Relevant bibliographies by topics / Language and identity

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language and identity'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 June 2025

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Journal articles on the topic "Language and identity"

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Abdelbaky Abdelbaky ALY, Emad. "LANGUAGES, LANGUAGE SECURITY AND IDENTITY MAINTENANCE." Route Educational and Social Science Journal 6, no. 45 (2019): 775–91. http://dx.doi.org/10.17121/ressjournal.2464.

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Williams, Michael. "Cultural identity, language identity, gender identity." English Academy Review 28, no. 1 (2011): 1–4. http://dx.doi.org/10.1080/10131752.2011.573998.

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Xushmurodova, Shahnoza Shaymonkulovna. "Bilingual experience in constructing language identity." "XXI ASRDA INNOVATSION TEXNOLOGIYALAR, FAN VA TAʼLIM TARAQQIYOTIDAGI DOLZARB MUAMMOLAR" nomli respublika ilmiy-amaliy konferensiyasi 1, no. 10 (2023): 126–30. https://doi.org/10.5281/zenodo.8429619.

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The bilingual experience can be explored through various lenses, such as sociolinguistics, psycholinguistics, and cultural studies. Researchers can examine how bilinguals negotiate their identity through language use, how they switch between languages in different contexts, and how their language identity evolves over time. The study concludes that since language contains a common worldview and cultural meanings for native speakers, linguistic identity is also usually built through the language that is most often used in a person's daily life and the degree of proficiency, in turn, is related to the use of the language. Consequently, the degree of language proficiency improves the more the language is used.
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Khushmurodova, Shakhnoza Shaymonkulovna. ""Language Identity and Bilingualism: Nurturing Individual and Social Personalities"." CONFERENCE ON UNIVERSAL SCIENCE RESEARCH 2023 1, no. 8 (2023): 27–29. https://doi.org/10.5281/zenodo.8231072.

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The article deals with the intricate relationship between language and identity, exploring how language shapes the formation of individual and social identities. The article begins by defining identity and recognizing language as a fundamental construct in this process. It highlights the significance of language in shaping personal and collective identities and introduces the concept of language identity as a vital aspect of self-perception. Delving further into the impact of bilingualism on language identity, the article explores how bilingual individuals navigate between linguistic systems, influencing their sense of self and belonging. It investigates the interplay between language, identity, and cultural differences, emphasizing the dynamic representation of cultural identities through language. Additionally, the article underscores the importance of cultural identity in the acquisition of foreign languages, highlighting how embracing cultural diversity can enhance language learning experiences. The article also advocates for nurturing positive language identities in bilingual contexts, recognizing the role of language in shaping individual and social personalities. Embracing language diversity and cultural richness fosters a deeper appreciation of identity, promoting inclusivity and understanding in our globalized world.
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Chandra, Fauzy, Reza Febrian Dimas, and Fahmi Ramadhan Muhammad. "Penguatan Bahasa Indonesia Sebagai Lambang Identitas Nasional." Madani: Jurnal Ilmiah Multidisiplin 1, no. 4 (2023): 479–84. https://doi.org/10.5281/zenodo.7976453.

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The purpose of this research is to analyze the strengthening of the Indonesian language in the country of Indonesia as a symbol of national identity. The writing method used in this research is descriptive-qualitative method. Type of data, The type of data used in this research is secondary data collected from various literatures using the theoretical basis, namely national identity in strengthening the Indonesian language. Indonesian has been designated as a language of unity and a symbol of national identity in the law and national linguistic conferences. Language is one of the national identities. Indonesian is the national identity of the Indonesian people. Language is used as a means of communication between communities. Not only as a means of communication language is also made as a national identity. Although there are many languages in Indonesia, Indonesian is able to unite 1128 ethnic groups with 746 regional languages united by one language, namely Indonesian. It is hoped that the Indonesian language can foster a sense of nationalism towards the nation and state. As the phenomenon at this time a lot of use of English shows that Indonesians forget their original identity. With the growing sense of nationalism in Indonesian society with the use of Indonesian, the Indonesian language will be stronger as the national identity of the Indonesian people. National identity is a form of identity of a country to distinguish a country from other countries. Language is one of the national identities. Indonesian is the national identity of the Indonesian people. Language is used as a means of communication between communities. Not only as a means of communication language is also made as a national identity. Although different ethnicities, cultures, religions but Indonesia is united with one language, namely Indonesian. It is hoped that the Indonesian language can foster a sense of nationalism towards the nation and state. With the growing sense of nationalism in Indonesian society with the use of the Indonesian language, the Indonesian language will be stronger as the national identity of the Indonesian people.  
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Ammosov, D. A., Ya Efendiev, and L. Grenoble. "Identity-based language shift modeling." Arctic XXI century, no. 1 (April 8, 2025): 6–18. https://doi.org/10.25587/2310-5453-2025-39-1-6-18.

