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Velibasic, Adisa, and Blackby Julia Ekberg. "Multilingualism in a nutshell - a study of pupil´s and teacher’s perceptions of multilingualism in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34524.
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Due to globalization, diversity in the Swedish classrooms is common. This study sets out to examine the pupil’s and teacher’s perspectives of multilingualism in Sweden and how it effects English language learning. Although, a majority consider multilingualism to be an asset in language learning, many still believe that children mix the languages together and become confused. There seems to be no unanimous answer to whether or not multilingualism aids in learning an additional language. Therefore, this study aims to examine positive and negative effects of monolingualism and multilingualism in English language learning in Sweden. More specifically, the aim is to explore whether or not multilingualism aids pupil´s in speaking English as a Foreign Language. The question “What effects does multilingualism have in Year 1 - 3 EFL students’ speaking skill?” was formulated. The research for this qualitative study included interviews of six teachers and four pupil´s, combined with observations of different classrooms in the south of Sweden. The results indicate that both pupil´s and teachers view multilingualism as an advantage to language learning.
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Gunesch, Konrad. "The relationship between multilingualism and cosmopolitanism." Thesis, University of Bath, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250838.
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King, Gemma. "Multilingualism and Power in Contemporary French Cinema." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA075.
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Le dialogue en langues autres que le français a figuré dans un petit nombre de films depuis la naissance du cinéma français. Cependant, l’usage de langues multiples pour (re)négocier les rapports de pouvoir devient un élément thématique et narratif important dans le cinéma contemporain. Dans ces films, la représentation du statut d’une gamme de langues autres que le français est en train d’évoluer. A travers l’apprentissage de la langue et le code-switching stratégique, les personnages obtiennent et exercent le pouvoir de manières novatrices. En exploitant leur connaissance d’une variété de langues, des linguas francas comme l’anglais, à des langues d’immigration, souvent socio-politiquement marginalisées, comme l’arabe ou le kurde, les personnages multilingues de ces films présentent une contre-perspective aux idéologies dominatrices du rôle et du statut de la langue française. Cette thèse examine le rôle du pouvoir social et son rapport avec la langue, tel qu’il est représenté dans les films multilingues français contemporains, en se focalisant en particulier sur quatre études de cas représentatives : Polisse (Maïwenn 2011), Un prophète (Jacques Audiard 2009), Welcome (Philippe Lioret 2009) et London River (Rachid Bouchareb 2009). Ces films sont analysés selon la perspective du multiculturalisme polycentrique, théorie développée par Ella Shohat et Robert Stam. Cette théorie propose « de disperser le pouvoir, de valoriser les dévalorisés, de transformer les institutions et discours subordonnants ». En considérant ces films comme l’illustration d’une tendance plus générale dans le cinéma français, cette thèse montre que les films français multilingues contemporains commencent à remettre en cause les politiques linguistiques qui placent, dans le cadre national, la langue française en position unique de « langue de pouvoir » et à introduire une nouvelle vision des rapports de pouvoir linguistiques, ce qui met en avant la valeur de langues étrangères (même les plus marginalisées historiquement), dans le contexte du cinéma français contemporain<br>Dialogue in languages other than French has appeared in a select number of films throughout the history of French cinema. Yet not only is multilingual dialogue vastly more present in twenty-first-century French film, but the use of multiple languages to (re)negotiate power dynamics is a striking narrative and thematic concern in contemporary French cinema. In multilingual film, the depiction of the status of a wide range of languages other than French is evolving from trivialised to deeply complex; through language learning and strategic code-switching, the characters of these films wrest power from one another and wield it in innovative ways. Exploiting their knowledge of a wide range of languages, from rival lingua francas like English to traditionally migrant or socio-politically marginalised languages such as Arabic or Kurdish, multilingual characters in these films offer a counter-perspective to dominating ideologies of the role and status of the French language.This thesis adopts a transnationalist approach to understandings of social power and language, analysing multilingual film through the framework of Ella Shohat and Robert Stam’s theory of polycentric multiculturalism, which “is about dispersing power, about empowering the disempowered, about transforming subordinating institutions and discourses” (Shohat and Stam 1994: 48). Unpacking the power dynamics at play in the multilingual film dialogue of four emblematic case studies (Polisse [Maïwenn 2011], Un prophète [Jacques Audiard 2009], Welcome [Philippe Lioret 2009] and London River [Rachid Bouchareb 2009]), the thesis posits that contemporary French multilingual films, henceforward referred to as CFMFs, represent a move towards revising the representation of language in French cinema, foregrounding the potential of languages other than French (even the maligned or historically disenfranchised) to empower their speakers and to transcend the traditional integrationist paradigm
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Simonis, Rita. "The effects of multilingualism on executive processing." Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157571.
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In the first decades of the 20th century, research on bilingualism was just beginning. The first studies on bilingual children proposed a substantial disadvantage with respect to intelligence and learning abilities. This first proposition was later discarded when Peal and Lambert (1962) suggested that, on the contrary, speaking two languages was providing children with significant advantages in their cognition. At the present time, it is assessed that, while knowing more than one language is not negative, the supposition that bilingualism might have positive effects on executive processing is subject to controversy. The Bilingual Executive Advantage (BEA) hypothesis has been tested many times and in several ways. Nevertheless, it appears more like an overstated theory rather than a real and proven fact. The purpose of this study is to contribute to this scholarly debate not only by conducting one more experiment but also by investigating a possible extension to the original hypothesis, more specifically, the possibility that additional languages might confer an even greater cognitive advantage than the one that has been claimed to exist for bilingual individuals. In the study, 23 young adults were tested on a version of the Attentional Network Task and a Colour-Shape switching task, both used in a previous study on professional interpreters (Babcock and Vallesi, 2017). The subjects were divided in two groups, bilinguals and multilinguals. The comparison of their performances in the two task revealed no significant difference in any of the examined measures.
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Olivier, Jak. "Accommodating and promoting multilingualism through blended learning." Diss., North-West University, 2011. http://hdl.handle.net/10919/71541.
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Multilingualism is a reality in South African classrooms. The Constitution of South Africa (Act 108 of 1996) and the national language policy recognize language rights and aims at supporting, promoting and developing the official languages. However, despite the advantages of mother tongue education, English is often chosen as language of learning and teaching at the cost of the African official languages. This study proposes the accommodation and promotion of multilingualism through blended learning.Blended learning refers to the blending of traditional instruction methods, such as face-to-face instruction, with other forms of instruction such as online learning and teaching. Through a discussion of asynchronous and synchronous learning tools it was established that wikis would be used for this study. In terms of blended learning and learning theories the main emphasis in this study is on socio-constructivism as well as communal constructivism.The empirical research in this study focused on the establishment and testing of a conceptual model for the accommodation and promotion of multilingualism through blended learning in the subject IT. The research took the form of a sequential embedded mixed methods design. Both quantitative and qualitative approaches were used. A questionnaire was used with IT teachers to investigate the language and blended learning context. This was followed up with qualitative research in the form of interviews aimed at provincial and national experts in terms of the subject IT and e-learning. Based on the literature and these two investigations, a conceptual model was developed. The conceptual model’s effectiveness was tested through a quasi-experimental study. A questionnaire was also completed by the respondents at the schools after the completion of the study. Through the testing of the effectiveness of the conceptual model it was found that multilingualism could successfully be accommodated and promoted through this conceptual model.
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OTERO, FERNÁNDEZ Irene. "Multilingualism and the meaning of EU law." Doctoral thesis, European University Institute, 2020. http://hdl.handle.net/1814/66308.
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Defence date: 27 February 2020<br>Examining Board: Prof. Giovanni Sartor, European University Institute (Supervisor); Prof. Urška Šadl, European University Institute; Prof. Joxerramon Bengoetxea Caballero, University of the Basque Country; Dr. Karen McAuliffe, University of Birmingham<br>In today’s multilingual EU, with 24 official languages, as many versions of every piece of legislation of general application are produced, all of which are equally authentic. In order to comply with this legal requirement, embodied in the Treaties and in secondary law, legal translation and legal-linguistic revision become fully integrated in the law-making process. But most importantly, the multilingual nature of EU law has consequences for how the meaning of the law may be found through interpretation. The Court of Justice of the European Union has declared that the language versions of EU legal acts should be compared in order to access the meaning of the legislation. That presumption of identity of meaning, however, conflicts with the inherent limits of language. As a result, occasional divergences in the linguistic meaning of the different language versions of EU legislation are unavoidable. These divergences in the linguistic meaning of the language versions of legislation may be bridged through interpretation. These problems of interpretation are ultimately settled by the CJEU, the only authoritative interpreter of EU law. The Court has developed certain techniques for that purpose, not without controversy. In order to solve the puzzle of how to access the meaning of multilingual EU legislation, this thesis first reviews the multilingualism of the EU legislative machinery, subsequently moving from the production of the law to its interpretation. The ultimate goal is to produce a critical assessment of the Court’s methods, in order to understand how they fit into the framework designed by the previous Chapters. That is to say, to see how uniformity of meaning, which is constructed first in the legislative procedure in one language, then deconstructed through translation into all official languages, is finally reconstructed by the Court of Justice.
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Ozagac, Oya. "A Minimalistic Approach To Russian-english-turkish Multilingualism." Master's thesis, METU, 2002. http://etd.lib.metu.edu.tr/upload/617217/index.pdf.
