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Journal articles on the topic 'Language and identity'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 June 2025

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1

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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2

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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8

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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9

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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10

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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11

Bauman, Richard. "Language, identity, performance." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 10, no. 1 (2000): 1–5. http://dx.doi.org/10.1075/prag.10.1.01bau.

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12

Tamrin, Achril Zalmansyah, Imelda Yance, et al. "Endangered Language: Preserving Totoli Language and Cultural Identity." Theory and Practice in Language Studies 15, no. 6 (2025): 1885–97. https://doi.org/10.17507/tpls.1506.17.

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Language extinction occurs when a language ceases to be spoken (Crystal, 2002; Krauss, 1992; Meek, 2019). This study examines the Totoli language, an endangered language in Central Sulawesi, Indonesia, where a sharp decline in active speakers has been observed. Using a sociolinguistic approach, the research conceptualizes language as both a symbol system and a manifestation of cultural identity. Data were collected through structured questionnaires, focusing on patterns of language use across different domains such as family and neighborhood interactions. These findings highlight the diminishing role of Totoli in everyday communication, signaling an urgent need for intervention. This study emphasizes the importance of targeted preservation efforts to protect the Totoli language as one of the regional languages in Indonesia, especially in Sulawesi. It is important to highlight the urgency of implementing preservation and revitalization strategies to ensure the survival of Totoli language. Without such measures, Totoli risks extinction, underscoring broader implications for endangered languages globally.

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13

Ladilova, Anna. "Language and identity of migrants." Constructing and Negotiating Identity in Dialogue 5, no. 1 (2015): 176–93. http://dx.doi.org/10.1075/ld.5.1.09lad.

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Collective identity construction as a discursive action is highly dependent on language use. Migration settings offer a wide range of linguistic repertoires to fall back upon in order to mark identity. While the ‘majority’ language is usually neutral in this sense, the use of the ‘minority’ or the heritage language, defined as a language “other than the dominant language (or languages) in a given social context” (Kelleher 2010, 1), can act as a specific means of identity construction. Moreover, the heritage language acts as a vehicle for transmission of collective memory which is also central in the process and will thus be discussed in this paper. These questions will be analysed by drawing on the results of an empirical study carried out in 2010 in Volga German communities in Argentina.

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Lumban Batu, Purnama Nancy. "Heritage Language and Ethnic Identity: A Study on Students' Ethnic Identity and Self-Identification in Jakarta." Celt: A Journal of Culture, English Language Teaching & Literature 20, no. 1 (2020): 24. http://dx.doi.org/10.24167/celt.v20i1.2444.

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This study focuses on looking at how Indonesian students view themselves as Indonesians and as members of certain ethnic groups in relation to their ability to speak in the local/heritage languages. This article also covers their attitude towards their heritage languages in comparison to English, as a foreign language. The data for this study were collected through paper-based questionnaires and semi-structured interviews. It is found that participants with the ability to speak in their local language felt more confident in stating their ethnic identity. There was also a lead to confusion of their ethnic identities, for those few who can't speak any local language. These youths are proud Indonesians, with their Indonesian languages. However, as predicted by Rini (2014), among other languages in Indonesia, English will still be a more important foreign language. This study adds that English appears to be more important than any local language to these Indonesian students.

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R. Ahmed, Hawzhen, and Rashwan Salih. "Language Policy and Kurdish Identity since 2003." Twejer 2, no. 3 (2019): 967–98. http://dx.doi.org/10.31918/twejer.1923.24.

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16

Ibitoye, Iteoluwa. "AI-Driven Multicultural Identity Preservation." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 28 (2025): 29579–80. https://doi.org/10.1609/aaai.v39i28.35331.

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The global expansion of Artificial Intelligence (AI) has highlighted significant challenges in inclusivity and representation, particularly for underrepresented communities. Current AI systems often fail to accommodate diverse linguistic and cultural contexts, resulting in biases in name pronunciation, language preservation, and communication. This research proposes a framework for advancing inclusivity in AI through Natural Language Processing (NLP) and Reinforcement Learning (RL). The envisioned system could integrate with home assistants like Siri and Alexa, enabling real-time interactions in local languages while maintaining cultural relevance. Key proposed features include accurate pronunciation of names, conversational capabilities in underrepresented languages, and an interactive platform where users can learn their language, history, and cultural heritage. By leveraging transformer-based models and adaptive RL frameworks, this research aims to explore solutions that bridge the gap in AI inclusivity for low-resource languages and culturally diverse populations.

