees in Syria. It examines context effects on realizations of the variables (θ)

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KHAMIS-DAKWAR, REEM, KAREN FROUD, and PETER GORDON. "Acquiring diglossia: mutual influences of formal and colloquial Arabic on children's grammaticality judgments." Journal of Child Language 39, no. 1 (2011): 61–89. http://dx.doi.org/10.1017/s0305000910000784.

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ABSTRACTThere are differences and similarities between Modern Standard Arabic (MSA) and spoken varieties of Arabic, in all language domains. To obtain preliminary insights into interactions between the acquisition of spoken and standard varieties of a language in a diglossic situation, we employed forced-choice grammaticality judgments to investigate morphosyntactic knowledge of MSA and the local variant of Palestinian Colloquial Arabic (PCA), in 60 Arabic-speaking children aged 6 ; 4 to 12 ; 4, from a school in Nazareth. We used morphosyntactic structures which either differed or were similar

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3

Hashem, Rabab. "Diglossia and Arabic Literacy: From Research to Practice." British Journal of Education 10, no. 11 (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

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Omar, Abdulfattah, and Bader Deraan Aldawsari. "The Impact of Diglossia on the Language Development and Educational Achievement of Saudi Students in Primary Schools." World Journal of English Language 12, no. 5 (2022): 419. http://dx.doi.org/10.5430/wjel.v12n5p419.

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Arabic is a diglossic language. Two variants of Arabic are widely used. H (the High variant) is Classical Arabic, now referred to as Modern Standard Arabic (MSA). The L (Low) variant is the colloquial dialects (DA), which are mostly spoken. The H variant is used in education, press, and other formal correspondence. The Low version is associated with informal contexts. Interestingly, the two versions are completely different from each other in terms of vocabulary, syntax, and even structure. Given the social and cognitive aspects of the language, children go to primary schools with almost no kn

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Labach, M. "ON THE ISSUE OF FORMING A LINGUISTIC AND CULTURAL PERSONALITY AT A HIGHER SCHOOL." Bulletin of Lviv State University of Life Safety 21 (July 31, 2020): 113–18. http://dx.doi.org/10.32447/20784643.21.2020.14.

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The article substantiates the relevance of the problem of forming a linguistic and cultural personality at a higher school, although this problem is not new. Obviously, the strategies used before were either ineffective or not very actively implemented into practice. A closer look at the problem allows actualizing it, finding those aspects that were obviously not taken into account, and, therefore, focusing on them. Emphasis is put on the subjects that have the strongest potential in the formation of a linguistic and cultural personality. It is emphasized that the majority of the citizens of o

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Dendane, Zoubir. "Dialectal Arabic, MSA and Formal Education in Algeria." Traduction et Langues 14, no. 1 (2015): 100–107. http://dx.doi.org/10.52919/translang.v14i1.798.

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The present paper addresses issues related to the effect that the abrupt shift from the mother tongue to the school language impacts on the quality of Algerian children’s formal instruction and the difficulties they face in primary school. The diglossic character of today’s Arabic appears to be problematic as it hampers the intellectual progress and the cognitive development of the child. To clarify the point, the study compares the intellectual development that the Algerian learner goes through with that of English or French children who are not faced with the same difficulties at school as t

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Azzoug, Omar. "Sociolinguistic Dimensions of Dialect use in the Algerian Education System." Traduction et Langues 10, no. 2 (2011): 18–29. http://dx.doi.org/10.52919/translang.v10i2.853.

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Algeria is a diglossic community, the existence of MSA as the only means of instruction on one hand and AA, the mother tongue of the Algerian learner on the other, makes the process of learning an arduous one. The paper examines the classroom environment in primary school. It explores the teachers’ awareness, knowledge and understanding of, and attitudes and feelings towards, monolingualism, bidialectalism. The study also briefly considers whether teacher training has amply prepared these teachers for the confrontation of a bidialectal classroom. The data is discussed in terms of education and

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Abramicheva, Olena. "Second Language Learning in a Multilingual Environment: Displaced Ukrainian Primary School Students’ Experiences of Learning German in Switzerland." Journal of Vasyl Stefanyk Precarpathian National University 12, no. 1 (2025): 28–57. https://doi.org/10.15330/jpnu.12.1.28-57.

