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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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Rivaldo, Brema. "Interest of Youth of the Batak Karo Protestant Church (GBKP) Cikarang in Using Regional Language Communication." Advances In Social Humanities Research 2, no. 10 (2024): 1104–16. http://dx.doi.org/10.46799/adv.v2i10.291.
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This study examines the interest of the youth of the Batak Karo Protestant Church (GBKP) Cikarang in the use of regional language communication. There is a phenomenon of the lack of interest of GBKP youth in using regional languages ??in communicating. Regional languages ??play an important role in describing cultural identity. Along with the shifting developments in the era of globalization, the interest in using regional languages ??will gradually be replaced by contemporary languages ??that change the way of communication between fellow GBKP Cikarang youth. The purpose of this study was to determine the interest of GBKP youth in using Karo language in the era of globalization. The research method used Qualitative research. The location of the research was at the GBKP Cikarang Church, West Java. Data collection techniques used interviews, observation, and documentation. This study used the Ethnolinguistic Vitality Theory to determine the factors influencing the use of regional languages. The results of the study showed that: (1) the interest of GBKP youth in using Karo language in Cikarang experienced a real decline, this finding also revealed that interest was not completely lost, because GBKP youth were more pressured by an irregular or changing environment. (2) factors that influence the use of Karo language in communicating the role of family, environment and the era of globalization and the demands of the times. The use of Karo language among GBKP youth in Cikarang, West Java, has experienced a significant decline. Although there are variations in the understanding and use of Karo language depending on family background, place of residence and social interaction, in general the interest of GBKP youth in using their mother tongue has declined.
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Baiteliyeva, Zhanar. "LANGUAGE CONTACTS IN KAZAKHSTAN: THE LANGUAGE OF MULTILINGUAL YOUTH." Bulletin of the Eurasian Humanities Institute, Philology Series, no. 1 (March 24, 2022): 12–20. http://dx.doi.org/10.55808/1999-4214.2022-1.02.
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This article examines the condition of language contacts in Kazakhstan. In particular, the issue of language contacts in higher educational institutions, where the main disciplines related to the majors in the country are taught in English. Now the number of such educational institutions is growing. In order to predict the occurrence of language contacts in these institutions, the degree of their influence on each other in the future, first of all, a study and analysis of students’ conversations in real situations were carried out. Research questions are: What languages do students want to use in different situations, and how do different situations affect their language choices? How and in what direction does the use of languages change during a conversation? The main goal of the study is to determine the functions of the Kazakh, Russian and English languages, which are currently widely used in Kazakhstan. Moreover, the study aims to find out how (how often) and where Kazakhs who graduated from Kazakh schools can use these languages. By responding to these questions, the author analyzes the reasons why young people use different languages in different situations.
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Cao, Yuning. "Reexamining Japanese youth language." Journal of Japanese Linguistics 38, no. 1 (2022): 119–44. http://dx.doi.org/10.1515/jjl-2022-2053.
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Abstract This paper investigates Japanese youth language (abbreviated as “YL” thereafter) from a sociolinguistic approach and discusses whether the terminology itself is felicitous in capturing the group of words or the users it claims to be capturing by focusing on YL usage in real life and collected latest data featuring top-ranking YL words in 2018 and 2019. A closer examination of YL reveals that the usage not always matches users’ age, and that the terminology itself suggests an outsider view, creating a misconception that only young people use it. It is thus argued that age is not the correct label to define YL, and that various types of YL words exist under this umbrella notion that are used in different communities for various purposes. This article intends to promote a more comprehensive and objective understanding of YL.
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Awez, Darya J. "Youth Programming through Language." Koya University Journal of Humanities and Social Sciences 6, no. 2 (2024): 95–104. http://dx.doi.org/10.14500/kujhss.v6n2y2023.pp95-104.
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This research is a critical and practical study. In this context, we try to discuss some of Dldar’s poems, which can be read within the framework of the neurolinguistics program to influence Kurdish youth. The research material consists of some of the poetic texts by Dldar that we consider to be appropriate examples for the subject that we want to discuss, and this is the reason that led us to have this title for the research. In this research, we endeavor to find the relationship between language and mind in the poems. The poems appear as a kind of advice in which the poet wants to have influence on Kurdish youth during the time they were written and even later, and this is a kind of programing which is considered as the main task of neurolinguistics program. From now on, this subject will be further clarified through the introduction of the concepts and the terms. This research consists of two sections; the first section is about (neurolinguistics in terms of concepts and terms). This section clarifies language, poetic language, concepts and the term of neurolinguistics as a new science in the field of linguistics. The second section entitled (Youth Programing Through Neurolinguistics-Dldar Poems as Examples) analyses all the poetic samples by the great Kurdish poet that we consider to have a kind of programing Kurdish youth through using a special poetic language, this comprises the core of our research. The research concludes with the results and the list of references, the abstract of the research is written in English and Arabic as well.