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17

Fishman, Joshua A., and John Edwards. "Language, Society and Identity." International Migration Review 21, no. 1 (1987): 168. http://dx.doi.org/10.2307/2546138.

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18

Erdinast-Vulcan, Daphna. "Language, Identity, and Exile." Policy Futures in Education 8, no. 3-4 (2010): 440–45. http://dx.doi.org/10.2304/pfie.2010.8.3.440.

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19

Romo, Harriett, and William B. Gudykunst. "Language and Ethnic Identity." International Migration Review 24, no. 1 (1990): 163. http://dx.doi.org/10.2307/2546679.

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20

Silva, Victoria Oliveira da, and Larissa Dantas Rodrigues Borges. "Language Teacher Identity Formation." Revista Linguagem em Foco 13, no. 1 (2021): 381–402. http://dx.doi.org/10.46230/2674-8266-13-5191.

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Becoming a teacher is a process that underlies different aspects and purposes of social interaction and the construction of a professional identity. Student-teachers perception of themselves and their emotional states might differ from what is expected from them or even from their own goals. Therefore, this research attempted to investigate the development of teacher identity formation in Teaching English as a Foreign Language (TEFL) students through their own perception of their professional identity. It was conducted as a case study and the participants were undergraduate students in the last term. An open-ended questionnaire was used to collect data. Practical activities related to teaching and contact with teaching contexts and with students had a positive evaluation on the part of student-teachers regarding the formation of their identity as teachers. This research demonstrates the importance of the practice in the context of teacher training for the establishment and maturation of teacher identity.

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21

Rouse, John. "Language Learning and Identity." English Journal 77, no. 2 (1988): 22. http://dx.doi.org/10.2307/819509.

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22

Joseph, John Earl, and John Edwards. "Language, Society and Identity." Language 62, no. 4 (1986): 955. http://dx.doi.org/10.2307/415205.

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23

Rozanov, Thomas. "Language and Identity Explored." Journal of Arts and Humanities 5, no. 6 (2016): 01. http://dx.doi.org/10.18533/journal.v5i6.948.

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<p>The relationship between language and identity is widely discussed in applied linguistics, sociology, communications and other related scholarly fields. Furthermore, many researchers have focused on the post-Soviet region, which given its unique historical context allows for testing of this relationship. The widespread bilingualism as a result of historical russification and the linguistic transformations that occurred after the collapse of the Soviet Union make the region a ‘sociolinguistic playground’. Recent events in Ukraine have given grounds to further explore this relationship, now in attempt to link language and identity as potential forces for geopolitical change in the region. This paper presents an overview of existing research, theories, and opposing perspectives related to the relationship between language and identity, and considers complications such as historical russification, religious influence, socioeconomic factors, and education with regards to the Ukrainian and post-Soviet context. I aim to illustrate the significance of language and its effects on socio-political change in the case of Ukraine, by presenting arguments and complications in support of the relationship between language and identity.</p>

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24

Bienvenue, Rita, and John Edwards. "Language, Society and Identity." Canadian Journal of Sociology / Cahiers canadiens de sociologie 12, no. 1/2 (1987): 164. http://dx.doi.org/10.2307/3340783.

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25

Martinez-Brawley, Emilia E., and Paz M.-B. Zorita. "Language, Identity and Empowerment." Journal of Ethnic And Cultural Diversity in Social Work 15, no. 1-2 (2006): 81–95. http://dx.doi.org/10.1300/j051v15n01_04.

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26

Nelson, Daniel N. "Language, identity and war." Identity Politics 1, no. 1 (2002): 3–22. http://dx.doi.org/10.1075/jlp.1.1.04nel.

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How are language, identity and war related? This exploratory essay probes the conceptual and logical connections among these three elemental factors of human existence, offers thoughts about an alternative discourse, and takes a look at suggestive data regarding the tie between violence and identity. I posit that who we are, what we say and when we fight are inseparable from one another. In this argumentative essay, language is seen as forming a nucleus of identity, identity as being forged in conflict, and discourse marking our path to, through and out of war and peace. Abating identity threats through identity-affirming discourse may, I conclude, be the best and most lasting tool towards peace.