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The preservation of endangered languages is a widely discussed issue nowadays. Languages represent essential cultural heritage and can provide valuable botanical, biological, and geographical information. Therefore, it is necessary to develop efficient measures to preserve and revitalize endangered languages. However, the language shift process is complex and requires an interdisciplinary approach, including mathematical modeling techniques. This paper develops a new mathematical model that extends previous works on this topic. We introduce the factor of ethnic identity, which is a proxy for a more complex nexus of variables involved in an individual’s self-identity and/or a group’s identity. This proxy is socially constructed rather than solely inherited, shaped by community-determined factors, with language both indexing and creating the identity. In our model, we divide speakers into groups depending on with which language they identify themselves with. Moreover, every group includes monolinguals and bilinguals. The proposed model naturally allows us to consider cases of language coexistence and describe a broader class of linguistic situations. For example, the simulation results show that our model can result in cyclic language dynamics, drawing a parallel to cell population models. In this way, the proposed mathematical model can serve as a useful tool for developing efficient measures for language preservation and revitalization.
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Khanal, Ajay Bhadra. "Language and Identity." Journal of Philosophy: A Cross-Disciplinary Inquiry 2, no. 4 (2006): 1–7. http://dx.doi.org/10.5840/jphilnepal20062414.

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Bergman, Mindy E., Kristen M. Watrous-Rodriguez, and Katherine M. Chalkley. "Identity and Language." Hispanic Journal of Behavioral Sciences 30, no. 1 (2008): 40–68. http://dx.doi.org/10.1177/0739986307311255.

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Quirk, Randolph. "Language and identity." English Academy Review 17, no. 1 (2000): 2–11. http://dx.doi.org/10.1080/10131750085310031.

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Kayi-Aydar, Hayriye. "Language teacher identity." Language Teaching 52, no. 3 (2019): 281–95. http://dx.doi.org/10.1017/s0261444819000223.

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The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchida, 1997*), and access to power and ownership of language (De Costa & Norton, 2017*; Varghese et al., 2016*), ultimately undergirding or undermining second/foreign language teaching (Varghese et al., 2016*).
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Dissertations / Theses on the topic "Language and identity"

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Jacobs, Jenny Eva. "Language Ideologies and Identity Construction Among Dual Language Youth." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703.

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Cross-cultural learning and identity formation are an under-theorized but fundamental aspect of dual language bilingual schools, where heritage speakers and English-only learners of a foreign language are educated together through immersion in both languages (Parkes, Ruth, Anberg-Espinoza & de Jong, 2009; Reyes & Vallone, 2007). Previous research on dual language programs has shown that despite careful program designs to treat each language equally, asymmetries between Spanish and English still play out even in well-implemented programs (Palmer, 2004; Potowski, 2005). Observation of such inequalities at the Espada School, a highly successful Spanish/English dual language school, spurred the current study, which seeks to explore in greater depth the language ideologies held by youth in such a setting. In-depth interviews and group discussions were conducted with six middle school students who had attended the school for eight years. Drawing on Foucauldian discourse analysis and sociocultural linguistics (Bucholtz & Hall, 2005; Willig, 2009), the study sought to answer the following questions: 1) What discourses do bilingual youth at a dual language middle school draw on to talk about Spanish and English, and about speakers of each language? 2) How do they deploy these discourses of language for identity-building and world-building? Three discourses of language were identified. The first, language as utilitarian, emphasizes the functional or practical use of language as a resource or tool. The second, language as internal, constructs language as a skill, proficiency, quality or accomplishment that is located inside the individual person. The last, language as connecting or excluding, treats language as a means of relationship-building and understanding or as leading to division between people. Analysis reveals the ways that these discourses were deployed in different ways by each participant to construct their own identities with respect to their future, their everyday language interactions and their perceptions of the relationship between language and ethnicity. The study contributes to a theoretical understanding of ethnolinguistic and sociocultural identity formation from a youth perspective. Recommendations are also made for dual language educators interested in expanding the discourses of language available to students as one way of countering the lower status of Spanish.
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Brunn, Michael Vernon. "Language socialization, literacy and cultural identity: The centrality of heritage languages." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186889.