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BUCHOLTZ, M. "LANGUAGE AND YOUTH CULTURE." American Speech 75, no. 3 (2000): 280–83. http://dx.doi.org/10.1215/00031283-75-3-280.
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Awal, Abdul. "Youth Language in Bangladesh." Dialogica. Revistă de studii culturale și literatură, no. 1 (May 2025): 35–42. https://doi.org/10.59295/dia.2025.1.04.
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This study explores the dynamic and evolving nature of the youth language in Bangladesh, examining both the linguistic features and the perceptions of young people about their language usage. Using a mixed-method approach, the research combines qualitative analysis of linguistic innovations with quantitative data gathered through surveys. The findings reveal significant changes in language practices among Bangladeshi youth, including the adoption of new slang, the mixing of codes with English and Hindi, and the creation of unique expressions that reflect modern values and technological influences. The study also highlights the positive perceptions of youth language in enriching cultural diversity and fostering effective communication among peers, while noting resistance to its acceptance in formal settings. The implications underscore the importance of understanding youth language as a significant cultural phenomenon with sociolinguistic impacts on identity, communication, and language evolution in Bangladesh.
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XEGA, Edlira, and Juliana ÇYFEKU. "YOUTH LANGUAGE: EXPLORING ATTITUDES AND PERCEPTIONS OF ALBANIAN STUDENTS TOWARD THESE NEW LINGUISTIC PATTERNS." Ezikov Svyat (Orbis Linguarum) 23.1, ezs.swu.v.23.1 (2025): 69–80. https://doi.org/10.37708/ezs.swu.bg.v23i1.7.
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This study explores the complexities of youth language within the Albanian context, focusing on students’ insights and perspectives regarding these linguistic patterns in their everyday communication. It gives a general view on Albanian youth's “New languages”, by ground-working a theoretical framework of this social organization of conversation within this age group. Drawing upon sociolinguistic theories and methodologies, the research seeks to illuminate the nuanced interplay between language, culture, and identity among Albanian youth. A mixed-methods approach incorporating a questionnaire and qualitative interviews collected data from a diverse sample of students at the University of Korça City, Albania. The students come from diverse educational backgrounds, bringing different attitudes and perceptions about the language they use within their peer groups and about the influence youth language has on the standard language. The findings underscored a multifaceted landscape of insights into youth language among Albanian students. While some participants viewed youth language as a dynamic expression of contemporary youth culture, others perceived it as a degradation of the Albanian language or a barrier to effective communication. Furthermore, the study revealed that perceptions of youth language were deeply intertwined with broader sociocultural dynamics, including notions of social identity, peer influence, and globalization. In conclusion, this study serves as a catalyst for further exploration of youth language dynamics in the Albanian context, highlighting the need for interdisciplinary approaches that integrate linguistic, sociocultural, and educational perspectives. By focusing on the voices and experiences of Albanian youth, this research endeavors to enrich our understanding of language as a dynamic site of cultural negotiation and identity construction in contemporary Albanian society.
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Jhatial, Zeeshan, and Jasia Khan. "Language Shift and Maintenance: The Case of Dhatki and Marwari Speaking Youth." Journal of Communication and Cultural Trends 3, no. 2 (2021): 59–76. http://dx.doi.org/10.32350/jcct.32.03.
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Many languages are endangered or facing extinction in this rapidly globalized world. A major cause of language death across the world is language shift (Dweik & Al-Refai, 2015; Campbell, 1994). Pakistan is home to various ethnicities and languages. Many indigenous languages are spoken in Pakistan; however, with English being the official language and Urdu being the national language, many minority languages face the risk of extinction, as language shift towards the more dominant languages occurs in the indigenous communities of the country. This paper aims to investigate the process of language shift and language maintenance among Dhatki and Marwari speaking youth living in Hyderabad, Pakistan. The participants were students and recent graduates of the University of Sindh, Jamshoro. A total of 10 Dhatki speakers and 10 Marwari speakers were interviewed for this study. Semi-structured interviews were administered to collect in-depth information about their language proficiency, language use in various domains, language representation and language attitude. The findings of the study revealed that Dhatki and Marwari languages are used in home settings for various functions. These indigenous languages, however, are not used in educational institutions. Moreover, traditional and digital media representation of these languages is quite limited. Dhatki and Marwari speaking youth, nonetheless, are proud of their ethnic and linguistic heritage and continue to make efforts to maintain their language in various domains.
 Keywords: Dhatki, language maintenance, language shift, Marwari, youth
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Nalliannan, Pawathy, Thanalachime Perumal, and Stefanie Pillai. "Language Use Among Malaysian Tamil Youth." Sustainable Multilingualism 19, no. 1 (2021): 69–93. http://dx.doi.org/10.2478/sm-2021-0014.
