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Dissertations / Theses on the topic 'Linguistic minorities'
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O'Connell, Giuliana Cattelan. "Italy's historical linguistic minorities /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000549/02/1993FT.htm.
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Thesis (M.A.) -- Central Connecticut State University, 2008.Thesis advisor: Carmela Pesca. "... in partial fulfillment of the requirements for the degree of Master of Arts in Modern Languages." Includes bibliographical references (leaves 131-144). Also available via the World Wide Web.
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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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González, Núñez Gabriel. "Translating for linguistic minorities: translation policy in the united kingdom." Doctoral thesis, Universitat Rovira i Virgili, 2014. http://hdl.handle.net/10803/322070.
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A l’Europa actual, els idiomes de l’estat entren en contacte amb una gamma d’idiomes d’immigrants i un conjunt d’idiomes regionals. En aquest context, els encarregats d’elaborar polítiques s’enfronten a canvis en la demografia i en les actituds pel que fa als drets i la integració. Les investigacions actuals que aborden l’aspecte integrador de les polítiques lingüístiques en general passen per alt el paper exercit per la traducció en aquestes polítiques. Aquesta tesi procura aclarir aquesta funció sovint defugida. Amb aquesta finalitat, aquest estudi es concentra en la política de traducció, entesa com a suma de gestió, pràctica i idees de traducció.
La tesi comença amb una revisió bibliogràfica de caràcter interdisciplinari en la qual s’exploren de manera crítica els escrits d’acadèmics en els camps del dret, les ciències polítiques, l’economia i els estudis de traducció pel que fa als drets de les minories lingüístiques. Després d’això es presenta una anàlisi de les obligacions al traduir en virtut del dret internacional, la qual cosa permet prosseguir amb un estudi de cas sobre la política de traducció en el sector públic del Regne Unit. En particular, aquest estudi de cas examina les polítiques de traducció que es reflecteixen en certes disposicions legislatives que s’apliquen al Regne Unit en la seva totalitat i també a les seves regions de forma específica. Tot això es desenvolupa en els capítols que abasten les polítiques de traducció trobades al govern (a nivell local), els serveis de salut i el sistema judicial. Aquestes polítiques de traducció no s’analitzen com un fet en si mateix, sinó per tal de recalcar que les decisions referents a la integració i la inclusió tenen un element de traducció que s’ha de tenir present.En la Europa actual, los idiomas del estado entran en contacto con una gama de idiomas de inmigrantes y un conjunto de idiomas regionales. En tal contexto, los encargados de elaborar políticas enfrentan cambios en la demografía y en las actitudes en cuanto a los derechos y la integración. Las investigaciones actuales que abordan el aspecto integratorio de las políticas lingüísticas por lo general pasan por alto el papel desempeñado en dichas políticas por la traducción. Esta tesis procura arrojar luz sobre esta función con frecuencia soslayada. Con dicho fin, este estudio se concentra en la política de traducción, la cual es el resultado de gestión, práctica e ideas de traducción. La tesis comienza con una revisión bibliográfica de carácter interdisciplinario en la cual se exploran de manera crítica los escritos de académicos en los campos del derecho, las ciencias políticas, la economía y los estudios de traducción en lo referente a los derechos de las minorías lingüísticas. Tras ello se presenta un análisis de las obligaciones de traducir en virtud del derecho internacional, lo cual permite proseguir con un estudio de caso sobre la política de traducción en el sector público del Reino Unido. En particular, dicho estudio de caso examina las políticas de traducción que se reflejan en ciertas disposiciones legislativas que se aplican al Reino Unido en su totalidad y también a sus regiones de forma específica. Todo ello se desarrolla en los capítulos que abarcan las políticas de traducción halladas en el gobierno (a nivel local), los servicios de salud y el sistema judicial. Estas políticas de traducción no se analizan sino con el fin de recalcar el hecho de que las decisiones referentes a la integración y la inclusión tienen un elemento de traducción que se debe tener presente.
In contemporary Europe, state languages come in contact with a tapestry of immigrant languages and a set of ever more legitimized regional or minority languages. In this context, policymakers are faced with changing demographics and attitudes about rights and integration. Current research on language policies as they pertain to integration largely overlooks the role of translation. This thesis hopes to shed light on this oft-overlooked area. To do so, the thesis focuses on translation policy understood to be that which is the result of translation management, practice, and belief. Translation policy is not explored as an end unto itself, but rather, it is highlighted to stress that policy decisions regarding integration and inclusion have a translation dimension to them that ought to be considered. The thesis will explore some of the difficult questions in understanding what integration means for linguistic minorities and in the end argue that translation plays a role in the integration of linguistic minorities in the UK.
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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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Retzak, Amanda. "Teacher allocation of turns to limited English proficiency students the rate at which teachers allocate turns to limited English proficiency students in comparison with their English proficient peers /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003retzaka.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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Mahrs, Petter. "When Languages Divide. : A Qualitative Study On Linguistic Minorities and Separatism Movements." Thesis, Mittuniversitetet, Avdelningen för samhällsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-19300.
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PALACIN, MARISCAL Ihintza. "Sociolegal perspectives of linguistic minorities in Europe : the Basque language, education and media." Doctoral thesis, European University Institute, 2022. http://hdl.handle.net/1814/74273.
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Defence date: 25 February 2022Examining Board: Prof. Bruno de Witte (EUI and Maastricht University); Prof. Gábor Halmai (EUI); Prof. Joxerramon Bengoetxea (University of the Basque Country); Prof. Xabier Arzoz (UNED Madrid)
This dissertation addresses the legal framework and social embedding of the Basque language. As a minority language located between two European states (France and Spain) with different approach towards minority languages, the task of understanding the legal framework of the Basque language and its relationship with the community of speakers is challenging. In fact, this legal framework results in a vast array of legal rules for Basque speakers. This research examines the fundamental and linguistic rights of these minority language speakers (norm users), from international and European legal frameworks to national or regional ones. It carries out a comparative analysis between France and Spain, and between the three Basque regions to examine the legal framework. This doctrinal analysis is complemented by the study of key actors participating in the context and implementation of the legal norms regulating the Basque language. An emphasis is placed on the analysis of the relationship between the legal framework of the Basque language and the Basque society, applying a sociolegal methodology. By focusing on the examples of education and media, this thesis aims to shed light on the relationship between law and context in the case of the Basque language. It displays the tension and collaboration between norm givers and norm users in the case of a minority language. Studying the examples of education and media exposes the difficulties that Basque speakers face, as well as their commitment to the survival of their language. At the same time, progressive legal frameworks for Basque have enabled the creation of linguistic policies favouring the recovery and development of this language, where active collaboration between the three Basque regions is increasing. Ultimately, this research showcases a contextualised understanding of the legal framework of the Basque language, telling the story of this minority language in law.
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Zeba, Mattia. "Language rights for ‘new minorities’: an inclusive perspective on linguistic diversity in Europe." Doctoral thesis, Università degli studi di Trento, 2022. http://hdl.handle.net/11572/331191.