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The empirical question which is the focus of present research is: How may the
lexicons from different languages interact in the course of one syntactical derivation,
resulting in code switching phenomena? We develop the following hypothesis
concerning code switching: The units of intrasentential code switching are either
heads or functional maximal projections. To get support for this hypothesis,
intrasentential code switching instances from Russian-English-Turkish and Dutch-
Turkish spoken data are analyzed within the minimalist framework. In the data
analysed, it has been observed that the data gathered support this hypothesis and that
the Minimalist Program has an explanatory force for bilingual language processing.
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Warner, Michael Lee. "Cantomorphosis multilingualism in the Cantos of Ezra Pound /." Access abstract and link to full text, 1986. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8616703.
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Williams, James. "Polyglot passages : multilingualism and the twentieth-century novel." Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/25985.
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This thesis reads the twentieth-century novel in light of its engagement with multilingualism. It treats the multilingual as a recurring formal preoccupation for writers working predominantly in English, but also as an emergent historical problematic through which they confront the linguistic and political inheritances of empire. The project thus understands European modernism as emerging from empire, and reads its formal innovations as engagements with the histories and quotidian realities of language use in the empire and in the metropolis. In addition to arguing for a rooting of modernism in the language histories of empire, I also argue for the multilingual as a potential linkage between European modernist writing and the writing of decolonisation, treating the Caribbean as a particularly productive region for this kind of enquiry. Ultimately, I argue that these periodical groupings - the modernist and the postcolonial - can be understood as part of a longer chronology of the linguistic legacy of empire. The thesis thus takes its case studies from across the twentieth century, moving between Europe and the Caribbean. The first chapter considers Joseph Conrad as the paradigmatic multilingual writer of late colonialism and early modernism, and the second treats Jean Rhys as a problematic late modernist of Caribbean extraction. The second half of the thesis reads texts more explicitly preoccupied with the Caribbean: the third chapter thus considers linguistic histories of Guyana and the Americas in the works of the experimental novelist Wilson Harris, and the fourth is concerned with the inventive and polemical contemporary Dominican-American novelist, Junot Díaz.
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Orre, Emma, and Linnéa Fransson. "Lärares perspektiv på flerspråkighet : Teachers' perspective on multilingualism." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-48549.
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Syftet med studien är att undersöka grundlärares perspektiv på flerspråkighet samt hur grundlärare uppger att olika arbetssätt gynnar flerspråkighet. Studien är avgränsad till grundlärare i årskurser F-3 i en kommun i Mellansverige. Studien grundas på en kvantitativ datainsamlingsmetod där digitala enkäter används. Det sociokulturella perspektivet ligger som grund för denna studie. Resultatet visar att grundlärares perspektiv på flerspråkighet kan kopplas till begrepp. Dessa begrepp är exempelvis: mångkulturell, modersmål och nationaliteter. Resultatet visar vidare att arbetssätt som grupparbeten, bildstöd och studiehandledare på modersmål kan användas för att gynna språkutvecklingen hos flerspråkiga elever. Förekomsten av flerspråkighet i klassrummet ser grundlärare som positivt. Elevernas språk involveras i undervisningen genom olika metoder. Slutsatsen av studien är att grundlärare överlag har en bejakande inställning till flerspråkighet och språkutvecklingen gynnas genom att involvera och använda språket i olika sociala sammanhang, vilket kan kopplas till det sociokulturella perspektivet där lärande sker i samspel med andra.
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Alomoush, Omar. "Multilingualism in the linguistic landscape of urban Jordan." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2012500/.
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The main purpose of this study is to investigate language practices in the linguistic landscape (LL) of Jordanian cities. There have been few research studies that examine the LL of Jordanian cities, and none has investigated multilingualism. This study is intended to fill this gap in LL research. By means of qualitative and quantitative methods, it aims to discover the extent to which multilingualism is reflected in the LL. The main fieldwork was conducted in November and December 2012 in urban Jordan. Ten streets were selected in each of six major Jordanian cities, including Irbid, Salt, Zarqa, Amman, Karak and Aqaba, sixty streets in total. A LL item represents ‘any piece of text within a spatially definable frame’ (Backhaus, 2007). 4070 signs were recorded as multilingual (c. 51%), whereas 3967 signs were categorised as monolingual (c. 49%). To discover correlations between types of signs and existing languages and scripts, and to measure these against conflicting language policies, signs are categorised as ‘top-down’ or ‘bottom-up’. The notions of ‘code preference’ (Scollon & Scollon, 2003) and dynamics of language contact are employed to understand the semiotics of writing in the LL of Jordanian cities. The main data findings indicate that minority languages are almost absent, so a questionnaire was introduced as an additional supportive source to the analysis of the findings, providing a qualitative dimension to the study. The study was conducted in July 2013, during which period the researcher interviewed 32 participants. The primary objective of this secondary study is to reflect on plausible reasons explaining the limited presence of minority languages in the visual public space. The main data indicate a dominance of both Modern Standard Arabic (MSA) and English on signs, because they are closely related to Arab nationalism and globalization respectively. Jordanian Arabic is deleted from the top-down LL, because it is closely linked to informal domains. Classical Arabic (CA) is mainly used to convey religious functions in the LL. Mixed codes, Romanised Arabic (RA) and Arabacised English (AE), are commonly used in the LL to reflect ‘glocalisation’. French, German, Italian, Spanish, Turkish and Russian are found mainly to be used on brand name and business name signs for reasons of European linguistic fetishes and tourism. The data indicate that minority languages are significantly marginalised on both top-down and bottom-up signs. Several reasons lie behind the limited visibility of established minority languages in the LL. Spatial distribution of migrant communities, the small size of minority communities, lack of (sufficient) institutional and parental support, migration and absence of close ties with families and linguistic peers are behind different stages of language maintenance and shift among older migrant groups. Linguistic russification, hostility, instrumentality of both Arabic and English and top-down language policies enacted by the Jordanian government contribute to the limited visibility of minority languages in the LL. Although foreign workers’ minority languages tend to be maintained, the instrumental functions of both Arabic and English, Islam, and the small sizes of economic minority groups have each played a key role in the limited visibility or invisibility of minority languages in the LL.
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Sunuodula, Mamtimyn. "Multilingualism, language policy and negotiation of Uyghur identity." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11528/.
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This research investigates the dynamics of interaction between multilingual ideologies and practices of the Uyghurs and China’s language policies pertaining to Uyghur, Mandarin Chinese and English languages, situating it within the social and historical contexts of Xinjiang. Focus of the research is on the predicament of Uyghurs as social agents as they engage in linguistic practices in a rapidly changing linguistic landscape. Primary objectives of the research are to uncover the ways in which: a) the language ideologies and practices of the Uyghurs are discursively shaped; b) the dynamic interaction between the state language policies and the Uyghur language ideologies and practices; c) the effect that language has on the social relations of symbolic and material power in the wider society. The research adopts a mixed methods approach, integrating ethnographic qualitative case studies with online ethnography, documentary analysis and quantitative questionnaire research, in order to gain a more balanced view. The qualitative data is analysed using the poststructuralist theoretical framework of language, identity and power, drawing on the works of Pierre Bourdieu, Judith Butler and Michel Foucault, as well as poststructuralist theories of second language learning and identity. The analysis of qualitative data is supported by quantitative analysis of the questionnaire data. The research concludes that Uyghur language ideology and practices are socially and historically embedded and discursively constructed in social interaction and shape the ways in which Uyghurs experience and make sense of the world. The changes in state language policies in recent years promoting Mandarin Chinese oracy and literacy among the Uyghurs have negatively impacted on the symbolic and material value of Uyghur language in public domain and widened the imbalance of power. Meanwhile, the promotion of English and rise of its material and symbolic value in Chinese society has made strong impact on the Uyghur youth and provided them with an opportunity to shift the balance of symbolic relations of power in their favour.
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Kaschula, Russell H., Pamela Maseko, and H. Ekkehard Wolff. "Multilingualism and intercultural communication: a South African perspective." Wits University Press, 2017. https://muse.jhu.edu/book/52741.
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publisher version<br>To date, there has been no published textbook which takes into account changing sociolinguistic dynamics that have influenced South African society. Multilingualism and Intercultural Communication breaks new ground in this arena. Its scope ranges from macro-sociolinguistic questions pertaining to language policies and their implementation (or non-implementation), to micro-sociolinguistic observations of actual language-use in verbal interaction, mainly in multilingual contexts of Higher Education (HE). There is a gradual move for the study of language and culture to be taught in the context of (professional) disciplines in which they would be used, such as Journalism and African languages, Education and African languages, etc. The book caters for this growing market. Because of its multilingual nature, it caters to English and Afrikaans language speakers, as well as the Sotho and Nguni language groups. It brings together various inter-linked disciplines such as Sociolinguistics and Applied Language Studies, Media Studies and Journalism, History and Education, Social and Natural Sciences, Law, Human Language Technology, Music, Intercultural Communication and Literary Studies. The unique cross-cutting disciplinary features of the book will make it a must-have for twenty-first century South African students and scholars and those interested in applied language issues.
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Tishkina, Mariia. "European Multilingualism and the Role of Translators and Interpreters." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/23641/.
