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Relevant bibliographies by topics / Language minorities

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Academic literature on the topic 'Language minorities'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Language minorities"

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Edwards, John. "Language Minorities and Language Maintenance." Annual Review of Applied Linguistics 17 (March 1997): 30–42. http://dx.doi.org/10.1017/s0267190500003263.

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The position of minority groups and the maintenance of their languages are very much in the news today. For (largely) indigenous minorities, consider the case of continental Europe: As it moves—sometimes erratically—towards federalism, its minorities and its “stateless” peoples are pressing for increased and improved recognition. In October 1981, the European Parliament adopted the Arfé resolution, providing such recognition. A number of further developments have occurred, important among which was the establishment in 1982 of the Dublin-based Bureau for Lesser Used Languages. Its Secretary-General recently observed that:If our languages have been ignored in the past by European institutions this is no longer the case. The European Community is positive towards the cause of our languages and now includes in its budget a provision of 3.5 million ECU to promote regional and minority languages and cultures (Breathnach 1993:1). (See also Baetens Beardsmore 1993; 1994, Edwards 1994a, Sikma and Gorter 1991.)

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Bradley, David. "Language policy for China’s minorities." Written Language and Literacy 12, no. 2 (December 15, 2009): 170–87. http://dx.doi.org/10.1075/wll.12.2.03bra.

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The Yi national minority of southwestern China has four distinct orthographic traditions: Nosu, Nasu, Nisu and Sani. All are based on traditional systems using the same logographic principle as Chinese writing and a few Chinese characters. Otherwise, they are very different, both from Chinese and to a lesser degree from each other. Since 1950, orthographic reform has taken place separately in the three main provinces where Ngwi or Yi languages are spoken. This process has been a top-down language planning effort, run by leaders and scholars from within the various Yi communities of each province. In addition, for local and scholarly purposes, the traditional scripts continue in use. This paper discusses and exemplifies the traditional and new orthographic systems and the process of reform which created three modern orthographies alongside the four traditional ones which also continue in limited use. The top-down process of script reform is parallel to other areas of script, language and other policy developments in China since 1950, with a centralised model that achieves some great successes and some failures, and going through a series of major changes affecting the way the languages of the Yi are written.

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Templin, Torsten. "A language competition model for new minorities." Rationality and Society 31, no. 1 (July 23, 2018): 40–69. http://dx.doi.org/10.1177/1043463118787487.

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This article presents a new model describing a language competition situation between a local majority language and a migrant minority language. Migrants enter the society, form families, and produce offspring. Adults raise their children in either one of the two languages or both. Children then attend school, learn additional languages as adults, and produce a new cohort with its own linguistic repertoire. Families and adults are utility maximizing actors, who take into account instrumental aspects of languages, such as their communicative range, as well as identity-related aspects. A general macro-level model describes how the linguistic composition of a population facing migration changes over time. Furthermore, a specific functional form of the general model is proposed and steady states are analyzed. Finally, for illustrative purposes, the model is applied to the case of Spanish and English in the United States.

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Pinto, Meital. "On the Intrinsic Value of Arabic in Israel—Challenging Kymlicka on Language Rights." Canadian Journal of Law & Jurisprudence 20, no. 1 (January 2007): 143–72. http://dx.doi.org/10.1017/s0841820900005737.

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In the postcolonial era, we have witnessed waves of mass immigration. Consequently, many states are no longer associated with just one or two national languages. Newly formed immigrant minorities raise demands for language rights, alongside national minorities, which raise similar demands.Such a complex situation exists, for example, in Canada, where only French and English are declared official languages although there are other languages, such as Chinese, which are spoken by large communities of people. My paper addresses the general question of which linguistic minorities are most entitled to comprehensive language rights. Will Kymlicka distinguishes between national minorities, which he regards as deserving of comprehensive language rights, and immigrant minorities which are not. Many scholars challenge Kymlicka’s distinction. However, none of them have suggested alternative criteria for distinguishing minority languages that are entitled to protection from minority languages that are less entitled to protection. In my paper, I suggest such a criterion. My alternative criterion is based on the intrinsic interest people have in protecting their own language as the marker of their cultural identity, thus, comprehensive language rights are to be accorded to linguistic minorities that possess the strongest intrinsic interest in the protection of their language as their marker of cultural identity. I apply my criterion to the Israeli case, in which there are two dominant linguistic minorities: the Arab national minority and the Jewish Russian immigrant minority. Relying on general criticism of Kymlicka’s distinction, I argue that this distinction is not applicable to the Israeli linguistic case. Applying my alternative criterion to the Israeli case, I argue that Israeli Arabs have a stronger interest in Arabic than the Russian Jewish minority has in Russian because Arabic constitutes Israeli Arabs’ exclusive marker of identity.