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27

Criss, Marika K. "Language, immigration, and identity." Journal of Language and Politics 19, no. 2 (2019): 270–89. http://dx.doi.org/10.1075/jlp.19044.cri.

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Abstract Populism has been on the rise in Europe, especially in the last decade. Finland is no exception, and a populist party ‘The Finns Party’ has gained momentum since the 2011 parliamentary election. The purpose of this paper is to examine the discourses of the Finns Party in their official releases on immigration and language in the 2015 parliamentary election. The socio-politically situated examination draws from Foucauldian Discourse Analysis, especially the concepts of biopower, biopolitics, racism, governmentality and subject position. In addition, language identity, language ideologies, and populism are used to discuss how linguistic identity and ideology are perceived and constructed in the data, especially in terms of discourses of inclusion and exclusion of ethnically Finnish but linguistically non-dominant groups, and immigrants.

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Lanehart, Sonja L. "The Language of Identity." Journal of English Linguistics 24, no. 4 (1996): 322–31. http://dx.doi.org/10.1177/007542429602400407.

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Holmes, Janet. "Women, Language and Identity." Journal of Sociolinguistics 1, no. 2 (1997): 195–223. http://dx.doi.org/10.1111/1467-9481.00012.

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30

McNamara, T. F. "Language and social identity." Australian Review of Applied Linguistics 10, no. 2 (1987): 33–58. http://dx.doi.org/10.1075/aral.10.2.04mcn.

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Abstract The study of language attitudes and language maintenance and shift in intergroup settings has not always been related to an explicit model of the intergroup situation itself. Such a model is available in Tajfel’s Social Identity Theory. This paper explores the potential of the model for predicting and explaining language maintenance and shift among immigrant and indigenous groups in Australia. The theory forms the basis of a study of the maintenance of modern Hebrew among immigrants from Israel in Melbourne, and is used to reinterpret the findings of several other recent Australian studies.

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31

Hatoss, Anikó. "Language, faith and identity." Australian Review of Applied Linguistics 35, no. 1 (2012): 94–112. http://dx.doi.org/10.1075/aral.35.1.05hat.

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While most language-planning and policy (LPP) studies have focussed on language decisions made by government bodies, in recent years there has been an increased interest in micro-level language planning in immigrant contexts. Few studies, however, have used this framework to retrospectively examine the planning decisions of religious institutions, such as “ethnic” churches. This paper explores the language decisions made by the Lutheran church in Australia between 1838 and 1921. The study is based on archival research carried out in the Lutheran Archives in Adelaide, South Australia. The paper draws attention to the complex interrelationships between language, religion and identity in an immigrant context.

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Porter, Shanette C., Michelle Rheinschmidt-Same, and Jennifer A. Richeson. "Inferring Identity From Language." Psychological Science 27, no. 1 (2015): 94–102. http://dx.doi.org/10.1177/0956797615612202.

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Perović, Slavica. "Language, Gender and Identity." Javnost - The Public 19, no. 4 (2012): 41–56. http://dx.doi.org/10.1080/13183222.2012.11009095.

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Wodak, Ruth. "Language, power and identity." Language Teaching 45, no. 2 (2011): 215–33. http://dx.doi.org/10.1017/s0261444811000048.

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How are identities constructed in discourse? How are national and European identities tied to language and communication? And what role does power have – power in discourse, over discourse and of discourse? This paper seeks to identify and analyse processes of identity construction within Europe and at its boundaries, particularly the diversity of sources and forms of expression in several genres and contexts. It draws on media debates on Austrian versus Standard High German, on focus group discussions with migrants in eight European countries and on public and political debates on citizenship in the European Union which screen newly installed language tests. The analysis of different genres and publics all illustrate the complexity of national and transnational identity constructions in a globalised world. What is experienced as European or as outside of Europe is the result of multiple activities, some of them consciously planned in the sense of political, economic or cultural intervention, others more hidden, indirect, in the background. Such developments are contradictory rather than harmonious, proceeding in ‘loops’ and partial regressions (rather than in a linear, uni-directional or teleological way). Thus, an interdisciplinary approach suggests itself which accounts for diverse context-dependent discursive and social practices.

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35

Clots‐Figueras, Irma, and Paolo Masella. "Education, Language and Identity." Economic Journal 123, no. 570 (2013): F332—F357. http://dx.doi.org/10.1111/ecoj.12051.