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In the last few decades, it has been increasingly debated whether new minorities’ heritage languages should be granted a similar level of protection as old minorities’ languages. However, a lack of interdisciplinary dialogue has led to confusion regarding terminological distinctions. Furthermore, there have been few analyses of which lessons can be drawn from minority rights regimes implemented for ‘old minorities’ at the state level, inspiring the development of new solutions that respond to the case-specific issues raised by ‘new minorities’. Indeed, although it is crucial to highlight what these issues are, many studies, however, have adopted rather paternalistic ‘top-down’ approaches, thus formulating the claims of ‘new minorities’ without their direct involvement. The thesis illustrates a path towards a more inclusive system of language protection and promotion that includes the languages of ‘new minorities’ and embraces multilingualism as an inevitable characteristic of post-modern societies. To this end, it firstly reorganises the debate on ‘language rights for new minorities’ by identifying and answering some preliminary questions common to different disciplines. Secondly, it identifies heritage language speakers’ attitudes towards heritage language maintenance and multilingualism through a set of structured and semi-structured interviews with ‘representatives’ of the ‘new minority’ category in order to provide a much more focused analysis of already implemented solutions and their potential transferability to new contexts. Thirdly, it constructs a set of ‘significant practices’ in the field of language rights and policies based on these relevant solutions and their link to the specific needs and claims of ‘new minorities’. Overall, it advocates an interdisciplinary, inclusive and integrated approach to linguistic diversity in Europe.
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Muirden, Mark. "A critical evaluation of linguistic minorities from a postmodern perspective : the case of Welsh." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/361349/.
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My aim in this thesis is to consider language policy and minority languages from the viewpoint of postmodernism – a theoretical framework that has much to offer beyond mere explanation and support for the concepts of diversity and pluralism. I argue there is a shortage of texts that interrogate language policy from a postmodern perspective – notwithstanding the contributions of a relatively small group of linguists including Pennycook (2000, 2006), Wright (2000, 2004), Cameron (1995) and Edwards (1985-2003). Thus, I combine some arguments from the domain of postmodernism articulated by theorists such as Foucault (1980), Lyotard (1997), and Connor (2004) with other arguments from the fields of language policy, language ideology and minority language rights formulated by theorists such as Phillipson (1993, 2003), Crystal (2000, 2003). In the first chapter I consider how language policy and planning has developed as a subject of academic inquiry since World War II. In the second chapter I focus on a primary objective for language policymakers, namely minority language maintenance. I conclude that characteristics and trends associated with postmodernism are neither wholly supportive nor wholly unsupportive of minority language maintenance. In the third chapter, I concentrate on the minority language Welsh, tentatively concluding that a truly bilingual Wales is not achievable. In this fourth chapter, I analyse findings from my ethnographic research into Welsh language usage in Newport. I tentatively conclude once more that the Welsh Assembly Government’s bilingual objective is unachievable. Finally, I argue that postmodernism is a useful theoretical perspective for academics in the field of language policy and planning.
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Pereira, Maira Zamproni. ""Cada surdo tem um jeito diferente, igual o professor" : a interação entre surdos e ouvintes em contexto de apoio pedagogico." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269781.
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Orientador: Marilda do Couto CavalcantiDissertação (mestrado) - Uiversidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-12T18:10:01Z (GMT). No. of bitstreams: 1 Pereira_MairaZamproni_M.pdf: 411501 bytes, checksum: ea63995179f6e43207b792d9cf41c4f4 (MD5) Previous issue date: 2008
Resumo: O presente estudo, de cunho etnográfico (Erickson, 1984, 1989), com participação intensiva da pesquisadora em trabalho de campo, de longo prazo e com registro cuidadoso dos acontecimentos, foi norteado pela seguinte pergunta de pesquisa: Como se inter-relacionam educador surdo, educador ouvinte e aluno surdo em contexto de apoio pedagógico? Para tentar responder a essa pergunta, foram utilizados conceitos tais como estabelecidos e outsiders; identidade, cultura e identificação; estruturas de participação e ouvintismo provenientes da Sociologia (Elias e Scotson, 2000), ), da Antropologia Social e Cultural (Cuche 2002), da Sociolingüística Interacional (Philips, 2001) e de Estudos Surdos (Skliar, 1999; Skliar & Lunardi, 2000) respectivamente. A análise dos registros gerados em campo mostrou que as representações construídas pelos participantes acerca de si mesmos, dos outros e das duas línguas que circulam naquele contexto de apoio pedagógico remetem à condição do português como língua legitimada na escola pensada pelos ouvintes, enquanto a língua de sinais (LIBRAS) é colocada na condição de língua de apoio. Esse conflito reflete diferenças hierárquicas entre os três educadores envolvidos no contexto: uma ouvinte, que ocupa posição superior por ser a facilitadora do contato com o português; e dois surdos, cujos papéis transitavam ora pela aceitação, ora pela resistência à posição hierárquica inferior, por parte da educadora surda, e de algumas imposições da cultura ouvinte por parte de ambos os educadores surdos envolvidos. É nesse transitar que esse estudo se apóia para tentar apontar possibilidades de um equilíbrio maior entre as necessidades dos surdos e o que o ouvinte tem a oferecer para ajudá-los a conseguir circular confortavelmente entre dois mundos
Abstract: This study, accomplished within an ethnographic perspective (Erickson, 1984, 1989), with researcher's intensive and long term participation in camp, was guided by the following research question: How do deaf teacher, hearing teacher and deaf student relate in a pedagogic support context? In an attempt to answer this question, were used concepts like established participants and outsiders; identity, culture and identification; participation structures and audism from Sociology (Elias and Scotson, 2000), from Social and Cultural Anthropology (Cuche 2002), from Interaction Sociolinguistics (Philips, 2001) and from Deaf Studies (Skliar, 1999; Skliar & Lunardi, 2000) respectively. The analysis of data sources generated on research camp revealed that the representations the participants build of themselves, of the others and of the two languages involved in the context are related to the condition of the Portuguese as the legitimated language on school as it is thought by the hearing people, meanwhile the Brazilian Sign Language (LIBRAS) has a supporting role for the learning of Portuguese. This conflict reflects hierarchical differences between the three teachers interacting in the context: one hearing teacher, who is in a hierarchically superior position since she facilitates the contact with Portuguese: and two deaf teachers, who sometimes accept and sometimes resist taking a lower position in the hierarchy, as in the case of the deaf female teacher, and also a resistance to some impositions of the hearing culture from both the deaf teachers. It's within this transit that this study is developed in an attempt to point out possibilities to build some balance between the deaf people's needs and what the hearing people have to offer to help them to circulate more comfortably between two worlds
Mestrado
Multiculturalismo, Plurilinguismo e Educação Bilingue
Mestre em Linguística Aplicada
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Siders, Jennifer J. "A comparison evaluation of the preLAS 2000 English and the Pre-IPT-Oral English, Second Edition for use with preschool children." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003sidersj.pdf.
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Soykan, Taskin Tankut. "The implications of the Copenhagen political criteria on the language rights of the Kurds in Turkey /." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81236.