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Summary Most studies on the language use of Malaysian Tamils focus on the upkeep of the Tamil language. There is, however, a dearth of investigations into language use in a multilingual context among the younger generation of speakers. The present study aims to fill this gap by using Fishman’s (1972) domain model to examine the language used by Tamil youth in intra-group communication in seven domains. Data were collected from 109 questionnaires, 42 audio-recordings of natural conversations and 40 interviews. The findings revealed that in four domains, which were the family, friendship, religion, and neighbourhood, Tamil is used more frequently. The highest usage of the language is predominantly among friends. However, there was a decreasing use of Tamil in the family domain among the younger generations with many married participants claiming to use English rather than Tamil as the home language. This does not bode well for the maintenance of Tamil as a first language in the future. The findings show how participants’ use of Tamil, English and Malay is linked to concepts of identity, solidarity, and their perceptions of these languages. The findings also point to the development of a localised variety of Tamil reflective of the Malaysian cultural landscape.
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Syamsuddin and Mochammad Muchhlis Romadon. "Youth Gang Names in Palu City." Pulchra Lingua: A Journal of Language Study, Literature & Linguistics 2, no. 2 (2023): 125–36. http://dx.doi.org/10.58989/plj.v2i2.29.
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During the 1990s, Palu City witnessed a notable social phenomenon characterized by the emergence of various youth gangs. These gangs adopted diverse names, incorporating elements such as the Kaili language, foreign languages, and acronyms. The primary aim of this research is to scrutinize the nomenclature of youth gangs in Palu City through the analytical lens of anthropological linguistics. The data collection methodology employed in this study featured the researcher as the principal instrument, involving the recording and observation of youth gang names in Palu City. The analytical approach applied in this research encompassed a systematic and objective content analysis. The outcomes of the study unveiled linguistic phenomena, including (1) the utilization of the Kaili language, (2) the incorporation of foreign languages, (3) the adoption of acronyms, and (4) instances of language resistance evident in the naming practices of youth gangs in Palu City.
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Lestari, Winda, and Djoko Sulaksono. "PELATIHAN HAMICARA JAWA PADA KARANG TARUNA DI KABUPATEN SUKOHARJO." Adi Widya : Jurnal Pengabdian Masyarakat 6, no. 2 (2022): 32–37. http://dx.doi.org/10.33061/awpm.v6i2.7699.
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Hamicara Jawa or speaking Javanese is one of the language skills that must be preserved and developed, as an effort to maintain and revitalize regional languages among the millennial generation. So, the service team of the Javanesse Education Language Study Program provided good and good hamicarajawa training for youth groups in Sukoharjo district. The method applied is to provide training and mentoring for hamcara Jawa using modeling techniques and direct practice. The result of this service is that youth organizations in the district of Sukoharjo who incidentally still use Javanese as their mother tongue and are used in traditional ceremonies or daily activities can use the good and correct Javanese language. This is in accordance with the purpose of service, namely providing assistance and training to youth youth groups so that they can use good and correct Javanese language in speaking in society, especially hamicara Jawa in community activities and Javanese traditional ceremonies. As an effort to preserve and develop regional languages, especially Javanese, Surakarta style
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Laoli, Adieli. "The Existence of Nias Language towards the Youth." Scholars Journal of Arts, Humanities and Social Sciences 4, no. 6 (2016): 665–69. http://dx.doi.org/10.21276/sjahss.2016.4.6.7.
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Hamilton, Colleen. "Bilingualism as a Borderland: Researching Youth’s Practices, Perspectives, and Positioning Between Languages." Cultural Studies ↔ Critical Methodologies 19, no. 3 (2018): 193–202. http://dx.doi.org/10.1177/1532708618817881.
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Seen from a critical intersectional perspective, the experiences of bilinguals are embedded in liminal spaces between language and cultural practices. Yet, rather than leverage these novel and hybrid practices for learning, dominant paradigms in education have historically subtracted nondominant students’ home languages from their communicative resources. To similar effect, current trends in bilingual education promote language separation for equal development of languages severed from each other and from cultural contexts. Such reductive approaches to language education disregard the dynamic and heteroglossic language use documented in bilingual communities. Drawing on in-depth interviews with youth, written reflections, and artifacts of bilingualism, I explore these practices across/between languages by conceptualizing bilingualism as a borderland navigated by Spanish–English bilingual youth. Considering bilingualism as a liminal position foregrounds moments of tension and transition in the language and schooling trajectories of youth as they navigate the anguish and advantage of living in-between. Furthermore, I highlight the methodological implications of framing bilingualism as a borderland to inform research design in language and education fields.
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Yoshida, Yoko, and Jonathan Amoyaw. "Transition to adulthood of refugee and immigrant children in Canada." Applied Psycholinguistics 41, no. 6 (2020): 1465–95. http://dx.doi.org/10.1017/s0142716420000363.