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Deneire, Marc G. "LANGUAGE POLICIES FOR LINGUISTIC MINORITIES." World Englishes 14, no. 3 (November 1995): 405–9. http://dx.doi.org/10.1111/j.1467-971x.1995.tb00084.x.

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Magnet, Joseph Eliot. "The Future of Official Language Minorities." Les droits des minorités linguistiques 27, no. 1 (April 12, 2005): 189–202. http://dx.doi.org/10.7202/042734ar.

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Quelle est la situation actuelle des langues minoritaires au Canada ? Tandis que les communautés de francophones hors Québec n'ont cessé de décroître depuis le siècle dernier, celle des anglophones du Québec avait su se maintenir jusqu'à récemment. Cependant l'avènement de la Charte de la langue française a modifié considérablement la situation. Tout cela nous amène à nous interroger à savoir si les minorités linguistiques survivront au Canada. Pour cela, il faudrait que ces minorités soient centralisées territorialement et que soient mises sur pied des institutions permettant l'usage de leur langue, telles des écoles, des structures gouvernementales, culturelles et économiques. La grande lacune au Canada en matière de protection des communautés linguistiques se situe au plan du développement économique. Le gouvernement, en implantant des centres de recherches et des services spécialisés au sein d'une communauté minoritaire, assurerait sa subsistance.

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Hall, Thad E. "Delivering Political Power to Language Minorities: Voting, Elections, and the Rights of Language Minorities." International Journal of Public Administration 27, no. 1-2 (January 2004): 127–46. http://dx.doi.org/10.1081/pad-120028656.

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Pach, R. "The linguistic minorities of France." Literator 7, no. 2 (May 7, 1986): 85–99. http://dx.doi.org/10.4102/lit.v7i2.883.

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Although France is one of the most centralized countries in Europe, its apparent unity must not conceal that it is made up of many linguistic groups, and that French has only in recent years succeeded in becoming the common language of all the French. The situation of each one of the seven non-official languages of France is at first examined. The problem is then situated in its historical context, with the emphasis falling on why and how the French state tried to destroy them. Although the monarchy did not go much further than to impose French as the language of the administration, the revolutionary period was the beginning of a deliberate attempt to substitute French for the regional languages even in informal and oral usage. This was really made possible when education became compulsory: the school system was then the means of spreading French throughout the country. Nowadays the unity of France is no longer at stake, but its very identity is being threatened by the demographic weight, on French soil, of the immigrants from the Third-World.

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Витман, Константин, and Konstantin Vitman. "The legal status of regional or minority languages: Ukrainian and foreign experience." Comparative Research In Law and Politics 1, no. 2 (November 1, 2013): 94–99. http://dx.doi.org/10.12737/1931.

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The legal status of regional or minority languages in Ukraine, Post-Soviet space and European understanding is studied. The author proves that Ukraine stretches the meaning of regional languages, provided by European Charter for Regional or Minority Languages. The regional languages rather play the role of the largest national minorities’ languages than disappearing ones in Ukraine. National minorities did not get appropriate protection of their language rights that is why they had to take advantage of international legal rules. Ukraine had to extend the concept of “regional language” to the largest national minorities’ languages to use international law effectively. Thus, the legal status of regional languages has been changed in national language law. Thanks to European Charter for Regional or Minority Languages the idea of regional language got implanted in language policy terminology. That is why the lawmakers decided not to decline it during new language Act working out. The Ukrainian experience exemplifies modification of the legal status of regional languages, its adaptation to language situation and has no analogs in Post-Soviet space.

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Nagy, Noémi. "Language Rights of European Minorities in the Administration of Justice, Public Administration and Public Services." European Yearbook of Minority Issues Online 18, no. 1 (June 1, 2021): 113–40. http://dx.doi.org/10.1163/22116117_01801006.