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In recent years, the attention is being increasingly drawn to the role of the European Union on the development of minority rights in the candidate countries. The adoption of the Copenhagen political criteria, which also require "respect for and protection of minorities," as preconditions that applicants must have met before they could join the Union has inevitably led to some policy changes to the minorities in Eastern Europe. This policy shift is particularly directed at minority language rights, because one of the most important aspects of the protection of minorities is the recognition of their linguistic identity. The aim of this study is to explore to what extent this development has influenced the situation of language rights of the Kurds in Turkey. In order to answer this question, it first examines the relationship between the Copenhagen criteria and international and European standards protecting minority language rights. Secondly, considering those standards, it assesses the achievements and failures of the recent legislative amendments which are directed to bring the language rights of the Kurds within the line of the Copenhagen criteria. The case of Turkey reveals the vast potential of the European enlargement process on the development of minority language rights, but also its limits in situations where there is a lack of political will to respect and protect diversity.
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Keppie, Christina. "L'Acadie communautaire the inclusion and exclusion of New Brunswick francophones /." Restricted access (UM), 2008. http://libraries.maine.edu/gateway/oroauth.asp?file=orono/etheses/37803141.pdf.
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Thesis (Ph. D.)--University of Alberta, 2008.Includes Vita. Title from PDF title page (viewed on May 25, 2010) Available through UMI ProQuest Digital Dissertations. Includes bibliographical references (leaves 261-266). Also issued in print.
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Vacca, Alessia. "Rights to use and have used minority languages in the public administration and public institutions : a comparative study of Italy, Spain and the UK." Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192189.
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This thesis examines one of the most important areas through which a state can affect the vitality of a minority language community: the use of minority languages in the public administration. The study begins with an examination of the European Union Framework with regard to the protection of minority languages in the light of the Treaty of Lisbon and the Charter of Nice. It analyses the relevant Council of Europe Treaties, and in particular the European Charter for Regional or Minority Languages in so far as they deal with the protection of minority languages in the public administration and public institutions. The thesis also assesses the CoE and EU Frameworks for the protection of minority languages. The national and regional legislation of Italy (Valle d’Aosta, Trentino Alto Adige, Friuli Venezia Giulia, Sardinia and Sicily), Spain (Catalonia, Basque Autonomous Community, Navarra, Galicia, Balearic Islands and Valencia) and UK (Wales, Scotland and Northern Ireland) are scrutinized to compare the different approaches adopted for the protection of minority languages. This analysis is focused on the crucial sectors of the public administration and public institutions which have both a high symbolic value and significant levels of inter-action with the minority language-speaking populations. The similarities and differences between the Italian, Spanish and the UK legislation in this field are examined, such gaps as exist between the aims of the legislation and reality are identified, as are the difficulties in the implementation of this form of legislation in the public administration.
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Ward, Carrie. "Garnering transit ridership a case study of transit use by refugee and limited English proficiency groups in Manchester, New Hampshire /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/theses/284/.
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Wells, Naomi Amelia Stewart. "Language policy and politics : the central state and linguistic minorities in Spain and Italy, 1992-2010." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5240/.
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Linguistic minorities are playing a crucial role in determining how states are reimagining themselves in more plural and inclusive ways. Pressure from both supranational and sub-state levels of government has meant that the repression of linguistic minorities by state institutions is no longer acceptable and even attitudes of neglect are widely condemned. However, while there has been a noticeable change in attitudes towards linguistic minorities in many European states, the specific role of the central state in relation to these groups remains ambiguous and merits further study. This thesis thus compares the language policies of the central states of Spain and Italy between 1992 and 2010, concerning two specific linguistic minorities in each country. These include Catalan-speakers in Catalonia and the German-speaking minority in Alto Adige/Südtirol, which have received considerable recognition and find themselves in a comparable situation within their respective states. In contrast, the Asturian- and Sardinian-speaking minorities have received the most minimal recognition at both the regional and state levels. Three sources of primary data were identified for the purposes of this study: official state documentation and legislation, elite interviews with political and institutional representatives, and state-wide newspapers. The research reveals the rationales, ideologies and motivations behind the actions of the central states of Spain and Italy in their approaches towards these distinct groups. New insight is provided by considering cases which have not previously been compared, as well as focusing on the typically hidden language policies of the state in contrast to the visible and widely studied policies implemented at the regional or provincial levels. This approach allows conclusions to be drawn on the extent to which both states may be moving away from the traditional monolingual nation-state model and provides recommendations for future approaches to linguistic minorities at the state and European levels.
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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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To, Ka Pui Cabbie. "L1 maintenance in an L2 environment : the interaction of social-network ties and language choice among the minority students in Hong Kong." HKBU Institutional Repository, 2005. http://repository.hkbu.edu.hk/etd_ra/645.
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Le, Nevez Adam. "Language diversity and linguistic identity in Brittany : a critical analysis of the changing practice of Breton /." Electronic version, 2006. http://adt.lib.uts.edu.au/public/adt-NTSM20060905.165032/index.html.
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Madanchi, Shahzad. "Diversité des langues et politiques linguistiques en Iran." Thesis, Le Mans, 2015. http://www.theses.fr/2015LEMA3004.
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Avec plus de 78 millions d’habitants, l’Iran actuel comprend une population multilingue ; la langue majoritaire et officielle, le persan, coexiste avec une diversité de langues plus ou moins usitées selon les situations et le nombre de locuteurs. Cette diversité linguistique du pays qui sert également de ciment à l’identité culturelle et aux différentes traditions des locuteurs de ces multiples langues, a rendu nécessaire de recourir à une politique linguistique définissant aussi bien la place et lapromotion de la langue officielle que les droits linguistiques de toutes les minorités. Ce travail de recherche, en empruntant une démarche ethnosociolinguistique, s'intéresse donc à cette situation linguistique particulière dans le contexte iranien. Il étudie les langues iraniennes, l’identité culturelle, le statut des minorités linguistiques, et ce grâce au recours aux différentes approches et théories de la politique linguistique, pour analyser et réinterroger ce contexte dans le cadre de la planification linguistique et les interventions des décideurs qui aboutissent à la définition des politiques linguistiques iraniennes. Ainsi, en nous appuyant sur les trois étapes de la planification linguistique ; la planification du corpus, du statut et de l’acquisition, nous avons étudié les travaux de l’Académie de la Langue et de la Littérature Persanes en tant que l’un des plus importants organismes pour planifier les interventions linguistiques du pays. Cette étude illustre également le statut sociolinguistique des minorités du pays grâce à des enquêtes de terrain. La prise en compte des politiques menées ainsi que des résultats des enquêtes illustre l'insuffisance ou bien des mesures, ou bien de leur application. Ce qui semble avoir conduit certains locuteurs de ces langues à formuler des revendications linguistiques liées également à la situation géopolitique du paysContemporary Iran has a population of 78 million inhabitants who speak a variety of languages; its official and majority language Persian co-exists with many languages which are more or less used in different situations and count a variable number of speakers. The linguistic diversity of the country is the bedrock of the cultural identity and of the various traditions of the speakers of these many languages; it has made it necessary to define a linguistic policy to define both the role and thepromotion of the official language and the rights of all linguistic minorities. This dissertation is based upon an ethno-sociolinguistic methodology and focuses on the case of Iran, notably on Iranian languages, cultural identity, the status of linguistic minorities. It resorts to the various theories and scholarly interpretations of linguistic politics to analyze and question this context within the frame of linguistic planning and the decision making process of officials who developlinguistic policies in Iran. Thus our study is based upon the three stages of linguistic planning, that is the definition of the corpus, status and acquisition, it aims at highlighting the significance of the work of the Persian Language andLiterature Academy in the planning of linguistic interventions in the country. Il also highlights the sociolinguistic status of minorities in Iran thanks to fieldwork surveys. The analysis of the policies that have been implemented as well asthe results of surveys point out that the measures or their implementations are insufficient. This has therefore led to some linguistic demands connected with the geopolitical situation of the country
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Bourgeois, Daniel. "La genèse, la spécification et l'abandon des districts bilingues canadiens, 1966-1976." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25387.pdf.
