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Thèses sur le sujet « Language minorities »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 1 février 2022

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1

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

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2

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

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

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3

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

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4

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

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5

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

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6

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

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

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7

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

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

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8

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

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9

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

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

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10

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

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

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11

Šinkūnas, Donatas. « The interplay between identity and language : a case for the preservation of lingual minorities ». Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110606_114116-53815.

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The thesis criticizes the attempts to construct a cosmopolitan society. It is stressed that the cosmopolitan project does not correspond to the contemporary cultural and social relief. We live in multicultural and multilingual societies which have more differences than similarities. However, there are certain threats to lingual minorities which may end up with the new tower of Babel. Therefore certain measures have to be undertaken in order to protect non-pivotal languages of the world. The thesis aims, firstly, to provide the justifications of the necessity to protect the lingual minorities; and secondly, to recommend what should be undertaken concretely. The close interplay between identity and language is stressed. It is also emphasized that lingual diversity could provide us with more cognitive and scientific knowledge and data than we could get in a unilingual society. In this way individual’s identity would expand. The embodiment of collective/group-differentiated rights could ensure the safe existence of multicultural and multilingual society.
Šis darbas kritikuoja pastangas sukurti kosmopolitinę visuomenę. Prabrėžiama, kad kosmopolitinis projektas neatitinka šių dienų kultūrinio ir socialinio reljefo. Mes gyvename daugiakultūrinėse ir daugiakalbinėse visuomenėse, kurios turi daugiau skirtumų nei panašumų. Vis dėlto, egzistuoja tam tikros grėsmės kalbinėms mažumoms, kurios gali nulemti sugįžimą prie Babelio bokšto. Todėl, siekiant apsaugoti kalbines mažumas, turi būti imtasi tam tikrų priemonių. Šis darbas pirmiausiai siekia pateikti argumentų už kalbinių mažumų išsaugojimą bei nurodyti tai, ko turi būti imtasi konkrečiai. Yra akcentuojama glaudi sąveika tarp kalbos ir identiteto. Taip pat pabrėžiama, kad kalbinė įvairovė galėtų teikti mums daugiau kognityvinių ir mokslinių žinių bei duomenių, nei tai galėtų atlikti vienakalbė visuomenė. Tokiu būdu individo identitetas prasiplėstų, Kolektyvinių arba grupes-skiriančių teisių realizavimas galėtų užtikrinti saugų daugiakultūrinės ir daugiakalbės visuomenės gyvavimą.

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Rautz, Günther. « Die Sprachenrechte der Minderheiten : eine Rechstvergleich zwischen Österreich und Italien / ». Baden-Baden : Nomos, 1999. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=008581635&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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13

Salas, Raquel Cristina Vigil. « Influences on early writing of linguistically diverse children / ». Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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14

Ismayilov, Mammed. « Aspects de la politique linguistique de l’Azerbaïdjan hier et aujourd’hui : enjeux national et régional ». Thesis, Strasbourg, 2013. http://www.theses.fr/2013STRAC038.

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La politique de la langue azerbaïdjanaise doit être étudiée en suivant quatre aspects différents mais très liés : la politique linguistique à l’égard de la langue officielle, la politique linguistique à l’égard des langues minoritaires en Azerbaïdjan, la politique linguistique à l’égard de la Turcophonie et la politique linguistique à l’égard des minorités azerbaïdjanaises vivant surtout dans les pays frontaliers tels que l’Iran, la Géorgie ou bien la Fédération de Russie (également la République du Daghestan de la Fédération de Russie). Cet ensemble constitue pour la politique linguistique de l’Azerbaïdjan à la fois une intervention sur la langue officielle mais aussi sur les langues minoritaires de la part de l’Etat et un domaine de coopération internationale dans le cas de la Turcophonie. Par conséquence, l’aspect régional de cette politique est considéré comme une action ayant des enjeux essentiels pour le développement et le rayonnement de l’azerbaïdjanais comme langue minoritaire
Policy Azerbaijani language must be studied in four different but closely related aspects : the language policy towards the official language, the language policy towards minority languages in Azerbaijan, the language policy towards the Turcophonie and the language policy against Azerbaijani minorities especially in neighboring countries such as Iran, Georgia or Russia (also the Republic of Dagestan of the Russian Federation). This set is for the language policy of Azerbaijan in both the official language intervention but also on minority languages from the state and an area of international cooperation in the case of Turcophonie. Consequently, the regional aspect of this policy is considered as an action that key issues for the development and influence of Azerbaijani as a minority language

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Morwe, Clement Shane. « Minority language rights in Namibia : An international human rights perspective ». University of Western Cape, 2019. http://hdl.handle.net/11394/7562.