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This article provides an overview of European minorities’ language rights in the administration of justice, public administration, and public services in 2019. Relevant legal developments are presented in the activities of the major international organizations, i.e. the United Nations, the Organization for Security and Cooperation in Europe, the European Union, and the Council of Europe. Since the most relevant treaties on the language rights of minorities in Europe are the European Charter for Regional or Minority Languages and the Framework Convention for the Protection of National Minorities, special attention is paid to the implementation thereof. Whereas international monitoring mechanisms devoted to the effective protection of minorities are abundant, language rights of national minorities receive less attention, especially in the fields of official language use, that is, in public administration and justice. The regulation of these areas has been traditionally considered as almost exclusively belonging to the states’ competence, and international organizations are consequently reluctant to interfere. As a result, the official use of minority languages differs in the various countries of Europe, with both good practices (e.g. the Netherlands, Spain, Finland) and unbalanced situations (e.g. Estonia, Ukraine, Azerbaijan).

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Dissertations / Theses on the topic "Language minorities"

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De, Varennes Fernand Joseph. "Language, minorities and human rights." Proefschrift, Maastricht : Maastricht : Rijksuniversiteit limburg ; University Library, Maastricht University [Host], 1996. http://arno.unimaas.nl/show.cgi?fid=7024.

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Perez, Ambar A. "LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/577.

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This thesis investigates the intertextuality of language policy, K-12 TESL pedagogies, and EL identity construction in the perpetuation of unjust TESL practices in these contexts. By examining the power structures of English language ideology through critical discourse analysis of recent California language policy, this thesis demonstrates English language teaching’s intrinsically political nature in K-12 education through negotiations and exchanges of power. Currently, sociolinguistic approaches to TESL and second language acquisition acknowledge the value of language socialization teaching methods. This requires the acceptance of cognition, not as an individual pursuit of knowledge containment and memorization, but cognition as a collaborative and sociohistorically situated practice. Thus, this project also examines the power structures in place that negotiate and enforce these ideologies and how these practices influence pedagogy and EL identity construction. Many English users are second language (L2) users of English yet authorities of English use tend to consist of homogenous, monolingual English users, or English-sacred communities, not L2 users of English. Often, this instigates native speaker (NS) vs. non-native speaker (NNS) dichotomies such as correct vs. in-correct use, and us vs. them dichotomies. These are the same ideologies that permeate the discourse of California’s Proposition 227 and some pedagogies discussed in the data of this research perpetuating culture wars between monolingual and multilingual advocates and users.

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Czech, Robert. "Perceptions of practicing school psychologists toward practical educational assessment techniques related to language minority students." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998czechr.pdf.

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MacLeod, Stewart A. "Language death in Scotland a linguistic analysis of the process of language death and linguistic interference in Scottish Gaelic and Scots language /." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 1989. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=59640.

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Kung, Shui Man Jessica. "Language maintenance or language shift ? : a study of South Asian ethnic minorities' Chinese language learning in Hong Kong." HKBU Institutional Repository, 2012. http://repository.hkbu.edu.hk/etd_ra/1353.

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Wong, K. Y. "Towards a Bourdieuian understanding of the South Asian language minorities' language acquisition in Hong Kong." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/30383/.

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The inadequacy of Chinese language skills of the South Asian language minorities has raised concerns among educators and policymakers in recent years. Further to the notification given by the Equal Opportunities Commission to the Education Bureau of its concerns about the education of language-minority students, the provision of educational support to them became one of the priorities in the "Initiatives of the 2014 Policy Address" of the Hong Kong Special Administrative Region Government. This study adopts habitus as a research method to gain a deeper understanding on the South Asian language minorities' language acquisition in Hong Kong. Whilst there are a number of initiatives to enhance the teaching and learning of Chinese for language-minority students, in this study I work closely with a group of six language minorities who studied in and graduated from the most historical designated school in Hong Kong. In attempting to understand the complexities of language practices and strategies employed by the participants to cope with their language needs in Hong Kong, I draw heavily from Bourdieu's notions of symbolic power, habitus, capital and field. The study uncovers the familial and linguistic habitus of the participants. All of them were multilingual speakers with various degrees of proficiency. Socioeconomic status appeared to have an effect on the motive for the student participants to re/produce Chinese language as their cultural capital. Meanwhile, Chinese language in terms of Cantonese was much valued by the graduate participants when they had opportunities to interact with their Chinese counterparts after they had left the designated school. The acquisition of Chinese language among the South Asian language minorities presents an interesting issue for those working in the educational field. Lacking primary familial and linguistic habitus of Chinese, the language minorities rely heavily and even entirely on the schools to help them cultivate their linguistic habitus of Chinese. I draw specifically from the relational notions of habitus and field to argue that the language minorities' linguistic habitus of Chinese can only be inculcated effectively through exposures and immersion in arenas where the Chinese counterparts are located.

