Relevant bibliographies by topics / Youth language

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Youth language'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 June 2025

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Journal articles on the topic "Youth language"

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Mansor, Nor Shahila. "How Advertising Speaks to Consumers: A Case of Youth Language in Local Commercial Discourse." Indonesian Journal of EFL and Linguistics 6, no. 2 (2021): 353. http://dx.doi.org/10.21462/ijefl.v6i2.202.

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Like other developing countries, especially Malaysian urban youths, are continuously creating their “own language” to set themselves apart from the older generation. Referred to as Generation Z or Gen Z (post-millennials), these group of youths use slang that takes the form of code-mixing, abbreviations and ‘nonstandard variety’ of languages. First, this study aimed to reveal the patterns of youth language incorporated into local commercial discourse to attract young-adult consumers. The focus of this study is to determine how youth language is used and at the same time bring forth the different linguistic strategies employed in fashion articles. Secondly, this study investigated the perception of fellow Malaysians, especially young adults, regarding the existence of a youth language, especially code-mixing, in local fashion magazines. This was a qualitative descriptive study, but numbers and percentages were also used to support the findings. The various types of youth language patterns used were gathered based on titles of 60 commercial articles published in 3 famous local fashion magazines, namely Remaja (Youth), Keluarga (Family) and Nona (Woman). The findings showed a high usage of non-standard language and code-mixing in local advertisements. The main reason for using youth language in advertising is to attract and engage the attention of potential target consumers within the Gen Z age group. On the other hand, it was found that most respondents had positive perceptions regarding these kinds of advertisements and consider it as a good marketing skill.
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Skerrett, Allison, and Lakeya Omogun. "When Racial, Transnational, and Immigrant Identities, Literacies, and Languages Meet: Black Youth of Caribbean Origin Speak." Teachers College Record: The Voice of Scholarship in Education 122, no. 13 (2020): 1–24. http://dx.doi.org/10.1177/016146812012201302.

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Background/Context Immigrants are described as somewhat fixed in their geographical locations and activities in the world, having made a permanent move from their nation of origin to a new homeland. In contrast, transnational people are defined as those who live their lives across two or more nations and hold strong, multiple attachments to their nation-states. Frameworks of race are often centered in studies of the language and literacy practices of immigrant youth while transnational theories are typically prioritized in studies of transnational youths’ language and literacy practices. Research Questions/Participants This article explores extant research on the language and literacy practices and experiences of Black immigrant and Black transnational youth of Caribbean origin for whom the U.S. is a home. The purpose is to uncover similarities, differences, and nuances that may exist between the language and literacy practices and experiences of these populations. Research Design The extant research was analyzed through theoretical concepts such as micro-cultures, ethnoracial assignment and ethnoracial identity, raciolinguistics, and language and literacy as social practices. Findings Literacies prominent for both Black immigrant and Black transnational youth include reading, writing, the performing arts, and digital literacies. Analysis found that Black immigrant and Black transnational youth, through their language and literacy practices, undertake significant work in deconstructing Blackness as a monolithic racial category. The youths’ motivations for language and literacy use and transformation are conceptualized as efforts to make visible multiple ethnoracial identities and micro-cultural practices within an overarching racial category of Blackness. Analysis further found that Black immigrant and Black transnational youths’ experiences with racial, cultural, and linguistic discrimination lead many to subsume their original linguistic and literacy practices beneath the language and literacy practices of dominant ethnoracial groups in their new nations. In the case of Black transnationals, analysis found that they hold thick bonds to their countries of origin and new nations. Further, some transnationals have opportunities to spend extended time and employ their culturally influenced languages and literacies to a fuller degree in nations that hold appreciative perspectives on these repertoires. Such circumstances appear to promote Black transnationals’ abilities to continue developing and valuing their unique ethnoracial identities and ethnoculturally diverse language and literacy practices. Analysis further found that the multiple language and literacy practices of many Black immigrant youth are motivated by their longings to belong to diverse communities and connect to multicultural groups. However, these desires of youths’ were not oriented solely toward their new nation-states. Rather many Black immigrant youth actively seek out connection and consolidation of their homelands of origin and their new nations through language, literacy, and cultural practices. Analysis confirmed that this is a primary motivation for language and literacy development and use in transnational youth. Conclusion This article challenges the binary categories of immigrant and transnational using the cases of Black youth of Caribbean origin and their language and literacy practices. Its findings call for a more dynamic reconceptualization of the relationships among racial, immigrant, and transnational youth identities, literacies, and languages. Given the similarity of goals in the identity, language, and literacy practices of Black immigrant and Black transnational youth, this analysis argues that literacy research knowledge about Black immigrant youth can be enhanced by applying transnational as well as racial frameworks. Likewise, the article proposes that given the similarities of language and literacy goals, practices, and experiences, including racial and ethnic discrimination, shared by Black immigrant and Black transnational youth, future literacy research can undertake more explicit investigations of transnational youth's experiences through racial frameworks. The article suggests that knowledge of this kind can support scholars and educators in theorizing and designing educational spaces and curricula that enable all youth, notwithstanding their self- or other-assigned racial or sociopolitical categorization as native-born, immigrant, or transnational, to actualize while critically analyzing, the full range and diversity of their identities, languages, and literacies.
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STEPANENKO, O., V. ZAIETS, and Y. STEPCHUK. "MODERN YOUTH SLANG OF UKRAINIAN YOUTH." Current issues of linguistics and translations studies, no. 24 (June 30, 2022): 45–49. http://dx.doi.org/10.31891/2415-7929-2022-24-9.