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36

Coupland, Nikolas. "Language, Society and Identity." Journal of Language and Social Psychology 5, no. 1 (1986): 63–69. http://dx.doi.org/10.1177/0261927x8651006.

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Noels, Kimberly A., Gordon Pon, and Richard Clement. "Language, Identity, and Adjustment." Journal of Language and Social Psychology 15, no. 3 (1996): 246–64. http://dx.doi.org/10.1177/0261927x960153003.

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38

Hussein Al-Kawwaz, Zainab M., and Anmar Adnan H. Al-Badry. "Dominant Language and Identity." JOURNAL OF LANGUAGE STUDIES 6, no. 4, 2 (2023): 150–57. http://dx.doi.org/10.25130/jls.6.4.2.13.

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The main concern of this research is to illustrate the strong relation between language and identity, and to prove how they share a reciprocal kind of relation. Besides other influential factors, language seems almost to determine and establish the kind of identity to sovereign in monolingual communities. The researchers hypothesize that intervention and domination of the English language in a number of Arab countries, would negatively influence and threat the creation of the national identity of these countries. The aim of the present research is to alarm and urge all authoritative sides to take the responsibility to contain and reduce the influence of the dominant English. Some pedagogical significance lies behind this study, like suggestions for more efforts and awareness concerning methods of teaching. In addition, the need to keep the Arab national identity pure necessitates excluding the hegemony of English in everyday life in general, and that of the young generations' in particular.

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Michaud, Alabama. "Language, Identity, and Belonging." Ethnographic Encounters Journal 13, no. 1 (2025): 116–22. https://doi.org/10.15664/eej.v13.i0.2929.

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Through the experiences of two immigrant taxi drivers, Malik and Pranab, this ethnography seeks to better understand the intersection between language, immigration, and identity. Using methods of participant observation and interviews, the study reveals how language operates as both a tool for connection and a source of exclusion. Both drivers face racism and xenophobia, but their responses differ based on their relationship to the language. Drawing on Benedict Anderson’s Imagined Communities, the paper argues that despite legal citizenship, immigrants face a second-class status shaped by language, cultural assimilation, and public perception.

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40

Barrett, Rusty. "Handbook of Language and Ethnic Identity.:Handbook of Language and Ethnic Identity." Journal of Linguistic Anthropology 13, no. 2 (2003): 239–41. http://dx.doi.org/10.1525/jlin.2003.13.2.239.

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Hiddleston, Jane. "The Identity of the French Language and the Language of French Identity." Nottingham French Studies 43, no. 2 (2004): 83–94. http://dx.doi.org/10.3366/nfs.2004-2.008.

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SHEVCHENKO, Larysa. "LANGUAGE PERSONALITY VS LANGUAGE IDENTITY. AHATANHEL KRYMSKYI." Culture of the Word, no. 95 (2021): 7–16. http://dx.doi.org/10.37919/0201-419x-2021.95.1.

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The article is devoted to the analysis of the criteria of national identity of the language personality. E.H. Erickson’s research model of identity is substantiated in the projection on the biography and formation of the Ukrainian-centric worldview of Ahatanhel Krymskyi: entry into Ukrainian verbal culture, formation of worldview dominants, polyphony of personality, circumstances of life and creative activity and their influence on personality. It is argued that language is one of the dominant criteria of identity realized in human activity. The projection of identification criteria E.Kh. Erickson on the linguistic personality of A. Krymskyi’s includes an analysis of the methods formed by scientists to study the material. The principles of scientific interpretation acquired at the Lazarev Institute include different perspectives – research and educational, which complement the argument. A. Krymskyi’s Eastern studies deepen scientific observations also in the aspect of translated representations of texts. The encyclopedic personality is harmonized in this case with incredible efficiency. A feature, however, characteristic of ascetic scientists of the Ukrainian Renaissance/ The author came to the conclusion that the dramatic collisions of A. Krymskyi’s creative and personal life, his service to the Ukrainian cause, his conscious choice of life line, determination of priorities allow to develop the criteria of E.Kh. Erickson in the Ukrainian reality. The language, forms of its life and development – a possible, but not the only criterion for identification. Acquired, recognized, rooted in human consciousness, language can become a behavioral, value, worldview of the individual, motivating his activities. However, it is activity that harmonizes the spiritual and natural worlds of man, his existential choice of identification in space and time.