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Luvhengo, Nkhangweleni. "Linguistic minorities in the South African context : the case of Tshivenda." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001862.

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After many years of the oppressive apartheid government, the new democratic era came into being in 1994. Lot of policy changes came into being, including language policy. This new language policy of the post-apartheid era recognises eleven official languages which include the nine indigenous African languages which were previously recognised as regional languages in the different homelands. The present study investigates the progress of Tshivenda in terms of status and development since it was accorded the official status in South Africa. Literature investigating the status of Tshivenda is generally sparse. This study investigates the status of Tshivenda in South Africa to explore how minority languages which are also recognised as official languages are treated. In most multilingual countries, there are issues which affect the development of minority languages, but the South African situation is interesting in that some of the minority languages are recognised as official languages. This study is a comparative in nature. Firstly, the study compares the level of corpus planning and development in Tshivenda and other indigenous South African languages. Secondly, it compares how people use Tshivenda in a rural area of Lukalo Village where the language is not under pressure from other languages and in Cosmo City, an urban area in Gauteng where Tshivenda speakers come into contact with speakers of more dominant languages such as isiZulu and Sesotho. Language use in different domains like, media, education, government and the home is considered in order to establish how people use languages and the factors which influence their linguistic behaviours. The study also establishes the perceptions and attitudes of the speakers of Tshivenda as a minority and those of the speakers of other languages towards Tshivenda’s role in the different domains such as education and the media. This study was influenced by previous research (Alexander 1989, Webb 2002) which found out that during the apartheid period Tshivenda speakers used to disguise their identity by adopting dominant languages like isiZulu and Sesotho in Johannesburg. Accordingly, the present research wanted to establish how the language policy change in the democratic era has impacted on the confidence of Tshivenda speakers regarding themselves and their language. This study establishes that although Tshivenda is now an official language in post-apartheid South Africa, it still has features of underdevelopment and marginalization that are typically of unofficial minority languages. Translation, lexicographic and terminological work in this language still lags behind that of other indigenous South African languages and there is still a shortage of school textbooks and adult literature in this language. As a result, using the language in education, the media and other controlling domains is still quite challenging, although positive developments such as the teaching of the language at university level can be noted. The Tshivenda speakers generally have a positive attitude towards their language and seem prepared to learn and use it confidently as long its functional value is enhanced, which is currently not happening. As a result, some Tshivenda speakers still regard English as a more worthwhile language to learn at the expense of their language

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Yiu, Chin-pang. "Centre for the hearing impaired people : a language minority /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948428.

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Frazier, Mary Catherine Linville Malcolm E. "Teaching language minority students -- portraits of five teachers." Diss., UMK access, 2007.

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Thesis (Ph. D.)--School of Education and Dept. of Sociology. University of Missouri--Kansas City, 2007.
"A dissertation in education and sociology." Advisor: Malcolm Linville. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Dec. 20, 2007. Includes bibliographical references (leaves 267-283). Online version of the print edition.

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Gagnon-Arpin, Isabelle. "Access to Health Care Services and Self-Perceived Health of Canada’s Official-Language Minorities." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20077.

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Official-language minorities in Canada may face specific issues in accessing health care services that can lead to negative consequences on their health, utilization of health care services and satisfaction with the health care system. A secondary data analysis of the 2006 Survey on the Vitality of Official-Language Minorities revealed significant differences between the Anglophone minority (n=5,161) and the Francophone minority (n=12,029) with regards to general health, and access to and use of health care services. Important predictors of these outcomes included age, education level, household income, marital status and place of residence (urban/rural). Access to health care services in the minority language was associated with self-perceived health in the Anglophone minority only. Health policy recommendations elaborated in light of the findings include working on both the supply and the demand of health care services offered in the two official languages, while taking into consideration important contextual differences between regions.

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Books on the topic "Language minorities"

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Skutnabb-Kangas, Tove. Language, literacy, and minorities. London, UK: Minority Rights Group, 1990.