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The article discusses the features, sources of replenishment and etymological aspects of youth slang in the modern Ukrainian language. The article provides historical aspects of the appearance of the concept of slang and changes in its meaning are given. The study identifies and describes the main varieties of this phenomenon: youth, professional, computer, criminal slang as well as slang associated with hobbies. Youth slang is classified depending on the social group and includes school, student, network, gaming, hacker, and subcultural slang. Also, the authors draw conclusions about the positive and negative aspects of the influence of slang on the state of the modern Ukrainian literary language. The study interprets slang as a relatively stable for a certain period, widely used, stylistically marked lexical layer, a component of expressive vernacular, included in literary language, heterogeneous in its sources, the degree of approximation to the literary standard with pejorative expression. The main sources of modern Ukrainian youth slang include information technology, the Internet and foreign language borrowing. It has been proven that youth slang is formed as a result of updating and enriching the language with borrowed words that young people begin to use in their own speech, trying to seem more interesting and modern to convey emotions, thoughts and attitudes to something or someone. It has been found that there are several types of slang in the way they are formed: word formation, reduction, affixation, conversion, metaphorization and borrowing. Youth slang is one of the uncodified subsystems of the modern Ukrainian language, and it is at this level that one can trace how and to what extent linguistic phenomena are related to changes in social life in society.
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Skerrett, Allison. "Languages and Literacies in Translocation." Journal of Literacy Research 44, no. 4 (2012): 364–95. http://dx.doi.org/10.1177/1086296x12459511.

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Transnational youth represent an increasing demographic in societies around the world. This circumstance has amplified the need to understand how youths’ language and literacy repertoires are shaped by transnational life. In response, this article presents a case study of a Mexican adolescent girl who immigrated to the United States and continued to participate in life in Mexico. It examines shifts in her multiple language and literacy practices that she attributed to transnational life and the knowledge she acquired from transnational engagements with languages and literacies. Data include interviews of the young woman, observations of her in a variety of social contexts, and literacy artifacts that she produced. Research on transnational youths’ language and literacy practices and theories of multiliteracies and border crossing facilitate analysis. Findings include that language and multiliteracy practices shift in interconnected ways in response to transnational life and engagements with multiple languages and literacies foster transnational understandings. Accordingly, attending to transnational youths’ multilingual as well as multiliterate practices can deepen understandings of how people recruit multiple languages, literacies, and lifeworlds for meaning making. Implications of this work are offered concerning the features of a transnational curriculum that can both draw from and build up the language and literacy reservoirs of transnational youth.
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AIT MAMA, Assiya. "The Linguistic Modernity among Youth Culture: The Moroccan Linguistic Context." Journal of English Language Teaching and Linguistics 8, no. 3 (2023): 297. http://dx.doi.org/10.21462/jeltl.v8i3.1182.

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<em>This paper seeks to examine linguistic modernity within Moroccan youth culture in the context of social interactions. The study specifically focuses on the lexical and topical aspects of linguistic practices among young individuals. The research employs a combination of questionnaires and unstructured interviews to gather relevant data, which will then be subjected to a mixed-method analysis. The qualitative aspect involves analysing recorded interviews using discourse analysis, focusing on participants' interactions and examining the linguistic components of youth language, including lexicon and distinctive topics that differentiate them from older social groups. On the quantitative side, the research measured participants' utilization of innovations, code-switching, and compared gender-related aspects of youth language. This paper delved into various aspects of linguistic modernity within youth culture, particularly focusing on lexical and topical dimensions. Concerning lexicon, the results of the study revealed that young individuals forge novel collocations by creatively employing language. They incorporate slangs, both general and internet-specific, into their speech. Moreover, these youths display a propensity for inter-sentential code-switching, utilizing multiple languages in their discourse. Notably, social media and technology emerge as predominant themes in their conversations. While youth language is a distinctive facet of their linguistic behaviours, paralinguistic practices also exemplify their generational characteristics. Likewise, the quantitative findings collectively suggest that young people in Morocco are adaptable in their language usage, often incorporating new expressions from various sources, code-switching, and displaying an interest in both Western and Asian languages.</em>
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Enright, Kerry A., Joanna W. Wong, and Sergio L. Sanchez. "Gateway Moments to Literate Identities." Journal of Literacy Research 53, no. 4 (2021): 437–67. http://dx.doi.org/10.1177/1086296x211052260.

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Drawing from theories of identity, language, and race, we conceptualize gateway moments to literate identities in high school English language arts classrooms enrolling language-minoritized youth. Gateways were interactions that afforded particular kinds of literate identities for youth. Deficit literate identities often invoked racialized language and literacy ideologies; authoritative literate identities engaged youths’ full cultural and linguistic repertoires to create and critique knowledge. Occasionally, youth enacted authoritative classroom literate identities alongside or in response to dominant deficit frames of their literate abilities during planned and spontaneous classroom interaction. We note in each type of gateway opportunities for teachers to open space for youths’ authoritative knowledge-producing literate identities. We aim to illustrate how a single instructional choice or classroom interaction ranges in effect from maintaining and reinforcing oppressive legacies and deficit literate identities to centering youth and their language and literacy repertoires in learning experiences for more socially just interactions and learning.
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Baimyrza, A. "LANGUAGE IDENTIFICATION PROCESSES OF THE YOUTH." Tiltanym, no. 3 (September 30, 2021): 28–36. http://dx.doi.org/10.55491/2411-6076-2021-3-28-36.