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This is a Life Story project that examined the relationships between the personal and the cultural identities of American Indian persons and their abilities to speak their heritage languages. More specifically, how Heritage Languages influenced the processes of language socialization, literacy acquisition and the formation of the personal and the cultural identities of American Indian children. The premise of the study was that a child's identity, sense of belonging, literacy acquisition and success in school are interrelated aspects of her/his cultural, social, linguistic and political histories. Through the telling of life stories the underpinnings of culture, language, literacy and socialization processes were explicated as fundamental aspects which constituted holistic life experiences for children. The stories revealed how these constructs and processes were formative of their personal and cultural identities. The importance of Heritage Languages was foregrounded as a central feature in these processes. The discussions with the consultants had three sections: (a) their language and socialization contexts and practices from early childhood to adulthood, (b) their remembrances of literacy acquisition, and (c) their notions concerning the importance of and the efficacy of Heritage Languages as central to identity and to the continuance of their cultures. The findings from this project were used to discuss two interrelated concepts. First, the ways in which Heritage Languages were formative of the cultural identities of persons growing up on and around a Reservation. Second, the ways in which Heritage Languages contributed to literacy acquisition and to their social and academic success in school.
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Ng, Sheung-pui, and 吳尚珮. "Language and identity: the case of the Zhuang." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44524110.

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Goës, Ingelöv. "Language and Identity in Teenage Chatrooms." Thesis, Högskolan Dalarna, Engelska, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2119.

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Burbano-Elizondo, Lourdes. "Language variation and identity in Sunderland." Thesis, University of Sheffield, 2008. http://etheses.whiterose.ac.uk/3644/.

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This doctoral dissertation reports a study of language variation and identity conducted in Sunderland. The City of Sunderland, in North-east England, is situated about 15 miles to the south of Newcastle. As a result of this proximity to the dominant urban centre in the region, Sunderland people are often identified by outsiders as ‘Geordies’ and their dialect as ‘Geordie’. Even existing accounts of dialect variation in North-east England have often subsumed Wearside into Tyneside. Such representations of Sunderland, its people and dialect, however, are rather problematic given the deeply-rooted rivalry that exists between the inhabitants of the two localities, which have led to a clear divide between Newcastle and Sunderland in terms of identity. Moreover, folk-linguistic evidence also appears to point to the existence of a linguistic ‘divide’ as well. For the study of the language and identity of the Sunderland community, a corpus of data has been collected using the Survey of Regional English methodology (Llamas 1999). This method enables the quick and efficient elicitation of linguistic and attitudinal data. The population sample consists of 32 native informants from Sunderland who are stratified by age and gender. The five accent variables analysed have been selected by exploring the informants’ perceptions of linguistic difference, with the intention of ascertaining whether their awareness of variation between the two varieties is reflected in their actual linguistic usage. The usage of these variables is investigated across the gender and age groups to identify any evidence of change over time and gendered patterns. Furthermore, this study employs a language ideological framework which enables a locally meaningful account of the identified patterns of variation. This entails a close examination of the local identity and the symbols and ideologies whereby Sunderland people establish themselves as a cohesive community. The findings suggest that there are indeed differences between Newcastle and Sunderland in the usage of the variables identified by the speakers; also, it appears that language usage bears a strong link to the way in which speakers identify with, and position themselves in, the community.
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Hardie, Kim. "Lowland Scots : language, politics and identity." Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/21284.