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When the European Economic Community was first created, it only had six members and four official languages; after more than sixty years and six enlargements the official languages became twenty-four, as the number of Member States increased to twenty-seven. The European Union considers multilingualism one of its core values as well as an essential feature of a democratic organisation and ensures that all of the European citizens have a right to access the European legislation and communicate with the European institutions in their own language. To accomplish this goal of linguistic diversity the European Union employs a considerable number of interpreters and translators. This paper aims to analyse the role of interpreters and translators, who often remain invisible, in this multilingual and multicultural context and prove their importance despite some of the issues connected to this policy. From a general historical and linguistic overview of the European Union, the paper goes into more detail to describe how both translation and interpreting resources are managed in the European institutions, while the final section provides an analysis of the obstacles to multilingualism.
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Anthony, Kirstin Joan. "systematic review of research on multilingualism in challenging contexts." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/79242.
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The dissertation, of limited scope, reviewed existing research on multilingualism in challenging educational contexts. The aim was to explore and determine the state of research in the area of multilingualism in educational contexts that are considered challenging, over the time period 2010 to 2020. In addition, the dissertation of limited scope also explored the benefits of multilingualism and how the current state of research influences future research through the identification of trends and gaps. The research was collected and identified through a rigorous process whereby specific search strategies were used with particular keywords. Distinct databases such as JSTOR PsycARTICLES, Academic Search Complete, and Linguistic Collection as well as other journal and Internet resources were used to obtain 34 studies relevant to the research questions of the dissertation of limited scope. The results showed that 1) research related for multilingualism in challenging contexts of education is centred around the trends of pedagogical practices of learning, first language as the language of instruction, academic achievement and the resourcefulness of multilingualism, 2) multilingualism in 3) there is great opportunity for future research in this linguistic and academic area due to the lack of research and visible gaps in the literature over the last ten years. As there has been no previous overview, the findings provide a theoretical contribution to research on multilingualism in challenging contexts. They both encourage future research in a South African context and also indicate that research in other similar global contexts should be conducted. The findings provide an overview of relevant information for any parties that may be interested in this area of multilingualism and serve as a reference point for further research.<br>Dissertation (MEd)--University of Pretoria, 2020.<br>Educational Psychology<br>MEd<br>Unrestricted
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Orihuela, Kuri Karla Beatriz. "Visual word recognition of morphological complex words and multilingualism." Thesis, Toulouse 2, 2019. http://www.theses.fr/2019TOU20034.
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Cette thèse de doctorat s'attache à décrire les processus impliqués en lecture dans une perspective psycholinguistique. Elle s'intéresse spécifiquement au rôle de la morphologie dans les premières phases de la reconnaissance visuelle des mots. Un des objectifs est de mieux comprendre les différences et les similitudes entre les représentations mentales monolingues et multilingues. Pour cela, plusieurs études expérimentales ont été conçues. L'effet de “pseudo-morphologie” a été testé dans les premières sections (examinant l'affixation et la directionnalité) pour explorer de quelle manière la structure du mot et la saillance (par exemple, les caractéristiques internes et la fréquence) jouent un rôle dans l'accès lexical. Les sections suivantes sont dédiées aux effets des tests multilingues en langue maternelle et en langue seconde et à l'effet de facilitation à travers les langues (anglais, français et espagnol). Les résultats s'inscrivent dans la lignée du modèle supra-lexical (Giraudo & Dal Maso, 2018)<br>This PhD thesis describes the processes involved during reading from a psycho-linguistic perspective, in particular, the role of morphology in the early stages of visual word recognition. It also seeks to better understand the differences and similarities between Monolingual and Multilingual mental lexical representation. To this end a series of experimental studies were designed. The so called ”pseudo-morphology” effect was tested in the first sections (exploring affixation and directionality), with the aim to explore how the structure of the word and saliency (for example, internal characteristics and frequency) play a role in lexical access. The section dedicated to multilingualism tests effect in first and second language and the cognate facilitation effect across languages (English, Spanish and French). The results obtained go in line with the recent supra-lexical model (Giraudo & Dal Maso, 2018) which postulates that construction morphology (Booij, 2010) is the main principle of organization of the mental lexicon<br>La presente tesis doctoral describe los procesos involucrados durante la lectura desde una perspectiva psico-lingüística, en particular, el papel de la morfología en las primeras etapas del reconocimiento visual de palabras. También busca comprender mejor las diferencias y similitudes entre la representación léxica mental monolingüe y multilingüe. Para ello se diseñaron una serie de estudios experimentales. El supuesto efecto "pseudo-morfológico" se pexploró de forma experimental, con el objetivo de comprender cómo la estructura de la palabra y la sus características (por ejemplo, frecuencia) desempeñan un papel en el acceso léxico. Incluye de igual manera una sección dedicada a experimentos con participantes multilingües en la cual se explora el afecta el efecto de facilitación de reconocimiento de cognados (en inglés, español y francés). Los resultados obtenidos concuerdan con el reciente modelo supra-léxico (Giraudo & Dal Maso, 2018)
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Richardson, Jason. "Youth multilingualism and discourses of disability: An intersectional approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/6677.
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Magister Artium - MA<br>Disability, as a topic of investigation, is considerably overlooked in the discipline of
sociolinguistics. This thesis aims to bridge the gap between disability and
sociolinguistics studies, as I critically explore the role language and multilingualism
plays in the way we understand and construct the discourses of disability.
Based on a year-long ethnographic study at what is defined as a “special needs school”,
I offer a first-hand description of being a researcher with a disability through personal
anecdotes. In these anecdotes, I account for my own positionality to highlight the
importance of reflectivity and positionality when doing ethnographic fieldwork. Aside
from these personal anecdotes, I also capture everyday interactions among young
disabled people. In order to analyse these disabled youth multilingual interactions, I
applied the notions of stylization, enregisterment and embodied intersectionality. In
these examinations, we are able to see how multilingualism is used to negotiate a
position of being seen as disabled. By looking at these personal anecdotes and everyday
interactions as whole, the study provides a more comprehensive view of the way we
talk and represent disability. I conclude this thesis by offering a new direction for
disability and youth multilingualism studies, a direction that emphasises the importance
of positionality when doing research on the agency of disabled people.
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Manaliyo, Jean-Claude. "Tourism and multilingualism in Cape Town: language practices and policy." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8152_1283326267.
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<p>Language diversity continues to create a language barrier to international tourism. Tourists from non-English speaking countries face a language barrier in South Africa and this affects their experiences in the country. Measuring and understanding something of this challenge is the purpose of this study. The focus is on how the tourism industry in Cape Town uses languages to sell and promote the city internationally. The study investigates procedures, strategies, and policies adopted by the tourism industry in Cape Town to cater for tourists from across the world. In addition, the study also investigates how tourists from non-English speaking countries adapt linguistically to cope with their stay in Cape Town. The study targeted both tourism organisations and international tourists who use tourist facilities in most popular tourist areas in Cape Town. Both primary and secondary data were collected. Convenience sampling was used to select both tourism service providers and tourists. To enhance validity, reliability, and accuracy, various tools have been deployed to collect the data. Primary data were collected from both tourism service providers and international tourists using questionnaires, interviews, photographs and observations. Secondary data collection involved observations of public signage as well as analysis of electronic and printed promotional materials such as brochures, guidebooks, menus, newspapers and websites. Collected data were captured in spread sheets to enable descriptive analysis of tourists&rsquo<br>languages and of language use in tourism organisations in different of forms of niche tourism in Cape Town. Survey results reveal that a little more than half of all surveyed tourism organisations in Cape Town sell and promote their products using only South African languages including English whilst a minority sell and promote their products using English coupled with foreign languages. The majority of multilingual staff in those surveyed tourism organisations who have adopted multilingualism are working part-time or employed temporarily. In addition, results also indicate that English dominates other languages in public signs and printed and electronic promotional publications used by surveyed tourism organisations in Cape Town. Foreign languages are used most in tour operations and travel agencies sector whilst South African languages dominate in accommodation and restaurants sectors. On the other hand the research shows that a big proportion of foreign tourists in Cape Town were able to speak English and other foreign languages. The research shows that the majority of tourists from non-English speaking countries are more interested in learning foreign languages compared with their counterparts from English speaking countries. Only less than a quarter of all surveyed tourists from non-English speaking countries in Cape Town are monolingual in their home languages. These tourists struggle to communicate with service providers in Cape Town. Translators and gestures were used by non-English speaking tourists as a way of breaking down communication barriers in Cape Town. Contrarily, a big proportion (two thirds) of all surveyed tourists from English speaking countries in Cape Town does speak only English. Foreign tourists in Cape Town speak tourism service providers&rsquo<br>language rather than tourism service providers speaking tourists&rsquo<br>languages. The majority of tourism service providers in Cape Town are reluctant to learn foreign languages and to employ multilingual staff. This means that most tourism organisations sell and market their product in English only. Other South African languages such as Afrikaans and Xhosa are used frequently in informal communication in the tourism industry in Cape Town. Seemingly, Afrikaans dominates Xhosa in all forms of tourism except in township tourism where the majority of service providers are Xhosa-speakers. To market and promote Cape Town internationally, the tourism industry in Cape Town should employ multilingual staff who can communicate in tourists&rsquo<br>native languages. Multilingualism should be practised in all tourism sectors rather than in one or few sectors because all tourism sectors compliment each other in meeting customer&rsquo<br>s satisfaction. Failure in one tourism sector may affect other tourism sectors&rsquo<br>performance.</p>
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Alexandrova, Boriana. "Joyce's deplurabel muttertongues : re-examining the multilingualism of Finnegans Wake." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/16250/.