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The article deals with the role of the Russian language in the processes of language identification of students. The results of the sociolinguistic survey, the main objectives of which were determined based on the need to obtain information on the following aspects of the language situation: the degree of knowledge of the youth in the state, Russian and other languages; the level and nature of social preferences in relation to the use of languages in various spheres of life; the nature of social and language preferences of the young population. The review of theoretical works of Kazakhstan and foreign scientists on this subject is given. The conclusions of the study noted the significant role of the Russian language in the formation of linguistic identity, which is due not only to historical realities, in particular, the language policy conducted for a long time, as well as the conscious choice of language. The conducted studies prove that language proficiency and its use are a factor of socialization of young people and determine the style of human interaction with their social environment.
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Maciołek, Marcin, and Małgorzata Smereczniak. "Język młodzieży – perspektywa glottodydaktyczna." Poradnik Językowy, no. 3/2024(812) (May 5, 2024): 74–86. http://dx.doi.org/10.33896/porj.2024.3.5.

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As stated in the title, the article is devoted to the sociolect of youth, examined in the context of teaching Polish as a foreign, second, and heritage language. In response to the rapidly increasing number of foreign students in Poland’s schools and universiƟties, the authors investigated to what extent the indicated variety of Polish language is present in course books intended for this group of learners. The authors discuss the signifcant features of youth language with references to current research findings. They stress the challenges involved in incorporating such content into glottodidactic practice. Nevertheless, they deem it necessary due to the socialising function of youth slang and its significance in shaping young people’s identities.
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Park, Jie Y. "Responding to Marginalization." SAGE Open 7, no. 1 (2017): 215824401668491. http://dx.doi.org/10.1177/2158244016684912.

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This article offers an analysis of how refugee youths from Africa used and shifted languages and discourses in the United States. Drawing on sociocultural theories of language and utilizing ethnographic discourse and classroom observation data, the author illustrates the varied ways in which three high school–aged refugee youths used languages to make sense of who and where they are; respond to social, religious, and linguistic marginalization in the United States; and challenge narrow perceptions of African Muslims. This article brings to fore a group that, although facing a unique set of challenges in the United States, is rarely included in research on youth language practices and im/migration. Attention to their multilingual practices and the multilayered nature of their identity is central to understanding how refugee youths experience school in their new land, and how they see themselves and others. This understanding can guide school personnel, educational researchers, and community-based youth workers in their respective work with refugee students.
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Alvarez, Steven. "Translanguaging Tareas: Emergent Bilingual Youth as Language Brokers for Homework in Immigrant Families." Language Arts 91, no. 5 (2014): 326–39. http://dx.doi.org/10.58680/la201425001.

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This article reports from five years of qualitative research into the languages and literacies of language brokers during tutoring sessions between emergent bilingual elementary school students, their mothers, and homework mentors at an after-school program in New York City. Alvarez’s research explores the translanguaging practices (García, 2009; 2012) of participant youth language brokers who simultaneously translated and interpreted homework with adults. He examines translanguaging events during homework tutoring, documenting how practices such as language brokering develop tactical repertoires for youths communicating language arts assignments between their mothers, mentors, and peers. Emergent bilingual youth and their homework mentors at the after-school program involved Spanish-dominant mothers in English language activities, permitting mothers’ increased collaboration in their children’s homework assignments. Together, families and mentors worked to pool their bilingual resources in the practices of doing monolingualized homework multilingually and with meaningful involvement.
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Dissertations / Theses on the topic "Youth language"

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Jacobs, Jenny Eva. "Language Ideologies and Identity Construction Among Dual Language Youth." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703.

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Cross-cultural learning and identity formation are an under-theorized but fundamental aspect of dual language bilingual schools, where heritage speakers and English-only learners of a foreign language are educated together through immersion in both languages (Parkes, Ruth, Anberg-Espinoza & de Jong, 2009; Reyes & Vallone, 2007). Previous research on dual language programs has shown that despite careful program designs to treat each language equally, asymmetries between Spanish and English still play out even in well-implemented programs (Palmer, 2004; Potowski, 2005). Observation of such inequalities at the Espada School, a highly successful Spanish/English dual language school, spurred the current study, which seeks to explore in greater depth the language ideologies held by youth in such a setting. In-depth interviews and group discussions were conducted with six middle school students who had attended the school for eight years. Drawing on Foucauldian discourse analysis and sociocultural linguistics (Bucholtz & Hall, 2005; Willig, 2009), the study sought to answer the following questions: 1) What discourses do bilingual youth at a dual language middle school draw on to talk about Spanish and English, and about speakers of each language? 2) How do they deploy these discourses of language for identity-building and world-building? Three discourses of language were identified. The first, language as utilitarian, emphasizes the functional or practical use of language as a resource or tool. The second, language as internal, constructs language as a skill, proficiency, quality or accomplishment that is located inside the individual person. The last, language as connecting or excluding, treats language as a means of relationship-building and understanding or as leading to division between people. Analysis reveals the ways that these discourses were deployed in different ways by each participant to construct their own identities with respect to their future, their everyday language interactions and their perceptions of the relationship between language and ethnicity. The study contributes to a theoretical understanding of ethnolinguistic and sociocultural identity formation from a youth perspective. Recommendations are also made for dual language educators interested in expanding the discourses of language available to students as one way of countering the lower status of Spanish.
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Ngenkaew, Wachuree. "Thai youth, globalisation and English language learning /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18360.pdf.