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Drawing on international pedagogical discourse on multilingual learning contexts, extensive research on second language acquisition and learning, and our previous research on Ukrainian refugee perspectives on primary school in German-speaking Switzerland, the author examines experiences of learning German as a second language by displaced Ukrainian children in Swiss primary schools. The longitudinal study allowed for the exploration of dynamics of German language acquisition by displaced children in conditions of full immersion in the target language environment and the identification of facto

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Abramicheva, Olena. "Second Language Learning in a Multilingual Environment: Displaced Ukrainian Primary School Students' Experiences of Learning German in Switzerland." Journal of Vasyl Stefanyk Precarpathian National University 12, no. 1 (2025): 28–57. https://doi.org/10.15330/jpnu.12.1.28-57.

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<strong>Abstract:</strong> Drawing on international pedagogical discourse on multilingual learning contexts, extensive research on second language acquisition and learning, and our previous research on Ukrainian refugee perspectives on primary school in German-speaking Switzerland, the author examines experiences of learning German as a second language by displaced Ukrainian children in Swiss primary schools. The longitudinal study allowed for the exploration of dynamics of German language acquisition by displaced children in conditions of full immersion in the target language environment and

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PLLANA ELEZI, Violeta. "THE USE OF STANDARD ALBANIAN LANGUAGE BY PRIMARY SCHOOL TEACHERS." Ezikov Svyat volume 19 issue 3, ezs.swu.v19i3 (October 1, 2021): 59–70. http://dx.doi.org/10.37708/ezs.swu.bg.v19i3.6.

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This paper investigates the level of standard Albanian use by primary school teachers for grades 1-5 in Kosovo as well as in the cities of Presheva and Bujanoc in Serbia. This paper investigates concrete situations and problems of standard Albanian and other varieties use in school. The research was conducted with a total number of 66 teachers in the form of a questionnaire and test on concrete problems of standard Albanian spelling norm. In order to have an example of a fourdimensional space, information on sociolinguistic factors, such as: work experience, region of origin, education, and ge

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KERROUM, Zineb, and Zoubir DENDANE. "The Impact of Parental Language Attitudes on Children's Proficiency in Standard Arabic in an Algerian Context." Journal of Languages and Translation 5, no. 1 (2025): 180–94. https://doi.org/10.70204/jlt.v5i1.440.

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This study examines how parental language attitudes and involvement impact children's proficiency in Standard Arabic (SA) and the various factors influencing these views in Algeria, where Dialectal Arabic (DA) is the mother tongue. In this diglossic context, the linguistic challenges children face in school are critical educational concerns. The study employed a mixed-methods approach, administering a structured questionnaire to 132 randomly selected parents who met specific inclusion criteria, and utilized snowball sampling to further expand participant reach. Additionally, structured intervi

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Azzoug, Omar. "Modern Standard Arabic As A Second Language For Its Own Speakers." AL-Lisaniyyat 16, no. 1 (2010): 1–22. https://doi.org/10.61850/allj.v16i1.428.

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Algeria is a diglossic community, the existence of MSA as the only means of instruction on one hand and AA, the mother tongue of the Algerian learner on the other, makes the process of learning an arduous one. This reseach examines the classroom environment in primary school. It first describes how primary school teachers have constructed the environment of their foundation phase classrooms. It then considers why the teachers have assembled their classrooms in such ways by exploring their awareness, knowledge and understanding of, and attitudes and feelings towards, monolinguilism, bidialectal

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Ferreira, Virginia Acuña, and Ana Mª Iglesias Álvarez. "The intergenerational reinforcement of Spanish in Galicia (Spain)." European Journal of Language Policy 16, no. 1 (2024): 79–107. http://dx.doi.org/10.3828/ejlp.2024.5.

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This article presents a case study on family language policies (FLP) in Galicia (official bilingual community of Spain), based on the analysis of semi-structured interviews with three Spanish-speaking parents who live with their partners and children in urban or semi-urban settings where Spanish is the dominant language. The results indicate a FLP model that reinforces the position of this language in the family, in interaction with the environment, since the informants attribute their children’s learning of Galician exclusively to school, even though they see it as insufficient to incorporate

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Faraj, Reem. "Morphosyntactic Transfer from a Spoken Heritage Dialect to the Standard Variety." Heritage Language Journal 17, no. 2 (2020): 202–33. http://dx.doi.org/10.46538/hlj.17.2.5.