Full textAbstract:
The multilingualism of Finnegans Wake has been widely regarded as a feature that makes the text difficult and perplexing, and even inessential to some readers and translators who have chosen to iron it out of their plot summaries and translations. Because the work has a reputation for impenetrability and inaccessibility that at times borders on discursive incoherence, its political value has chiefly been related to its rebellion against linguistic order—specifically the structural, historical, and ideological rule of the British Empire’s primary language, English—rather than its capacity for literary pleasure, inclusivity, and illumination. This project critically complicates established assessments of Joycean multilingualism and develops innovative transdisciplinary approaches to the Wake’s multilingual design in an effort to do scholarly, creative, as well as ethical, justice to the text itself as well as its variously diverse global readership. Chapters 1 and 2 explore the stylistic particularities of the Wake’s multilingual design from the perspective of linguistics and second-language acquisition. These chapters engage with the poetic materiality of Wakese and explore the role of readers’ diverse and variable accents, creative choices, multilingual repertoires, and overall cultural, subjective, and bodily singularities in the text’s capacity to generate multiple semantic and narrative layers. Chapter 1 tests the various material aspects of Wakean multilingualism, including but not limited to phonology, considering the various creative effects of embodied readerly engagement with it. It demonstrates that multilingualism is not only a tool for productive linguistic estrangement but also enables a peculiarly intimate access into the language of Joyce’s text. Chapter 2 focuses more specifically on the Wake’s multivalent stylistic uses of inter- and intralingual phonologies, beginning with an exploration of the soundscapes, phonotactics, and cultural signifiers of different languages, such as Russian, Swahili, German, and Irish English, and moving onto the book’s internal, fictionalised multilingual system of sound-symbolism, materialised through phonological patterning and the “phonological signatures” of archetypal characters such as ALP and Issy. While the first two chapters explore how the multilingual text operates across different reading spaces and bodies, chapter 3 looks at how translators engage with it in their capacity as readers and (re)writers. I discuss how Wakean multilingualism challenges assimilative and corrective methods of translation and how the act of linguistic transfer inevitably triggers a cultural and material transformation as well. My case studies in this chapter are the two most important Russian translations of the Wake, which are virtually unknown in Anglophone Joyce scholarship. I place the Russian translations in a Western scholarly context, assessing their translatorial methodologies in relation to other important projects of Wake translation and exploring how they handle its multilingual design, considering the particular effects of transposing the text not only from an Anglophone to a Russophone linguistic and cultural space but also from Roman into Cyrillic script. Finally, in chapter 4, I argue that the Wake’s multilingualism, as a performative literary manifestation and invitation to difference, variability, and changeability, makes it an intrinsically ethical text: its political value simultaneously honours its Irish postcolonial heritage and has a global historical and multicultural reach. The chapter engages with concepts from feminist, queer, and disability theorists towards the development of new theoretical approaches to the political and ethical value of Wakean multilingualism in a contemporary global context.
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Thutloa, Alfred Mautsane. "Promoting health citizenship and multilingualism in the health insurance industry." University of the Western Cape, 2018. http://hdl.handle.net/11394/6506.
Full textAbstract:
Philosophiae Doctor - PhD<br>The thesis explores the role of semiotic structuring of health information in relation to language,
multimodality and health literacy and the affordances for agentive participation among consumers of
two leading South African medical schemes - Discovery Health Medical Scheme (Discovery Health)
and the Government Employees Medical Scheme (GEMS).
The focus is on who has access to health information, how this information is constructed and what
the semiotic health habitat looks like for citizen-consumers. Through a virtual ethnographic approach
the thesis explores the design of genres of health information artefacts: application forms, application
guides, a comic book, and a variety of website images.
The choice to study the commercial package of a private health industry is aimed at finding and
defining codes of practice in health communication that could be replicable in the public health sector.
A new perspective emerging out of the thesis is how semiotic structuring of style, stance-taking, and
choice of registers affects reading positions, and how these determine with what voice citizenconsumers
can engage with this information.
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Dedić, Nedim. "MLED_BI : a novel business intelligence design approach to support multilingualism." Thesis, Staffordshire University, 2017. http://eprints.staffs.ac.uk/3975/.
Full textAbstract:
With emerging markets and expanding international cooperation, there is a requirement to support Business Intelligence (BI) applications in multiple languages, a process which we refer to as Multilingualism (ML). ML in BI is understood in this research as the ability to store descriptive content (such as descriptions of attributes in BI reports) in more than one language at Data Warehousing (DWH) level and to use this information at presentation level to provide reports, queries or dashboards in more than one language. Design strategies for data warehouses are typically based on the assumption of a single language environment. The motivations for this research are the design and performance challenges encountered when implementing ML in a BI data warehouse environment. These include design issues, slow response times, delays in updating reports and changing languages between reports, the complexity of amending existing reports and the performance overhead. The literature review identified that the underlying cause of these problems is that existing approaches used to enable ML in BI are primarily ad-hoc workarounds which introduce dependency between elements and lead to excessive redundancy. From the literature review, it was concluded that a satisfactory solution to the challenge of ML in BI requires a design approach based on data independence the concept of immunity from changes and that such a solution does not currently exist. This thesis presents MLED_BI (Multilingual Enabled Design for Business Intelligence). MLED_BI is a novel design approach which supports data independence and immunity from changes in the design of ML data warehouses and BI systems. MLED_BI extends existing data warehouse design approaches by revising the role of the star schema and introducing a ML design layer to support the separation of language elements. This also facilitates ML at presentation level by enabling the use of a ML content management system. Compared to existing workarounds for ML, the MLED_BI design approach has a theoretical underpinning which allows languages to be added, amended and deleted without requiring a redesign of the star schema; provides support for the manipulation of ML content; improves performance and streamlines data warehouse operations such as ETL (Extract, Transform, Load). Minor contributions include the development of a novel BI framework to address the limitations of existing BI frameworks and the development of a tool to evaluate changes to BI reporting solutions. The MLED_BI design approach was developed based on the literature review and a mixed methods approach was used for validation. Technical elements were validated experimentally using performance metrics while end user acceptance was validated qualitatively with end users and technical users from a number of countries, reflecting the ML basis of the research. MLED_BI requires more resources at design and initial implementation stage than existing ML workarounds but this is outweighed by improved performance and by the much greater flexibility in ML made possible by the data independence approach of MLED_BI. The MLED_BI design approach enhances existing BI design approaches for use in ML environments.
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Prasanna, Raj Noel Dabre. "Exploiting Multilingualism and Transfer Learning for Low Resource Machine Translation." Kyoto University, 2018. http://hdl.handle.net/2433/232411.
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Acquah, Shirley A. "Physician-Patient Communication in Ghana: Multilingualism, Interpreters, and Self-Disclosure." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305026002.
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Bleichenbacher, Lukas. "Multilingualism in the movies : Hollywood characters and their language choices /." Tübingen : Francke, 2008. http://deposit.d-nb.de/cgi-bin/dokserv?id=3045361&prov=M&dok_var=1&dok_ext=htm.
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Bleichenbacher, Lukas. "Multilingualism in the movies Hollywood characters and their language choices." Tübingen Francke, 2007. http://d-nb.info/986848778/04.
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Dalvit, Lorenzo. "Multilingualism and ICT education at Rhodes University: an exploratory study." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003556.
Full textAbstract:
In South Africa, the linguistic hegemony of English over the African languages in the academic field reproduces unequal power relationships between their speakers. The present study shows that an intervention shaped by a counterhegemonic ideology can change the attitudes of Black university students, key players in spearheading social change. Usign statistical analysis and survey methodologies, this research explored the hegemonic role of English as the only language of learning and teaching (LoLT) in the discipline of Computer Science (CS) at Rhodes University. The study found that those speakers of an African language who are the most disadvantaged by the use of English as LoLT are also the most likely to resist a more extensive use of their mother tongue as an alternative. A group of such students were involved in the development and use of an online glossary of CS terms translated, explained and exemplified in an African language (isiXhosa). This experience increased the support for the use of African languages as additional LoLT, even in the Englishdominated field of study of Computer Science. This is an initial step towards promoting linguistic equality between English and African languages and social equality between their speakers.
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Molate, Babalwayashe. "The language socialisation experiences of a grade r child in a black middle-class multilingual family." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30856.
Full textAbstract:
South Africa (SA) is home to 11 official named languages; its Language in Education Policy (LIEP) identifies multilingualism as one of the defining characteristics of its citizenry (DOE, 1997). Moreover, English is the official Language of Learning and Teaching (LOLT) in most ex-Model C schools nationwide. It is the language that is reported to be valued by the middleclass, people who are known for placing a high premium on education (Soudien, 2004; Alexander, 2005). The aim of this ethnographic Language Socialisation study is to explore the language socialisation experiences of a Grade R child in a Black middle-class multilingual family residing in a Cape Town suburb. The study is framed by the question: What are the language socialisation experiences of a child from a Black middle-class multilingual family? It uses a socio-cultural approach, drawing from linguistic anthropology, applied linguistics and sociolinguistics to critically analyse the language ideologies, language practices and linguistic repertoires evident in both the home and school domains across which the young child traverses. Concepts such as multilingualism, Family Language Policy and ‘mother tongue’ identity are reviewed and used to gain insight into the lived language experiences of the Grade R child. The concepts of assimilation (Soudien, 2004) and anglonormativity (Christie & McKinney, 2017) are reflected on as markers of school language practices and ideologies. Findings reveal that the Grade R child is an emergent multilingual who participates meaningfully in multilingual conversations with her family but only produces English. Despite the evident heteroglossia (Bhaktin, 1991) of the family’s language practices through translanguaging (Garcia, 2009; Creese and Blackledge, 2010) and drawing from the range of resources in their linguistic repertoires (Busch, 2012), the parents continue to use their Tswana and Xhosa ethnicity as markers of their language identities. The parents want their children to speak their heritage languages for identity reasons. They also want them to speak English to ‘fit in’ with their peers and to access learning. They see the teaching of Tswana and Xhosa as their sole responsibility thereby absolving the school. Their view enables the schools’ status quo of anglonormativity to go unchallenged. The child, thus, experiences heritage languages as identity markers and languages reserved for home, and English as a valuable language resource that gives access to learning. The notion of a single language identity remains complex for a child who is expected to be multilingual at home but monolingual at school.