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Language, minorities and human rights. The Hague: M. Nijhoff, 1996.

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Harrison, Brian R. Youth in official language minorities, 1971-1991. Ottawa: Minister of Industry, 1996.

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Causal modeling research on language minorities' achievement. New York: P. Lang, 1996.

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Harrison, Brian R. Youth in official language minorities: 1971-1991. Ottawa: Statistics Canada, 1996.

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Division, Statistics Canada Demography, ed. Youth in official language minorities, 1971-1991. Ottawa: Statistics Canada, Demography Division, 1995.

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Contact linguistics and language minorities =: Kontaktlinguistik und Sprachminderheiten = Linguistique de contact et minorites linguistiques. St. Augustin: Asgard, 2007.

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Language without rights. New York, N.Y: Oxford University Press, 2010.

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Parliament, Canada Library of. Minority language education rights. Ottawa: Library of Parliament, 1988.

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Heller, Monica. Linguistic minorities and the politics of identity. London: Addison Wesley Longman, 1998.

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Book chapters on the topic "Language minorities"

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Paulston, Christina Bratt. "Linguistic Minorities and Language Policies." In Studies in Bilingualism, 55. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/sibil.1.06pau.

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Halwachs, Dieter W. "Language, Plurality, and Minorities in Europe." In Едиција Филолошка истраживања данас, 19–42. Београд: Универзитет у Београду, Филолошки факултет, 2017. http://dx.doi.org/10.18485/fid.2017.7.ch1.

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Williams, Colin H. "Language Policy and Planning Issues in Multicultural Societies." In Linguistic Minorities in Democratic Context, 74–119. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230597570_4.

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Williams, Colin H. "Celtic Language Regimes and the Basis for Deliberation." In Linguistic Minorities in Democratic Context, 185–244. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230597570_7.

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Williams, Colin H. "Welsh Language Policy and the Logic of Legislative Devolution." In Linguistic Minorities in Democratic Context, 245–301. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230597570_8.

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May, Stephen. "31. Majorities and minorities in language policy and language rights." In Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistics and Communication Science (HSK), edited by Jeroen Darquennes, Joseph C. Salmons, and Wim Vandenbussche, 370–84. Berlin, Boston: De Gruyter, 2019. http://dx.doi.org/10.1515/9783110435351-031.

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Gal, Susan. "Migration, Minorities and Multilingualism: Language Ideologies in Europe." In Language Ideologies, Policies and Practices, 13–27. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230523883_2.

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Wright, Sue. "New Discourse, New Legal Instruments and a New Political Context for Minorities and Their Languages." In Language Policy and Language Planning, 225–47. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-57647-7_10.

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McDermott, Philip. "Broadcasting for Minorities: The Case of the Celtic Languages." In Language, Power and Identity Politics, 101–22. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592841_6.

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Lopez, David E. "The Emergence of Language Minorities in the United States." In Focus on Language and Ethnicity, 131. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/z.fishfest2.09lop.

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Conference papers on the topic "Language minorities"

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Omar, Asmah Haji. "The Malay Language in Mainland Southeast Asia." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-1.

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Today the Malay language is known to have communities of speakers outside the Malay archipelago, such as in Australia inclusive of the Christmas Islands and the Cocos (Keeling) Islands in the Indian Ocean (Asmah, 2008), the Holy Land of Mecca and Medina (Asmah et al. 2015), England, the Netherlands, France, and Germany. The Malay language is also known to have its presence on the Asian mainland, i.e. Thailand, Cambodia, and Vietnam. As Malays in these three countries belong to a minority, in fact among the smallest of the minorities, questions that arise are those that pertain to: (i) their history of settlement in the localities where they are now; (ii) the position of Malay in the context of the language policy of their country; and (iii) maintenance and shift of the ancestral and adopted languages.

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Xu, Jin, and Feng Wang. "The History of Ethnic Minorities’ Language Education in Inner Mongolia." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.068.

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Serebryakova, Ruslana. "The Role of Language In The Educational Process Of Arctic National Minorities." In International Scientific Conference “Personality in Norm and in Pathology. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.04.23.

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Vong, Meng. "Southeast Asia: Linguistic Perspectives." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.10-2.