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Putra, Kristian Adi. "Youth, Technology and Indigenous Language Revitalization in Indonesia." Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932510.

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<p> The three studies in this dissertation were carried out with the intention of showing how Indigenous communities in critically endangered language settings can &ldquo;bring their language forward&rdquo; (Hornberger, 2008) by encouraging Indigenous youth participation and integrating technology into Indigenous language revitalization efforts in and out of educational settings. Indigenous youth play a pivotal role in determining the future of their languages (McCarty, et. al, 2009). However, youth are often situated in contexts where they no longer have adequate supports to learn and use their Indigenous languages (Lee, 2009; McCarty, et.al, 2006; Romero-Little, et.al, 2007; Wyman et al, 2013) and Indigenous languages are continuously marginalized and unequally contested by other dominant languages (Tupas, 2015; Zentz, 2017). The study within was situated in a multilingual and multicultural urban area in Indonesia marked by complex dynamics of language shift and endangerment in and out of school settings, where the teaching of Indigenous language at school was managed by the local government and limited as a subject to two hours a week. However, the study also documented multiple existing and potential resources for language revitalization, and demonstrated possibilities for building language revitalization efforts on youth language activism and the availability of technology in and out of schools. In the first study, I examined the implementation of Lampung teaching in schools in Bandar Lampung, looking at the outcomes, challenges, and achievements of existing programs, and available resources for further developing and improving the programs. In the second study, I present ethnographic vignettes of three Indigenous youth and young adult language activists from three different Indigenous communities in Indonesia, highlighting how study participants initiated wide-ranging language activist efforts, and suggested new ways to encourage other youth to participate in Indigenous language revitalization. In the third study, I invited eight young adult language activists to share their stories of language activism with students in three Lampung language classrooms in Bandar Lampung, Indonesia, and help facilitate students&rsquo; Lampung language learning and use in online spaces together with Lampung language teachers. In the three studies, I triangulated quantitative data from sociolinguistic surveys and writing and speaking tests with qualitative data from interviews, focus group discussions, observations and documentation of language use in on and offline contexts. Overall findings from the three studies show how positioning youth and young adults as a resource (Wyman, et. al, 2016), and building on young peoples&rsquo; engagement with contemporary technology as a tool (Thorne &amp; Reinhardt, 2008; Reinhardt &amp; Thorne, 2017), can help youth learn, use and advocate for their Indigenous languages, offering hope for supporting language vitality in the future. Findings also demonstrate the potential for top down and bottom up language planning initiatives (Hornberger, 2005) to support youth Indigenous language learning and use beyond classroom settings, and encourage youth participation in community efforts to reverse language shift.</p><p>
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Leong, Si Kei. "Profane language of juveniles in Macao Youth Correctional Institution." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1637018.

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Allen, Dawn 1963. "Language, identity, and integration : immigrant youth 'made in Quebec'." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84983.