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AbstractThe majority of refugees are children and youth and their integration and life-course transitions are a research priority. This paper examines the timing of refugee children and youths’ entrance into the labour market and family formation (marriage/common law union and parenthood). It does so by examining how admission category, knowledge of a host country’s official languages, and age at arrival shape their transition to adulthood. Using data from the Canadian Longitudinal Immigration Database and Heckman selection estimation, the paper finds minimal variation in refugee children and youths’ entry into the labour market compared to children of other immigrant streams. It also finds that refugee children and youth start forming families at a younger age than children of economic class immigrants, but at an older age than family class children. The analysis also shows limited effects of knowledge of official language prior to arrival while age at arrival has a robust impact on their adulthood transitions. These findings shed light on the unique patterns of life-course transition among refugee children and youth and contribute to a better conceptualization of their experiences relative to children and youth of other immigrants.
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Shankar, Shalini. "Asian American Youth Language Use." Review of Research in Education 35, no. 1 (2011): 1–28. http://dx.doi.org/10.3102/0091732x10383213.
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Wlazły, Agnieszka. "Covid Buzzwords in Youth Language." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 8 (November 1, 2023): 259–76. http://dx.doi.org/10.17951/en.2023.8.259-276.
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The article concerns new buzzwords created in the “time of the epidemic”. What inspired this research was the COVID-19 pandemic which has left its mark on many aspects of human life. The aim of the research, based on the diagnostic survey method, was to answer two questions: (1) Do you know any pejorative (negative) expressions connected to epidemics (e.g. the plague, cholera, typhoid fever, the Spanish flu) experienced by humanity? If so, then provide examples of such expressions; (2) In your opinion, can the COVID-19 pandemic leave a mark on our language? Have you already encountered any expressions related to the coronavirus pandemic in everyday communication? The research was carried out on a group of 100 secondary school and university students. The expressions listed by those surveyed in the questionnaires allowed the author to create a typology thereof. It turned out that university students proved to be more creative in comparison with their younger counterparts. This might be due to their age, education level, and out-of-school interests of the respondents.
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Skerrett, Allison. "The Role of Language in Religious Identity Making." Literacy Research: Theory, Method, and Practice 66, no. 1 (2017): 325–40. http://dx.doi.org/10.1177/2381336917718176.
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This article explores the processes of religious identity development in a Caribbean-Chinese adolescent who is from a multifaith, multilingual home. Findings include (1) the youth developed a Christian religious identity through his multiple situatedness within home and school worlds that privileged that faith and the dominant language of English with which it was associated and (2) the youth’s limited knowledge of his mother’s Chinese languages was associated with his limited exploration of an additional religious faith within his home. While previous links have been established between youths’ religious and cultural identities, this analysis submits the significance of language in religious identity development.
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Hadiwijaya, Munawwir, Kingkin Puput Kinanti, and Ike Dian Puspitasari. "Youth and Indigenous Language: Assessing Javanese Krama Madya Language Vitality." Jurnal Ilmu Sosial dan Humaniora 11, no. 3 (2022): 397–406. http://dx.doi.org/10.23887/jish.v11i3.44545.
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The younger generation is one of the elements of society that is expected to maintain regional languages amid the development of globalization since they are the portrait of the cultural future. This study aims to measure the level of vitality of the Krama Madya language from the perspective of the young Javanese generation in Malang. The measurement framework used in this study is adopted from UNESCO language vitality measurement factors. Data were obtained from 100 young Javanese generations aged 17-27 years who live in Malang City with various backgrounds using the cluster random sampling technique, ranging from students, teachers, government agencies, and employees to traders, by distributing questionnaires, interviews, and direct observations in the field. The data were analyzed using a qualitative descriptive analysis framework adopted from Miles and Huberman (1994). This study indicates that Javanese Krama Madya among the young Javanese generation, based on nine factors of language vitality to measure the level of UNESCO language vitality, is categorized as vulnerable. The indication of this conclusion is based on the diminishing number of language transmissions between generations; the unavailability of literacy that supports the teaching of the language; as well as the negative attitude of the younger Javanese generation, as shown by the shift in the use of this variety with Indonesian and foreign languages in interactions with older and respected speech partners to show their politeness.
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Panther, Leah, and Caitlin Hochuli. "Looking for It: Language, Literacy, and History in Place." Georgia Journal of Literacy 46, no. 1 (2024): 34–48. http://dx.doi.org/10.56887/galiteracy.138.
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Within this article, we explore how teachers, researchers, and community members—including youth—worked in collaborative conversations and place-based projects to explore the languages, stories, and histories of their local Georgia communities. By examining the process of “looking for it,” as one youth researcher puts it, this article explores three inquiry practices Georgia youth use to identify and sustain community language and literacy practices: personal storytelling, walking histories, and breaking bread. These community literacies resulted in youth having a stronger sense of self and community and understanding the relationship between them. Additionally, the practices spurred critical thinking, historical inquiry, and socioemotional learning. Community exploration through community literacies created the foundation for place-based language, literacy, and history research to take root and flourish.
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Clay, Kevin L., and David C. Turner. "“Maybe You Should Try It This Way Instead”: Youth Activism Amid Managerialist Subterfuge." American Educational Research Journal 58, no. 2 (2021): 386–419. http://dx.doi.org/10.3102/0002831221993476.