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Magister Legum - LLM
Namibia is home to a number of linguistic minorities. According to the 2011 census, the Owambo constitute 49.35 per cent of the population, accounting for almost half of the country’s total population.1 The rest of the linguistic groups include the Bushman (San) (0.95 per cent), Caprivians (4.5 per cent), Herero (8.99 per cent), Kavango (10.42 per cent), Damara/Nama (11.32 per cent), Setswana (0.26 per cent), Afrikaans (8.72 per cent), German (0.54 per cent), English (2.43 per cent), other European languages (0.69 per cent), other African languages (1.74 per cent), Asian languages (0.08 per cent) and other unidentified languages (0.02 per cent).2 English is, however, the only official language in terms of the Constitution of the Republic of Namibia, 1990 (“Constitution”).3

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Soykan, Taskin Tankut. « The implications of the Copenhagen political criteria on the language rights of the Kurds in Turkey / ». Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81236.

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In recent years, the attention is being increasingly drawn to the role of the European Union on the development of minority rights in the candidate countries. The adoption of the Copenhagen political criteria, which also require "respect for and protection of minorities," as preconditions that applicants must have met before they could join the Union has inevitably led to some policy changes to the minorities in Eastern Europe. This policy shift is particularly directed at minority language rights, because one of the most important aspects of the protection of minorities is the recognition of their linguistic identity. The aim of this study is to explore to what extent this development has influenced the situation of language rights of the Kurds in Turkey. In order to answer this question, it first examines the relationship between the Copenhagen criteria and international and European standards protecting minority language rights. Secondly, considering those standards, it assesses the achievements and failures of the recent legislative amendments which are directed to bring the language rights of the Kurds within the line of the Copenhagen criteria. The case of Turkey reveals the vast potential of the European enlargement process on the development of minority language rights, but also its limits in situations where there is a lack of political will to respect and protect diversity.

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Vacca, Alessia. « Rights to use and have used minority languages in the public administration and public institutions : a comparative study of Italy, Spain and the UK ». Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192189.

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This thesis examines one of the most important areas through which a state can affect the vitality of a minority language community: the use of minority languages in the public administration. The study begins with an examination of the European Union Framework with regard to the protection of minority languages in the light of the Treaty of Lisbon and the Charter of Nice. It analyses the relevant Council of Europe Treaties, and in particular the European Charter for Regional or Minority Languages in so far as they deal with the protection of minority languages in the public administration and public institutions. The thesis also assesses the CoE and EU Frameworks for the protection of minority languages. The national and regional legislation of Italy (Valle d’Aosta, Trentino Alto Adige, Friuli Venezia Giulia, Sardinia and Sicily), Spain (Catalonia, Basque Autonomous Community, Navarra, Galicia, Balearic Islands and Valencia) and UK (Wales, Scotland and Northern Ireland) are scrutinized to compare the different approaches adopted for the protection of minority languages. This analysis is focused on the crucial sectors of the public administration and public institutions which have both a high symbolic value and significant levels of inter-action with the minority language-speaking populations. The similarities and differences between the Italian, Spanish and the UK legislation in this field are examined, such gaps as exist between the aims of the legislation and reality are identified, as are the difficulties in the implementation of this form of legislation in the public administration.

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To, Ka Pui Cabbie. « L1 maintenance in an L2 environment : the interaction of social-network ties and language choice among the minority students in Hong Kong ». HKBU Institutional Repository, 2005. http://repository.hkbu.edu.hk/etd_ra/645.

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19

Wells, Naomi Amelia Stewart. « Language policy and politics : the central state and linguistic minorities in Spain and Italy, 1992-2010 ». Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5240/.

