To see the other types of publications on this topic, follow the link: Language and identity.
Dissertations / Theses on the topic 'Language and identity'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Language and identity.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full text
4
Goës, Ingelöv. "Language and Identity in Teenage Chatrooms." Thesis, Högskolan Dalarna, Engelska, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2119.
Full text
5
Burbano-Elizondo, Lourdes. "Language variation and identity in Sunderland." Thesis, University of Sheffield, 2008. http://etheses.whiterose.ac.uk/3644/.
Full textAbstract:
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.
6
Hardie, Kim. "Lowland Scots : language, politics and identity." Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/21284.
Full textAbstract:
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".
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
Lanier, William. "Intentional identity." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:219190d3-1089-4c1f-a9c2-01eac8a0677d.
Full textAbstract:
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.
10
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.
Full text
11
Leonard, S. P. "Language, Society and Identity in early Iceland." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508390.
Full text
12
Chen, Ying-Chuan. "Becoming Taiwanese: Negotiating Language, Culture and Identity." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24934.
Full textAbstract:
Between 1945 and 1987, as part of its efforts to impose a Chinese identity on native-born Taiwanese and to establish and maintain hegemony, Chiang Kai-shek’s Kuomintang (KMT) government pursued a unilingual, Mandarin-only policy in education. This thesis studies the changing meaning of “becoming Taiwanese” by examining the school experiences of four generations of Taiyu speakers who went to school during the Mandarin-only era: 1) those who also went to school under the Japanese; 2) those who went to school before 1949 when Taiwan was part of KMT-controlled China; 3) those who went to school during the 1950s at the height of the implementation of KMT rule; and, 4) those who went to school when Mandarin had become the dominant language. Two data types, interviews and public documents, are analyzed using two research methods, focus group interviews as the primary one, and document analysis as the secondary one.
This research found that there is no direct relationship between how people negotiated language, hegemony and Taiwanese identity. First, as KMT hegemony became more secure, people’s links to their home language became weaker, so their view of Taiwanese identity as defined by Taiyu changed. Second, as exposure to hegemonic forces deepened over time, people were less able to find cultural spaces that allowed escape from hegemonic influences, and this, along with other life-course factors such as occupation, had an impact on their contestations of language and identity. The study recognizes the role of human agency and highlights the interactive and performative aspects of identity construction. The results reflect the different possibilities of living with hegemony in different eras, and also show that Taiwanese identity is not fixed, nor is there a single, “authentic” Taiwanese identity.
13
Amirejibi-Mullen, Rusudan. "Language policy and national identity in Georgia." Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/2679.
Full textAbstract:
Language has been long recognised as a powerful marker of national identity, as has its role in transforming multi-ethnic societies into unified nations. Such is the case of multi-ethnic and multilingual Georgia, where language has today become a crucial factor in interethnic relations and in the Georgian nation-building process. This thesis sheds light on the nature of kartveloba (Georgianness) by examining Georgian language policy over the entire history of the nation. Despite the country’s long-standing civilisation and its established culture, Georgian statehood began to decline from the second half of the thirteenth century, until the country was eventually incorporated into the Russian empire at the beginning of the nineteenth century. Since then, there have been several attempts to instigate a ‘national revival’: 1) the cultural/linguistic movement of the nineteenth century, 2) the struggle to build a nation-state in 1918-1921, 3) the national liberation movement during the Soviet period (1921-1991), and 4) nation-state building in the post-Soviet period. All of these periods display common features with regard to language policy. After investigating language policy and identity developments in the pre-modern period, this thesis examines Georgia under Russian rule (both Tsarist and Soviet), which made the country vulnerable to ethnic conflicts, and tries to explain the violent outcomes. The thesis goes on to examine public debate of language and minority issues, as well as efforts to elaborate inclusive language and ethnic policies in contemporary Georgia. The main body of the thesis consists of six chapters. The first sets out the nature of the problem, the practical importance of this study, and its methods and structure. The second discusses the main concepts and theoretical considerations. The third traces the development of kartveloba before modern times. The fourth chapter examines the origin of modern national identity, whose main marker was the Georgian language. Chapter five analyses Soviet language policy in the wider context of the ethnic policy and analyses the nationalist aspirations of the Georgians in the twentieth century. Chapter six deals with official policies in the post-Soviet period, but also looks at language practice and attitudes among minority groups. Drawing on primary sources (such as government decrees, laws and other documents, media publications, social surveys and interviews), as well as secondary sources, it seeks to explain how Georgia has dealt with and reflected its multicultural character under different governments. It also investigates the role of language policy in the process of nation-building and makes proposals regarding ways that formulating language policy might help form civic society in Georgia.
14
Zhao, Hui. "Language variation and social identity in Beijing." Thesis, Queen Mary, University of London, 2018. http://qmro.qmul.ac.uk/xmlui/handle/123456789/36230.
Full textAbstract:
This thesis investigates language variation among a group of young adults in Beijing, China, with an aim to advance our understanding of social meaning in a language and a society where the topic is understudied. In this thesis, I examine the use of Beijing Mandarin among Beijingborn university students in Beijing in relation to social factors including gender, social class, career plan, and future aspiration. Language variation in this context can further our understanding of Chinese culture in a newlyreformed society while exploring important constructs such as gender and aspiration in China, in part by establishing the social meaning of the local vernacular and its role in identity construction among speakers. The study presents data from both sociolinguistic interviews, conducted with 21 Beijingers who have di erent class backgrounds, career plans, and future aspiration, and self-recordings, from a subset of 10 Beijingers in conversation with their family and/or friends. I focus on three thus far under-examined linguistic variables { neutral tone, classi er omission, and intensi er te { while incorporating an additional variable { erhua (word- nal rhotacisation) in the discussion of stylistic variation in Beijing Mandarin. The results rst provide an overview of language variation in Beijing Mandarin, as shown in the use of di erent features and their linguistic and social constraints. We observe familiar patterns often found in sociolinguistic literature for some social factors (e.g. gender), while more complex interactions exist for others (e.g. aspiration and career path). The ndings suggest that Beijing Mandarin conveys localness and masculinity which is expected for a vernacular variety. Finer distinctions in the social meanings of these variables are found in sub-groups of Beijingers with di erent gender, future career path and/or aspiration. Moreover, speakers are seen to utilise these variables and their meanings in the construction of personae.