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This study examines cases of morphosyntactic transfer from Syrian Arabic to Modern Standard Arabic (MSA) in the production of heritage speakers who are not only bilingual (L1 Syrian Arabic, L2 English), but also diglossic; Syrian Arabic is their heritage language (HL), and MSA is the form they learned in school. Two control groups, native speakers of Syrian Arabic and learners of MSA, were also included. The proposal presented here is that adolescent heritage speakers of Syrian Arabic have a more developed Syrian Arabic grammar, which results in- transfer to MSA, and that degree and duration o

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Rabahi, Hanane. "Teachers’ attitudes and perspectives towards diglossia in Algerian education." International Journal of Learning and Teaching 16, no. 4 (2024): 202–8. https://doi.org/10.18844/ijlt.v16i4.9602.

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Diglossia, a sociolinguistic phenomenon, refers to the coexistence of two distinct varieties or dialects within the same language community. This phenomenon is widely observed around the world, with Algeria serving as a prominent example due to the interplay between Modern Standard Arabic (MSA) and Algerian Arabic. Despite its significance, limited research has explored the role of diglossia within Algerian academic settings, particularly regarding teachers' attitudes towards its use in the classroom. This study aims to fill this gap by investigating the prevalence of diglossia in Algerian sec

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Ferdi Hasan, Moh, Diana Monita, and Aninditya Sri Nugraheni. "Sociolinguistics of regional languages: An analysis of Javanese and Madurese usage among elementary school children in Jember, Indonesia." Forum for Education Studies 2, no. 4 (2024): 1583. http://dx.doi.org/10.59400/fes1583.

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This study analyses the patterns of Javanese and Madurese language use among primary school children in Jember, Indonesia, where the two ethnic cultures meet. Using a descriptive qualitative approach, data were collected through observations, interviews and questionnaires on 50 primary school students, 6 teachers and 10 parents from three different schools. Results show a clear diglossia between Indonesian for education and the regional language (Javanese/Madurese) for informal interaction. Children code-switch between these languages flexibly depending on the social context. Families play an

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Trajkovic, Tatjana, and Milica Mihajlovic. "Vranje speech through the prism of diglossia." Juznoslovenski filolog 76, no. 1 (2020): 77–105. http://dx.doi.org/10.2298/jfi2001077t.

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The paper presents the results of diglossia research in the speech of Vranje. This is a survey conducted through the poll of two groups of representatives of the Vranje vernacular. Groups of final year high school students from Vranje and teachers teaching in the same schools were selected. In this way, social variables were monitored: origin, age, education and gender. Typical features of Vranje speech were selected from the language variables: consonant dz (dzindza), semi-vowel ? (dan?s), vocative in -e (strinke), enclitic pronouns (gu, gi, ne, ni, ve, vi), the analytical declination (s majk

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Laurent, Nga Obama. "Enseignement primaire et politique linguistique au Cameroun : le cas des langues nationales." GPH-International Journal of Educational Research 07, no. 05 (2024): 144–55. https://doi.org/10.5281/zenodo.12608119.

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<strong>Résumé </strong> L’enseignement des langues nationales a connu des résistances et des réticences à l’école primaire camerounaise à cause d’un certain nombre d’obstacles. Cependant, de ces obstacles endogènes et exogènes va naître une réflexion sur l’urgence de l’apprentissage des langues nationales dès l’école primaire et l’introduction dans les curricula de l’enseignement primaire en 2018 de la discipline intitulée <em>langues et c

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Comtet, Roger. "La Petite Esquisse de Vhistoire de la langue russe littéraire (XIe -XVIIe siècles) (1994) de Boris Ouspenski : un modèle d’analyse sémiotique." Slavica Occitania 40, no. 1 (2015): 41–75. https://doi.org/10.3406/slaoc.2015.2675.

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Is the Short Sketch of History of Russian Language (11th -17th century) by Boris Uspensky a mere application of the semiotic method ? Boris Uspensky as a semiotician and a specialist of culturology belongs to the Moscow branch of the Tartu-Moscow semiotic school which was founded in the 1960s ; the Muscovite members of this school came to semiotics through linguistics, whereas the Tartu-Leningrad members of the school devoted themselves to literature. First, B. Uspensky worked in the field of linguistics, which he later integrated into culturology. Such synthesis appears in three works (publis

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Chadli, Sara. "General Linguistics and Sociolinguistics." مجلة قضايا لغوية | Linguistic Issues Journal 2, no. 3 (2021): 66–98. http://dx.doi.org/10.61850/lij.v2i3.73.