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This study explores the relationships between the integration experiences of adolescent newcomers in one francophone secondary school in Montreal and the current policies and programs related to educational integration. The research draws on observations and participants' descriptions and insights to address three principal questions: How is integration experienced by adolescent newcomers in a francophone school in Montreal? How do these students' experiences inform our understanding of the relationships among host (second) language learning/teaching, integration, and identity construction? What are the implications of these newcomer students' integration experiences for educational theories, policies and programs/practices that target such newcomers? These questions emerge from a consideration of theories of identity construction current in a variety of disciplines.<br>The study offers an overview of Quebec's past and present immigration and integration policies and programs. It considers those policies in light of identity theory and, more specifically, focuses on the relationships between language learning, integration, and identity in the experience of adolescent immigrants within a francophone secondary school in Montreal. Based on interviews and participant observation conducted over 15 months, the study describes the ways in which the participants' integration and identity are shaped by school discourses and the standardizing imperative of most North American educational institutions. Findings suggest that the participants resist the school's discourses in order to assert themselves dialogically and relocate their sense of identity in their host society. However, the dialogic relationships that the students are able to establish with and within the school discourses are imbalanced, leaving several students to feel dislocated both physically and psychically throughout the study. The study indicates that a distributed notion of the Self might improve theory, policy, and pedagogy related to newcomer integration. Finally, specific suggestions are made for building on current educational-integration research and practice.
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JAREK, MARCIO. "LIFE CONSTELLATION: POLITICS AND LANGUAGE IN WALTER BENJAMIN YOUTH." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33739@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>PROGRAMA DE DOUTORADO SANDUÍCHE NO EXTERIOR<br>Esta tese trata da apresentação de uma ideia de vida nos escritos de juventude de Walter Benjamin. Esse período do pensamento do autor é reconhecido pelos seus críticos como sendo o de uma metafísica da juventude e liga-se a um conjunto complexo de influências. Nesse contexto, essa pesquisa ressalta o diálogo intermitente do autor com as diversas manifestações das chamadas filosofias da vida. Esse diálogo foi pouco estudado pelos pesquisadores de sua obra, mas torna-se indispensável para a compreensão mais adequada das consagradas teorias do filósofo relacionadas à linguagem e à política. Destaca-se como procedimento de pesquisa a leitura profunda dos escritos do pensador para a retirada de elementos que sirvam à construção de uma constelação de conceitos ligados à ideia de vida. Assim, este trabalho se inicia com a avaliação das discussões de Benjamin sobre a vida dos estudantes no contexto de reforma da vida na Alemanha do início do século XX e tenta compreender a relação da vida com a noção de tarefa infinita. Na sequência, a pesquisa dedica-se aos trabalhos do autor que versam sobre crítica literária e teoria da tradução para avaliar o modo como a vida, em sua relação com a linguagem, pode ser compreendida como forma. Essa tarefa serve igualmente para a avaliação da perspectiva do autor de defesa da sobrevivência da vida na história. Em seu último capítulo, este estudo trata das excêntricas leituras de Benjamin sobre a relação entre o problema psicofísico e a compreensão da política, na qual vigoraria a ligação recíproca entre história e vida. É nessa direção que se situa a crítica de Benjamin ao poder sobre a mera vida e à definição mítica desta como o paradigma para toda a vida.<br>This thesis presents an idea of life in the youthful writings of Walter Benjamin. This period of the author s thinking is acknowledged by his critics as of a metaphysics of youth and it is connected to a complex set of influences. In this context, this research highlights the author s intermittent dialog with the various manifestations of the so-called philosophies of life. This dialog has been little studied by researchers of his work, but it is essential for a more appropriate understanding of the philosopher s acclaimed theories related to language and to politics. The deep reading of the thinker s writings stands out as a research procedure for taking out elements that can be suited for building a constellation of concepts connected to the idea of life. Therefore, this work begins with the analysis of Benjamin s discussions over the students life in the context of life reformation in Germany in the beginning of the 20th century and tries to apprehend the association of life with the notion of endless task. Subsequently, the research approaches the author s works that discuss literary criticism and translation theory in order to evaluate how life, in its relationship with language, can be understood as a form. This task is also suited for the evaluation of the author s perspective regarding the preservation of a survival of life in history. In its final chapter, this study deals with Benjamin s eccentric readings on the relationship between the psychophysical problem and the comprehension of politics, in which the reciprocal bond between history and life would prevail. It is established in this direction Benjamin s criticism to power over mere life and to its mythical definition as a paradigm to whole life.<br>Cette thèse porte sur la présentation d une idée de vie dans les écrits de jeunesse de Walter Benjamin. Cette période de la pensée de l auteur est reconnue par ses critiques comme celle d une métaphysique de la jeunesse et se lie à un ensemble complexe d influences. Dans ce contexte, cette étude met en évidence le dialogue intermittent de l auteur avec les diverses manifestations des soi disant philosophies de vie. Ce dialogue a été peu étudié par les chercheurs de son travail, mais il est essentiel pour la compréhension la plus appropriée des théories consacrées du philosophe liées au langage et à la politique. On distingue comme procédure de recherche la lecture approfondie des écrits du penseur afin d enlever des éléments qui servent à construire une constellation de concepts liés à l idée de vie. Ce travail commence par l évaluation des discussions de Benjamin sur la vie des étudiants dans le cadre de la réforme de vie en Allemagne au début du XXe siècle et cherche à comprendre la relation entre la vie et la notion de tâche infinie. En outre, la recherche est consacrée aux oeuvres de l auteur s agissant de la critique littéraire et de la théorie de traduction pour évaluer la façon dont la vie, dans sa relation avec le langage, peut être comprise comme forme. Ce travail sert également à l évaluation de la perspective de l auteur de protection de la survie de la vie dans l histoire. À la fin, cette étude porte sur les lectures excentriques de Benjamin sur la relation entre le problème psychophysique et la compréhension de la politique, dans laquelle le lien réciproque entre l histoire et la vie se ferait valoir. Et c est dans cette direction que l on place la critique de Benjamin au pouvoir sur la simple vie et à la critique de la définition mythique de celle-ci comme le paradigme pour toute la vie.
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Strizhkova, Maria. "Youth slang as the language of modern teen communication." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13168.

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Collins, Cameron Kirkland Hooper Stephen R. "Language functioning and youth with conduct problems a meta-analysis /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,422.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (School Psychology)." Discipline: Education; Department/School: Education.
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Williams, Tennessee, and Katherine Weiss. "Sweet Bird of Youth (Student Editions)." Digital Commons @ East Tennessee State University, 2014. https://www.amzn.com/B00MUJDKFQ.

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Sweet Bird of Youth is Tennessee William's atmospheric play of 1959 about Chance Wayne, the one-time heart-throb of his hometown who returns hoping to break into the movies and find the girl he loved in his youth. Accompanied by faded movie star, Alexandra Del Lago, grieving in a haze of drugs and alcohol for her lost youth, he discovers that time is shortly to catch-up with him and wreak a terrible retribution for his past actions. In its exploration of corruption, ageing and the effects of time, the play offers a magnificent study of the dark side of the American dreams of youth and fame.This Student Edition provides an extensive introduction and notes by Katherine Weiss. The introduction includes a chronology of Williams' life and times, a summary of the plot, commentary on the characters, themes, language and context, and a production history of the play. Together with questions for further study and notes on words and phrases from the text, this is the essential edition of the play for students of literature and drama.<br>https://dc.etsu.edu/etsu_books/1184/thumbnail.jpg
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Melissa, Cook. "Learn the language : understanding the needs of young people outside the school system with mental health issues /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17393.pdf.