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The authors theorize what we call managerialist subterfuge, drawing on distinct ethnographic studies to examine how adult “partners” leverage the language and strategies of corporate managerialism to undermine youths’ radical visions of change. Critical analysis of patterns in interview and participant observation data across two youth participatory action research projects revealed the ways in which adult interventions functioned to co-opt youths’ activist agendas; following the rationale that youth who are presumed to be in need of adult management are “out of their depth” when it comes to civic matters. The authors assert that managerialist subterfuge functions as a mechanism to further bureaucratize youth activism and absolve state actors of accountability for harm that Black youth and youth of color experience.
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Ferenc, Viktória. "A nyelvtudás változása a Kárpát-medencei magyar fiatalok körében az ezredfordulótól napjainkig." Acta Academiae Beregsasiensis, Philologica II, no. 2 (2023): 63–80. http://dx.doi.org/10.58423/2786-6726/2023-2-63-80.
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Changes in the language knowledge of the Hungarian youth in the Carpathian Basin from the turn of the millennium to the present The study analyzes three large-sample youth survey databases on the language skills of young Hungarians (aged 15–29) in the Carpathian Basin, and especially on their changes. Based on the answers of about 28 000 respondents, I am looking for answers to three main research questions: what is the proportion of Hungarian young people who speak only their mother tongue, what is their level of proficiency in the official language of the country in which they live, and at what level, which foreign languages have they acquired? In terms of the results, one in five young people in Hungary will still not speak a language other than their mother tongue in 2020, while in Transcarpathia the proportion is 12% and in the other regions of the former Yugoslavia it is below 5%. Over the years, there has been a significant positive change in favor of multilingualism. It has also been found that the majority of young people from abroad speak the national language of the country where they live better than the basic level. Transylvania and Slovakia are the countries where they speak the language the best, followed by Vojvodina, and then Transcarpathia. The majority of young people in Hungary know one or two foreign languages, while among young people from abroad, knowledge of three foreign languages is average, but knowledge of four or more is not uncommon. Most young people speak English, a language that has seen an expansion in the past twenty years. Keywords: Hungarian youth, youth research, zero language knowledge, multilingualism, foreign language knowledge, state language knowledge
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Kolobe, Maboleba, and Beatrice Ekanjume. "Orthographic Analysis of Social Media Discourse: The Case of WhatsApp Messages of Undergraduate Students at the National University of Lesotho." Journal of Language and Literature 23, no. 2 (2023): 321–33. http://dx.doi.org/10.24071/joll.v23i2.5798.
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This paper examined the orthography of words used by the National University of Lesotho undergraduate students on WhatsApp. Although language is regarded as a coherent and homogeneous system, it can also be studied in its variations across time and space and how it is actually used in social interaction. Youth immersion in the use of social media has successfully made the presence of the digital era to be felt not only in social life but also in communicative competencies. This paper recognised the youth linguistic creativity as a concept that characterised nomenclature of spelling conventions observed on social media. Using voluntary participatory approach, data was collected from undergraduate students majoring in English at the University who volunteered to share their WhatsApp posts for the purpose of this study. Data revealed that youths’ social media discourse featured different orthographic representations as a result of accent stylisation, substitution, acronym, hybrid, clipping, coalescence, onomatopoeic spellings and deletions. The paper concluded that youth social media discourse deviates from conventional spellings, and thus serves as a linguistic innovation from the part of the youths. It further concluded that social media discourse is a true reflection of language diversity in this digital era especially with regards to the language of the youth globally.
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Bridges, Ana J., Linda E. Guzman, and Alex Melkonian. "Youth and Caregiver Agreement of Youth Symptoms in Language Concordant and Discordant Dyads: Is Something Lost in Translation?" Social Sciences 8, no. 12 (2019): 320. http://dx.doi.org/10.3390/socsci8120320.
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Caregivers are primarily responsible for seeking care on behalf of youth, so understanding how primary language relates to caregiver–youth agreement of youth symptoms is critical to extending the reach of mental health services. In this study, 145 youth (61% female; ages 12–17 years) and their caregivers, who received behavioral health services at primary care clinics, completed measures of youth symptoms in their primary language. We hypothesized primary language concordant caregiver–youth dyads would show higher agreement when reporting on youth symptoms than language discordant dyads, and youth and their caregivers would show higher agreement when reporting on behavioral (e.g., doing drugs, getting into arguments) rather than on internal (e.g., worrying, feeling worthless) symptoms. Overall, agreement in language concordant dyads ranged from r = 0.551 to 0.615, while in discordant dyads agreement ranged from r = 0.279 to 0.441. Consistent with our hypothesis, language concordant dyads demonstrated significantly greater agreement than discordant dyads for most of the analyses. Contrary to our hypothesis, agreement was similar for internalizing and externalizing symptom clusters. Results suggest primary language differences between youth and caregivers are associated with lower agreement about youth problems; youth generally report higher symptom frequency than their caregivers.