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Pluddemann, Peter R. "Response to multilingualism: Language support in a Western Cape primary school." Thesis, University of the Western Cape, 1996. http://etd.uwc.ac.za/index.php?module=etd&.
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Multilingualism has always been a feature of South African Education. It is only in recent years that a particular form of linguistic diversity has become unmanageable for schools implementing the official English/Afrikaans bilingual model associated with the previous regime. The subject of this study is a remedial language enrichment or support programme instituted as a response to multilingualism in the junior primary section in a parallel medium primary school in the Western Cape.
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Olivier, Jacobus Alwyn Kruger. "Accommodating and promoting multilingualism through blended learning / Jacobus Alwyn Kruger Olivier." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7254.
Full textAbstract:
Multilingualism is a reality in South African classrooms. The Constitution of South
Africa (Act 108 of 1996) and the national language policy recognize language rights
and aims at supporting, promoting and developing the official languages. However,
despite the advantages of mother tongue education, English is often chosen as
language of learning and teaching at the cost of the African official languages. This
study proposes the accommodation and promotion of multilingualism through
blended learning. Blended learning refers to the blending of traditional instruction methods, such as face-to-face instruction, with other forms of instruction such as online learning and
teaching. Through a discussion of asynchronous and synchronous learning tools it
was established that wikis would be used for this study. In terms of blended learning
and learning theories the main emphasis in this study is on socio-constructivism as
well as communal constructivism. The empirical research in this study focused on the establishment and testing of a conceptual model for the accommodation and promotion of multilingualism through blended learning in the subject IT. The research took the form of a sequential embedded mixed methods design. Both quantitative and qualitative approaches were used. A questionnaire was used with IT teachers to investigate the language and blended learning context. This was followed up with qualitative research in the form of interviews aimed at provincial and national experts in terms of the subject IT and e-learning. Based on the literature and these two investigations, a conceptual model was developed. The conceptual model’s effectiveness was tested through a quasi-experimental study. A questionnaire was also completed by the respondents at the schools after the completion of the study. Through the testing of the effectiveness of the conceptual model it was found that multilingualism could successfully be accommodated and promoted through this conceptual model.<br>Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2011
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Cornelissen, Tara-Leigh. "Youth multilingualism and popular culture interactions at His People Pentecostal Church." University of the Western Cape, 2017. http://hdl.handle.net/11394/5824.
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Magister Artium - MA (Linguistics, Language and Communication)<br>Youth multilingualism is an overarching notion that accounts for the dynamic macroand
micro-linguistic practices and interactions in contexts and spaces redefined by
cultural practices. It makes contributions to interactional sociolinguistic research, by
centring around young multilingual speaker's practices, with a focus on creativity,
identity and community of practice. This study demonstrates how youth
multilingualism emerges in interactions in a religious youth group. For the purpose of
this study, I collected interactional data from two youth groups belonging to His
People Pentecostal Church that reflects the use of language by young people while
taking into account their gender and race. The data was collected by means of audio
recordings that focused specifically on the young multilingual speakers' naturally
occurring talk. I made use of conversational analysis and stylization as an interlinked
framework to analyse the collected data. Furthermore, this study also made use of
interviews to further investigate language, gender and race at the church through the
eyes of both the youth leaders and the youth members. Finally, in this project, I argue
that in terms of language use, there is a large discrepancy between the two youth
groups and how they stylize their multilingualism.
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Lajtai, Laszlo. "Multilingualism, social inequalities, and mental health : an anthropological study in Mauritius." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/14189.
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This thesis analyses two different features of Mauritian society in relation to multilingualism. The first is how multilingualism appears in everyday Mauritian life. The second is how it influences mental health provision in this country. The sociolinguistics of Mauritius has drawn the attention of many linguists in the past (Baker 1972; Stein 1982; Rajah- Carrim 2004; Biltoo 2004; Atchia-Emmerich 2005; Thomson 2008), but linguists tend to have quite different views on Mauritian languages than many Mauritians themselves. Language shifts and diverse language games in the Wittgensteinian sense are commonplace in Mauritius, and have been in the focus of linguistic and anthropological interest (Rajah-Carrim 2004 and Eisenlohr 2007), but this is the first research so far about the situation in the clinical arena. Sociolinguistic studies tend to revolve only around a few other domains of language; in particular, there is great attention on proper language use – or the lack of it – in education, which diverts attention away from equally important domains of social life. Little has been published and is known about mental health, the state of psychology and psychiatry in Mauritius and its relationship with language use. This work demonstrates that mental health can provide a new viewpoint to understand complex social processes in Mauritius. People dealing with mental health problems come across certain, dedicated social institutions that reflect, represent and form an important part of the wider society. This encounter is to a great extent verbal; therefore, the use of language or languages here can serve as an object of observation for the researcher. The agency of the social actors in question – patients, relatives and staff members in selected settings – manifests largely in speaking, including sometimes a choice of available languages and language variations. This choice is influenced by the pragmatism of the ‘problem’ that brings the patient to those institutions but also simultaneously determined by the dynamic complexity of sociohistorical and economic circumstances. It is surprising for many policy makers and theorists that social suffering has not lessened in recent decades in spite of global technological advancements and increased democracy. This thesis demonstrates through ethnographic examples that existing provisions (particularly in biomedicine) that have been created to attend to problems of mental health may operate contrary to the principle of help. In the case of Mauritius, this distress is significantly due to postcolonial inequities and elite rivalries that are in significant measure associated with the use of postcolonial languages. Biomedical institutions and particularly the encounters among social actors in biomedical institutions, which are not isolated or independent from the prevailing social context, can contribute to the reproduction of social suffering.
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Marzaro, Virginia <1996>. "Multilingualism in Medieval Sweden: The case of Codex Holmiensis D 4." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21680.
Full textAbstract:
The present paper sees as a purpose the analysis of a Swedish Medieval multi-text book, namely the lekmannahandskrift Codex Holmiensis D 4, with a specific focus on its Latin and Middle Low German corpus, investigated either by resorting to edited texts or ad hoc transcriptions. More precisely, the core of this brief project aims to promote conjectures concerning the major role played by the aforementioned languages and their interaction with a variety of genres, namely historical, geographical and pseudo-scientific texts concerning oneiromancy, necromancy and medico-magical contents, thus accounting for the heterogenetic nature of D 4 and allowing for the formulation of hypothesis concerning the nature of its reception. To provide a more complete analysis of the phenomenon, a brief overview of the concept of medieval miscellany, along with taxonomical issues and codicological information, will be first presented. Furthermore, light will be shed on the presence of multilingual practices within the Swedish medieval panorama, thus accounting for the leading position of Latin and Low German from a social, cultural and political point of view, with a specific focus on the Swedish written culture. In this regard, emphasis will be given to the major role played by Vadstena Abbey as a literary locale in the promotion of multilingualism.
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Ntsoane, Mogodi. "Multilingualism in the FET Band Schools of Polokwane area, a myth or a reality." Thesis, University of Limpopo (Turfloop Campus), 2008. http://hdl.handle.net/10386/90.
Full textAbstract:
Thesis (M.ED) --University of Limpopo, Turfloop Campus, 2008<br>The major problem dealt with in this study is the lack of or inadequate implementation of
multilingualism in schools, especially in the FET band schools of Polokwane Area. The
interpretation of the concept of multilingualism, in the Language Policy, is rather selfcontradictory
and seems to be the root cause of the problem. The fact that two languages
are prescribed as a requirement for exit at Grade 12, does not effectively and practically
address the issue of multilingualism given the South African context of eleven official
languages.
The fact that each learner is free to receive education in the language of his/her choice
remains shallow and not prone to implementation. The chief Language of Learning and
Teaching in South Africa remains English and, to a lesser extent, Afrikaans. This is
largely so because of reasons that have been advanced and which far much outweighs the
belief that African languages can be developed to the same level as English and
Afrikaans. Much as Afrikaans is not international, African languages would be equally
used to access local knowledge and education, which could later be translated into
English for international consumption.
The study attempts to make proposals to address the implementation of multilingualism
in schools so that all South African languages could be equitably and functionally
represented in the country’s language policy.
It is hoped that the quality of education could be enhanced by the learning and teaching in
more than two languages to afford a wide range of conceptualisation, interpretation,
clarity and understanding in learners who have to offer a variety of learning areas largely
in English.
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Zacco, Leila. "Multilingualism and the role of English as a lingua franca in India." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020.