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This research paper seeks to shed light on general linguistics and sociolinguistics-as a branch of linguistics -, by standing at the concept and subject of general linguistics and its branches, and its major perceptions, starting from the structural school, passing through the functional school, leading all the way to the generative school. Then allocating space from this paper to talk about sociolinguistics -which is the science that is interested in the study of language in relation to society - by presenting a concept of sociolinguistics, and talking about its subject , importance and origi

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Arnold-Stein, Róbert, and Ildikó Hortobágyi. "Translanguaging, Diglossia and Bidialectalism in the Video Gamer Argot." Papers in Arts and Humanities 1, no. 2 (2021): 47–67. http://dx.doi.org/10.52885/pah.v1i2.61.

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Video games have undergone an extensive technological advancement which has triggered a rapid shift in the role and potency the different media have gained in meeting infotainment needs. The widespread use of the internet has increased the frequency of video gaming among the youth thus promoting the emergence of linguistic material which could be instrumental in second language acquisition. The present paper aims to reveal the linguistic gains from virtual multicultural environments for video gamers in relation to their communication needs, a situation which rightfully characterizes them as bi

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Jaffe, Alexandra. "Misrecognition unmasked? ‘Polynomic’ language, expert statuses and orthographic practices in Corsican schools." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 13, no. 4 (2003): 515–37. http://dx.doi.org/10.1075/prag.13.4.04jaf.

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Over the last twenty years, “expert” discourses about the sociolinguistic character of Corsica have shifted from a focus on “diglossia” to an assertion that Corsican is a “polynomic” language. In the context of language shift and efforts at minority language revitalization, these two discourses make different claims about the relationship of language and identity, posit different kinds of power relationships between Corsicans and their two languages, and have different implications for Corsican language policy and advocacy. One of the unintended consequences of a revitalization program built o

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Riansi, Erwin Salpa, Suyitno Suyitno, Retno Winarni, and Raheni Suhita. "The phenomena of the use of the diglossia language in the learning interaction of Indonesian language: A case study of a junior high school in Cilegon City." International Journal of ADVANCED AND APPLIED SCIENCES 10, no. 4 (2023): 169–75. http://dx.doi.org/10.21833/ijaas.2023.04.021.

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This study was conducted to explain the phenomenon of the use of diglossia language which still often occurs in the learning environment. Thus, in order to provide a solution to these symptoms, it is necessary to first explain the phenomena that occur or are behind them. The phenomenon in the use of diglossia language occurs because of the process of cultural mixing in the use of language and the dualistic attitude shown by Indonesian language teachers, especially Indonesian language teachers at the Junior High School of Cilegon City. Based on the research that has been done, it was found that

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Trajkovic, Tatjana. "Nis speech through the prism of diglossia." Juznoslovenski filolog 74, no. 2 (2018): 89–108. http://dx.doi.org/10.2298/jfi1802089t.

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This paper presents an analysis of the speech used by teachers and pupils in high schools in Nis, which linguistically and geographically belongs to the Prizren-Timok dialect area, and in a narrower sense to the Prizren-South Moravian dialect. Yet, it differs as an urban environment from the nearby rural speeches. The examination was done on the basis of an anonymous questionnaire which contained questions on the attitudes towards the dialect and its place in communication, while the other part of the questionnaire was related to the practical use of dialectal and standard forms of the Serbian

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Faming, Manynooch. "Lao as a touch stone." Animation in Asia 23, no. 1 (2013): 119–43. http://dx.doi.org/10.1075/japc.23.1.07fam.

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The purpose of this article is to provide a specific case study of the contradictory discourses concerning Lao as the national language, as the official language, and as the medium of instruction. Through the diglossia framework or Lao as a touch stone, the article investigates how non-mainstream and ethnic minority students use the national language in comparison to their mother tongues and other languages at schools. The result shows that students often use their mother tongue and other non-national language to negotiate their social positions among the majority and the dominant groups.

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Abu Dahud, Riham Mutlak, Raphiq Ibrahim, and Michal Shany. "How does Diglossia in Arabic affect the development of morphological knowledge throughout elementary schools?" JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 2 (2015): 736–49. http://dx.doi.org/10.24297/jal.v5i2.5190.

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The current study aimed to examine the impact of linguistic distance between spoken Arabic vernacular (SAV) and modern standard Arabic (MSA) on the development of morphological knowledge in the standard Arabic language throughout elementary school. 132 native Arab children (67 boys and 65 girls) from 2nd, 4th and 6th grade have participated in four morphological tasks. The study's results indicated that a significant advantage is ascribed to morphology in spoken Arabic over standard Arabic. This advantage was found beyond the type of task and along the grades examined in the study. In addition

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Alabdalla, Nada. "Formation of Arabic Theatrical Speech Culture in the Context of Language Situation." Observatory of Culture 15, no. 4 (2018): 436–43. http://dx.doi.org/10.25281/2072-3156-2018-15-4-436-443.