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Khamit, Aidar, Assem Dauletkeldyyeva, Aisaule Kuntugankyzy, and Abubakir Abidin. "Exploring sociolinguistic attitudes among multilingual youth in Kazakhstan." Scientific Herald of Uzhhorod University Series Physics, no. 55 (November 25, 2023): 2929–38. http://dx.doi.org/10.54919/physics/55.2024.292vm9.
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Relevance. This study explores the complex interplay between the Kazakh and Russian languages in Kazakhstan, examining how these languages coexist and interchange at individual and societal levels due to their paradigmatic, vertical linguistic relationships stored in native speakers' consciousness.Purpose. The purpose of the study is to conduct a sociolinguistic investigation into the sociolinguistic attitudes of Kazakhstani youth in a multilingual environment.Methodology. The research employed a sociological survey using a closed-ended questionnaire for data collection, which was then analyzed and modeled. The study was based on a comprehensive sociolinguistic survey of 96 students aged 17-20 from the Kazakh departments of L.N. Gumilyov Eurasian National University and Abai Kazakh National Pedagogical University. For the first time, a comparative analysis of language attitudes among Kazakh youth was conducted.Results. The findings reveal the nature of their sociolinguistic attitudes at micro and macro-social levels. The analysis shows that the Russian language exerts significant influence on language loyalty and attitudes. Within the context of Kazakh-Russian bilingualism, Kazakh youth tend to symbolize their native language, indicating a transformation in their linguistic consciousness driven by socio-global mechanisms. While Russian serves a functional and instrumental role, the native Kazakh language holds communicative and personal significance for them.Conclusions. The practical application of this research is to contribute towards promoting linguistic purity, raising linguistic consciousness, and strengthening the social significance of the Kazakh language among the nation�s youth.
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Muzenda, Gracious, and Sibanda Ethelia. "Global Youth Culture." Greener Journal of Social Sciences 3, no. 3 (2013): 128–32. https://doi.org/10.15580/gjss.2013.3.012213402.
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Every society has its own ways of living which are handed down from one generation to the other orally or behaviorally. These include folktales, traditional beliefs, practices, customs, values, proverbs, idioms, riddles, sayings, songs, dance stories, food and dressing. Globalization has brought with it a common culture which has become a popular culture among various nations of all ages. The Youth have their own culture unique to them. While oral performance produces good citizens with appreciated societal values, it is facing a lot of challenges from modern technology. During the colonial era, the colonizers imparted their own language and culture to the nationals making them lose their indigenous language and all forms of culture to adopt the colonizers’. When the states attained their independence, they vitalized their indigenous languages and culture. In schools, the curriculum was adjusted to suit their independence goals and values changed. As a result, the pre – independence and post – independence youths have a different character. The technological advances brought with them the use of electronic media in the likes of television, videos, computers, laptops, and cell phones accessible to everyone. Communication changed from the traditional letter writing, telegram and telephone to cell phone and internet. Globalization has brought about communication through internet. The youth have established their common Youth Culture which has become popular and unique from the preceding generations. It is the aim of this paper to highlight the impact of the Popular Culture, Youth Culture and Globalization on oral performance in Africa. The significance of this research is to show how globalization has affected the lives of the youth in general and how they have diverted from the traditional culture to that of their own making. Scholars and readers will be well-informed of how the youth across nations share common traits of behaviour learned through globalization and that they may be challenged to research on other similar areas of interest to them.
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Auganbayeva, M. S., Е. Alkaya та G. B. Mamayeva. "Аnglicisms in Youth Slang". Iasaýı ýnıversıtetіnіń habarshysy 131, № 1 (2024): 188–202. http://dx.doi.org/10.47526/2024-1/2664-0686.16.
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This article will be devoted to the research of the English slang influence in a colloquial speech on the purity of language. Spoken language is the most essential part of language functioning. One of the most popular forms of conversation is the application of slang. Slang is an informal language used in colloquial rather than writing. Among the slang, “youth slang” and “computer slang” were taken as the main objects of inquiry. Now slang is an active element of the youth language. Slang is so popular that we come across it in everyday colloquial speech. Slang is penetrating all spheres of society. Since youth is a socially active layer of society, new forms of social relations have a great impact on young people. Their language competence and speech habit determine the direction of language development and other social subsystems. That is why it is important to study youth slang. Young people actively use anglicisms in their spoken language. Many words in English are actively used on the pages of the youth press, as well as in radio and television programs. Due to the rapid growth of computerization, borrowed words from the English language enter the speech of young people quite quickly, because young people are a group that tends to quickly master and perceive everything new that has appeared in their lives. The most active slang users are young people and computer users. That is why the work considers English slang in the spoken language of these two social groups.
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Barasa, Sandra Nekesa, and Maarten Mous. "Engsh, a Kenyan middle class youth language parallel to Sheng." Journal of Pidgin and Creole Languages 32, no. 1 (2017): 48–74. http://dx.doi.org/10.1075/jpcl.32.1.02bar.