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Lūžys, Sigitas. "Linguistic Identity: Between Multilingualism and Language Hegemony." Sustainable Multilingualism 19, no. 1 (2021): 19–38. http://dx.doi.org/10.2478/sm-2021-0012.

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Summary A priori accepting multilingualism as a value, we must understand that it is not permanent. It is empowered by our mother tongue, which creates an essential opportunity as well as a precondition for the acquisition of competences of other languages. However, the language itself, being a tradition, i.e., a living process, is affected by other languages, so the identity of a language cannot be understood without an understanding of its curriculum vitae. The historical path of the Lithuanian language comes from the world of multilingualism. Urban life in the Grand Duchy of Lithuania is unimaginable without the people speaking Polish, Belarusian, Ruthenian, Latin and Yiddish. Real multilingualism did not separate people into “us” and “other; this phenomenon emerged later, after some centuries, with the disappearance of urban multilingualism in the urban culture and manifesting as a certain opposition against the “others’, as efforts to create a natural for many people identity-divide which has impact and unities on the basis of a language. In the multilingual world the perception prevailed that we are all “us” but different. The real, conversational and every day multilingualism enabled the dissemination of contextual meaning, reception of different thinking and nuances of a global outlook rather than only communicating information. The emergence of one, the most important and rational, “global” language hegemony determines a new communication which does not require the competence of several languages (even the knowledge of the neighbors’ language), as communication proceeds through a certain mediator and in the long turn embraces various areas of life. However, bilingualism is not the final result; the hegemonic language trespasses the boundaries of the purpose of the lingua franca and aims at overtaking the functions of the native language. So, what is the role and destiny of the latter? This is what the study aimed at discovering.

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Sharma, Bal Krishna, and Prem Phyak. "Neoliberalism, linguistic commodification, and ethnolinguistic identity in multilingual Nepal." Language in Society 46, no. 2 (2017): 231–56. http://dx.doi.org/10.1017/s0047404517000045.

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ABSTRACTThis article examines the consequences of neoliberalism in two separate domains of multilingual language use in the context of Nepal: language education and tourism. We show that institutions and individuals have appropriated and reproduced this ideology with their creative tactics, agency, and practices that both help them promote and commodify their ethnolinguistic identity and language skills while also allowing them to acquire multilingual repertoires in global languages such as English, German, Chinese, Japanese, and the indigenous local language Newari. We show that English as a global language does not always accord more cultural capital and economic value, nor is the teaching and learning of local indigenous languages always confined to the ideologies of identity politics and language preservation. We argue that while the ideologies of English as a global language and of indigenous languages as tools for ethnolinguistic identity do not disappear from the scene, new forces of globalization and neoliberalism bestow new meanings to multilingual repertoires and practices. (Neoliberalism, multilingualism, commodification, ethnolinguistic identity, Nepal)*

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45

Okpaleke, Ikenna Paschal. "The Rhythm of Communal Identity." Secular Studies 3, no. 2 (2021): 206–22. http://dx.doi.org/10.1163/25892525-bja10025.

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Abstract The relationship between language, music and cultural identity has always been of special interest in the social sciences, especially in the areas of anthropology, social psychology and ethnomusicology. The main argument revolves on how language reflected through music positively impacts on the identity of a social group, and what happens where this is lacking. Cultures die and languages go into extinction when there are no creative ways of keeping them alive. The aim of this essay is to investigate how the culture and language of a particular society could be safeguarded through music. Beyond the theoretical framework, I shall substantiate this investigation with the example of the Igbo people of Southeastern Nigeria, whose cultural identity is seriously threatened by the lack of interest in the local language among the people. Part of this disinterestedness is caused by the unique tendency of Igbo people to travel outside their original communities and to culturally adapt in their diaspora communities. This essay therefore aims at a) addressing this problem of identity through a sociological analysis of communal identity, and b) seeking how identity could be rediscovered through music that is delivered in a local language, illustrated with the example of Igbo cultural group. It is hoped that such analysis would aid in presenting another means of safeguarding endangered local languages, which invariably has a lot of implications for the cultural identity of the group involved. Of course, the analysis that is advanced here is not limited to the Igbo since the argument is based on a general epistemological function of music and language with respect to cultural identity.

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Nadeem Ahmed Solangi, Wafa Mansoor Buriro, and Muhammad Hassan Abbasi. "Exploring Intergenerational Linguistic Identity of Dhatki Speakers in Sindh, Pakistan." International Journal of Linguistics and Culture 4, no. 1 (2023): 37–47. http://dx.doi.org/10.52700/ijlc.v4i1.168.