15
Elder, Olivia Laura. "Language and the politics of Roman identity." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/290422.
Full textAbstract:
This thesis examines the relationship between language and Roman identity, defined in the broadest sense as the political and cultural practices involved in being Roman. It focuses on evidence of multilingualism: Roman identity was defined through opposition and interaction, and it is at points of contact that these debates are cast into relief. It looks predominantly at evidence of Greek-Latin bilingualism, but also considers evidence of other languages to consider how their relationship to Roman identity differs. It combines historical and sociolinguistic approaches to multilingualism. Understanding bilingual language practices requires close sociolinguistic reading of evidence to understand how languages interrelate and analysis of the historical factors and contexts that determine language choices and their social, cultural and political implications. The thesis responds especially to the use of bilingualism as a model for Roman cultural relations, arguing that a closer engagement with sociolinguistic terminology and with linguistic evidence is necessary if we are to use language and bilingualism as a way into broader issues of politics and identity. Language is simultaneously a model for identity that works across ancient and modern thought and a central part of this identity. It frequently plays into other markers of Roman identity and a range of themes and concerns surrounding it including integration, migration and citizenship. The thesis examines three case studies in detail: the different layers of bilingualism in Suetonius' biographies; Greek in the graffiti of Pompeii; epigraphic and literary evidence for different languages in the city of Rome. These case studies demonstrate the politics of language in different types of practice and at different levels of society: the thesis argues that the overlaps between them are greater than has sometimes been appreciated. The case studies also show that the boundaries of Roman identity did not develop in a progressive or linear fashion but were continually defined and redefined through ongoing processes of absorption and rejection.
16
Cordero-Campis, Lydia. "Confrontando caras| Confronting language, facing cultural identity." Thesis, State University of New York at Buffalo, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10127796.
Full textAbstract:
<p> Ethnic identity can be subject to both passive and overt review, which has the potential to cause traumatic fracture of identity. I am a second generation American-Puerto Rican, which can be defined as a person born in the United States of native Puerto Rican ancestry. Personal identity is constructed in part via social and linguistic associations that work with, and against, the cohesive development of an individual’s claim to his or her identity. From the standpoint of a non-fluent Spanish speaker of Puerto Rican descent, I analyze the connection between place, language, and in particular, face-to-face communication, as these aspects come together in developing/disassembling identity. The major focus of this thesis concerns the power of the face as a point of (mis)recognition between people, the site in which a confrontation of identity takes place, in conjunction with spoken language. </p><p> The face is the essential locus on the body for recognizing that the person before you is indeed a person; from that point forth, identity is revealed and awareness of subjectivity constructed. Stuart Hall discussed the construction of identity through the concepts of the <i>enlightened subject,</i> the <i>sociological subject,</i> and <i>the post-modern subject. </i> I will be referring to an individual’s identity in terms of these three models, while focusing on ethnic and cultural associations. It should be understood that in my discussion of face, “face” is not comprised solely of what rests above one’s shoulders; rather, the concept incorporates the entirety of an individual’s physical representation. I will question the ways in which language shapes identity, and how culture(s) and society reinforce it. I will also explore the conflict that unfolds when one is denied ownership of the identity that one has established as true. This analysis incorporates philosophy and cultural theory, including, but not limited to: Emmanuel Levinas’ “Face of the Other,” which professes that we must not inflict conceptual violence on the face of the person standing before us; additionally, Gloria Anzaldúa’s theory of the ethnic face and <i>haciendo cara</i> (making face), which states that minorities (women in particular) must construct layers of masks in order to adapt, and to deflect persecution. </p><p> Language defines the borders of “face,” and urges us to construct a binary of correct and incorrect, true and false. However, a person’s identity cannot be false, because subjectivity exists beyond language. In the context of this thesis, I re-frame the individual’s frustrations with misrecognition of ethnic identity, through my focus on face and fluency, or lack thereof, in a particular spoken language. Through my video practice, I have forged a new pathway to explore these dualities. In a self-revelatory process, this project guides the viewer through a mixed media visualization of ethnic authentication and judgment.</p>
17
Seabe, Lesoko Vuyokazi. "Performing the (un)inherited language, identity, performance." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12519.
Full textAbstract:
Includes bibliographical references.<br>I will examine how language usage in Post-Apartheid South Africa is central to identity construction and discern in what ways this construction informs my approach to creating performance. I use this paper to offer a frame as to how a relationship to language is socially and historically constructed in post-apartheid South Africa, how this construction affects questions of cultural and linguistic identity, and finally how those identities are performed. This is achieved by exploring how vocal work, text, language and the physical body are integrated to use as material in creating my individual performed vernacular modalities. My research has employed various methodologies to navigate and engage issues of language and identity towards creating a performance. First by using Neville Alexander's research into the history of language and language policy in South Africa, I briefly outline the manner in which languages in South Africa gain dominance and in tum how this affects individual attitudes towards English, Afrikaans and other official vernaculars. As my practice as a performer-creator has been central to the research use the paper to unpack the relationship between notions of language, identity and performance and reflect on my bilingual isiXhosa/English training at The university of Cape Town. I interrogate the manner in which this training is central in shaping my understanding of how the inheritance of, and affiliation with languages, informs identity. I make reference to my own linguistic repertoire as explored through three projects produced within the period of the Masters research conducted at the University of Cape Town (VCT): The Minor Project As Yet Withheld (2011); The Medium Project Four (2011), my one person show created over the December-January period and performed in March 2012. The thesis production There was this sound which at the time of writing is still in production. In my reading of linguistic theories, the use of the terms 'mother tongue', 'home language' and 'first language' are used almost interchangeably to describe the language first learned and used in the home as the primary language . In this research, however, the 'mother tongue', 'home language' and 'first language' are recognised as three different linguistic proficiencies in accordance with linguist Sinfree Makoni' s(1998) understanding of how one engages with language on three levels: inheritance, affiliation and expertise. Thesen's (1997) use of Bakhtin (1988) in relation to identity, is significantly useful in this investigation as it appears to be the most flexible use of Identity Theory taking into consideration, as it does, "life histories and biographies" (Norton, 1997:417) and "seeks to give greater prominence to human agency in theorizing notions of voice" (Norton, 1997: 417). Norton identifies this theory as speaking consciousness - "the individual speaking or writing at the point of utterance, always laden with language of others, from previous contexts and oriented towards some future response" (Norton, 1997:417). Through interviews conducted with black female creator-performers I use their biographies as a means to engage notions of identity and language. Finally, I explore processes of creating the final thesis production There was this sound informed theoretically by the work presented in this paper and produced for the stage by utilizing the actors four major tools "emotion, intellect, body and voice" (Mills, 2009:9) to engage all the languages I have at my disposal as well as learned performance tools, towards creating a new vernacular of performance.