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Youth ‘languages’ are an important topic of research in the domain of linguistic change through language contact because the change is rapid and observable and also because the social dimension of change is inevitably present. Engsh, as a youth language in Kenya expresses not only modernity and Kenyan identity but also, the status of being educated, and it differs in this respect from Sheng, the dominant Kenyan youth language. The element of Engsh that expresses this aspect most directly is the use of a grammatical system from English whereas Sheng uses Swahili. In lexicon, Engsh draws upon Sheng and urban English slang. This is a first extensive description of Engsh. The social function of Engsh is interesting in that class is expressed in it, which is not often reported in African urban youth codes. Also the fact that Engsh is a non-exclusive register, which expands through its use in (social) media and most of all in computer mediated communication.
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Bucholtz, Mary, and Elena Skapoulli. "Introduction youth language at the intersection." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 19, no. 1 (2009): 1–16. http://dx.doi.org/10.1075/prag.19.1.01buc.
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This special issue examines the linguistic production of youth identities under conditions of cultural mobility. Building on theories of migration, transnationalism, and globalization that have emerged in anthropology, cultural studies, and other fields, the contributions to the special issue investigate not simply the large-scale cultural and political processes that shape the lives of youth but equally how youth identities emerge through the fine-grained details of interactional work and local linguistic practice. The introduction lays out the major themes that run through the special issue: the importance of scholarly attentiveness to the diversity of youth identities; the recognition of youth as social agents moving across national boundaries both physically and symbolically; the role of local ethnographic practice in investigations of global and transnational phenomena and especially the centrality of interaction as the primary site of social life; and the significance of language as a key resource for the articulation and negotiation of social identities, relations, and processes.
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Martinez, Danny C., P. Zitlali Morales, and Ursula S. Aldana. "Leveraging Students’ Communicative Repertoires as a Tool for Equitable Learning." Review of Research in Education 41, no. 1 (2017): 477–99. http://dx.doi.org/10.3102/0091732x17691741.
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Leveraging is often described as the process of using the home and community languages of children and youth as a tool to access the “academic” or “standard” varieties of languages valued in schools. In this vein, researchers have called on practitioners to leverage the stigmatized language practices of children and youth in schools for their academic development. In this review, we interrogate the notion of leveraging commonly used by language and literacy scholars. We consider what gets leveraged, whose practices get leveraged, when leveraging occurs, and whether or not leveraging leads to robust and transformative learning experiences that sustain the cultural and linguistic practices of children and youth in our schools, particularly for students of color. We review scholarship steeped in Vygotskian-inspired research on learning, culturally relevant and culturally sustaining pedagogies, and bilingual education research that forefront the notion that the language practices of children and youth are useful for mediating learning and development. We conclude with a discussion of classroom discourse analysis methods that we believe can provide documentation of transformative learning experiences that uncovers and examines the linguistic resources of students in our twenty-first-century classrooms, and to gain a common language around notions of leveraging in the field.
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Abbasi, Muhammad Hassan, Maya Khemlani David, and Ameer Ali. "Internal migration and changes in language repertoire among Sindhi youth." Russian Journal of Linguistics 27, no. 4 (2023): 865–85. http://dx.doi.org/10.22363/2687-0088-34258.
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Today many young members of the Sindhi community are migrating from villages to cities in Pakistan, where the national language, Urdu and the co-official language, English, dominates. This study investigates the daily language patterns of transplanted Sindhi speakers and the impact of such patterns on their mother tongue. Furthermore, as these speakers frequently switch from one language to another due to exposure to multilingualism in urban settings, this study determines the dominant language being used by young Sindhis in their mixed discourse, compared to the discourse of older Sindhis. Reasons for adopting other languages in academic institutions and home-settings were also investigated. A qualitative case study was conducted to obtain detailed responses about the linguistic choices of twenty young Sindhi speakers. Two Sindhi families were also observed to study the language choices across generations in home-settings, and semi-structured interviews were conducted to determine reasons for the mixed languages which emerged. The data were analysed using frequency analysis for linguistic choices and thematic analysis of the daily life discourse. Results show that the young Sindhis in the city of Karachi are using dominant languages Urdu and English in their daily life and have higher proficiency in Urdu and English as compared to their mother tongue Sindhi. Moreover, there are several social, economic, and cultural reasons for switching from one language to another among the younger Sindhi generation, in contrast to the older Sindhi generation.
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Saputra, Dedi, Vismaia S. Damayanti, Yeti Mulyati, and Wahyudi Rahmat. "Expressions of the use of slang among millennial youth on social media and its impact of the extension of Indonesia in society." BAHASTRA 43, no. 1 (2023): 21–40. http://dx.doi.org/10.26555/bs.v43i1.325.