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Lou, Jia. "Situating linguistic landscape in time and space a multidimensional study of the discursive construction of Washington, DC Chinatown /." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/453505837/viewonline.
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Salas, Raquel Cristina Vigil. "Influences on early writing of linguistically diverse children /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Macleod, Marsaili. "The meaning of work in the Gaelic labour market in the Highlands and islands of Scotland." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources. Restricted access until June 5, 2010, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=25897.
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Blachford, Dongyan Ru. "Language planning and bilingual education for linguistic minorities in China, a case study of the policy formulation and implementation process." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41009.pdf.
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Morwe, Clement Shane. "Minority language rights in Namibia: An international human rights perspective." University of Western Cape, 2019. http://hdl.handle.net/11394/7562.
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Magister Legum - LLMNamibia is home to a number of linguistic minorities. According to the 2011 census, the Owambo constitute 49.35 per cent of the population, accounting for almost half of the country’s total population.1 The rest of the linguistic groups include the Bushman (San) (0.95 per cent), Caprivians (4.5 per cent), Herero (8.99 per cent), Kavango (10.42 per cent), Damara/Nama (11.32 per cent), Setswana (0.26 per cent), Afrikaans (8.72 per cent), German (0.54 per cent), English (2.43 per cent), other European languages (0.69 per cent), other African languages (1.74 per cent), Asian languages (0.08 per cent) and other unidentified languages (0.02 per cent).2 English is, however, the only official language in terms of the Constitution of the Republic of Namibia, 1990 (“Constitution”).3
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Fonseca, Natália Barroncas da. "Construção identitária de alunos guianenses que estudam em Bonfim-RR." Universidade Federal de Roraima, 2015. http://www.bdtd.ufrr.br/tde_busca/arquivo.php?codArquivo=288.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorEste trabalho tem por objetivo investigar como um contexto sócio-linguístico-cultural fronteiriço influencia na constituição do sujeito que ali mora e estuda. Esta é uma pesquisa orientada à luz da Linguística Aplicada, uma área de pesquisa que se interessa por novas teorizações e que dialoga com outras áreas do conhecimento, como Estudos Culturais e Sociolinguística. Esta pesquisa mostra-se pertinente à comunidade acadêmica e aos colegas professores atuantes no cenário educacional, por suscitar questionamentos acerca de sujeitos de minorias linguísticas, moradores na fronteira que convivem e interagem em um meio de dimensões culturais que se movimentam bidirecionalmente e, também se complementam, na perspectiva da transculturalidade. Trata-se de um estudo de cunho etnográfico com abordagem de pesquisa predominantemente qualitativa. Os registros foram coletados através da observação participante, do diário de campo e das entrevistas semiestruturadas gravadas apenas em áudio mediante a autorização dos sujeitos ou de seus responsáveis. Um total de 10 sujeitos foram entrevistados, sendo 8 alunos, 1 professor e 1 secretária da escola. As análises empreendidas indicaram a marcação da diferença e da identidade dos alunos pela língua.
This study aims to investigate how a socio-cultural-linguistic border context influences the constitution of the individual that lives and study there. This work is oriented under the bias of Applied Linguistics, a mixed area of research that is interested in new theories and dialogues with other areas of knowledge such as Cultural Studies and Sociolinguistics. This research is relevant to the academic community and to all the teachers that work in this educational system, by raising questions about linguistic minorities individuals, residents on the border who live and interact in an environment of cultural dimensions that moves bidirectionally and also complement each other, in the perspective of transculturality. This is an ethnographic study with predominantly qualitative research approach. The records were collected through participant observation, field diary and semi-structured interviews recorded in audio only with the permission of the individuals or their legal guardians. A total of 10 individuals were interviewed, 8 students, 1 teacher and 1 secretary of the school. The analysis undertaken indicated the marking of difference and identity of students by language.
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Salvatore, Cecilia Lizama. "Community, institution, and identity in the Chamorro speech community : an ethnographic study of how they shape information-seeking discourse in the library /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Caron, Daniel. "Language Ideologies and Mobility: A Political Economy Approach to Quebec City's English-speaking Minority." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35822.
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Socio-economic processes have long underlined the value of language and ethno-linguistic categories in Canada. The Quiet Revolution, widely considered to be one such process, has resulted in the production of Quebec's English-speaking minority. Although recent studies pertaining to Quebec's English-speaking minority have largely focused on the construction of identity, little research has explored the perceived value of language. While Quebec City’s English-speaking minority is increasingly bilingual, figures suggest that its youth continues to migrate. Through a critical perspective, this thesis explores how Quebec City’s English-speaking minority is navigating the uneven distribution and rising value of bilingualism. Using a qualitative approach, I conducted 15 interviews with participants who attended an English-language high school in Quebec City. Results revealed that participants mobilized ethnic and economic language ideologies as a means to negotiate the value of their linguistic practices and that these language ideologies structured mobility and enabled participants to reposition themselves within a new linguistic market.
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Catalano, Andy. "What Does it Mean to be a Montrealer? Multiculturalism, Cosmopolitanism and Exclusion Identity from the Perspective of Montreal's Ethnocultural and Linguistic Minorities." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34493.
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This thesis explores the meaning of the Montreal identity from the perspective of Montreal's ethnocultural and linguistic minorities. Generally speaking, it is commonplace for authors in the academic literature on Montreal to describe the city and its identity in terms of its multicultural and cosmopolitan sensibilities. While this forms part of what it means to be a Montrealer, this is not the only significance that this project accounts for. In examining the opinion sections of the Montreal Gazette from the period of September 4th, 2012 to the period of April 7th, 2014 ̶ a period that coincides with the Parti québécois' eighteen months in power under the leadership of Pauline Marois ̶ this thesis reveals that the meaning of the Montreal identity is tied to both the aforementioned multicultural and cosmopolitan sensibilities, as well as a sentiment of exclusion rooted in an ethnic interpretation of the Québec nation. Accordingly, this research also shows how these aspects of Montrealness contribute to the building of a Montreal identity that is meant to be distinct and even opposed to Québec identity.
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Fritzen, Maristela Pereira. "Ich kann mein Name mit letra junta und letra solta Schreiben : bilinguismo e letramento em uma escola rural localizada em zona de imigração alemã no Sul do Brasil." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269782.