18
Blomquist, Linda. "Language and Identity : Attitudes towards code-switching in the immigrant language classroom." Thesis, Umeå University, Department of language studies, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-23411.
Full textAbstract:
<p>Although many studies have been conducted on second language acquisition and bilingual education, little is known about the role of language in the formation of identity by adolescent immigrants in the language classroom. More specifically, this study aims to investigate the use of code-switching by immigrant and refugee students learning Swedish and English in a high school preparatory program. Furthermore, this study investigates the relationship between students’ and teachers’ attitudes towards code-switching and language as a resource, and theories on language as a marker of identity. Quantitative collection of data and qualitative interviews reveal tensions between the ways in which teachers and students relate to code-switching and bilingualism. This study concludes that language in general, and code-switching in particular, can be used by students as a marker of identity. It further concludes that teachers to some extent discourage the use of code-switching, and thereby undermine the students’ possibilities in forming multicultural identities.</p>
19
Shadd, Deborah. "On Language, Education and Identity: Minority Language Education Within the Canadian Context." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32777.
Full textAbstract:
“The destiny of a people is intricately bound to the way its children are educated” (RCAP 1996, v. 3: 404). Firm in this belief, the current study undertakes an examination of language and education policy in Canada, seeking to understand how these two factors together impact the formation of identity, not only for individual students in a classroom, but more broadly for the linguistic and cultural communities of which they are a part, as these struggle to establish a place for themselves within the country’s social sphere. Despite the rhetoric of multicultural equality which predominates in Canadian public discourse, the examination of a corpus of historical legislation, carried out within the framework of narrative theory and critical discourse analysis, plainly demonstrates a clear hierarchy of languages and cultures in Canada – established and enforced in law, rooted and reflected in social institutions, reinforced and replicated through formal systems of schooling. As a result, even as speakers of minority languages are taught as students that to achieve success in schooling, they must translate their speech, thinking, and ways of knowing into the language and manners of the majority, so as members of their communities do they learn that, in order to gain a place of full participation in society, they must also translate their ways of acting, of relating to others, and of being in the world. In short, they must translate themselves. Recognizing that students are in this manner transformed in the very movement between classroom and community; and that as these transformed students return to their communities, these are likewise impacted in terms of their sense of belonging in society; we seek to discern what new insights might be gained from the consideration of education in light of a translational paradigm, ultimately identifying three productive methods of entry into such critical reflection: through the variety of significant questions that are raised, through the consideration of specific theoretical concepts reassessed and applied anew, and finally through the reframing and retelling of narratives in translation.
20
Song, Juyoung. "Language ideologies and identity Korean children's language socialization in a bilingual setting /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1190126864.
Full text
21
Song, Juyoung. "Language ideologies and identity: Korean children’s language socialization in a bilingual setting." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1190126864.
Full text
22
Yang, Chun-Ting. "Student Ethnic Identity and Language Behaviors in the Chinese Heritage Language Classroom." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462865990.
Full text
23
Holman, Anna Caitlin. "Culture and identity : language use in intercultural theatre." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61176.
Full textAbstract:
In the practice and production of intercultural theatre, language has held a variety of functions. However, the connection between language and culture in the theoretical models of intercultural theatre has been largely unexplored. The theories of linguistic anthropologists Dell Hymes, Richard Bauman, Joel Sherzer, and Charles Briggs postulate that language is a fundamental component of culture and that performative events present ideal sites for analysis. Mary Bucholtz, Kira Hall, and Norma Mendoza-Denton theorize that identity is a performative act of the self and other through language. Given these theories, this research asks: how does language function as a property of culture and identity in intercultural theatre? To answer this question, I have examined the role of language in two intercultural theatre productions which previewed in Vancouver, Canada in 2016. The analysis of these two works, Kayoi Komachi: A Noh Chamber Opera and Lady Sunrise, includes live and video-recorded performance analyses, script analysis, and interviews with the participating artists. This thesis demonstrates that language in intercultural theatre both informs cultural representation and influences the identities of the performers and their characters. With these findings, this research suggests that future models of intercultural theatre frame culture within a linguistic context.<br>Arts, Faculty of<br>Theatre and Film, Department of<br>Graduate
24
Hashemi, Shahroudi Olya. "Frege on Ideal Language, Multiple Analyses, and Identity." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35211.
Full textAbstract:
Abstract
My thesis is partly historical and partly critical. First, I will lay down a brief overview of Frege’s semantics and ontology based on his major works such as Begriffsschrift, “On Sense and Reference”, “On Concept and Object”, “Thought” and so on. The goal of this part of my research is to get a clear picture of Frege’s system and see what features of it are arbitrary and in those cases what other options exist. Next, I will use the secondary literature to find out how other scholars have interpreted Frege. I intend to use some modern logical tools such as lambda calculus in order to analyze Frege’s views more perspicuously. Then I will draw my conclusions about his ontology and semantics.
Frege seems to have believed that we approach the world via thought, but have no access to thought except via language. Hence, his enquiry into the nature of the world was conducted via enquiries into the nature of language. However, he knew that natural language sometimes muddles thought, so he tried to create an artificial formula language that would be able to capture the logical structure of the world itself as it is reflected in thought, better than any natural language. I will discuss the importance and the role of an ideal language in science, and will try to determine from Frege's scattered remarks what characteristics he thinks such a language must have. I will then consider Frege's own formalized language, as first presented in the 1879 Begriffsschrift and as further developed in his later writings. I will then discuss Frege’s semantics, focussing mainly on his theory of multiple analyses and his notion of thought and conceptual content. Finally, I will provide a detailed study of Frege’s theories of identity, in Begriffsschrift and “On Sense and Reference”, that were critical in the development of his semantics and ontology.