Find full textAbstract:
India is one of the world’s most linguistically diverse nations. Along with the enormous variety of indigenous languages spoken throughout the country, the English language holds a special status in India as a result of the British colonisation. Besides, English has now attained the position of a global language and because of the great linguistic diversity found in India it acts as an indispensable ‘link’ language. In this dissertation I seek to trace the history of the English language in India, from its role in administration and education during the colonial period to the policies that allowed it to maintain its standing in post-independence India, with an overview of the present-day language situation. I am also going to analyse the phonological, syntactical, morphological and lexical features of Indian English, with a focus on code-switching practices between English and Indian native languages. Finally, I am going to discuss the current status of the English language within Indian society: being learned as a second language by most of the population, it is used in a wide range of domains and it functions as a lingua franca throughout the country. In addition, I will try to stress the importance of an education system that values multilingualism as an asset and fosters the teaching of the vernaculars, in order to preserve India’s linguistic and cultural diversity.
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Rajah-Carrim, Aaliya. "Multilingualism, linguistic ownership and ethnic identity : attitudes to, and use of, Mauritian." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/24247.
Full textAbstract:
This dissertation aims to shed more light on users’ attitudes to Mauritian in two specific domains: writing and education. Through the triangulation of such methods as interviews, perceptual dialectology questionnaires and participant observation, I explain some of the local language ideologies and also provide a comprehensive view of the linguistic situation in Mauritius. This study shows that attitudes towards Mauritian in the written domain and in the education sector vary significantly. For some Mauritians, Mauritian remains an oral language. Those who do write Mauritian adopt a number of spelling systems. I show how the choice of an orthographic system reflects linguistic and social hierarchies and consequently, is not ideologically neutral. Also, the (perceived) lack of standard for Mauritian is an obstacle to its promotion in the school system. Generally, the non-standard and broken nature of Mauritian, its limited use outside Mauritius and its perceived role as an index of Creole identity are seen as obstacles to its promotion in the written domain and education sector; while its importance as a mother-tongue and its function as a tool of national unity and index of national identity support its use in the written domain and its inclusion in schools. Intimately related to attitudes to Mauritian are perceptions of linguistic purity and ownership which are, in turn, closely linked to ideologies about ethnic identity on the island. A discussion of the purity and ownership of Mauritian further highlights the paradoxical situation which the language finds itself in. While some individuals and groups stress the ethnic nature of Mauritian, others emphasise its national character. Mauritian is clearly embedded with double indexicalities: on the one hand, it is an index of Creole ethnicity and on the other, an index of Mauritian national identity. This leads to different groups fighting over the ownership of the language. This dissertation shows how the question of linguistic ownership is fraught with issues of identity, minority rights and access to power. Because of the nature of the questions addressed, this study has practical social implications for the standardisation of Mauritian, its use in the education system and its promotion at national level – issued that are of immediate interest to Mauritian society generally, and Mauritian language planners specifically.
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Bufi, E. (Ermela). "Effects of early multilingualism on child development and implications for primary education." Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201709092880.
Full textAbstract:
Linguistic diversity of the student population has been identified as one of the urgent challenges that educators of the 21st century need to respond to. As classrooms become linguistically and culturally richer, there is an evident need for increasing teacher awareness on the issues of multiculturalism and linguistic diversity.
Being brought-up in a multilingual environment inevitably impacts a child’s linguistic, cognitive and socio-cultural development. Educators need to better understand the unique developmental trajectory of multilingual children to be able to leverage their strengths for academic success. This study investigates the effects of early multilingualism on different aspects of child development and examines the implications these effects have for primary education settings. A list of recommendations has been summarized towards providing higher quality and more equitable education for the linguistically diverse children.
Fostering equity education for multilingual children is a step further towards our global mission of educating the full range of children to become citizens not only of their linguistic and cultural groups, but of the world at large.
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Sullivan, Celeste M. "Language use in Lahore : the role of culture, social structure, and economics in shaping communication patterns and language form in a Pakistani multilingual community /." View online version; access limited to Brown University users, 2005. http://wwwlib.umi.com/dissertations/fullcit/3174680.
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Luphondo, Nobuhle Beauty. "The accessibility of printed news to first language speakers of Xhosa." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
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This mini-thesis profiles some aspects realted to the accessibility of printed news to first language speakers of Xhosa. The major aim of this thesis is to investigate whether speakers of Xhosa do have access to printed news in English, which is not in their first language. Therefore, this thesis investigates whether African langusge speakers of school leaving age understand hwat they read in English newspapers.
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Sassi, Massimiliano Paolo. "Mobility and multilingualism in Empuriabrava social structuration and inequality in a tourist community." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/666749.
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La tesis que se presenta es un estudio etnográfico que analiza el rol de la movilidad y el multilingüismo en los procesos de estructuración social en la comunidad turística de Empuriabrava, un complejo residencial con marina situado en la Costa Brava en la Comunidad Autónoma de Cataluña, España. Se centra en las prácticas sociales y lingüísticas de los residentes de diferentes lugares del mundo mostrando cómo se produce la diferencia social por parte de los habitantes en su vida cotidiana. Las personas procedentes de países en vías de desarrollo como Europa del Este y el continente africano, especialmente África del Norte, se relacionan en su día a día en la comunidad con una élite europea procedente de Alemania, Gran Bretaña y Francia. La raíz de las diferencias sociales que se producen en Empuriabrava tiene su explicación e las motivaciones personales por las cuales dejan su país de origen tanto si es por ocio o para buscar trabajo y alcanzar una vida mejor. La manera en la cual se valora el capital lingüístico, social y económico está estrechamente conectada con la nacionalidad de la persona, sus recursos económicos y el conocimiento del inglés, alemán y castellano, y en menor medida del catalán. Esta etnografía explora la construcción y el uso del espacio físico y de los discursos públicos que se generan entre la población e intenta explicar las consecuencias de estas prácticas en el proceso de estructuración social de manera que atribuye significado a los miembros que participan en las diferentes redes de las comunidades. La crisis económica global ha producido una recesión a escala mundial desde 2007 y ha tenido un impacto negativo en la vida, tanto de los migrantes laborales, como en la de la élite, que conviven en este espacio turístico durante el periodo de este estudio (entre 2014 y 2017). La falta de trabajo y la forma de subsistencia, ha conllevado un aumento de actividades ilícitas, que contribuyen al deterioro de la comunidad y la marginación de aquellos habitantes que buscan trabajo y oportunidades para conseguir una vida mejor. El contexto catalán de Castelló d’Empúries, donde la identidad y la lengua son utilizadas en gran medida para marginar a los residentes de Empuriabrava considerados mayoritariamente como forasteros ofrece una perspectiva complementaria para observar el fenómeno del turismo.<br>The present dissertation is an ethnographic study that analyzes the role of mobility and multilingualism in processes of social structuration in the tourist community of Empuriabrava, a residential marina located on the Costa Brava in the Autonomous community of Catalonia in Spain. It focuses on social and linguistic practices of the residents from around the world, showing the complex ways social stratification is constructed on an everyday basis. Persons from developing Eastern European countries and the African continent, especially North Africa, intermingle in the community with a European elite from Germany, Great Britain and France. At the root of the social differences that are produced in Empuriabrava lies a person’s motivation for leaving their country, whether it is for enjoying one’s leisure time or for finding work. The manner in which linguistic, social and economic capital are valued is closely connected to nationality, economic resources, and knowledge of English, German or Spanish and to a lesser extent Catalan. This ethnography explores the (re)construction and use of physical spaces and public discourses that are taken up by the inhabitants, and the implication these practices have in the formation of a social structure that gives meaning (both social and symbolic) to the members of the diverse networks residing in the community. The global economic crisis that has produced a world scale recession since 2007 has had a negative impact on the lives of both the labour migrants and the elite who co-habit this tourist space at the time of the study in 2014-2017. The lack of work, and forms of subsistence-level existence have given rise to illicit economic activities that contribute to the deterioration of the community and the marginalization of those inhabitants who are searching for work and better life chances. The Catalan context of Castelló d’ Empúries, where identity and language are used to marginalize the residents in Empuriabrava, who are mostly considered as outsiders, offers a complementary perspective to observe the phenomenon of tourism.
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De, Angelis Gessica Luisa. "Interlanguage influence and multilingualism : an empirical investigation into typologically similar and dissimilar languages." Thesis, Birkbeck (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268401.
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This dissertation investigates interlanguage influence, i.e. the influence of one or more non-native language on the production of a third or additional language. A qualitative and a quantitative study were conducted with speakers of Italian as third or additional language with English, Spanish or French as native or non-native languages. Subjects of Study 1 are a French Ll speaker and an English Ll speaker. Subjects of Study 2 are 238 Spanish L1 speakers and 130 English Ll speakers. Combining a traditional Crosslinguistic Influence (CLI) approach with theories of L 1, L2 and L3 production, we examine the role of crosslinguistic phonological activation during on-line processing and the effect of recency of activation on written production. It is argued that the process of transfer may be constrained by underlying crosslinguistic activation during on-line processing and that the incorporation of non-target lexicon into production may be influenced by the recent activation of a non-native language fonnally dissimilar to the intended target. We also hypothesise the existence of a cognitive process which we refer to as 'system shift' by which learners may transfer a lexical unit from one non-native language to another and then fail to recognize the source of their knowledge in the original linguistic system. We further propose two principles that interact in blocking Ll transfer: perception of correctness and association of foreignness. We also examine the relationship between the incorporation of non-target function words and the rate of subject insertion and omission in written production. Results show the rate of subject insertion to be significantly higher in the texts of English L1 and Spanish LI speakers with knowledge of French as a non-native language. We discuss the implications of our findings for a general and comprehensive theory of CLI
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Philibane, Sibongile. "Multilingualism, linguistic landscaping and translation of isiXhosa signage at three Western Cape Universities." University of the Western Cape, 2014. http://hdl.handle.net/11394/4302.