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Linguistic minorities are playing a crucial role in determining how states are reimagining themselves in more plural and inclusive ways. Pressure from both supranational and sub-state levels of government has meant that the repression of linguistic minorities by state institutions is no longer acceptable and even attitudes of neglect are widely condemned. However, while there has been a noticeable change in attitudes towards linguistic minorities in many European states, the specific role of the central state in relation to these groups remains ambiguous and merits further study. This thesis thus compares the language policies of the central states of Spain and Italy between 1992 and 2010, concerning two specific linguistic minorities in each country. These include Catalan-speakers in Catalonia and the German-speaking minority in Alto Adige/Südtirol, which have received considerable recognition and find themselves in a comparable situation within their respective states. In contrast, the Asturian- and Sardinian-speaking minorities have received the most minimal recognition at both the regional and state levels. Three sources of primary data were identified for the purposes of this study: official state documentation and legislation, elite interviews with political and institutional representatives, and state-wide newspapers. The research reveals the rationales, ideologies and motivations behind the actions of the central states of Spain and Italy in their approaches towards these distinct groups. New insight is provided by considering cases which have not previously been compared, as well as focusing on the typically hidden language policies of the state in contrast to the visible and widely studied policies implemented at the regional or provincial levels. This approach allows conclusions to be drawn on the extent to which both states may be moving away from the traditional monolingual nation-state model and provides recommendations for future approaches to linguistic minorities at the state and European levels.

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Wong, Yuen-Fan Lornita. « Education of Chinese children in Britain : a comparative study with the United States of America ». Thesis, Institute of Education (University of London), 1988. http://eprints.ioe.ac.uk/7501/.

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Owing to immigration and natural growth, there has been a significant increase in Chinese children in English-speaking societies. When these children are brought up and educated in Britain and the USA, Chinese parents are quite anxious that their children should maintain the Chinese identity and some traditional cultural values through the learning of the Chinese language. In order to satisfy Chinese parents' aspirations, there has been a growth of Chinese supplementary schools within the Chinese communities in both Britain and the USA. To respond to the 1977 EEC (European Economic Community) Directive which requires the teaching of the official language(s) of the host country and the mother tongue/culture of the migrant/ immigrant children in schools of the member states, some British state schools in London have made Chinese language education available during or after school hours since the early 1980s. Despite the provision of Chinese language education by the voluntary and maintained sectors, problems of underachievement at school and cultural adjustment of some Chinese children remain unsolved and ignored. The intent of the thesis is to investigate some of these problems of the Chinese pupils in British schools and see the extent to which that education provision within the Chinese community and the maintained sector has met the needs of Chinese pupils and the aspirations of Chinese parents in Britain. i Similar education provision is also found in San Francisco and New York City. The two American cities are therefore chosen for the comparative study to see how far that some of the American bilingualbicultural education policies can be successfully incorporated into the British (London) system to improve the education of Chinese pupils.

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Bourgeois, Daniel. « La genèse, la spécification et l'abandon des districts bilingues canadiens, 1966-1976 ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25387.pdf.

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Qu, Tong Fu. « Language choice, language attitudes and identity of the Korean-Chinese ethnic minority in Qiqihar, Heilongjiang ». Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586633.

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23

Ainsworth, Karyn. « Effective classroom practices to support the English literacy development of primary aged bilingual students ». Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Ainsworth_K%20%20MITThesis%202007.pdf.

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Jhappan, Carol R. (Carol Radha). « The language of empowerment : symbolic politics and Indian political discourse in Canada ». Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30656.