25
Balder, Sara Rose. "Language, heterosexism, and identity: Normative Chilean discursive practices." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425769.
Full text
26
Green, Jeremy Francis. "The fiction of Don DeLillo : language, identity, politics." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281937.
Full text
27
King, Linda. "Roots of identity : language and literacy in Mexico." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315911.
Full text
28
Bryant, Julianne. "Language and Identity among Adolescent Heritage Spanish Students." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/240270.
Full textAbstract:
Spanish<br>Ph.D.<br>This dissertation describes the language and identity trajectories of twelve purposefully selected heritage Spanish adolescents who were currently studying in a heritage language program within an urban high school in Bethlehem, Pennsylvania. These twelve students represented six sibling groups and five different nationalities, specifically Dominican, Ecuadorian, Puerto Rican, Salvadorian, and Venezuelan,. The research questions were: 1) How do Hispanic heritage students negotiate their bicultural/bilingual identities?; 2) What is the role of the heritage language in those negotiated identities?; 3) Do these negotiated identities influence their investment to maintain the heritage language?; 4) What are the linguistic manifestations of the Spanish spoken by these bilingual students? Findings of the study revealed that 1) the study participants negotiate their bicultural/bilingual identities in a variety of ways, 2) for some of these students, the heritage language is part of their `out of school' identities, 3) the dominant language ideologies of the school system have had a significant impact on the heritage students' investment in HL practice, and 4) although each participant's identity and linguistic trajectories are distinct, they each have maintained, to a greater or lesser degree, the aspectual preterit/imperfect contrast, and, at the same time have displayed some level of incomplete acquisition of the subjunctive mood. The implications of these findings as they relate to the fields of bilingualism, languages in contact and the developing theory of Heritage Language Acquisition are addressed in the concluding remarks.<br>Temple University--Theses
29
Aljehani, Khulod. "NOVICE ENGLISH LANGUAGE SAUDI TEACHERS BUILDING PROFESSIONAL IDENTITY." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1777.
Full textAbstract:
This study is a qualitative examination of the construction of identities of three novice English teachers at one university-level institute in Saudi Arabia. The study uses multiple theoretical frameworks to build a narrative describing construction of these identities: Goffman’s (1959; 1963; 1974) performing, frame analysis, and spoiled identity concepts, Anderson’s (1991) imagined community, Canagarajah’s (1996) “from bottom up” narrative style, Wenger’s (1998) three modes as a framework of the identity construction, and Pinar and Grumet’s (1976) currere. The purpose of this study is twofold: (a) to offer a rich description of how novice, nonnative English speakers (NNES), especially teachers, constructed their identities and their positions, both inside and outside the classroom, and how they negotiated their access to power and were perceived as legitimate bilingual English teachers, as it pertains to the NNES label, and (b) theoretical multiplicity establishes a novel methodological approach to use narrative as a research tool that can fully capture the complexity of novice teachers’ identities. These purposes are embedded in an action and movement to remove stigmas that NNES English Language teachers experience because of the NNES label given to them and their learners (Kamhi-Stein, 2016). This study adopted the interview autobiographical narrative approach, reflections, and observations inside and outside the classroom because of the many life stories that were shared as a window or frame into understanding the participants’ experiences as English Language teachers. The findings suggest that the dichotomy of the native and nonnative English speaker is power-driven and political, rather than linguistic power (Canagarajah, 1999; Phillipson, 1992). This study’s participants were able to strategically position themselves as legitimate speakers where they were able to show a part of their identity that was worthy of investment. Their investment did not fit the community of practice (CoP) expectations. They were able to build relationships with the CoP and they felt satisfied in their job positions.
30
Duncan, Dawn E. (Dawn Elaine). "Language and Identity in Post-1800 Irish Drama." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277916/.
Full textAbstract:
Using a sociolinguistic and post-colonial approach, I analyze Irish dramas that speak about language and its connection to national identity. In order to provide a systematic and wide-ranging study, I have selected plays written at approximately fifty-year intervals and performed before Irish audiences contemporary to their writing. The writers selected represent various aspects of Irish society--religiously, economically, and geographically--and arguably may be considered the outstanding theatrical Irish voices of their respective generations. Examining works by Alicia LeFanu, Dion Boucicault, W.B. Yeats, and Brian Friel, I argue that the way each of these playwrights deals with language and identity demonstrates successful resistance to the destruction of Irish identity by the dominant language power. The work of J. A. Laponce and Ronald Wardhaugh informs my language dominance theory. Briefly, when one language pushes aside another language, the cultural identity begins to shift. The literature of a nation provides evidence of the shifting perception. Drama, because of its performance qualities, provides the most complex and complete literary evidence. The effect of the performed text upon the audience validates a cultural reception beyond what would be possible with isolated readers. Following a theoretical introduction, I analyze the plays in chronological order. Alicia LeFanu's The Sons of Erin; or, Modern Sentiment (1812) gently pleads for equal treatment in a united Britain. Dion Boucicault's three Irish plays, especially The Colleen Bawn (1860) but also Arrah-na-Pogue (1864) and The Shaughraun (1875), satirically conceal rebellious nationalist tendencies under the cloak of melodrama. W. B. Yeats's The Countess Cathleen (1899) reveals his romantic hope for healing the national identity through the powers of language. However, The Only Jealousy of Emer (1919) and The Death of Cuchulain (1939) reveal an increasing distrust of language to mythically heal Ireland. Brian Friel's Translations (1980), supported by The Communication Cord (1982) and Making History (1988), demonstrates a post-colonial move to manipulate history in order to tell the Irish side of a British story, constructing in the process an Irish identity that is postnational.
31
Sunuodula, Mamtimyn. "Multilingualism, language policy and negotiation of Uyghur identity." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11528/.