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Magister Artium - MA<br>Promotion and practice of multilingualism is of infinite need in a country with such history as South Africa. The need to promote, preserve and maintain languages grows each and every day due to the possibility of languages fading away until they become non-existent. The best system to maintain, preserve and promote all languages existing in a country is to utilize them in a multilingual sense. This is what each mission statement of the three major universities in the Western Cape Province promise; they claim to contribute to multilingualism by encouraging the use of and development isiXhosa, English and Afrikaans as languages of learning and teaching at the institutions. This study set out to investigate the practice of multilingualism in the three universities of the Western Cape considering the quantity and quality (of isiXhosa translation) in the linguistic landscapes. The findings show uneven promotion of the three official languages in all three universities in both the number of signage found and the quality of the translation, and sometimes incomplete translation of isiXhosa signage. At the University of the Western Cape and the University of Cape Town, English proved to be the most favoured language in comparison to Afrikaans and isiXhosa. This tradition of favouring languages was the same at Stellenbosch University, only the language of prestige was different; Afrikaans. Thus among other things the study recommends that policy makers within the three universities should ensure that linguistic landscapes do not just display all three languages, they should make sure that the languages are distributed evenly. Most significant, all the target text should be translated properly. In essence, the universities should employ trained language practitioners for all language related matters.
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Helland, Kristin Ingrid. "Multilingualism, Identity, and Ideology in Popular Culture Texts: A Multimodal Critical Discourse Analysis." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/578722.
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In recent years a paradigm shift has occurred in second language acquisition and applied linguistics, moving away from a monolingual approach toward a multilingual one that emphasizes the social, political, and historical contexts of languages in contact. Scholarly recognition of multilingualism has led to research studies focusing on multilingual practices such as code-switching in a range of contexts and genres, e.g., film, hip hop, advertising and social networking sites. These studies reflect a shift in research focus from spontaneous speech to scripted texts, and also from the communicative to the symbolic function of code-switching, as seen in studies of Mock Spanish (Hill, 1998) and linguistic fetishism (Kelly-Homes, 2005). The emphasis on the symbolic and ideational is reflected in an increased interest in multimodality and how language interacts with other semiotic codes (e.g., visual imagery, gesture, dress, body ornamentation, and soundtrack) to convey messages of identity and ideology. Recently, several scholars have called for an expanded framework that would incorporate systematic multimodal analysis in studies of multilingualism in popular culture texts (Androutsopoulos, 2012; Stamou, 2014). The present study responds to this call with a genre-based project incorporating a sociolinguistic and multimodal studies approach with critical discourse analysis and genre analysis, which focuses on a comparison of three different types of popular culture texts: 1) a bilingual English-Spanish film from the U.S. (From Prada to Nada), 2) multilingual music videos from Japan (by the artist Mona AKA Sad Girl), and 3) a bilingual television ad from the U.S. (by Taco Bell). The study adapts and extends O'Halloran et al.'s (2011) model of multimodal critical discourse analysis based on social semiotic theory (Kress and van Leeuwen, 2001) to examine how semiotic codes work together to either reinforce or challenge racial, linguistic, gender, and age-related stereotypes and dominant discourses. This model draws from Bakhtin's notion of heteroglossia and intertextuality and Barthes' concept of myth to examine how language and other multimodal features at the micro-level interact with macro-level discourses to create multi-layered meanings. The dissertation also explores how creators of popular culture texts utilize intertextual references to convey meaning through multiple semiotic codes and how texts become re-contextualized as they circulate globally. Taking into account the multiplicity of readings by diverse audiences, which in part depend on viewers' familiarity with intertextual references, this study addresses issues of reception by analyzing re-mediatized discussions about the texts in online comments, reviews, and articles, in order to gain added insights into the variety of ways the texts are interpreted. The findings of this study show how multilingual, multimodal features in popular culture texts cross genre, linguistic, national, and ethnic boundaries by means of global (re)circulation and local (re)contextualization through the agency of re-mediatization, which is made possible because of internet technology. In the process of recirculation these features become "semiotic metaphors" (O'Halloran 1999, 2008), representing discourses of identity and ideology which are in turn re-interpreted, influencing the way language, visual images and auditory modes are used to create new meanings in different contexts. By showing how semiotic metaphors cross many different types of borders, this study helps to account for emerging local-global hybrid identities and linguistic hybridization and supports previous calls for a more localized perspective of transnationalism (Lam & Warriner, 2012). Finally, it substantiates the need to move beyond traditional monolingual and monomodal notions of language and culture toward a more multi-dimensional view that transcends traditional boundaries.
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Petzold, Thomas. "The uses of multilingualism in digital culture : the case of inter-language linking." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/49757/1/Thomas_Petzold_Thesis.pdf.
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Language-use has proven to be the most complex and complicating of all Internet features, yet people and institutions invest enormously in language and crosslanguage features because they are fundamental to the success of the Internet’s past, present and future. The thesis takes into focus the developments of the latter – features that facilitate and signify linking between or across languages – both in their historical and current contexts. In the theoretical analysis, the conceptual platform of inter-language linking is developed to both accommodate efforts towards a new social complexity model for the co-evolution of languages and language content, as well as to create an open analytical space for language and cross-language related features of the Internet and beyond. The practiced uses of inter-language linking have changed over the last decades. Before and during the first years of the WWW, mechanisms of inter-language linking were at best important elements used to create new institutional or content arrangements, but on a large scale they were just insignificant. This has changed with the emergence of the WWW and its development into a web in which content in different languages co-evolve. The thesis traces the inter-language linking mechanisms that facilitated these dynamic changes by analysing what these linking mechanisms are, how their historical as well as current contexts can be understood and what kinds of cultural-economic innovation they enable and impede. The study discusses this alongside four empirical cases of bilingual or multilingual media use, ranging from television and web services for languages of smaller populations, to large-scale, multiple languages involving web ventures by the British Broadcasting Corporation, the Special Broadcasting Service Australia, Wikipedia and Google. To sum up, the thesis introduces the concepts of ‘inter-language linking’ and the ‘lateral web’ to model the social complexity and co-evolution of languages online. The resulting model reconsiders existing social complexity models in that it is the first that can explain the emergence of large-scale, networked co-evolution of languages and language content facilitated by the Internet and the WWW. Finally, the thesis argues that the Internet enables an open space for language and crosslanguage related features and investigates how far this process is facilitated by (1) amateurs and (2) human-algorithmic interaction cultures.
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Lee, Mei-sheung. "Becoming multilingual a study of South Asian students in a Hong Kong secondary school /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36753269.
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Leung, Chi-hong Jerry, and 梁致航. "Multilingual mixing among Chinese, Tibetan and Mongolian in the Qinghai area of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48394828.
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The interactions among languages in the Qinghai Area of China involved the historical migration of those who came into the area at some point in time and settled in. In addition, political driving forces dictated various migratory movements of different ethnic groups to settle into the area throughout history. The Qinghai Area, known as Amdo in the Tibetan cultural world, constitutes a geographical depression in the northeastern end of the Tibetan plateau which is ideal for grazing and farming. The climate of the region is largely monitored by the mega size salt water lake known as the Qinghai Lake. The largest number of mixed cultural areal contact occurs around this lake particularly towards the east. The geographical feature of the area has proved itself as a strategic hub for military expansion at different time in history creating dynamics of interaction in every juncture. As a result, different levels of multilingual influences are observed among of the regional languages of each language groups.
Among the diversified languages flourished in the area, the most prominent language groups are the Sinitic, Bodic and Mongolic languages. Through studies of corpuses, literature and contributions of human participants, the present condition of multilingual mixing among Chinese, Tibetan and Mongolian were explored. Within the various phenomena of language mixing and language changes, it is notable that these languages have lost parts of their original features while having gained foreign features as a result of language contacts among these ethnic groups.<br>published_or_final_version<br>Linguistics<br>Master<br>Master of Arts
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Lim, Suyeon, and 林修延. "The acquisition of Korean as third language: the roles of typological distance and language proficiency." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48539624.
Full textAbstract:
The present study explores cross linguistic influence (CLI) on L3 Korean acquisition in Hong Kong higher education through analyzing learner’s particle errors in composition, particularly identifying the specific source of CLI –L1 (Cantonese/Chinese) or/and L2(English) in comparative linguistic perspective. A hybrid research approach is designed. Respondent’s particle errors in text assignment data and survey data are analyzed in descriptive and statistical approach correspondingly.
In this thesis, majorities of findings regarding EA of particles are consistent with literature and there are also evidences of CLI on morphology stated in the literature such as inter-language grammars in word-order and semantic equivalence in different syntactic categories between source and target languages have been found in our data. It is argued positive transfer of morphology is possible if the semantic and syntactic function of morphemes between source languages and target language are identical or very similar and concluded that analysis of morpho-syntax would be crucial to identify CLI on Korean particle acquisition.