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Books on the topic "Youth language"

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Zhou, Xuelin. Youth Culture in Chinese Language Film. Routledge, 2016. http://dx.doi.org/10.4324/978131559124.

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Drummond, Rob. Researching Urban Youth Language and Identity. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73462-0.

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Nassenstein, Nico, and Andrea Hollington, eds. Youth Language Practices in Africa and Beyond. DE GRUYTER, 2015. http://dx.doi.org/10.1515/9781614518525.

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Wigglesworth, Gillian, Jane Simpson, and Jill Vaughan, eds. Language Practices of Indigenous Children and Youth. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-60120-9.

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

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

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

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Dalzell, Tom. Flappers 2 rappers: American youth slang. Dover Publications, 2010.

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Dalzell, Tom. Flappers 2 rappers: American youth slang. Dover Publications, 2010.

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Dalzell, Tom. Flappers 2 rappers: American youth slang. Merriam-Webster, 1996.

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Book chapters on the topic "Youth language"

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Stæhr, Andreas Candefors, Janus Spindler Møller, and Marie Maegaard. "Youth language." In Handbook of Pragmatics. John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/hop.25.you1.

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Jonsson, Rickard, Henning Årman, and Tommaso M. Milani. "Youth language." In The Routledge Handbook of Linguistic Ethnography. Routledge, 2019. http://dx.doi.org/10.4324/9781315675824-19.

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Drummond, Rob. "Manchester Youth Language." In Researching Urban Youth Language and Identity. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73462-0_6.

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Guijarro-Fuentes, Pedro, and Theodoros Marinis. "9. Voicing language dominance." In Bilingual Youth. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/sibil.42.14gui.

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Gadelha, Sandra, and Claudiana Alencar. "Youth." In Critical Reflections on the Language of Neoliberalism in Education. Routledge, 2020. http://dx.doi.org/10.4324/9781003111580-25.

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Carter, Candice C., and Linda Pickett. "Language Usage." In Youth Literature for Peace Education. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137359377_4.

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Hasebrink, Uwe. "English, Youth, and Media Environments." In Language Policy. Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-36894-8_6.

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Maegaard, Marie. "Youth, language and place." In The Routledge Handbook of Language and Youth Culture. Routledge, 2023. http://dx.doi.org/10.4324/9781003166849-31.

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Paris, Django, and Lorena Gutierrez. "Youth Language in Education." In Language Policy and Political Issues in Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02320-5_23-1.

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Paris, Django, and Lorena Gutierrez. "Youth Language in Education." In Language Policy and Political Issues in Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02344-1_23.

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Conference papers on the topic "Youth language"

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Ashrafi, Arifa, Viktor S. Mokhnachev, Diem H. Chung, Ali Makhmud, and Waseem Bacha. "Multilingual Sign Language Dictionary Development for Clinical Use." In 2025 7th International Youth Conference on Radio Electronics, Electrical and Power Engineering (REEPE). IEEE, 2025. https://doi.org/10.1109/reepe63962.2025.10970922.

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Li, Lishan, and Xiaoying Xu. "Multiple Patterns of Merging Guangzhou Cantonese Tones in Production and Perception: Study on Youth Groups." In 2024 IEEE 14th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2024. https://doi.org/10.1109/iscslp63861.2024.10800304.

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Kravtsov, Andrew N., and Boris S. Goryachkin. "Integration of Large Language Models for Autonomous Navigation of a Mobile Robot." In 2025 7th International Youth Conference on Radio Electronics, Electrical and Power Engineering (REEPE). IEEE, 2025. https://doi.org/10.1109/reepe63962.2025.10971154.

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Lovtsov, Vladimir A., and Maria A. Skvortsova. "Automated Mobile Operator Customer Service Using Large Language Models Combined with RAG System." In 2025 7th International Youth Conference on Radio Electronics, Electrical and Power Engineering (REEPE). IEEE, 2025. https://doi.org/10.1109/reepe63962.2025.10971107.

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Ashrafi, Arifa, Viktor S. Mokhnachev, Mohammed H. Uvaysov, and Evgenii P. Medvedev. "Integrating Computing and Analysis in the Development of Interactive Quizzes for Sign Language Learning." In 2025 7th International Youth Conference on Radio Electronics, Electrical and Power Engineering (REEPE). IEEE, 2025. https://doi.org/10.1109/reepe63962.2025.10971083.

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Yusupova, Lyalya Gaynullovna, and Gulgena Kharisovna Kazykhanova. "About youth German language functioning." In IV International Research-to-practice Conference. TSNS Interaktiv Plus, 2015. http://dx.doi.org/10.21661/r-9163.

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Kandan, B. A. "Anglicisms in French using the example of the IT sector." In Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-43.

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Loan words are present in many languages of the world. The most common language to-day is English, from which most borrowings originate. The French language also contains a large number of anglicisms. The development of information technology has led to the emergence of new words and terms that are quickly entering other languages, including French.
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Chernyshova, P. V. "History and development of the German language." In Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-82.