Full textAbstract:
This research investigates the dynamics of interaction between multilingual ideologies and practices of the Uyghurs and China’s language policies pertaining to Uyghur, Mandarin Chinese and English languages, situating it within the social and historical contexts of Xinjiang. Focus of the research is on the predicament of Uyghurs as social agents as they engage in linguistic practices in a rapidly changing linguistic landscape. Primary objectives of the research are to uncover the ways in which: a) the language ideologies and practices of the Uyghurs are discursively shaped; b) the dynamic interaction between the state language policies and the Uyghur language ideologies and practices; c) the effect that language has on the social relations of symbolic and material power in the wider society. The research adopts a mixed methods approach, integrating ethnographic qualitative case studies with online ethnography, documentary analysis and quantitative questionnaire research, in order to gain a more balanced view. The qualitative data is analysed using the poststructuralist theoretical framework of language, identity and power, drawing on the works of Pierre Bourdieu, Judith Butler and Michel Foucault, as well as poststructuralist theories of second language learning and identity. The analysis of qualitative data is supported by quantitative analysis of the questionnaire data. The research concludes that Uyghur language ideology and practices are socially and historically embedded and discursively constructed in social interaction and shape the ways in which Uyghurs experience and make sense of the world. The changes in state language policies in recent years promoting Mandarin Chinese oracy and literacy among the Uyghurs have negatively impacted on the symbolic and material value of Uyghur language in public domain and widened the imbalance of power. Meanwhile, the promotion of English and rise of its material and symbolic value in Chinese society has made strong impact on the Uyghur youth and provided them with an opportunity to shift the balance of symbolic relations of power in their favour.
32
Torgersen, Dale G. "KTO I KUDA? Russia, language, and national identity." Thesis, Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Dec/09Dec%5FTorgersen.pdf.
Full textAbstract:
Thesis (M.A. in Security Studies (Europe and Eurasia))--Naval Postgraduate School, December 2009.<br>Thesis Advisor(s): Tsypkin, Mikhail ; Keyser, Boris. "December 2009." Description based on title screen as viewed on January 27, 2010. Author(s) subject terms: Russian Language, Language Policy, Russification, Russia, Russian Federation, Soviet Union, Former Soviet Union, Identity, Nationalist, Nationalism, russkie, rossiianne, Baltic States, Ukraine, Georgia, Moldova, Pushkin, Lermontov, Tolstoy, Romanov Dynasty, Bolsheviks, Communist Party, Lenin, Stalin, Khrushchev, Brezhnev, Gorbachev, Yeltsin, Putin. Includes bibliographical references (p. 31-33). Also available in print.
33
Camp, Margaret. "Japanese Lesbian Speech: Sexuality, Gender Identity, and Language." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195371.
Full textAbstract:
This dissertation examines the relationship between gender and language in Japanese through the often ignored lens of sexuality. Although linguists are increasingly examining these issues for American gay, lesbian, and bisexual speakers, little similar research has been done in Japan. Lesbians, in particular, are relatively invisible in Japanese society. Examining these women, who do not fit neatly into the hegemonic gender ideology, illuminates how speakers can project a specific identity by displaying or rejecting prescriptive gender-specific linguistic norms of Japanese.I analyzed data recorded from interviews with both Japanese lesbian/bisexual and heterosexual women, looking for differences in frequency and range of use of pronouns and sentence-final particles and for phonetic differences in terms of average pitch height and width. I also considered the results of a perception experiment undertaken to investigate the effect of pitch height and width on Japanese speakers' perceptions of sexuality.Although Japanese speakers were generally unable to identify a cohesive lesbian stereotype, especially in terms of language use, the perception experiment indicated that both average pitch height and width significantly affect judgments on whether a voice sounds lesbian or heterosexual. Tokens judged to be lesbian were also judged to be more masculine and less emotional than those judged to be heterosexual. Analysis of the interview data showed that lesbian participants produced an average pitch height that was significantly lower than that of heterosexual participants. In terms of gendered morphemes, lesbians were significantly more likely to use masculine morphemes than heterosexual women, both for sentence-final particles and first-person pronouns, and were significantly less likely to use the feminine first-person pronoun <italic>atashi</italic>. Finally, correlations showed that speakers who instantiate gender through the use of gendered-morphemes also do so through manipulations of pitch.Although Japanese lesbians are still fairly closeted and interviewees maintained that there are no cultural stereotypes for this group, significant differences in pitch and gendered-morpheme usage were still apparent. These lesbian/bisexual women did not appear to be mimicking men's language, but instead seemed to be rejecting hegemonic femininity and many of the cultural and linguistic stereotypes that accompany it.
34
Dunn, Lowanna. "English language theatre artists in Singapore : reflecting identity?" Thesis, Queensland University of Technology, 1999.
Find full textAbstract:
You can't run away from 'search', from 'identity'... I don't think it's a conscious thing .... but there's always that layer that comes out, that sense of search.
(Haresh Sharma, 1996:107)
This thesis will examine English language theatre in Singapore and takes as its focus question: what are the important issues and concerns of the Singapore English language theatre as identified by its key practitioners and manifest through their work? Many of these issues are related to identity and language and Singapore's unique arts environment. This content will be examined for its contribution to the culture of Singapore and investigate whether English language theatre reflects and I or fosters national identifications in a rapidly evolving, multilingual, multi-ethnic society.
35
Wagner, Christopher J. "The Reading Identities of Prekindergarten Dual Language Learners." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107174.
Full textAbstract:
Thesis advisor: Patrick Proctor<br>How children understand reading and who they are as readers comprises children’s reading identities. Reading identities can have very real effects on the reading outcomes of children, and may support the development of foundational reading skills and the process of learning to read (McCarthey & Moje, 2002). Despite the potential importance of reading identities to early reading, research on young dual language learners (DLLs) comprises only a small portion of the overall research on reading identities (Castro, 2014; Moje & Luke, 2009). This study explored the potential interplay between early reading, reading identities, and bilingualism to describe and understand how DLLs in prekindergarten classrooms understood reading and who they were as readers. Ten DLLs ages 4-5 participated in this study. Participants came from two prekindergarten classrooms in a public elementary school. The study design foregrounded child-centered methods that accessed children’s ways of constructing meaning through talk, activity, art, and play. Data collection processes included reading and drawing-based interviews with children, observations of children, interviews with teachers, a questionnaire for parents, and classroom observations. Findings from the study show how young children are actively constructing ideas about reading, language, and who they are as readers as they learn to read. Case portraits show the various ways that reading identities were constructed, taken-up, and expressed by the participants. These portraits show how reading identities emerge early, vary across children, are connected to context, and have varying connections to children’s bilingualism. A cross-case analysis identified four dimensions of reading identities: concept of reading, performance, self-awareness, and context. These dimensions are integrated into an emergent conceptual model of reading identities. Together, the data suggest that social, cognitive, and linguistic factors play a combined role in the early emergence of reading identities in young DLLs. The study points to the potential of new theory and child-centered research methods for considering the interrelationship between early literacy, bilingualism, and identity in young children<br>Thesis (PhD) — Boston College, 2016<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
36
Marshall, Harriette. "Gender identity and speech." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/19104.