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The Arabic world’s language situation is characterized by bilingualism (diglossia), as alongside the written language (Fusha), there exist many spoken languages. This situation raises important theoretical and methodological issues before the theatre in general and theatrical pedagogics in particular. The article deals with the problem of orthoepic norms’ lacking in spoken Arabic, which affects both the teaching methods in theatrical high schools and the speech culture in general. In this context, the author gives a short review of language development in Arabic theatre and considers some

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Sylod, Chimhenga. "The Diglossic Relationship between Shona and English Languages in the Teaching and Learning Situation in Zimbabwe Secondary Schools." IOSR Journal Of Humanities And Social Science 12, no. 5 (2013): 43–50. http://dx.doi.org/10.9790/0837-1254350.

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Labetska, Y. "Linguistic diversity and language politics in Cyprus." Vìsnik Marìupolʹsʹkogo deržavnogo unìversitetu Serìâ Fìlologìâ 16, no. 28 (2023): 186–95. http://dx.doi.org/10.34079/2226-3055-2023-16-28-186-195.

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The article examines the peculiarities of the language situation in the Republic of Cyprus, which is characterized as diglossia. The social and personal dimension of linguistic diversity in the Greek Cypriot community has been analyzed. It has been found that school curricula mostly ignore the coexistence of at least two language varieties, while the classroom language is characterized by constant code-switching and code-mixing. It has been clarified in which communicative situations different language varieties are used, in both classroom language and the language of Greek Cypriots outside th

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Abbas, Randa Khair, and Vered Vaknin-Nusbaum. "Motivation and attitudes of Israeli Druze schoolchildren toward L2 Hebrew compared to Modern Standard Arabic." Pragmatics and Society 12, no. 4 (2021): 591–611. http://dx.doi.org/10.1075/ps.18056.abb.

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Abstract The present study examines the extent to which sociohistorical and political contexts influence the language attitudes of Israeli-Druze students to Hebrew as L2 and to Modern Standard Arabic (MSA) in Arabic-speaking schools. It is a pioneer explorative research study that compares students’ attitudes toward diglossia and L2. Using the Foreign Languages Attitudes and Goals Survey (FLAGS), the attitudes of second, fifth, and ninth graders in two different Druze schools were assessed. The results indicate a positive attitude towards L2 Hebrew, not only for instrumental purposes but also

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Huang, Zicheng. "The Long-term Effect of Cantonese Usage under the Dominance of Mandarin on Academic Performance." Lecture Notes in Education Psychology and Public Media 52, no. 1 (2024): 21–30. http://dx.doi.org/10.54254/2753-7048/52/20241511.

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Researches on the effect of bilingualism/diglossia on academic performance conclude disparately yet converge on the children of early school age. This research aims to figure out the longer-term influence of Cantonese usage on academic performance by conducting a large sample survey and the Chinese reading literacy assessment of PISA 2018 on 100 young citizens aged 18 to 25 in Guangdong province. In addition to reconfirming the vastness of Cantonese-Mandarin bilinguals in Guangdong province, China, The Language History Questionnaire 3 detected a categorically strong dominance of Mandarin in th

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Abdullah Sulaiman, Ibrahim. "Diglossia in Ghanaian Society and Its Negative Influence on Students' Proficiency in English: A Case Study on Three Town Senior High School Students." International Journal of Language and Literary Studies 6, no. 4 (2024): 408–23. https://doi.org/10.36892/ijlls.v6i4.1878.

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This study investigates the phenomenon of diglossia in Ghanaian society, particularly in the Ketu South district. It focuses on Ghanaian Pidgin English (GPE), a variety of English that has gained widespread usage in various official and educational institutions across Ghana, transcending its traditional boundaries. The research examines GPE, exploring its emergence, development, varieties, and influence on the academic performance of Three Twon Senior High School (THREESEC) students in standard English. The study employs a descriptive-analytical research design to describe and analyze GPE with

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Kokhanova, Iryna, and Tetiana Safonova. "Ambivalent attitude towards language as a consequence of unofficial bilingualism in Ukraine." Вісник Книжкової палати, no. 1 (January 27, 2022): 28–32. http://dx.doi.org/10.36273/2076-9555.2022.1(306).28-32.