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This article provides an overview of the evolution and development of the German language from the Proto-Germanic period to the present day. The key stages and features of the language's development, its influence on culture and literature, and its role in various fields such as science, art and business are outlined. Grammatical features, the diversity of dialects, and the importance of German as a means of international communication and cultural heritage are covered.
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Yao Song. "The Role of the Classical Chinese Language in Teaching Chinese as a Foreign Language." In IV Международный научный форум "Наследие". SB RAS, 2023. http://dx.doi.org/10.25205/978-5-6049863-1-8-134-138.

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The practical task of a Chinese language teacher is to teach students to communicate on everyday and social topics, to read youth magazines and political publications (naturally, with the help of a dictionary), to teach the ethics of computer correspondence in order to enable Russian-speaking students to find friends to communicate among Chinese youth. With the correct assimilation of the classical language, after 1-2 years of classes, students will be able to read and translate texts from magazines and newspapers, using a conversational dictionary at a minimum.
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Atyakshin, R. A. "Neuroscience of language acquisition: Understanding how the brain learns English as a second language." In Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-14.

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The article explores the neuroscience of language acquisition and its significance for understanding how the brain learns English as a second language, how the brain processes and recognizes speech intonation, understands complex structures and meanings of sentences, and perceives oral and written speech.
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Reports on the topic "Youth language"

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Lavadenz, Magaly, Linda R. G. Kaminski, and Elvira G. Armas. California’s Treasures: Supporting Superdiverse Youth through Research, Policy and Practice. Center for Equity for English Learners, 2025. https://doi.org/10.15365/ceel.policy.16.

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This research and policy brief provides an overview of the Center for Equity for English Learner’s Superdiverse Adolescent Multilingual Learners Resource Guide. The publication follows the Global California 2030 call to recognize and promote the home languages and cultures of English Learners as valuable resources to increase multilingualism within the state. The term “Superdiverse” is used to acknowledge the many facets of diversity that make up the identities of English/Multilingual Learners in addition to the breadth of linguistic diversity encompassed within their language journeys. Twenty-six English/Multilingual Learners between grades seven and twelve were interviewed about their school experiences as culturally and linguistically diverse adolescents. These students represent a vast array of diverse identities and language typologies from across California, and Superdiverse Adolescent profiles were created for each participant in addition to analysis of the interviews. Six of these profiles are presented in this brief to highlight the key aspects of Superdiverse student experiences, including advocacy, the importance of language support, the value of welcoming environments, multilingual pride, and cultural identity. Additionally, student insights from the interviews were compiled into three thematic modules of support for Superdiverse youth in education: (1) School Culture and Climate, (2) Culturally and Linguistically Sustaining Education, and (3) Systems of Excellence. These modules, their corresponding elements, and relevant research are presented along with educational policy recommendations at the state, district, and school level, as well as for educator preparation programs.
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Hasan, Mubashar. The Language of Youth Politics in Bangladesh: Beyond the Secular-Religious Binary. RESOLVE Network, 2017. http://dx.doi.org/10.37805/bgd2017.5.

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McDonald, Sophia. ECMI Minorities Blog. Stirring the Pot: Kneecap, Radical Politics and Nurturing the Irish Language. European Centre for Minority Issues, 2024. http://dx.doi.org/10.53779/erkp1374.

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Northern Irish hip hop group Kneecap have been causing controversy as they have rose to fame. At the core of their music is the fight to keep the Irish language alive. They have made waves in music scenes across the world and in doing so, they have given young Northern Irish people a voice when representation has become so important. However, they satirise Unionist politics and for some, stir up painful memories of violence which plagued Northern Ireland up until the 1990s. This blogpost explores Kneecap’s provocative politics and their fight for Irish language rights in Northern Ireland via controversial performances, imagery and lyrics. Speaking to the post-peace generation, Kneecap have been injecting energy into Irish speaking youth, but is their approach making new progress or turning back the clock?
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Lundström, Christina, Elin Wärm, Margherita Caggiano, and Mayte Gallego. Good examples of soil education for youth to increase soil literacy. Department of Soil and Environment, Swedish University of Agricultural Sciences, 2025. https://doi.org/10.54612/a.2bqc5135bc.

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One of eight aims of the EU Mission Soil, is to increase soil literacy in society. One way to do that would be to reach out to teachers and inspire them to involve soil topics in their teaching. Therefore PREPSOIL Task 6.2 aimed to identify good examples of soil education and learning activities for youth and communicate them with teachers and pedagogic representatives across Europe. During 2023 and 2024 teachers were invited to share their good examples on soil education targeting primary, secondary and vocational training pupils. A committee which consisted of three teachers, one soil scientist and one pedagogy actor selected winners and runners up from selected finalists. All in all, the two calls received more than 50 submissions, with a broad range of examples of natural, urban and agricultural soils in interdisciplinary learning (science, humanities, etc) using multiple senses. We conclude that a lot of interesting and inspiring pedagogy work concerning soils are happening in Europe! The challenge to reach the intended teachers to share their work proved to a challenge, despite reaching through known networks and channels at national pedagogic and teacher contact points. Knowledge about the national school context and cooperation with wellknown and reputable actors, whose communication channels as well as communication in national language can help promotion and sharing of good teaching examples across Europe.
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Hernandez, Laura E., and Eddie Rivero. Striving for relationship-centered schools: Insights from a community-based transformation campaign. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/621.856.