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This work looks at the present day situation of Scots language and whether or not there is a link between attitudes towards Scots and nationalism in Scotland. An outline is given of the history of Scots, which was once the most widely used language for administrative as well as literary purposes in Scotland, indicating which factors contributed to its demise. The result of this demise is that today people are very uncertain about the status of Scots and whether to see it as a language or a dialect. An investigation as carried out in Edinburgh to find out to what extent people are familiar with what is meant by Scots language and to see how important it is to the formation of a Scottish identity. The results of this investigation were very interesting as they showed a link between people's knowledge about the concept of Scots language and their political opinions on the Constitutional Question in Scotland. The results demonstrated a difference in attitude and perception between the group informants classified as being in favour of independence and those in favour of the Union. There was a clear discrepancy between the answers of the Independence group to the first part of the Questionnaire and the third part. This discrepancy was not as noticeable in the answers of the other two groups (Unionists and Devolutionists). It also seems to be linked to the perception of the identity of the concept "Scots language".
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De, Kock Tarryn Gabi. "Linguistic identity and social cohesion in three Western Cape schools." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2501.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.<br>Language is foundational to issues of belonging in contemporary South Africa. The country’s colonial and apartheid history facilitated the differential development and privileging of particular languages alongside the project of racial capitalism (Alexander, 1989). Educational arrangements were affected by these developments because of how black South Africans were economically and socially limited by rudimentary exposure to the primary languages of access (English and Afrikaans). This study argues that this history is what currently influences the movement of black South Africans into the schools they were historically excluded from in former coloured, Indian and white areas, and further that this movement is also encouraged by the promise of greater access to and development in the English language (Fataar, 2015). It suggests that the persisting status of English as lingua franca across state, educational and cultural communications and products requires teaching that is sensitive to the historical relationship of the language to the underdevelopment and undervaluation of local linguistic forms. Moreover, the subject English and its embedded values and norms (included in the compulsory texts and textbook) is a critical area of enquiry for thinking through issues of social cohesion and belonging. Through case studies of three Cape Town teachers, this study argues that a range of influences affect how language and meaning are constructed in English classrooms, and that learners experience these influences to their own identities in different and often conflicting ways.
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Lowther, Pereira Kelly Anne. "Identity and Language Ideology in the Intermediate Spanish Heritage Language Classroom." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193890.

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This dissertation examines the negotiation of language ideologies and identity construction amongst university intermediate level Spanish Heritage Language (SHL) learners in the U.S. Southwest. Combining sociolinguistic and ethnographic methods with discourse analysis, this study seeks to provide deeper insight into the linguistic practices and the negotiation of language ideologies that takes place amongst SHL learners. Data from participant observation of interaction in the SHL classroom throughout the semester, questionnaires, interviews with students and instructor, and student focus group discussions were used to analyze discourses about language and the multiple values placed on English and Spanish in general, and on standard and local varieties of Spanish in particular. More specifically, this study analyzes, through the application of Bourdieu's (1991) notions of linguistic capital and symbolic power, how SHL learners negotiate these values and discourses as they study their heritage language. In addition, this study examines performances of identity observed during interactions within this group of SHL learners, recognizing the construction of multiple social identities, including bilingual, heritage learner and ethnic identities, as a dynamic and complex process that is recurrently shaped by interaction and the negotiation of competing language ideologies.
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Lanier, William. "Intentional identity." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:219190d3-1089-4c1f-a9c2-01eac8a0677d.