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The language situation of informal bilingualism in Ukraine is considered, as well as other factors that cause an ambivalent attitude towards the national language. The influence of citizens' memories of the Soviet past, the course of the war with Russia, the current legislation that strengthens the status of the Ukrainian language as a national language is analyzed. The fact of distorted understanding of the concepts of language norm, national language, native language, language convenient for communication is proved in the mass consciousness of citizens. The results of the questionnaire

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Sneddon, J. N. "Teaching informal Indonesian." Australian Review of Applied Linguistics 24, no. 2 (2001): 81–95. http://dx.doi.org/10.1075/aral.24.2.06sne.

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Abstract Of the Major Asian languages taught in Australia, Indonesian is the only one which exists in a diglossic situation, in which the language of everyday conversation is significantly different from the formal language. Indonesian language teaching in Australia concentrates largely on the ‘high’ form of the language; in most schools and universities the everyday variety is dealt with either superficially or not at all. As a result, most Australian learners develop no proficiency in this variety. Unlike the formal language, informal Indonesian is highly context-bound, with presuppositions

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Martins, Cristina. "Mirandese studies: Language, literature, landscape and pedagogy." International Journal of Iberian Studies 38, no. 2 (2025): 93–99. https://doi.org/10.1386/ijis_00159_2.

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Mirandese, a minority language spoken in north-eastern Portugal, has undergone significant shifts in vitality over the past century. First brought to scholarly attention by Portuguese philologist Leite de Vasconcelos in the late nineteenth century, Mirandese descends from Astur-Leonese, a medieval Romance variety of the Iberian Peninsula. Historically, it survived in a stable diglossic framework alongside Portuguese and Spanish, serving specific communicative roles within small and close-knit communities. However, by the mid-twentieth century, social stigma and the pressure of Portuguese disru

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Guarda, Marta, and Gisela Mayr. "PLURALISMO LINGUISTICO NELLA SCUOLA E COMPETENZE DIDATTICHE: ESPERIENZE DALL’ALTO ADIGE." Italiano LinguaDue 15, no. 2 (2023): 569–84. http://dx.doi.org/10.54103/2037-3597/21973.

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In Alto Adige, il trilinguismo istituzionale (tedesco, italiano, ladino) e la diglossia convivono con nuove lingue e varietà portate nel territorio grazie ai flussi migratori. La crescente diversità linguistica e culturale della Provincia di Bolzano ha un forte impatto sulla vita scolastica quotidiana e pone nuove sfide ai docenti: l’inclusione e la valorizzazione di tutte le lingue che alunni e alunne portano in classe, così come la mobilitazione dei loro interi repertori linguistici per l’apprendimento, richiedono infatti abilità, motivazioni e conoscenze specifiche. In questo contributo des

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Leikin, Mark, Raphiq Ibrahim, and Hazar Eghbaria. "The influence of diglossia in Arabic on narrative ability: evidence from analysis of the linguistic and narrative structure of discourse among pre-school children." Reading and Writing 27, no. 4 (2013): 733–47. http://dx.doi.org/10.1007/s11145-013-9462-3.

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Muthusamy, Paramasivam, and Atieh Farashaiyan. "A Descriptive Study of Tamil Language and Social Identity Among English-Tamils in Malaysia." International Journal of Linguistics 10, no. 4 (2018): 21. http://dx.doi.org/10.5296/ijl.v10i4.13491.

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This research describes the status of the Tamil language in Malaysia. More specifically, it describes the reasons of Tamil Language decline in the Malaysian context. It is noted that the Tamil language is considered as an authorized language in the country, nonetheless it has shown indications of failure in latest years compared to three other widely spoken languages. The most important reason for the decline is its squat socio-economic rank in comparison with other three languages since the Tamil language is tranquil connected by scarcity and shortage of societal and dogmatic impacts. Additio

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Kniaź, Małgorzata. "English lexical items in Egyptian Arabic. Code-switching or borrowing?" Revista Alicantina de Estudios Ingleses, no. 30 (December 15, 2017): 185. http://dx.doi.org/10.14198/raei.2017.30.07.