Full text
37
Cumming-Potvin, Wendy M. "A socio-cultural analysis of language learning and identity transformation during a teaching experiment with primary school students /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16168.pdf.
Full text
38
Hiebert, Linda. "Language and Identity at School and at Home : Language Shift among Mennonites in Paraguay." Thesis, Högskolan Dalarna, Engelska, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2243.
Full textAbstract:
This essay has investigated the question of an ongoing language shift from Plattdeutsch and German to Spanish among the Mennonites in Paraguay and the role of the school in this process. The aims of the study were to compare the use of languages among the Mennonites in Asuncion and in the Menno colony and to identify the importance that parents give to the languages and to compare this with a school leader perspective. The aim was also to identify factors that influence the language shift and identify the influence that the shift excerpts on Mennonite values and identity. The results are based on my own observations, interviews with Mennonite women and interviews with key informants who have insight into the school policy issues. The outcome may be used as a basis for educational and language planning. There is a need to consciously sit down and re-define the Mennonite identity and to make the community and the school aware of their responsibility in language maintenance.
39
Schlaak, Claudia. "Island language policy and regional identity east of Africa." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6313/.
Full textAbstract:
Since 2011 the Comorian Island of Mayotte has been France’s 101st département, thereby becoming part of the European Union. As a result, France has consolidated and strengthened its strategic position in the Indian Ocean.
With the change of political status in 2011, new developments have occurred in Mayotte. It is still unclear whether the expected economic boom, extensive social benefits or injection of EU regional funds can help to alleviate poverty and raise living standards. There is concern, however, that massive immigration to Mayotte from the surrounding territories is diminishing any progress and will continue to do so. Not only France but also the EU will have to adapt to new immigration problems due to this new external border.
In this situation one thing is clear: the language contact between French and the local languages, which is the result of political developments, is leading to new dynamics. The diglossic situation east of Africa, between French as the dominant language and local languages like Shimaoré or Shibushi spoken in Mayotte will become more marked in the next few years.
40
Daubney, Anna-Marie. "Language biographies and language repertoires : changes in language identity of indigenous African language speakers in a town in the Northern Cape." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86596.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: This study investigates the language shift from isiXhosa to Afrikaans in a group of indigenous African language speakers in a rural Northern Cape community. It plots the process that took place over three generations and focuses on the language identity of some members of this community as portrayed by their language biographies and linguistic repertoires. This phenomenon was researched after preliminary enquiries into linguistic identities and bilingualism in the Hopetown area revealed that although most inhabitants use Afrikaans as L1 at home, at school and in public, a considerable number did not present the anticipated monolingual Afrikaans with minimal L2-English repertoires. People from indigenous ethnic groups like the Xhosa were also found to be speaking Afrikaans as home language rather than isiXhosa.
The thesis gives a description and explanation of how a process of language shift from isiXhosa to Afrikaans took place. The findings suggest that a number of Xhosas started to migrate from the Eastern Cape to the Hopetown area in the Northern Cape during the 1960s when employment opportunities in the State‟s water and irrigation development scheme became available. The Afrikaans-speaking employers expected their workforce to speak Afrikaans and in the interest of economic survival, the disenfranchised workers learned to speak Afrikaans. In addition to the employment situation, the accommodation situation was unusual in that Hopetown‟s township was seen as a Coloured area. In the time when the Group Areas Act dictated that ethnic segregation had to be enforced, the influx of Xhosa and other ethnic groups was not expected. When it happened, it was either overlooked or remained unnoticed. The Xhosa workers, with their families, had to blend in with the Coloured population in order not to attract attention.
The research follows the language shift based on information gained from questionnaires and by means of narrative analysis. Case studies of selected respondents reveal how the individuals gradually settled into a new language identity without complete loss of their traditional ties to language and cultural practices. A small story analysis sheds light on how selected members of the community experienced the shift and how they perceive their roles in the process. This thesis ultimately shows the contribution that language biographies can make to sociolinguistic research.<br>AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die taalverskuiwing van isiXhosa na Afrikaans in ʼn inheemse groep Afrikataalsprekers in ʼn plattelandse Noord-Kaapse gemeenskap. Dit volg die proses wat oor drie generasies plaasgevind het en fokus op die taalidentiteit van enkele lede van dié gemeenskap soos uitgebeeld in hulle taalbiografieë en taal repertoires. Hierdie verskynsel is nagevors nadat voorlopige navrae in verband met talige identiteit en tweetaligheid in die Hopetown-omgewing daarop gedui het dat alhoewel die meeste inwoners Afrikaans tuis, by die skool en in die openbaar as eerstetaal gebruik, ʼn aansienlike getal nie die verwagte profiel van ʼn eentalige Afrikaanse gemeenskap met minimale tweedetaal-Engels vertoon het nie. Mense van inheemse etniese afkoms soos die Xhosa het ook laat blyk dat hulle Afrikaans eerder as isiXhosa as huistaal gebruik.