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Pakistan is a multilingual country where seventy four languages are spoken (Siddiqui, 2019). English is the official language, while Urdu is used as a common Lingua Franca; while each province has its own provincial official language (Sindhi, Punjabi, Pashto & Balochi). The language policy of Pakistan promotes dominant languages only; as a result indigenous languages are becoming extinct and gradually are on the verge of language shift and death in urban areas. Hence, maintaining a linguistic identity in such a context pose serious challenges to the speakers of a language. This paper explores the linguistic identity of Dhatki language speakers across three generations in the different districts of Sindh. For this purpose, a qualitative case study was conducted and data was collected using open-ended questionnaire and the responses were analyzed thematically. Data was collected using purposive and snowball sampling from 33 participants. The results highlighted that Dhatki language was going through a gradual language loss, its speakers stigmatized the use of the language due to lack of documentation, and the constant use of dominant languages in different spheres of social and educational life. The speakers attributed this shift to governmental negligence and language activist’s behavior towards Dhatki language

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Quirk, Randolph. "Language and Concepts of Identity." European Review 6, no. 3 (1998): 291–98. http://dx.doi.org/10.1017/s1062798700003331.

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People identify with other people on many different grounds: family, locality, religion, professional interests, even hobbies. But the group identity that has had particular influence over the past century or so has been the nation – and this has drawn especially on the identity of language. With the development of global commerce and the establishment of regional blocs like Asean, Nafta, and of course the EU, languages least associated with nationality may well be seen as best fitted to provide the requisite linkage.

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Rohal, N. I., R. Yu Synelnykov, and I. O. Seheda. "LANGUAGE FACTORS OF CIVIC IDENTITY FORMATION." Ukrainian Psychological Journal, no. 1(15) (2021): 165–79. http://dx.doi.org/10.17721/upj.2021.1(15).9.

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The article analyses the problem of students’ civic identity and studies its language factors. The indicators determining civic identity (patriotism, active citizenship, self-realization in the country, devotion to the country) were quite high in university students and corresponded to high and average levels in the most cases. The respondents showed mainly high indicators of ethnic-linguistic identity, which was manifested in high or average levels of positive attitude towards the Ukrainian language, language skills and ethnic-linguistic attitudes. We determined the peculiarities of ethnic-linguistic and civic identity depending on the language (Ukrainian, Russian and both) that students used in everyday communication. Students who spoken Ukrainian had better Ukrainian language skills, a higher positive attitude towards it, higher ethnic-linguistic attitude and better formed civic identity compared to students who spoken Russian. Patriotism and the general level of civic identity were higher in Ukrainian-speaking students compared to bilingual ones (who spoken both languages). We have found that language influences the formation of civic identity of Ukrainian students. However, not simply language skills, but a positive attitude to it, feeling of significance of language as an important element of the value system in the context of civil society consolidation and ethnic-linguistic attitude as a significant marker of belonging to Ukrainian civil society created such influence.

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Geller, Ewa. "Tożsamość języka jidysz." Poradnik Językowy, no. 7/2021/786 (September 1, 2021): 67–86. http://dx.doi.org/10.33896/porj.2021.7.4.

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The object of this paper is an attempt to describe the complex identity of the Yiddish language itself and its users. Poland and the Polish language have played a signifi cant role in both these aspects. Part one is a sociolinguistic overview of the history of crystallisation of Yiddish in the historical territory of Poland as the autonomous language of the national culture of Central and Eastern European Jews. Its fate after the Holocaust of European Jews is also described here. Part two is dedicated to problems with the genetic classifi cation of Yiddish due to the language-forming processes accompanying its development. Yiddish is classifi ed among mixed languages, since it came into existence as a result of Hebrew– Slavic–Germanic language contacts. Therefore, this part pays special attention to the explanation of the mixed nature of this language system and the role of Polish as an important contact language infl uencing the fi nal shape of the contemporary Yiddish language

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G.Kh. Gilazetdinova, I.Zh. Edikhanov, and A.A. Aminova. "Problems of ethnocultural identity and cross-language communication." Journal of Language and Literature 5, no. 3 (2014): 39–42. http://dx.doi.org/10.7813/jll.2014/5-3/7.

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