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The research was conducted because of the widespread use of slang among the Indonesian population, especially millennial youth. This study also aims to examine millennial youth slang based on its form, source and pattern of formation, purpose and context of use. The research approach used is descriptive qualitative, namely examining language data in the form of the use of slang by millennial youth and interpreting it. Sources of research data are interview results and social media, namely Facebook, Twitter and Instagram, which contain teenage slang. Data collection techniques were documented, observed and recorded, as well as interviews with fifteen young people who used slang in communicating. The data analysis technique in this study is content analysis. The results of the study show that the use of slang by millennial youth originates from regional languages, Indonesian, foreign languages, as well as a combination of Indonesian and foreign languages. The pattern of forming slang from abbreviations, shortening of words, acronyms, reversal of words, spoofed words and shifts in meaning. The expression of the use of slang among millennial youth on social media and its impact on the extension of Indonesian in society makes a big change in the world of language, this is because teenagers are contaminated by foreign languages so this has an impact on the extension of society. Regarding this problem so that ordinary people feel accustomed to and contaminated with the slang that is widely used by millennial youth at this time, this will affect the resilience of the Indonesian national language which is the identity of the country, so that the impact begins to fade the use of good Indonesian and true because it has been contaminated with the influence of foreign languages.
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Wahyuni, Neneng. "ANALISIS DASAR HUKUM BAHASA INDONESIA SEBAGAI BAHASA NASIONAL." JCH (Jurnal Cendekia Hukum) 4, no. 1 (2018): 77. http://dx.doi.org/10.33760/jch.v4i1.91.
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This article was written to describe the legal analysis of the Indonesian language as a national language. Indonesian is the language of unity, national language, and national language. The Youth Pledge of the Indonesian Youth Congress on October 28, 1928 was a crystallization of Indonesian nationalism. Indonesian as one of the contents of the youth oath plays an important role for Indonesian nationalism. Indonesian language is a flourishing nationalism in our society that inhabits thousands of islands in the archipelago with various ethnic groups and languages. The language of an area is motivated by different socio-cultural and linguistic backgrounds. Based on this, language will not hamper communication between regions and between cultures, because of the national language or language to avoid misunderstanding with each other due to differences in socio-cultural and linguistic backgrounds. Language as a National language, Indonesian is a dynamic language along with the dynamics of community progress as a result of national development. In order that Indonesian language is used is always good and right, we as speakers of language are required to always be open and dynamic following the development of Indonesian. As an effort to foster Indonesian language, the community must always be positive about Indonesian and Indonesian. Fostering Indonesian language also fosters national nationalism because Indonesian is the national identity of the Indonesian people.
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Zvaigzne, Anda, Inese Saulāja, and Aija Čerpinska. "YOUTH UNEMPLOYMENT AND ITS MAIN CAUSES IN LATGALE REGION." Latgale National Economy Research 1, no. 7 (2015): 217. http://dx.doi.org/10.17770/lner2015vol1.7.1191.
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Youth unemployment is an urgent problem in the European Union, as well as in the regions of Latvia. The research aim is to examine the trends and the causes of youth unemployment in Latgale region and to make proposals for improving the situation. Youth unemployment is a significant problem in Latvia, as unemployed youngsters make up 13.1% of the total number of unemployed in the country, while in Latgale region the number of unemployed young people aged of 15-24 amounted to 8.8% of the total number of unemployed in 2014. The novelty of the present research is that the known unemployment causes for youths (aged of 15-24) were defined more precisely and new causes of youth unemployment in Latgale region were revealed. In Latgale, there are various causes of youth unemployment, such as lack of professional skills, poor preparedness for the labour market, lack of foreign language skills (especially the Russian language) as well as lack of social competences (cooperation or work in a team, communication, skills to take responsibility and lack of self-confidence).
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UZDU YILDIZ, Funda. "Use of euphemisms in youth language." Dil ve Dilbilimi Çalışmaları Dergisi 17, no. 2 (2021): 1117–28. http://dx.doi.org/10.17263/jlls.904133.
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Godin, Marie-Noëlle. "Urban Youth Language in Multicultural Sweden." Scandinavian-Canadian Studies 16 (December 1, 2006): 126–41. http://dx.doi.org/10.29173/scancan15.
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Bynner, John. "Youth policy borrowing across language divides." Journal of Education and Work 30, no. 7 (2017): 758–67. http://dx.doi.org/10.1080/13639080.2017.1380752.
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Dykstra, Craig. "YOUTH AND THE LANGUAGE OF FAITH." Religious Education 81, no. 2 (1986): 163–84. http://dx.doi.org/10.1080/0034408600810202.
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Wyman, Leisy T. "Indigenous Youth Migration and Language Contact." International Multilingual Research Journal 7, no. 1 (2013): 66–82. http://dx.doi.org/10.1080/19313152.2013.748859.
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McCarty, Teresa L., Mary Eunice Romero-Little, Larisa Warhol, and Ofelia Zepeda. "Indigenous Youth as Language Policy Makers." Journal of Language, Identity & Education 8, no. 5 (2009): 291–306. http://dx.doi.org/10.1080/15348450903305098.
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Nippold, Marilyn A. "Comprehension of figurative language in youth." Topics in Language Disorders 5, no. 3 (1985): 1–20. http://dx.doi.org/10.1097/00011363-198506000-00004.
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