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Orientador: Marilda do Couto CavalcantiTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-10T08:29:06Z (GMT). No. of bitstreams: 1 Fritzen_MaristelaPereira_D.pdf: 3989461 bytes, checksum: e3b8d86d757c74888175b65b08045eb2 (MD5) Previous issue date: 2007
Resumo: O presente estudo descreve o cenário sociolingüístico de uma escola rural multisseriada localizada em zona de imigração alemã, no Sul do Brasil, e analisa as práticas sociais de leitura e de escrita construídas em sala de aula. Em consonância com a metodologia da pesquisa etnográfica e interpretativista, os registros foram gerados por meio de observação participante continuada durante um semestre na escola alvo da pesquisa, anotações de campo reelaboradas em diários, conversas informais, entrevistas, gravações de áudio e vídeo de aulas típicas, coleta de documentos, bem como participação em diversos eventos promovidos pela escola ou por outras instituições sociais da comunidade. A análise proposta neste estudo ampara-se teoricamente (i) no bilingüismo como fenômeno social e no campo da educação bilíngüe para minorias, ao focalizar o cenário sociolingüisticamente complexo; (ii) na Sociolingüística Interacional e na Etnografia Educacional, ao abordar a relação de contato/conflito entre as línguas no contexto pesquisado e na sala de aula; (iii) nos Estudos Culturais e na Sociologia, ao discutir questões de língua e identidade; (iv) nos Novos Estudos do Letramento, ao tratar dos eventos de letramento que têm lugar na escola, entre outros. As reflexões sobre os conceitos de língua e identidade apoiaram-se ainda nas discussões de Cavalcanti e César (2007) e de Rajagopalan (1998, 2006). Os resultados sugerem que o alemão como língua de herança é hoje ainda a língua de interação do grupo pesquisado, que as tensões e conflitos lingüísticos existentes na sociedade atingem a escola e que o emprego do alemão na sala de aula restringe-se em grande parte a interações face a face entre os alunos, refletindo negativamente na educação oferecida às crianças bilíngües. Com relação às práticas de leitura e de escrita observadas na sala de aula, os resultados sugerem que essas práticas não dialogam com os usos sociais feitos pelo grupo em estudo. Em síntese, o modelo de letramento que subjaz aos procedimentros didáticos registrados nas aulas observadas é o modelo autônomo de letramento (Street, 1995). No tocante às contribuições da presente pesquisa, (i) a descrição dos usos das línguas na escola e no grupo social investigado, (ii) a descrição das interações em sala de aula e das ações pedagógicas com relação à leitura e à escrita, além (iii) da problematização dos discursos hegemônicos referentes aos grupos teuto-brasileiros e às suas línguas permitem visibilizar a complexidade do contexto teuto-brasileiro pesquisado, além de trazerem subsídios importantes para a formação de professores e de professores em serviço, a fim de que os direitos lingüísticos dessas crianças bilíngües sejam reconhecidos e de que elas tenham, portanto, acesso ao letramento em português e alemão via escolarização
Abstract: The present study describes the sociolinguistic scenario of a multileveled countryside school in a German sheltered region in the south of Brazil. Also, it analyses the social practices of reading and writing built in classroom. According to the ethnographic and interpretative research methodology, the registers came from the continuous participative observation during one semester at the researched school, note taking in diaries, informal conversations, interviews, audio and video recordings of typical classes, documents, and participation in school events as well. The proposed analysis is based on (i) the bilingualism as a social phenomenon and in the field of bilingual education for minorities; (ii) Interactional Sociolinguistics and Educational Ethnography, while studying the contact/conflict relation between the languages in the research field; (iii) Cultural Studies and Sociology, while discussing language issues and identity; (iv) the New Literacy Studies, while focusing literacy events at school, among others. The concepts of language and identity are based on Cavalcanti & Cesar (2007) and Rajagopalan (1998, 2006). The results suggests that German as a heritage language is still the language of interaction in the researched group, the linguistic tensions and conflicts in the society involves the school and the use of German in the classroom is mostly restricted to face-to-face interactions among students, which disturbs in the education offered to bilingual students. Regarding the reading and writing practices observed, the results suggest that they do not follow the group social use of language. In sum, the literacy model which comes from the didactic procedures in the observed classes is the autonomous model of literacy (Street, 1995). The research contributes for (i) the description of the uses of language in the school and in the social group analyzed, (ii) the description of the classroom interactions and the pedagogical procedures related to reading and writing, and also (iii) the problematization of hegemonic discourses referred to the Teuto-Brazilian groups and to their languages that permit to visualize the complexity of the researched field, bringing important resources to teachers formation as well aiming the recognition of bilingual children linguistic rights and giving them the opportunity of literacy in Portuguese and German at school
Doutorado
Multiculturalismo, Plurilinguismo e Educação Bilingue
Doutor em Linguística Aplicada
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Murphy, Jill Marie. "Translingual literature: The bone people and Borderlands." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2755.
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This thesis proposes that by producing and existing within a translingual text, the ethnofeminist has found a way to subvert others' construction of her and redefine her identity. In particular, the ethnofeminist uses code switching to select and reinvent meaning from the language system of the dominant culture while maintaining the language system of the "marginal" group. In combining two (or more) language systems within a literature she has created her own language.
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Wilson, Garth John. "Themes on Linguistic Diversity Encountered in the Plenary Debates of the European Parliament 2000-2003." Thesis, University of Canterbury. National Centre for Research on Europe, 2009. http://hdl.handle.net/10092/2914.
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This research focuses on contributions – oral and written – on the topic of linguistic diversity made by Members of the European Parliament during the plenary sessions from 2000 to 2003 inclusive and analyses the attitudes expressed by Members towards the concept of linguistic diversity, particularly as it applies to the national languages and the regional autochthonous languages of Member States. The analysis is set within a framework consisting of contemporary academic work and the classic work by Johann Gottfried von Herder and the German Philosophen.
The European Year of Languages 2001 was widely supported by the European Commission; but an important question seemed to be what significance, if any, did maintaining linguistic diversity have for Members of the European Parliament in the years immediately following 2001. This research set out to discover to what extent issues related to linguistic diversity were given expression to in the plenary debates from 2000 to 2003, the years corresponding essentially to the fifth parliamentary term. Was only lip service paid to linguistic diversity in the years 2000 – 2003? Or did the European Year of Languages focus the attention of parliamentarians from all political groups in an ongoing way on issues of language use and preservation in the European Union, especially since the Union was to be significantly enlarged by the addition of ten Member States on January 1, 2004?
Did the MEPs recognise that there were social and economic benefits accruing from pursuing policies of linguistic diversity? How important was linguistic diversity to the essence of the European Union in the eyes of its Members of Parliament? To what extent did MEPs espouse the use of just one language as a preferred method of communication in and around the Parliament? How much respect was there for the regional and minority indigenous languages of the European Union? Did MEPs regard linguistic diversity as an important consideration in determining the suitability of other countries seeking accession? The research reviews the response from the Commission in subsequent years to the views articulated by the MEPs. Finally, are there lessons in any of this for New Zealand?
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Laib, Nicole A. "Promoting academic success for limited English proficient students." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Laib_N%20MITthesis%202007.pdf.
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Ainsworth, Karyn. "Effective classroom practices to support the English literacy development of primary aged bilingual students." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Ainsworth_K%20%20MITThesis%202007.pdf.