Die tesis gee ʼn beskrywing en verduideliking van hoe ʼn proses van taalverskuiwing van isiXhosa na Afrikaans plaasgevind het. Volgens die bevindinge het ʼn groeiende getal Xhosas in die 1960s uit die Oos-Kaap na die Hopetown-omgewing in die Noord-Kaap begin migreer toe werksgeleenthede in die Staat se water- en besproeiingskema beskikbaar gekom het. Die Afrikaanssprekende werkgewers het van hulle werkers verwag om Afrikaans te praat. In die belang van ekonomiese oorlewing het die werkers wat daar geen burgerregte gehad het nie, Afrikaans geleer. Bykomend tot die werksituasie was die behuisingsituasie in die Hopetown nedersettings ongewoon daarin dat dit as Kleurlinggebied geklassifiseer is maar ook mense van ander etniese herkoms gehuisves het. In die tyd toe die Groepsgebiedewet bepaal het dat etniese segregasie toegepas moes word, is daar geen voorsiening gemaak vir die instroming van Xhosa en ander etniese groepe nie. Toe dit gebeur het, is dit óf oor die hoof gesien, óf dit het ongemerk gebeur. Die Xhosa werkers, met hulle gesinne, moes inskakel by die Kleurlinggemeenskap ten einde nie die aandag van die gesaghebbers of hulleself te vestig nie.
Die navorsing volg die taalverskuiwing op basis van inligting uit vraelyste en met behulp van narratiewe analise. Gevallestudies van uitgesoekte respondente wys hoe die individue geleidelik ʼn nuwe taalidentiteit aangeneem het sonder totale verlies van hulle tradisionele bande met taal en kulturele gebruike. ʼn Klein storie analise werp lig op hoe geselekteerde lede van die gemeenskap die verskuiwing ervaar het en wat hulle siening is van hulle rolle in die proses. Hierdie tesis werp ten slotte lig op die bydrae wat taalbiografie tot sosiolinguistiese navorsing kan maak.
41
Noels, Kimberly Ann. "Language, identity and stress: A situated approach to acculturation." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9531.
Full textAbstract:
Bilingualism is an important, if contentious, educational and socio-political issue, with implications for both society and individuals. This study considers several social psychological implications of developing second language (L2) competence by examining the links between ethnolinguistic identity, L2 self-confidence and efficiency, and psychological well-being. Participants included 368 Anglophone and 432 Francophone students attending a bilingual university. The results of confirmatory and exploratory fact or analyses showed that ethnic identity is multidimensional, and the number and types of factors depends upon the identity (L1-group vs. L2-group) and the language group (Anglophone vs. Francophone) considered. The extent of identification with each group differed according to the situation and the vitality of the group. In a similar manner, L2 self-confidence and L2-group contact varied as a function of group vitality, suggesting that contact and L2 competence mediate the link between vitality and identity. Indeed, correlational analyses confirmed the relations between contact, L2 self-confidence and identity in some situations. L2 self-confidence also mediated the connection between group contact, on the one hand, and proficiency and psychological well-being, on the other. These findings point to two major implications. First, future research should adopt a multidimensional, situational approach to the study of ethnic identity. Second, although developing L2 self-confidence may be associated with identity loss for some groups, it is also generally indicative of better mental health. Thus, whether bilingualism is an "additive" or a "subtractive" experience depends upon the outcome of interest.
42
Kientz, Eglantine. "Europeanization, language and national identity: the case of France." Thesis, Uppsala universitet, Teologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-194284.
Full textAbstract:
The purpose of this thesis was to determine the role of Europeanization, described as a convergence process, including the supremacy of EU law, as well as non-binding instruments, on French language policies from the adoption of the Treaty on European Union (1993) onwards, and its impact on the long-lasting relationship between language and identity in France. The study starts by investigating the development of nationalism in Europe in general and in France in particular. From a historical perspective, France is usually defined as a civic nation. Yet the French language became the most distinctive feature of national identity, with a view to bring about the cultural homogenization of all citizens, leading to the repression of regional languages. In the second half of the 20th century, the specter of globalization and Americanization influenced the development of protective language policies in France such as laws restricting foreign loanwords in French and banning the use of English in the public sphere. The most representative of these policies is the Toubon law (1994), which can also express the fear of European integration, bringing about the use of English, especially through the free movement of goods. After the signature (but no ratification) of the European Charter for Regional or Minority Languages from the Council of Europe in 1999, measures more in favour of regional languages were adopted in France, even if mostly symbolic. At the same time, the fight against English seemed to have subsided somewhat. In a broader framework, the vitality of a particular language always seems to be linked to cultural, political and economic power. The conclusion of the thesis shows that Europeanization was associated with globalization in the beginning of the 1990’s and that this process has gradually questioned the exclusive relationship between the French language and national identity. Yet it seems that today, the European Union is more conceived as a new arena in which France can build a positive identity for itself by being active on the international stage, and by defending multilingualism. If France seems to have gradually developed a more pluralistic view on language, mirroring the motto “United in diversity”, the European Union should still find a balance between unity and diversity and give a tangible content to the concept of multilingualism.
43
Allen, Dawn 1963. "Language, identity, and integration : immigrant youth 'made in Quebec'." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84983.
Full textAbstract:
This study explores the relationships between the integration experiences of adolescent newcomers in one francophone secondary school in Montreal and the current policies and programs related to educational integration. The research draws on observations and participants' descriptions and insights to address three principal questions: How is integration experienced by adolescent newcomers in a francophone school in Montreal? How do these students' experiences inform our understanding of the relationships among host (second) language learning/teaching, integration, and identity construction? What are the implications of these newcomer students' integration experiences for educational theories, policies and programs/practices that target such newcomers? These questions emerge from a consideration of theories of identity construction current in a variety of disciplines.<br>The study offers an overview of Quebec's past and present immigration and integration policies and programs. It considers those policies in light of identity theory and, more specifically, focuses on the relationships between language learning, integration, and identity in the experience of adolescent immigrants within a francophone secondary school in Montreal. Based on interviews and participant observation conducted over 15 months, the study describes the ways in which the participants' integration and identity are shaped by school discourses and the standardizing imperative of most North American educational institutions. Findings suggest that the participants resist the school's discourses in order to assert themselves dialogically and relocate their sense of identity in their host society. However, the dialogic relationships that the students are able to establish with and within the school discourses are imbalanced, leaving several students to feel dislocated both physically and psychically throughout the study. The study indicates that a distributed notion of the Self might improve theory, policy, and pedagogy related to newcomer integration. Finally, specific suggestions are made for building on current educational-integration research and practice.
44
Bridger, Barbara. "Speaking of gender, language and identity : writing the personal." Thesis, University of Plymouth, 2008. http://hdl.handle.net/10026.1/2227.