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The study aims to answer the question of whether lone English items that occur in Arabic-English code-switching are borrowings or code-switches. This is based on empirical data collected at the American University in Cairo. The data were analyzed within the framework of the Matrix Language Frame model. 3443 bilingual projections of complementizer (CP) were investigated. They were divided into two types: (1) CPs with Arabic as the Matrix Language (ML) and (2) CPs with English as the ML. The analysis shows a clear discrepancy between categories of items used in the two types. In Arabic CPs, the

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Komang Puteri Yadnya Diari. "Balinese Language and Local Identity in a Multicultural Context; Issues, Challenges, and Preservation Efforts." Borneo Educational Journal (Borju) 6, no. 2 (2024): 245–61. http://dx.doi.org/10.24903/bej.v6i2.1828.

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This research aims to present the issues, challenges and opportunities of Balinese regional languages in the context of multicultural society and culture. In the current context, the Balinese language is experiencing a decline in interest and use in daily life which is being eroded by the use of Indonesian and English by the people. The great influence of multiculturalism is detected in this context. This is proven by the proliferation of international standard Kindergarten, Elementary, Middle and High Schools, where these schools present and promise English as the language of instruction. T

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Vladimir, Anatol'evich, and Vladimirovich Vasiliy. "Political economy assessment of the educational system promotion in Russia in the conditions of digital economy formation." JOURNAL OF REGIONAL AND INTERNATIONAL COMPETITIVENESS 5, no. 2 (2024): 75–82. http://dx.doi.org/10.52957/2782-1927-2024-5-2-75-82.

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The article reviews a political-economic analysis of the growing dynamics of the education system in Russia, using the example of higher education in the creative solutions of the digital economy. The author examines the economics of education from the political economy view. The evolution of targets in higher education is presented. When comparing definitions of higher education targets, they provide two mutually related, but competing functions of higher school: the role of higher education in the teaching workforce for all economic sectors and the general intellectual growing of a creative,

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Kandler, Anne, Roman Unger, and James Steele. "Language shift, bilingualism and the future of Britain's Celtic languages." Philosophical Transactions of the Royal Society B: Biological Sciences 365, no. 1559 (2010): 3855–64. http://dx.doi.org/10.1098/rstb.2010.0051.

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‘Language shift’ is the process whereby members of a community in which more than one language is spoken abandon their original vernacular language in favour of another. The historical shifts to English by Celtic language speakers of Britain and Ireland are particularly well-studied examples for which good census data exist for the most recent 100–120 years in many areas where Celtic languages were once the prevailing vernaculars. We model the dynamics of language shift as a competition process in which the numbers of speakers of each language (both monolingual and bilingual) vary as a functio

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Arifianto, Muhammad Lukman, Iqbal Fathi Izzudin, and Zulfa Azalia Mujahidah. "Investigating the Existence of Egyptian Colloquial Arabic (ECA) in the Language Learning Context." LISANIA: Journal of Arabic Education and Literature 7, no. 2 (2023): 133–47. http://dx.doi.org/10.18326/lisania.v7i2.133-147.

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Many scholars have discussed Egyptian Colloquial Arabic (ECA), especially concerning its structure and comparison with Standard Arabic, Modern or Classical. However, whether it is a phenomenon of language variation (diglossia) or it could be a language deviation from the Arabic grammatical rules has not been specifically explored. For this reason, this paper examines the ECA concerning its emergence and existence in Arabic language learning. Literature studies on several reference books and articles about ECA were carried out to present the views of experts regarding this discussion. Based on

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Vazyanau, Andrei. "DEVELOPING FUNCTIONAL MULTILINGUALISM IN STUDENT AUDIENCES WITH BELARUSIAN MAJORITY: PRACTICAL PROPOSAL." Topos, no. 2024-2 (2024): 184–205. http://dx.doi.org/10.61095/815-0047-2024-2-184-205.

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The proposal contained in the title is linked to the development of multilingualism in student audiences with a Belarusian majority, regardless of the students’ main (first, native, etc.) language. The advantageousness of multilingualism in the educational process is a matter of wide consensus in the thematic literature. The idea of perceiving the entire linguistic repertoire of students as a valuable resource is developed based on approaches such as systemic functional linguistics, translanguaging and linguistic anthropology in education. The text considers the specifics of the application of

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Krasowska, Helena. "Sytuacja socjolingwistyczna Polaków bukowińskich." Acta Baltico-Slavica 34 (August 31, 2015): 185–95. http://dx.doi.org/10.11649/abs.2010.013.