Some of the important findings about the negative relationship between proficiency in source languages and CLI on Korean particle acquisition have been pinpointed. Significantly, the different roles of proficiency in L1 Chinese and L2 English are assumed as factors indicating learner’s error pattern and particle error rates respectively.
The final part of the thesis is to apply theory into pedagogy. It is hoped that a tailor-made pedagogy, teaching L3 Korean in Hong Kong higher education where L2 English is teaching medium, will be achieved with the better understandings of learner’ particle errors and their causes. Certain issues of causes of particle errors except CLI are also outlined for further research in this area.<br>published_or_final_version<br>Linguistics<br>Master<br>Master of Arts
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Henderson, Tracy Karen. "Language and identity in Galicia : the current orthographic debate." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243186.
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Ong, Kok-chung. "Multilingualism under globalization a focus on the education language politics in Malaysia since 2002 /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42182499.
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Portolés, Falomir Laura. "Early multilingualism: an analysis of pragmatic awareness and language attitudes in consecutive multilingual children." Doctoral thesis, Universitat Jaume I, 2013. http://hdl.handle.net/10803/669094.
Full textAbstract:
La presente tesis doctoral se enmarca dentro de la investigación sobre el multilingüismo, más concretamente analiza la adquisición y el desarrollo multilingüe en edades tempranas. Nuestros participantes son aprendices de inglés como tercera lengua (L3) en un sistema de educación bilingüe donde se estudia catalán y castellano como primera y segunda lengua (L1/L2). Tradicionalmente, la investigación en el campo del multilingüismo se ha estudiado desde una perspectiva monolingüe, es decir, examinando la adquisición del lenguaje sin tener en cuenta el bagaje lingüístico de los estudiantes y la posible interacción entre lenguas (Cenoz y Gorter, 2011; Jessner, 2013; Safont, 2013).
Este estudio pretende contribuir a la investigación sobre el multilingüismo precoz desde una perspectiva totalmente multilingüe y dinámica con el fin de cubrir los vacíos existentes en los fundamentos teóricos de investigación. Por lo tanto, en nuestros análisis tendremos en consideración las lenguas previas de los participantes, las relaciones entre ellas y el contexto sociolingüístico. La teoría subyacente adoptada en la presente disertación es el DMM (Dynamic Model of Multilingualism, Modelo Dinámico del Multilingüismo) propuesto por Herdina y Jessner (2002). Esta teoría muy bien fundada, pero poco investigada, nos ha permitido examinar la interacción de varios factores en el desarrollo multilingüe en edades tempranas. Particularmente, nos hemos centrado en dos aspectos fundamentales a tener en cuenta en la adquisición del lenguaje: la conciencia pragmática y las actitudes lingüísticas.
La estructura de la tesis se divide en dos bloques principales: la primera parte recoge el marco teórico donde nuestra investigación está basada, y engloba el capítulo 1, 2 y 3. La segunda parte presenta el estudio empírico que se llevó a cabo y está organizada en tres capítulos diferentes.
Los participantes del estudio son 402 aprendices de inglés como L3 pertenecientes a 10 escuelas diferentes de la provincia de Castelló de la Plana. El método consiste en la combinación de varios instrumentos para medir el grado de conciencia pragmática y las actitudes lingüísticas en las tres lenguas (catalán, castellano e inglés). El grado de conciencia pragmática se analizó mediante un test de comprensión pragmática en formato audio-visual. Las actitudes lingüísticas se examinaron mediante la matched-guise technique y una entrevista oral.
Teniendo en cuenta el contexto donde se realizó el estudio y literatura previa, se formularon cinco preguntas de investigación y cinco hipótesis. Los resultados obtenidos de los análisis nos permitieron confirmar las facilidades pragmáticas de los aprendices de L3, el rol de las actitudes lingüísticas y la importancia de analizar factores, tanto externos como internos, en procesos de adquisición multilingüe. También enfatizamos la complejidad y dinamismo del multilingüismo aportando nuevos resultados al DMM de Herdina y Jessner (2002).
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Sunyol, Garcia-Moreno Andrea. "Multilingualism, elitism and ideologies of globalism in international schools in Catalonia: An ethnographic study." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/669396.
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En les últimes dècades, moltes escoles d’elit fundades segons paràmetres nacionals s’han internacionalitzat per adaptar-se a les condicions canviants de les societats en la modernitat tardana, i mantenir-se competitives en un mercat educatiu altament disputat. La internacionalitat pot ser més o menys explícita, i s’implementa en major o menor mesura en escoles públiques, concertades i privades (Bonal, 2009; Vilalta, 2015). Internacionalitzar-se implica, normalment, augmentar la presència de l’anglès i d’altres llengües estrangeres, consolidar programes d’intercanvi o cursar períodes a l’estranger, i implementar programes internacionals com els que ofereix la Organització del Batxillerat Internacional (IBO), que són cada cop més presents en escoles de tot el món (Resnik, 2012, 2015). Aquesta singular etnografia explora la construcció de la categoria internacional en dues escoles d’elit des de la perspectiva de la sociolingüística crítica. Posar la llengua al centre de l’estudi dels processos d’elitització educatius és força excepcional, i un angle fins ara inèdit en el context de Catalunya. Durant un període de tres anys he dut a terme treball de camp etnogràfic en dues escoles de l’àrea de Barcelona, una escola ‘britànica internacional’ i una escola ‘catalana internacional’. La meva anàlisi es basa en les observacions d’aula i de diversos espais de les escoles, converses i entrevistes, en els paisatges lingüístics i també en les notes de camp, dades visuals i documents, en les pàgines web de les escoles i dades de xarxes socials, i polítiques lingüístiques educatives. Tots aquests elements permeten mostrar i analitzar les transformacions semiòtiques que ha requerit en aquests casos el procés d’esdevenir internacional. La meva anàlisi mostra processos d’estilització que han tingut lloc en diversos àmbits: l’ambient, els espais, el currículum i els individus. He explorat les dinàmiques complexes que intervenen en les pràctiques de distinció (Bourdieu, 1984) que hi ha al darrere dels processos d’internacionalització en les quals escoles i individus s’embarquen; qui té accés a quins recursos; com els diversos participants es capitalitzen o descapitalitzen; quins processos de categorització social hi tenen lloc; i quines conseqüències té tot això per als projectes socials i acadèmics dels estudiants i les escoles. Les històries de les escoles i les respectives comunitats educatives revelen el desig frenètic de capitalització de les classes mitjanes-altes que, en l’escenari de post-crisis actual a Catalunya, desitgen accedir a posicions de privilegi, o mantenir-les. Una educació internacional, i un ‘molt bon anglès’ semblen ser el màxim capital distintiu, que atrau tant al públic local com a les classes mitjanes globals, per tenir la millor mà per a competir en un mercat educatius neoliberalitzats. L’anàlisi de les estratègies educatives de les classes mitjanes-altes que es mostra en aquesta tesi revela les possibilitats i limitacions de mobilitat social per a estudiants amb capitals diversos (Bourdieu, 1986). L’anàlisi dels mecanismes de producció i reproducció de classe és crucial per a entendre com els processos d’estratificació social funcionen i emergeixen del sistema educatiu a Catalunya actualment.<br>In the last decades, many elite schools, which were founded following national
models of education, have been internationalising to adapt to the rapidly
changing conditions of neoliberalised late-modern societies and remain competitive
in highly disputed education markets. Internationality can take more or
less explicit forms, and can vary in intensity in public, semi-private and private
schools (Bonal, 2009; Vilalta, 2016). It usually involves, however, intensifying
the presence of English and other foreign languages, institutionalizing exchange
or term/year abroad programmes, and implementing international curricula
such as those offered by the International Baccalaureate Organisation (IBO),
which are increasingly gaining presence in schools worldwide (Resnik, 2012,
2015). This original ethnography explores the construction of the category international
in two elite educational institutions from a critical sociolinguistic
perspective. The focus on language(s) in processes of elitisation of education is
unique, and unexplored until now in the context of Catalonia. For a period of
three years I conducted ethnographic fieldwork in two schools in the Barcelona
area, a ‘British international’ school and a ‘Catalan international’ school. I draw
on participant observations of classes and a variety of school spaces, conversations
and interviews, linguistic landscapes, and also field notes, visual data, field documents, website data and social network data, but also language-in-education
policies to understand how semiotic regimes are transformed when becoming
international. This happens through processes of stylisation taking place at
multiple scales. My analysis shows how atmospheres, spaces, curricula and individuals
are both updated and upscaled. I have explored the nuanced dynamics
of distinction practices (Bourdieu, 1984) behind the internationalising processes
in which schools and individuals engage; who gets to access which resources;
how different participants become capitalised or decapitalised; which processes
of social categorisation take place; and what consequences this has for the social
and academic endeavours of students and schools. The stories of the schools
and their communities reveal the frenzy for capitalisation of the (upper-)middle
classes in a post-crisis Catalonia, who desire to gain access to privileged spaces
or maintain their status. An international education, and a ‘very good English’
seem to be the ultimate distinctive capital. It is attractive to the traditional local
clientele of these schools and increasingly to the global middle classes, who seek
to compete with the best hand in neoliberalised education markets. The unique
analysis of the educational strategies of the (upper-)middle classes provided
in this thesis reveals the possibilities and limitations of class advancement for
students with different stocks of capitals (Bourdieu, 1986). A deeper understanding
of such mechanisms is crucial to understand how processes of social
stratification work and emerge in the Catalan education system today.