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If Hob and Nob both read the same newspaper article claiming that a witch has come into town, then the following sentence can be true, even if the article is fabricated and there are no witches: <ol><li>(1) Hob thinks that a witch has blighted Bob’s mare, and Nob wonders whether she killed Cob’s sow.</li></ol> This phenomenon is called ‘intentional identity’, and there is no consensus on the semantics of (1) or similar sentences. Intentional identity is related to important, unsettled topics in the philosophy of language (e.g., anaphora, dynamic semantics) and in metaphysics (e.g., fictional and Meinongian objects). Thus, a correct semantic account of intentional identity is desirable. In this thesis, I argue that ‘she’ in (1) is behaving semantically like a traditional definite description, and that the truth of sentences like (1) often requires a certain causal connection between the two subjects. In chapter 1, I explain the difficulty in finding a correct semantic ac- count of intentional identity sentences, and I present new evidence that the phenomenon is broader than previously thought. Chapter 2 explores the idea that (1) involves certain exotic objects—e.g., fictional, Meinongian, or merely possible witches. I show that what I call the ‘causal connection problem’ affects most versions of this idea, and that even the best version is probably incorrect. In chapter 3, I argue that ‘she’ in (1) is not being bound dynamically, and that the ‘guise theory’ approach suggested by several dy- namic semanticists is unhelpful. Chapter 4 contains my proposed solution. With a broader view of the problem, one can see that ‘she’ is functioning like a traditional incomplete definite description, and that its complete semantic value involves Hob and Nob being causally connected. This solution allows us to avoid an extravagant semantics and ontology.
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Bailey, Arthur Allan. "Misunderstanding Japan : language, education, and cultural identity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46313.pdf.

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Books on the topic "Language and identity"

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Joseph, John E. Language and Identity. Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230503427.

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John, Edwards. Language and identity. Cambridge University Press, 2009.

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Edwards, John. Language and identity. Cambridge University Press, 2009.

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Richards, Keith. Language and Professional Identity. Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230505049.

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Jule, Allyson, ed. Language and Religious Identity. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230210943.

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Magda, Stroinska, Cecchetto Vittorina, and European Research Centre (Kingston University (London, England)), eds. Exile, language and identity. P. Lang, 2003.

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Unesco. International Council For Philosophy and Humanistic Studies. Language, Identity and Communication. s.n, 1986.

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K, Blot Richard, ed. Language and social identity. Praeger, 2003.

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1943-, Vestergaard Torben, and Nordic Network for Intercultural Communication. Annual Symposium, eds. Language, culture and identity. Centre for Languages and Intercultural Studies, Aalborg University, 1999.

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Michael, Butler. Language, power and identity. Hodder & Stoughton Educational, 1999.

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Book chapters on the topic "Language and identity"

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Bekerman, Zvi, and Michalinos Zembylas. "Identity." In Psychologized Language in Education. Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-54937-2_7.

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Chríost, Diarmait Mac Giolla. "Identity." In Language and the City. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230598928_6.

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Weber, Jean-Jacques. "Language and Identity." In Language Racism. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_4.

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Macaulay, Ronald K. S. "Language as Identity." In Seven Ways of Looking at Language. Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-48898-5_5.

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Mendoza-Denton, Norma. "Language and Identity." In The Handbook of Language Variation and Change. Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470756591.ch19.

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Robinson, Heather. "Transing Language Identity." In Translingual Identities and Transnational Realities in the U.S. College Classroom. Routledge, 2020. http://dx.doi.org/10.4324/9780429398605-5.

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Searle, Chris. "Language and identity." In The Forsaken Lover. Routledge, 2023. http://dx.doi.org/10.4324/9781003370994-4.

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Benson, Phil, Gary Barkhuizen, Peter Bodycott, and Jill Brown. "Second Language Identity." In Second Language Identity in Narratives of Study Abroad. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137029423_2.

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Tabouret-Keller, Andrée. "Language and Identity." In The Handbook of Sociolinguistics. Blackwell Publishing Ltd, 2017. http://dx.doi.org/10.1002/9781405166256.ch19.

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Barkhuizen, Gary. "Language Teacher Identity." In Research Questions in Language Education and Applied Linguistics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_96.

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Conference papers on the topic "Language and identity"

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Wang, Aqian, Baodong Qin, and Yajun Fan. "Revocable Identity-Based Searchable Encryption Scheme for Smart Grid." In 2024 6th International Conference on Natural Language Processing (ICNLP). IEEE, 2024. http://dx.doi.org/10.1109/icnlp60986.2024.10692988.

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Maltseva, Svetlana Nikolaevna, and Anna Yurevna Pavlova. "Secondary Language Identity as a Component of Engineer's Professional Training." In 2024 International Conference on Engineering Management of Communication and Technology (EMCTECH). IEEE, 2024. http://dx.doi.org/10.1109/emctech63049.2024.10741824.