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Sociolinguistic situation of Poles in BukovinaIn the present article the author presented the sociolinguistic situation of Poles in Bukovina. She paid attention to the group of Bukovina mountaineers who stayed in Bukovina after the repatriation in 1945 and those who currently inhabit the so called Western Lands. The Poles in Bukovina were not a homogenous group. The Polish population settling in Bukovina since the 18th century was of a different place of origin. We need to distinguish three basic groups: newcomers from Galicia, Lesser Poland and from the region of Cadca in Slovakia. This resul

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Bayazitova, G. I. "“AUTOCRACY IS THE BEST FORM OF GOVERNMENT”: ON THE CONCEPTUAL FRAMEWORK OF J.-B. BOSSUET’S TREATISE POLITICS DRAWN FROM THE VERY WORDS OF HOLY SCRIPTURE (ISSUES WITH THE RUSSIAN TRANSLATION)." LOMONOSOV HISTORY JOURNAL 65, no. 3, 2024 (2024): 27–44. https://doi.org/10.55959/msu0130-0083-8-2024-65-3-27-44.

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In the 18th century, a number of Western European political treatises were translated in Russia, significantly influencing the formation of political language. Translators often used direct calques and borrowed terminology from European languages. However, in the second half of the century, linguistic purism and related eff orts to create indigenous political terminology became increasingly prevalent. Another trend was the existence of diglossia: translators often used Church Slavonic expressions alongside modern Russian in the same translations. At the beginning of the 19th century, linguisti

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Vorozhbitova, Aleksandra A., Serhiy I. Potapenko, Natalya Yu Khachaturova, and Yuliya N. Khoruzhaya. "Linguistic rhetoric of Soviet discourse: official vs personal register (J. Stalin – A. Dovzhenko)." Revista Amazonia Investiga 9, no. 29 (2020): 224–33. http://dx.doi.org/10.34069/ai/2020.29.05.25.

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Within the conception of the Sochi Linguistic & Rhetorical School the paper discusses the diglossia of the Soviet discourse employed in the former USSR, distinguishes official and personal registers as well as shows their difference drawing on Joseph Stalin’s speech of 31 January 1944 to the Politburo of the Central Committee of the All-Union Communist Party of Bolsheviks concerning Alexander Dovzhenko’s screenplay “Ukraine in Flames” and in the writer’s diaries. The comparison reveals a few specific linguistic rhetorical features of cognitive communicative type ontologically characteristi

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Muhammad Hassan Abbasi and Maya Khemlani David. "I am a young Hindko speaker, and I want to speak my language: Language Shift or Maintenance in a Multilingual City." Journal of English Language, Literature and Education 6, no. 4 (2024): 44–64. https://doi.org/10.54692/jelle.2024.0604236.

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Karachi, a multilingual city with diverse cultures and indigenous communities, hosts a range of communities migrating from northern and rural areas. Upon settling in the city, many parents desire their children to attend English or Urdu medium schools to facilitate broader communication. Previous studies have indicated that indigenous communities in Karachi are shifting towards Urdu and English in these multilingual settings. Women, often the primary caretakers and language transmitters at home, play a significant role in maintaining native languages alongside male parents. This study investig

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Ender, Andrea, Wei Li, and Katharina Straßl. "Das Projekt "Deutsch als Zweitsprache in Dialektumgebung"." Linguistik Online 32, no. 3 (2007). http://dx.doi.org/10.13092/lo.32.535.

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This paper presents the ongoing project "German as a Second Language in a Dialect-Speaking Environment" which is concerned with the acquisition of German as a second language by immigrant children in the German-Speaking part of Switzerland. As this is one of the areas where a distinct dialect coexists with the standard variety, the language acquisition poses a challenge for immigrant children: The daily input does not correspond at all, or only in part, to what the immigrant children should learn (e.g. for achievement in school and career opportunities), namely standard German. The aims of the

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Nefaa, Aymen, Leila Boutora, and Nuria Gala. "Preliminary Considerations on the Development of a Bicultural Trilingual Education Model for Deaf Children in the Tunisian Context." Frontiers in Education 6 (February 8, 2022). http://dx.doi.org/10.3389/feduc.2021.750584.

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Deaf educational methods have been the subject of controversy among advocates of the oralist and the bilingual approaches for centuries. Over the past decades, the bilingual-bicultural method has proved its effectiveness in facilitating formal school learning and downscaling a higher rate of illiteracy compared to the hearing population. The bilingual-bicultural model in Western countries is designed and implemented in predominantly monolingual contexts or multilingual contexts with a dominant majority language. It aims at providing deaf learners with a simultaneous dual access to the deaf and

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