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Farmer, Vickie L. "Effective teaching practices in the linguistically diverse university classroom /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7894.
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Pong, Myra Wai-Jing. "Understanding migrant children's education in Beijing : policies, implementation, and the consequences for privately-run migrant schools." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45118/.
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In China, the so-called “tidal wave” of rural-urban migrant workers since the early 1980s has created unique challenges for the government, one being migrant children's education in cities. In 2001, the central government adopted a policy of “two priorities” (liangweizhu) towards the provision of compulsory education for these children, where the two areas of focus would be management by local governments in receiving areas – which, in the case of municipalities like Beijing, refers primarily to the municipal and district governments – and education in public schools. This decentralization of responsibilities, however, has created space for differential policy implementation, and, in Beijing, this has meant that many migrant children still attend poor quality, often unlicensed migrant schools that are vulnerable to government closures and demolition. Though migrant children's education is attracting increasing government and societal attention, the effects of decentralization on privately-run migrant schools and their students remain largely unexplored. In light of the policy of “two priorities,” this thesis highlights the development of two trends in Beijing: 1) the emergence of variation between district policy approaches and 2) increased civil society involvement. Using Haidian, Shijingshan, and Fengtai districts as cases, this study draws on evidence from qualitative interviews and policy document analysis to examine the interaction between these two trends and the consequences for migrant schools. It addresses critical questions concerning how policy implementation operates in an increasingly important but complex policy area and why, including the roles of policy history and local context, and illustrates that the municipal and district-level policy approaches shape the situations of migrant schools and their students directly and indirectly (through their impact on civil society). These findings shed light on the complexities of the implementation process and the implications for trends in social stratification, creating a stronger foundation upon which to improve educational opportunities for migrant children in Beijing.
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Oriyama, Kaya. "Development and maintenance of minority language literacy in Japanese-English bilingual children in Australia." Thesis, Department of Linguistics, 2000. http://hdl.handle.net/2123/9357.
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Obondo, Margaret Akinyi. "From trilinguals to bilinguals? a study of the social and linguistic consequences of language shift on a group of urban Luo children in Kenya /." Stockholm : Centre for Research on Bilingualism, 1996. http://catalog.hathitrust.org/api/volumes/oclc/41607675.html.
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Maja, Innocent. "Towards the protection of minority languages in Africa." Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/5848.
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The purpose of this study is to understand the nature and scope of protection of minority languages and assesses how international human rights law can protect minority languages in Africa. Focuses on three questions: (1) What is the normative content of language rights?, (2) To what extent does the African human rights system
protect minority languages? and 3) What measures can be taken at the national and regional levels to improve respect for and protection of minority languages in Africa?’Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2007.
Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Mr E.Y. Benneh of the Faculty of Law, University of Ghana.
http://www.chr.up.ac.za/
Centre for Human Rights
LLM
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Dubois, Chloé. "Construction nationale et revendications linguistiques en contexte minoritaire : le cas des Bunjevci de Bačka (Serbie)." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAL015/document.
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Les Bunjevci sont un petit groupe ethnolinguistique sud-slave qui réside dans la région de Bačka, au nord de la Province de Voïvodine en Serbie, ainsi qu'au sud de la Hongrie voisine. À travers une approche monographique et transdisciplinaire, nous tentons de contribuer à la compréhension des rapports complexes entre langue et identité (ethno)nationale en contexte minoritaire. Les Bunjevci peuvent être considérés, selon l'anthropologue serbe M. Prelić (2007), comme un groupe « à l'identité ethnique controversée ou contestée ». En effet, la question de leur appartenance ethnonationale – notamment leur catégorisation vis-à-vis des autres groupes sud-slaves de la région, Croates et Serbes – fait l'objet de débats depuis plusieurs siècles, dans les sphères politiques et scientifiques. Au cours de l'histoire, ils se sont trouvés en périphérie de divers mouvements d'intégration nationale (hongrois, serbe, croate, yougoslave) qui tendaient à les incorporer. À l'heure actuelle, bien qu'ils soient officiellement reconnus comme l'une des nombreuses « minorités nationales » de Serbie, ce statut leur est formellement dénié, de l'autre côté de la frontière, par les institutions hongroises. Leur existence en tant qu'entité ethnonationale particulière est également explicitement contestée par la Croatie voisine, tout comme par les institutions de la minorité nationale croate en Serbie, qui perçoivent les Bunjevci comme des Croates. Ayant obtenu le statut de « minorité nationale » au début des années 2000, les Bunjevci de Serbie – ou plutôt, les activistes nationaux qui les représentent – amorcent un véritable processus de (re)construction nationale dans lequel un rôle primordial est attribué à la langue. La « langue des Bunjevci » (bunjevački jezik), une variété štokavienne ikavienne (autrefois considérée comme un parler local de la langue serbo-croate), est aujourd'hui placée au centre des revendications de cette minorité et mise en avant comme un des éléments assurant l'individuation des Bunjevci vis-à-vis des Serbes et des CroatesThe Bunjevci are a small South Slavic ethnolinguistic group which lives in the Bačka region, in the north of the Province of Vojvodina in Serbia, as well as in the south of neighboring Hungary. Through a monographic and interdisciplinary approach, we try to contribute to the understanding of the complex relationship between language and (ethno)national identity in a minority context. According to the Serbian anthropologist M. Prelić (2007), the Bunjevci can be considered as a group "with controversial or disputed ethnic identity". Indeed, the question of their ethnonationality – especially their categorization vis-à-vis other South Slavic groups in the region, Croats and Serbs – has been the subject of debate for centuries, in political and scientific spheres. In the past, they were located on the periphery of various national integration movements (Hungarian, Serbian, Croatian, Yugoslavian) which tended to incorporate them. Today, although they are officially recognized as one of the many "national minorities" of Serbia, the Hungarian institutions formally deny them this status on the other side of the border. Their existence as a particular ethnonational entity is also explicitly contested by neighboring Croatia, as well as by the institutions of the Croatian national minority in Serbia, which perceive Bunjevci as Croats. Having obtained the status of "national minority" in the early 2000s, the Bunjevci of Serbia – or rather, the national activists representing them – begin a genuine process of national (re)construction in which a key role is assigned to the language. The "Bunjevac language" (bunjevački jezik), a štokavian ikavian variety (once considered as a local speech of the Serbo-Croatian language), is now placed at the center of the minority's claims and put forward as one of the elements ensuring the individuation of the Bunjevci from the Serbs and the Croats
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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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Karlander, David. "Authentic Language : Övdalsk, metapragmatic exchange and the margins of Sweden’s linguistic market." Doctoral thesis, Stockholms universitet, Institutionen för svenska och flerspråkighet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145642.