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Wang, Runhui, Yefan Tao, Adit Krishnan, et al. "BPID: A Benchmark for Personal Identity Deduplication." In Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing: Industry Track. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.emnlp-industry.40.

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Lv, Jinghui, Ruihan Dong, Xin Yang, and Chenyang Jia. "A designated Server Identity-based Encryption Scheme with Bidirectional Keyword Search." In 2024 6th International Conference on Natural Language Processing (ICNLP). IEEE, 2024. http://dx.doi.org/10.1109/icnlp60986.2024.10692645.

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Malamud, Monica. "Culture, Identity and Language Use in Morocco." In GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.4-2.

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From a functional perspective, language is human beings’ means of communication. In societies in which more than one language is used, and in which individuals themselves are multilingual, an interesting research question is: How do individuals and communities decide which language(s) to use for optimal communication? In Morocco, although language choices have been heavily influenced by its history, at present, the situation is far more complex and nuanced. Currently, Arabic and Berber are official languages, while French, Spanish, and English are also spoken by sizable proportions of the population, and are taught in schools and language institutes. However, there are varying degrees of proficiency and acceptance of these languages within Moroccan society. Through sociolinguistic interviews with informants from different socio-economic, geographical, religious, and educational backgrounds, my research aims to tease out the motives that lead them to prefer certain language(s) over others, for themselves, their families, and their communities. My paper also reviews language policy within the educational context, and the different approaches that are used in formal language socialization, depending on the language. My analysis shows how the intersection of languages and education is yet another reflection of cultural values and attitudes. Language use of Moroccans today is shaped by a complex web of factors, both internal and external to the country, personal and societal, and real and perceived. Ultimately, language and culture are intricately interconnected, and language choice in Morocco is an important expression of personal identity and group membership.
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Suryani, Adi, Soedarso Soedarso, and Setiawan Setiawan. "Language and Identity: Promoting Dolly's Community Identity through Language Use." In Fourth Prasasti International Seminar on Linguistics (Prasasti 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/prasasti-18.2018.6.

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Oberemko, Olga G. "The Language Worldview Formation Through Learning Several Foreign Languages." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.113.

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Lukichev, P. N. "Language, Religion And Civic Identity." In SCTCGM 2018 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.02.59.

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Cepraga, Lucia, and Svetlana Birsan. "Romanian language - symbol of national identity and factor of state security." In Economic Security in the Context of Systemic Transformations, 3rd Edition. Academy of Economic Studies of Moldova, 2024. http://dx.doi.org/10.53486/escst2023.07.

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According to international standards, the official language of a nation state represents an element of national security, as well as the symbolism of the state, along with the flag, coat of arms, anthem and other national symbols. Language is the guarantor of a company's functionality. The current reality demonstrates the increasing degree of state involvement in the most diverse processes: social, cultural, economic, educational, etc. The language policy of a state is represented by a set of laws, rules and guidelines adopted by the state authorities in relation to the language or languages existing or used on the territory of that country. This includes the adoption of an official language, determines its learning, the status of minority languages as well as the attitude of reporting and protecting the language against the influence of foreign cultures. In this vein, language has become for the political domain of a state an object, resource and means of control. Through language policies, adopted as administrative measures, the State administers linguistic pluralism.
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Doncheva, Liliya. "PSYCHOLOGY OF LANGUAGE LEARNING – MOTIVATION AND LANGUAGE IDENTITY." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. National Sports Academy "Vassil Levski", 2017. http://dx.doi.org/10.37393/icass2017/46.

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Reports on the topic "Language and identity"

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McDermott, Philip, and Mairéad Nic Craith. ECMI Minorities Blog. Debates on Language Rights in Northern Ireland: Beyond Parallel Structures? European Centre for Minority Issues, 2024. http://dx.doi.org/10.53779/abva2667.