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Southeast Asia (SEA) is not only rich in multicultural areas but also rich in multilingual nations with the population of more than 624 million and more than 1,253 languages (Ethnologue 2015). With the cultural uniqueness of each country, this region also accords each national languages with language planning and political management. This strategy brings a challenges to SEA and can lead to conflicts among other ethnic groups, largely owing to leadership. The ethnic conflicts of SEA bring controversy between governments and minorities, such as the ethnic conflict in Aceh, Indonesia, the Muslim population of the south Thailand, and the Bangsa Moro of Mindanao, of the Philippines. The objective of this paper is to investigate the characteristics of the linguistic perspectives of SEA. This research examines two main problems. First, this paper investigates the linguistic area which refers to a geographical area in which genetically unrelated languages have come to share many linguistic features as a result of long mutual influence. The SEA has been called a linguistic area because languages share many features in common such as lexical tone, classifiers, serial verbs, verb-final items, prepositions, and noun-adjective order. SEA consists of five language families such as Austronesian, Mon-Khmer, Sino-Tibetan, Tai-Kadai, and Hmong-Mien. Second, this paper also examines why each nation of SEA takes one language to become the national language of the nation. The National language plays an important role in the educational system because some nations take the same languages as a national language—the Malay language in the case of Brunei, Indonesia, Malaysia, and Singapore. The research method of this paper is to apply comparative method to find out the linguistic features of the languages of SEA in terms of phonology, morphology, and grammar.

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Nguyen Thi, Nhung, and Minh Thu Nguyen Thi. "Television in the Tay-Nung Language in Vietnam." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-2.

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Broadcasting and television are two popular types of media, with more audience than other types of media in Viet Nam today. Tay-Nung is a common language of two ethnic groups with the largest population of ethnic minorities in Viet Nam. Research on broadcasting and television in the Tay-Nung language is importance research, involving both journalism and the science of language. On the basis of surveys on the state of broadcasting in Tay-Nung language and the attitude, needs and aspirations of the Tay and Nung ethnicity on this activity, this article aims to describe and evaluate the current status of broadcasting in the Tay-Nung language, thereby proposing ways and means to improve the efficiency and effectiveness of broadcasting in Tay- Nung language. The main methods used in this study are a scientific observation method, a sociological survey method (interviews, discussions, investigation by questionnaires), method of description (analytical, statistical, classification, systematization) and a comparison method. Research data is collected from relevant documents and from the use of sociological survey methods. The subject of the article is the broadcast in Tay-Nung language activities in Viet Nam at present. This subject is considered in the following aspects; the places, the levels of broadcasting and television; the choice and use of language / dialect; attitude, needs and aspirations of the recipients, and some ways and solutions to be implemented. Research results of the project will help the Ministry of Information and Communication, in radio and television, to develop specific suggestions on the choice of type and level of communication. At the same time, the Viet Nam has also suggested the development of policies related to communication in ethnic minority languages. Raising the effectiveness of broadcasting in the Tay-Nung language will contribute to the preservation of language and culture; will improve quality of life for the Tay and Nung ethnicity and will contribute to sustainable development of nations in the renewal period. The work will inform work by the State, the Ministry of Information and Communication, should the State and the Ministry of Information and Communications pay attention to this timely guidance. Results will contribute to studies on communication in ethnic minority languages in Viet Nam or on communication in Tày Nùng in Southeast Asia.

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6

Shirakawa, Masumi, Takahiro Hara, and Takuya Maekawa. "Never Abandon Minorities: Exhaustive Extraction of Bursty Phrases on Microblogs Using Set Cover Problem." In Proceedings of the 2017 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/d17-1251.

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Barov, Sergey, Maia Egorova, Tatiana Orlova, and Elena Nikulina. "ETHNIC BARRIERS FOR MINORITIES TO STUDYING THE NATIONAL LANGUAGE IN CHINA AND RECEIVING EDUCATION IN IT." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1565.

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Kazakova, Irina, and Vladimir Shakhnazaryan. "PSYCHOSOCIAL AND ETHNIC FACTORS LIMITING THE MINORITIES LANGUAGE DEVELOPMENT IN NEW ZEALAND AND MEXICAN STATE OF QUINTANA ROO." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0162.

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Hao, Wu. "The Education and Tourism Value of the Ethnic Minorities Living in Heilongjiang for Generations Based on Cultural Protection." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.49.

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Lv, Shuang. "Study on the Foreign Language Education for the Ethnic Minorities in Northern China from the Perspective of Trilingual Acquisition." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.10.

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