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This compilation thesis engages with practices that in some way place stakes in the social existence of Övdalsk (also älvdalska, Elfdalian, Övdalian), a marginal form of Scandinavian used mainly in Sweden’s Älvdalen municipality. The practices at hand range from early 20th century descriptive dialectology and contemporary lay-linguistics to language advocacy and language political debate. The four studies focus on the logic by which such practices operate, on the historically produced visions that they bring into play, as well as on the symbolic effects that they have produced. Study I provides a zoomed-out account of the ordering of Övdalsk in Sweden’s linguistic market. Focusing on a relatively recent debate over the institutional regimentation of Övdalsk, it analyses the forms of agreement upon which the exchange in question has come to rest. The contention has mainly developed over the classification of Övdalsk, percolating in the question of whether Övdalsk ‘is’ a ‘language’ or a ‘dialect’. Analysing this debate, the study takes interest in the relationship between state power and metapragmatic exchange. Study II deals with the history of linguistic thought and research on Övdalsk. It analyses the genesis of some durable visions of the relationship between Övdalsk and linguistic authenticity, focusing on the research practice of the Swedish dialectologist Lars Levander (1883–1950), whose work on Övdalsk commands representative authority to this day. By engaging with Levander’s techniques of scholarly objectivation, as well as with their language theoretical fundaments, the study seeks to create some perspectives on, and distance to, the canonical representations of Övdalsk that have precipitated from Levander’s research. Study III looks into the reuse and reordering of such representations. It provides an ethnographic account of a metapragmatically saturated exchange over Övdalsk grammar, in which descriptivist artefacts play an important part. Through an analysis of texts, in situ interaction, and interviews, the study seeks to grasp the ways in which textual renditions of grammar interrelate with practically sustained, socially recognized models of language and language use (i.e. registers). Study IV tracks the ways in which such visions of authenticity have been drawn into institutionally and politically invested metapragmatic exchanges. It looks into a process of naming of roads in Älvdalen, in which ideas about the contrast between Swedish and Övdalsk played a central part. In all studies, various visions of Övdalsk authenticity and authentic Övdalsk constitute a central theme. The thesis maintains that such visions must be understood in relation to the practices in which they hold currency. Following Silverstein, this epistemological stance entails an engagement with the dialectic between historical formations and situated exchange. Through this analytical orientation, the studies seek to account for the visions of authenticity that have been at the forefront of various symbolic struggles over Övdalsk. Thus, in addition to their respective analytical accounts, the separate studies seek to add shifting temporal horizons to the superordinate heuristic, combining a deep historical backdrop with accounts of protracted institutional processes and analyses of situated linguistic interaction. Ultimately, this mode of analysis provides an in-depth understanding of the object of inquiry.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Submitted.
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Riddell, Troy. "Legal mobilization and policy change : the impact of legal mobilization on official minority-language education policy outside Quebec." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38515.
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The doctoral thesis investigates the impact of legal mobilization and judicial decisions on official minority-language education (OMLE) policy outside Quebec using a model of judicial impact derived from New Institutionalism theory. The New Institutionalism (NI) model of judicial impact synthesizes the dominant approaches to judicial impact found in the US literature, which are reviewed in Chapter Two, and transcends them by placing them within a framework based on the New Institutionalism.The model, as developed in Chapter Three, proposes that certain factors will increase the probability of judicial decisions having a positive influence on policy, such as whether incentives are provided for implementation. The model argues that institutions---as structures and state actors---have important influences on these factors. Furthermore, the NI model recognizes that institutions play a partial and contingent role in the construction of policy preferences and discourse and in mediating the political process more generally over time.
Chapter Four demonstrates that the NI model can be applied usefully to reinterpret existing accounts of how legal mobilization and judicial decisions impacted the struggle over school desegregation in the US---a case that provides a heuristic comparison to OMLE policy as it concerns the question of how and where minorities are educated.
Chapters Five through Seven describe OMLE policy development in Canada from the latter 1970s until 2000, with case studies of Alberta and, to a lesser extent, Ontario and Saskatchewan. Chapter Eight reveals that legal mobilization by Francophone groups cannot be understood without reference to institutional factors, particularly the Charter of Rights and funding from the federal government. The policy impact of legal mobilization was influenced strongly by the Supreme Court's 1990 Mahe decision and by federal government funding to the provinces for OMLE policy development, while public opinion appeared to be a least a moderately constraining force on policy change. Chapter Eight further reveals that legal mobilization and judicial decisions helped Francophone groups gain access to the policy process and shaped the policy goals and discourse of actors within the process over time.
Chapter Nine bolsters confidence in the conclusions generated in Chapter Eight by demonstrating how the explanations provided by the NI model, which emphasize the direct or mediating influence of institutional factors, are superior to explanations generated by a Critical Legal Studies (CLS) approach, a "systems" approach, a "dispute-centered" approach, and by Gerald Rosenberg's model. The thesis concludes by suggesting avenues for future research on judicial impact, particularly research that is focused on comparative institutionalism.
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Gouirand, Alexandra. "Bilinguals in America strengths and challenges /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Gouirand_AMITthesis2009.pdf.
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Thomas, Emel. "'What is racism in the new EU anyway?' : examining and comparing the perceptions of British 'minority ethnic' and Eastern European 'immigrant' youth in Buckinghamshire." Thesis, University of Cambridge, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608042.
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Throughout the last twenty years, following accession to the European Union (EU), legal economic migrants (and their families) have the right to live and work in European member states. Economic migrants who are European citizens of member states now assume immigrant status and co-exist in countries with pre-existing immigrant communities that have affiliations to the former British Empire. With demographic composition changes of immigrant communities in Europe, difference and discrimination of populations from diverse cultural backgrounds has become a focal issue for European societies. A new, multi-ethnic Europe has thus emerged as one context for understanding cultural uncertainties associated with youth and migration at the end of the twentieth century and the start of the twenty first century. These uncertainties are often associated with the impact of new nationalisms and xenophobic anxieties which impact mobility, young people, and their families (Ahmed, 2008; Blunt, 2005). In this dissertation I seek to examine young peoples’ experiences of migration and school exclusion as they pertain to particular groups of immigrant and minority ethnic groups in England. In particular, the study explores the perceptions and experiences of two groups of diverse young people: British ‘minority ethnic’ and more recently migrated Eastern European ‘immigrant’ youth between the ages of 12-16. It provides some account of the ways in which migrant youth’s experiences with both potential inclusion and exclusion within the English educational system, particularly in relation to the comparative and temporal dimensions of migration. Young people’s opinions of inclusion and exclusion within the English educational system are explored in particular, drawing, in part, upon the framework of Critical Race Theory (CRT) and other theoretical positions on ethnicity and migration in order to paint a picture of contemporary race relations and migration in Buckinghamshire county schools. The methodological approach is ethnographic and was carried out using qualitative ethnographic methods in two case secondary schools. The experiences and perceptions of 30 young people were examined for this research. Altogether, 11 student participants had Eastern European immigrant backgrounds and 19 had British minority ethnic backgrounds (e.g. Afro Caribbean heritage, Pakistani/South Asia heritage, and African heritage). The methods used to elicit data included focus groups, field observations, diaries, photo elicitation, and semi-structured interviews. Pseudonyms are used throughout to ensure the anonymity of participants and to consider the sensitivity of the socio-cultural context showcased in this dissertation. Findings of the study revealed that Eastern European immigrants and British minority ethnic young people express diverse experiences of inclusion and exclusion in their schooling and local communities, as well as different patterns of racism and desires to be connected to the nation. The denial of racism and the acceptance of British norms were dominant strategies for seeking approval amongst peers in the Eastern European context. Many of the Eastern European immigrant young people offered stories of hardship, boredom and insecurity when reflecting on their memories of post-communist migration. In contrast, British minority ethnic young people identified culture shock and idealised diasporic family tales when reflecting on their memories of their families’ experiences of post-colonial migration. In the schooling environment both Eastern European immigrants and British minority ethnic young people experienced exclusion through the use of racist humour. Moreover, language and accents formed the basis for racial bullying towards Eastern European immigrant young people. While Eastern European immigrant youths wanted to forget their EU past, British minority ethnic young people experienced racial bullying with respect to being a visible minority, as well as in relation to the cultural inheritance of language and accents. The main findings of the research are that British minority ethnic young people and Eastern European immigrant young people conceptualise race and race relations in English schools in terms of their historical experiences of migration and in relation to their need to belong and to be recognised, primarily as English, which is arguably something that seems to reflect a stronghold of nationalist ideals in many EU countries as well as the United Kingdom (UK). Both of these contemporary groups of young people attempted both, paradoxically, to deny and accept what seems to them as the natural consequences of racism: that is racism as a national norm. The findings of this study ultimately point towards the conflicts between the politics of borderland mentalities emerging in the EU and the ways in which any given country addresses the idea of the legitimate citizen and the ‘immigrant’ as deeply inherited and often sedimented nationalist norms which remain, in many cases, as traces of earlier notions of empire (W. Brown, 2010; Maylor, 2010; A. Pilkington, 2003; H. Pilkington, Omel'chenko, & Garifzianova, 2010).