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In this blog, the authors focus on recent developments regarding Irish and Ulster-Scots in Northern Ireland. Beginning with the convening of a newly-devolved government in January 2024, they explore the impact of political instability on linguistic diversity in the region. Subsequently, initiatives such as the Identity and Language (Northern Ireland) Act 2022 and the proposed establishment of an Office of Identity and Cultural Expression are examined. The authors argue for the need to go beyond parallel structures which align languages with identity politics, whilst highlighting that political elites often fail to acknowledge those who engage with a language associated with another political tradition. A key aspect to the argument is the need for policy interventions which support the development of distinct types of dialogue about language and which have transformative potential.
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Bonder, Linda. Identity Construction and Language Use by Immigrant Women in a Microenterprise Development Program. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3013.

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Peterson, Jay. Ethnic and Language Identity Among a Select Group of Vietnamese-Americans in Portland Oregon. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7179.

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Milesi, C., H. Morrison, R. Bautista, and Stern M. Testing Alternative Response Options for Spanish Translations of Sexual Identity Items for National Surveys. National Center for Health Statistics (U.S.), 2017. http://dx.doi.org/10.15620/cdc/150773.

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Basu, Alaka, and Sajeda Amin. Some preconditions for fertility decline in Bengal: History, language identity, and an openness to innovations. Population Council, 2000. http://dx.doi.org/10.31899/pgy6.1043.

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Jung, Su-Jin. Social Capital and Cultural Identity for U.S. Korean Immigrant Families: Mothers' and Children's Perceptions of Korean Language Retention. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2919.

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Xiang, Li. Survive or Thrive: A Mixed Method Study of Visiting Chinese Language Teachers' Identity Formation in the U.S. Classrooms. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5510.

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Mocanu, Vasilica, and Inelissa Suárez Quevedo. Traineeships abroad as spaces for shaping language teachers’ identity. The case of Englishspeaking teacher trainees in a Spanish context. Edicions i Publicacions de la Universitat de Lleida, 2024. http://dx.doi.org/10.21001/sintagma.2024.36.06.

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Toma, Shivan Shlaymoon. Identity, Nationality, Religion and Gender: The Different Experiences of Assyrian Women and Men in Duhok, Iraq. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/creid.2022.013.

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This CREID Policy Briefing provides recommendations to address the marginalisation and discrimination experienced by Assyrians in Iraq. Assyrian women and men face different challenges and barriers due to the gender roles and norms within their own community and in wider Iraqi society. Assyrian women’s daily lives are shaped by intersectional discrimination on the grounds of their gender, religion, language and national identity. Targeted action is needed to address the specific inequalities they face.
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Pavlyuk, Ihor. MEDIACULTURE AS A NECESSARY FACTOR OF THE CONSERVATION, DEVELOPMENT AND TRANSFORMATION OF ETHNIC AND NATIONAL IDENTITY. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11071.

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The article deals with the mental-existential relationship between ethnoculture, national identity and media culture as a necessary factor for their preservation, transformation, on the example of national original algorithms, matrix models, taking into account global tendencies and Ukrainian archetypal-specific features in Ukraine. the media actively serve the domestic oligarchs in their information-virtual and real wars among themselves and the same expansive alien humanitarian acts by curtailing ethno-cultural programs-projects on national radio, on television, in the press, or offering the recipient instead of a pop pointer, without even communicating to the audience the information stipulated in the media laws − information support-protection-development of ethno-culture national product in the domestic and foreign/diaspora mass media, the support of ethnoculture by NGOs and the state institutions themselves. In the context of the study of the cultural national socio-humanitarian space, the article diagnoses and predicts the model of creating and preserving in it the dynamic equilibrium of the ethno-cultural space, in which the nation must remember the struggle for access to information and its primary sources both as an individual and the state as a whole, culture the transfer of information, which in the process of globalization is becoming a paramount commodity, an egregore, and in the post-traumatic, interrupted-compensatory cultural-information space close rehabilitation mechanisms for national identity to become a real factor in strengthening the state − and vice versa in the context of adequate laws («Law about press and other mass media», Law «About printed media (press) in Ukraine», Law «About Information», «Law about Languages», etc.) and their actual effect in creating motivational mechanisms for preserving/protecting the Ukrainian language, as one of the main identifiers of national identity, information support for its expansion as labels cultural and geostrategic areas.
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