Full textAbstract:
This thesis features a range of texts that exemplify my practice. They include experimental prose, poetry, hybrid forms of writing that merge theory and practice, and scripts for live performance and digital film. To these examples I apply an autobiographical writing method, one that simultaneously reflects and creates, in an enquiry designed to uncover the detail and complexity of my writing motivation through a discursive account of its context. In a process that acknowledges the centrality of language to the construction of female identity, I begin by exploring the importance of autobiography to both my writing and this thesis. Next I give an account of an artistic project, designed to identify and collect perspectives on the main areas of debate and concern. I then revisit the writing of significant gender theorists, including Julia Kristeva, Luce Irigaray and Helene Cixous. The sections that follow use two scripts for live performance to illustrate the 'predicament' of the female performer and the importance of myth to women's artistic practice. My conclusion, and the thesis as a whole, is a demonstration of, and an enquiry into, a method of 'writing through'. This reflexive strategy questions how writing functions, how it responds to, and incorporates various influences. It attempts to understand how such a process, such writing, not only enquires into context, but also can impact on it, in a methodology less concerned with representing knowledge and more concerned with releasing it.
45
Henderson, Tracy Karen. "Language and identity in Galicia : the current orthographic debate." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243186.
Full text
46
Steinitz, Tamar. "An other tongue : language and identity in translingual writing." Thesis, Queen Mary, University of London, 2010. http://qmro.qmul.ac.uk/xmlui/handle/123456789/414.
Full textAbstract:
Abandoning one‟s mother tongue for another language is one of the most profound aspects of exile experience, often fraught with feelings of loss and alienation. Yet the linguistic switch can also be viewed as an advantage: the adopted language becomes a refuge, affording the writer creative distance and perspective. This thesis examines the effects of this switch as reflected in the works of two translingual Jewish authors, Stefan Heym (1913-2001) and Jakov Lind (1927-2007). Both were forced into exile after their lives in Germany and Austria were shattered by the rise of Nazism, and both chose English as a medium of artistic expression at certain periods of their lives. Reading these authors‟ works within their post-war historical context, the thesis argues that translingualism is associated with a psychic split as the self is divided between its languages. This schism manifests itself differently in the writing of each of these authors, according to their distinct perceptions of their identity and place in the world: in Lind‟s work, it is experienced as a schizophrenic existence, and in Heym‟s – as an advantageous doubling of perspective. The first chapter focuses on autobiographical writing in a foreign language, exploring how self and language are bound together in Lind‟s English-language autobiographies. The second chapter draws on Bakhtin‟s notion of dialogism as it considers the relationship between narration, ideology and propaganda in Heym‟s war novel The Crusaders. The third chapter examines Lind‟s and Heym‟s representations of the writer in their fiction, and how their translingualism defines their perception of their own identity and role as writers. The final chapter shows how the two authors reinterpret the figure of the Wandering Jew to construct different visions of a humanistic Jewish identity that correspond to their own diasporic existence.
47
Lee, Grace Yu-Shin. "Identity, language, and education : a case study in Taiwan." Thesis, Durham University, 2014. http://etheses.dur.ac.uk/10693/.
Full textAbstract:
The concept of identity as well as its construction process is a complex one. In order to better understand this concept of identity, the objective of this study was to look at the life history of one Taiwanese woman who has lived through three educational systems in Taiwan. Her life story, collected through multiple interviews, is examined for moments and experiences which depict her views on her identity, and later analyzed with particular attention to the relationship between identity, language and education. Her narratives show that her identities are fluid, context-dependent and multi-faceted; characteristics of identity which have been proposed by other researchers in their studies. Following analysis of the stories she tells, I have identified three main identities that she holds and have attempted to show how education and language pertain to this identity. It appears that the role of education and language is important and definitely has influence on an individual’s identity and also an individual’s ability to become a member of selected groups. However, it would be careless to disregard other factors,such as family and socio-political situations because often these factors can be linked to language and education as well and have emerged from this study as also being influential factors.
48
Vismara, Meghan Lynn. "Identity and Language Use in Adolescent Latina/o Literature." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/82523.
Full textAbstract:
This thesis examines how characters in adolescent Latina/o literature use and reflect on both English and Spanish languages, bilingualism and how language use informs a character’s identity. In this thesis a particular emphasis is placed on code switching as a literary device in adolescent Latina/o literature. Investigations on code switching point to this, that many authors use code switching as a way for authors and characters to show the difficulties of living between two cultures. I examined the works of three accomplished authors of Latina/o adolescent in this investigation: Benjamin Alire Sáenz’s Aristotle and Dante Discover the Secrets of the Universe (2012), Julia Álvarez’s Before We Were Free (2002) and the Tía Lola Series (2009), and Pam Muñoz Ryan’s Esperanza Rising (2004) and Echo (2015). The struggle to find one’s identity as an immigrant in the United States can emotionally compare to the struggle of an adolescent trying to balance their struggles of identity and this similarity of identity definition can be seen in all of these works. I argue that these authors use code switching and discussions on bilingualism as a device that helps articulate the exploration of the protagonist's search for identity into adulthood. Code switching and bilingualism are used to juxtapose the childhood and adult stages of the characters. These serve as ruptural elements that defy the generation of the parents and the cultural expectations. Code switching further serves as a mechanism through which protagonists reject and accept aspects of their identity development, from homosexuality to economic status. In a parallel way, I explore the importance of adolescent Latina/o literature as a referential axis for Latina/o youth in their process of development. This genre plays a role in development by showing strong, non-stereotypical characters who can help shape Latina/o identity for the next generation in the United States. Because adolescence is the stage in life where the individual goes through a time of questioning identity and development, this thesis shows that adolescent Latina/o literature may be best suited to show the process of growing up as compared to mainstream adolescent literature and gives a concrete metaphor for the challenges that many adolescents face.<br>Master of Arts
49
Portnoy, Katherine Anne. "“Grüss Gott!”: A Study of Austrian Identity Through Language." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300570002.
Full text
50
Lahlou, Radia Lyna. ""Crooked" Language: Moroccan Heritage Identity and Belonging on YouTube." Oberlin College Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1527769853639994.
Full text