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Chiarini, Silvia. "Anthropologie d'une construction identitaire et territoriale : le cas des Vallées occitanes d'Italie." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3066.
Full textAbstract:
L'objectif de ce travail est d'appréhender l'émergence et l'affirmation du territoire des Vallées occitanes d'Italie et le processus de construction identitaire qui le sous-tend. En partant d'une « protohistoire » de la revendication d'oc jusqu'à une ethnographie du présent, cette enquête prend en compte les représentations revendiquées et/ou visibles de la culture, de l'identité et du territoire et donc les discours et les pratiques des « entrepreneurs identitaires », que sont en premier lieu les occitanistes. La délimitation des frontières ethno-linguistiques, la création et la diffusion de symboles, la construction d'un patrimoine musico-chorégraphique, d'une architecture occitane et d'un « occitan imaginé », constituent les principaux procédés mis en œuvre à cet effet. L'institutionnalisation de la revendication au cours des années 1990, qui aboutit à la promulgation d'une loi reconnaissant une « minorité occitane » dont l'État italien protège « la langue et la culture » (1999), a impliqué aussi l'analyse des usages sociaux et politiques du « fonds patrimonial » élaboré par les militants à l'extérieur des groupes revendicatifs. Celui-ci est dès lors mis au service du développement du territoire en un double souci identitaire et économique à travers la réalisation d'une politique culturelle et linguistique institutionnelle, la création de produits et labels à connotation occitane et la mise en tourisme d'un territoire jusqu'alors dépourvu d'éléments d'attractivité et de différenciation conséquentsThe purpose of this work is to understand the emergence and affirmation of the Italian Occitan Valleys territory and the identity construction process that underlies it. Starting from a “proto-history” of the oc claim to a present ethnography, this research considers the claimed and / or visible representations of culture, identity and territory, and therefore the speeches and the practices of “identity entrepreneurs” that are primarily the occitanists. The demarcation of ethno-linguistic border, the creation and diffusion of symbols, the construction of a musical-choreographic heritage, as well as an Occitan architecture and an “imagined Occitan” language, are some of the processes implemented by the occitanists to this end. The institutionalization of the claim in the 1990s, which resulted in the enactment of a national law officially recognizing the “Occitan minority” (1999), also involved to lead the analysis of social and political uses of “heritage fund” developed by activists outside the protest groups. This last one has been therefore dedicated to territory development with a double identity and economic concern, through the implementation of a cultural and linguistic institutional policy, the creation of economic activities and labels with Occitan patterning, and the launching for tourism of a territory devoid of substantial elements of attractiveness and differentiation
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Haworth, Penelope. "Developing praxis for a few non-English speaking background students in the class : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University." Massey University, 2004. http://hdl.handle.net/10179/993.
Full textAbstract:
This thesis explores how teachers develop working theories and practices for small numbers of non-English speaking background (NESB) students in mainstream classes. The investigation included eight class teachers and four different school settings. A pilot phase was conducted in one school at the end of 2000. The major phase of the study was carried out in 2002. In each of the four terms that year, a different school became the context for the study and the focus was placed on a year 1-2 class teacher and a year 5-6 class teacher in that school. The study employed a qualitative ethnographic approach. Information was collected about each class teacher's experience, knowledge, confidence, teaching strategies, the degree of stress experienced when teaching NESB students in various class groupings, and the way in which individual and class needs were balanced. An initial intensive interview with each class teacher was followed by in-class observations. These observations were interspersed by two reflective discussions which took place in the middle and at the end of the school term. Discussions took a reflective problem-solving approach that made use of a write-down, think-aloud technique, and focused on critical learning and teaching episodes from the class. In addition, a reflective journal was kept, and semi-structured interviews were carried out with teachers responsible for the English for Speakers of Other Languages programme in the school. The results of the inquiry led to the development of a theoretical model which illustrated how the evolution of teachers' praxis was influenced by dynamic interactions within and across three contextual layers: the educational community, the classroom, and the reflective practitioner. Each teacher's professional knowledge was informed by a unique background of experience and the nature of the collaboration that occurred with colleagues and parents. In turn, these factors impacted on the formation of pedagogic beliefs, perceived efficacy, and the evolution, selection and implementation of particular teaching roles and strategies. The study culminated with a number of recommendations being made for the enhancement of professional development initiatives, as well as for school and educational policies. In particular, these recommendations highlight the need for taking a broad ecological approach to addressing the professional needs of class teachers working with small numbers of NESB students.
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Nkhwashu, Delina. "The use of Xitsonga at the University of Limpopo Turfloop Campus : A sociolinguistics analysis." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/744.
Full textAbstract:
Thesis (M.A. (Linguistics)) --University of Limpopo, 2011This study examines the effectiveness and relevance of Xitsonga at the University of Limpopo, Turfloop Campus. The study argues that as one of the six (6) official languages of Limpopo Province, Xitsonga deserves to be treated with the respect that it deserves. Although Xitsonga enjoys some recognition and support nationally and on campus, the study has discovered that there are problems associated with negative attitudes among Xitsonga speakers as they feel that the use of the English language enables them to be part of a global world. Furthermore, a major stumbling block with regard to the use of Xitsonga at the University of Limpopo Turfloop Campus is that some of its speakers hold a negative attitude towards their language as they prefer the use of English language for academic purposes. This is one reason English is still dominant amongst the student community as it is viewed as the language of the corporate world. However, the study reveals that a large number of respondents now support the idea that Xitsonga should be used in all official communication. Finally, the study recommends the use of Xitsonga in social and educational settings. It also recommends the holding of workshops and cultural activities in order to further promote and revitalise the language and its people, thus widening the circle of its acceptance at the Turfloop Campus of the University of Limpopo and beyond.
the National Research Foundation