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Research shows that youth who have positive connections with adults at their schools demonstrate higher levels of motivation, self-esteem, and prosocial behavior than their peers in less relationship-centered contexts. Relationship-centered schools also enable a range of positive student academic outcomes, including increased attendance, graduation rates, achievement on English language arts and math assessments, and college-going rates.This report focuses on one relationship-centered high school transformation effort—the Relationship Centered Schools (RCS) campaign, a youth-led effort supported by the community-based organization Californians for Justice (CFJ). Through interviews with CFJ organizers, district and school leaders, practitioners, and current and former youth organizers, this report highlights examples of uptake in two settings—the Long Beach Unified School District and Fresno’s McLane High School. The cases demonstrate how local schools and districts have furthered relationship-centered schooling, the conditions and factors that have enabled or hindered RCS work, and the emerging impacts of RCS efforts on practice and policy.
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Hunter, Janine. Street Life in the City on the Edge: Street youth recount their daily lives in Bukavu, DRC. StreetInvest, 2022. http://dx.doi.org/10.20933/100001257.

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Bukavu, a city on the shores of Lake Kivu on the eastern edge of the Democratic Republic of the Congo (DRC), is home to over one million people, many displaced by poverty and the consequences of armed conflicts that continue to affect the east of the country. More than 10,000 street children and youth live here in street situations. 19 street youth helped to create this story map by recording all the visual data and sharing their stories about their daily lives. The story map includes 9 sections and 2 galleries showing street children and youth’s daily lives in Bukavu and the work of Growing up on the Streets civil society partner PEDER to help them. Chapters include details of how street children and youth collect plastics from the shores of Lake Kivu to sell, they cook, and share food together, or buy from restaurants or stalls. Young women earn their living in sex work and care for their children and young men relax, bond and hope to make extra money by gambling and betting. The original language recorded in the videos is Swahili, this has been translated into English and French for the two versions of the map.
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Wøien Meijer, Mari, Elin Cedergren, and Hjördís Guðmundsdóttir. From Fields to Futures: 40 action points for rural revitalisation - Nordic Rural Youth Panel 2023. Nordregio, 2023. http://dx.doi.org/10.6027/r2023:131403-2503.

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The Nordic Rural Youth Panel has synthesized a report outlining 40 actionable recommendations for making rural areas in the Nordic region more attractive for young people. This paper addresses the ongoing trend of young people moving to cities, highlighting the need for better public transportation, a variety of housing options, and education that connects to local job markets in rural areas. The panel wants to change the common view that success and a good life can only be found in cities, showing instead that rural areas have a lot to offer. The report expands on several key areas: - Transportation: Young people in rural areas need easy and affordable access to public transit and various local travel options to support a fair transition to green transport. - Housing: There's a need for affordable and diverse housing, ensuring young people have good options for both renting and buying that meet their needs, and are linked to local services and community activities. - Education and employment: Young people need access to education at all levels in rural areas, with clear paths from education to local jobs, including options for remote work. - Health and recreation: There should be safe spaces for discussions about mental and physical health, as well as access to places for sports and other activities. - Community and social life: Funding is needed for public spaces and activities that bring people together, helping to create strong community ties. - Inclusion: Policies and discussions need to be accessible and relevant to young people, using their language and platforms to ensure they can actively participate and feel valued. Developed with input from 25 young people across the whole Nordic region, the panel’s recommendations provide a direct and valuable perspective for policymakers. It serves as a guide for creating appealing, dynamic, and sustainable rural communities, ensuring young people are at the centre of these efforts.
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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.
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Isaacs, Robert. A Lifelong Journey in Aboriginal Affairs and Community: Nulungu Reconciliation Lecture 2021. Edited by Melissa Marshall, Gillian Kennedy, Anna Dwyer, Kathryn Thorburn, and Sandra Wooltorton. Nulungu Research Institute, The University of Notre Dame Australia, 2021. http://dx.doi.org/10.32613/ni/2021.6.

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In this 2021 Nulungu Reconciliation lecture, Dr Robert Isaacs AM OAM will explore the meaning of reconciliation and the lessons of his personal journey in two worlds. As part of the Stolen Generation, and born at the dawn of the formal Aboriginal Rights Movement, this lecture outlines the changing social attitudes through the eyes of the lived experience and the evolving national policy framework that has sought to manage, then heal, the wounds that divided a nation. Aspirations of self-determination, assimilation and reconciliation are investigated to unpack the intent versus the outcome, and why the deep challenges not only still exist, but in some locations the divide is growing. The Kimberley is an Aboriginal rights location of global relevance with Noonkanbah at the beating heart. The Kimberley now has 93 percent of the land determined through Native Title yet the Kimberley is home to extreme disadvantage, abuse and hopelessness. Our government agencies are working “nine-to-five” but our youth, by their own declaration, are committing suicide out of official government hours. The theme of the Kimberley underpins this lecture. This is the journey of a man that was of two worlds but now walks with the story of five - the child of the Bibilmum Noongar language group and the boy that was stolen. The man that became a policy leader and the father of a Yawuru-Bibilmum-Noongar family and the proud great-grandson that finally saw the recognition of the courageous act of saving fifty shipwrecked survivors in 1876.
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Ertanowska, Delfina. Media offer for Ukrainian children and teenagers in former Yugoslavia countries. Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11403.

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The article discusses the media offer addressed to children and youth from the Ukrainian national minority in the former Yugoslavia countries. The content, languages of publications and forms of publication were analyzed. In addition to traditional paper press and periodicals, the content published in digital form, in social media such as Facebook, Instagram, were also analyzed.
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