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The question of how subordinated groups in democratic states set about shifting their political relationship with their encompassing societies has received little attention among political scientists in Canada. Groups which lack significant political, legal, and economic resources, and which are stigmatized by an inferior status (reinforced by law and policy) do not enjoy the level playing field predicted by pluralist interest group theory. Yet they are sometimes able to overcome these obstacles and to renegotiate their political and legal status. The question is how some groups are able to do this, and what strategies are available to or obligatory for groups wishing to initiate political bargaining. According to the theory of symbolic politics developed here, disadvantaged minorities seeking political benefits from the state will typically conduct politics at the symbolic level. That is, they tend to invoke a range of political symbols and myths: first, to build in-group solidarity by presenting an analysis of a common past and present, as well as a vision of the future society, and thereby legitimate their political aspirations. In the first stage of minority politicization, such groups must: (a) build a sense of community of interests and goals which can be said to represent the reference group as a whole; (b) reverse the stigmatic identity ascribed to them by the dominant society; and (c) find ways of competing with the dominant society, not on the latter's terms, but on alternative ideological grounds. In the second stage of politicization, minorities must: (a) create appropriate demands; (b) learn to use the mechanisms, methods and institutions of the mainstream political process; and (c) eventually routinize conflict by negotiating stable norms to guide on-going relations with government. Subordinated groups do not normally seek purely material benefits. They usually seek symbolic benefits in the form of rights, and a redefined status within society. Thus, much of their politicking is conducted in public, and is largely devoted to capturing public sympathy which can be used as a resource against government. The political myths and symbols employed are characteristically emotive and imprecise. Political goals are presented in symbolic terms, and are advanced at the level of principle rather than substance. When applied to the case of Native Indian politics in the Canadian context, the evidence confirms the accuracy of these hypotheses. Indians have pursued the symbolic strategies predicted by the model: the essence of their political aspirations has been captured in the symbols of aboriginal title/aboriginal rights, land claims, and ultimately, self-government; at the macro level, they have sought predominantly symbolic benefits, as represented by legislative and constitutional recognition of certain rights and privileges; and they have attempted to win public support to use as a bargaining chip vis-a-vis government. However, they have not been entirely successful in their use of the symbolic strategies outlined, and the evidence suggests that they have reached a public opinion impasse. Despite their efforts, public opinion on native and native issues has remained remarkably stable over the last twenty years, so that further effort in this area is likely to bring diminishing returns. In the end, symbolic politics, while necessary for subordinated groups in their fledgling stages of politicization, must eventually give way to more conventional political methodologies as groups become institutionalized in the mainstream political process.
Arts, Faculty of
Political Science, Department of
Graduate

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Hsu, Tzu Ting. « The reimagined migrant portrait - exploring the lives of Chinese and Taiwanese minorities living in South Africa ». Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31251.

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This multimedia project explores the lives of Chinese and Taiwanese migrants living in South Africa and how language, culture, community and marginalisation have come to shape their identities and to visually represent them in a way that is not prevalent in mainstream media. It uses two visual mediums – photography and video interviews – to understand these migrants’ experiences, how they perceive themselves and how they think society perceives them. Data analysis consisted of a process of coding the video interviews and structural analysis of the visuals. Rising worldwide migration has simultaneously increased the spread of diasporic communities. China’s positionality as an economic powerhouse and the influx of East Asian migrants to South Africa in recent years has shone a light on this minority population group. However, much of what is known about them tends to be through forms of mass media which perpetuates stereotypical representations. This paper draws on various literature including acculturation, diasporic communities, representation, languaging and xenophobia to explore the lives of East Asian migrants living in South Africa and search for more empowered forms of representation.

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Le, Nevez Adam. « Language diversity and linguistic identity in Brittany : a critical analysis of the changing practice of Breton / ». Electronic version, 2006. http://adt.lib.uts.edu.au/public/adt-NTSM20060905.165032/index.html.

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Monhahan, Sharlene Snead. « Understanding the multicultural experience of LEP adolescents ». Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/sharlene_s_monahan/monahan_sharlene_s_200701_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of William M. Reynolds. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 108-113) and appendices.

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Sloan, Lucy. « Language brokering : A parent's perspective ». CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2416.

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Language brokering is known as the translating transaction between two individuals. This study seeks to investigate the language brokering which occurs between Latino parents and their children. In particular, it seeks to examine Latino parents' comfort level in different brokering settings/places and with different individuals.

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姚展鵬 et Chin-pang Yiu. « Centre for the hearing impaired people : a language minority ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31983157.

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Macleod, Marsaili. « The meaning of work in the Gaelic labour market in the Highlands and islands of Scotland ». Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources. Restricted access until June 5, 2010, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=25897.

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Karolina, Lendak-Kabok. « Status of Women from National Minorities in the Serbian Higher Education System – Focus on Women from the Hungarian National Minority ». Phd thesis, Univerzitet u Novom Sadu, Asocijacija centara za interdisciplinarne i multidisciplinarne studije i istraživanja, 2019. https://www.cris.uns.ac.rs/record.jsf?recordId=110674&source=NDLTD&language=en.

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The primary objective of this research was to identify andanalyse the challenges faced by ethnic minority studentswhile studying and building an academic career in the highereducation system of Serbia. The secondary objective was toanalyse the unconscious and conscious gender biases towardsethnic minority women, when building their academic careersand in reaching decision-making position in academia. Thetertiary objective of was to raise awareness about theincreased demand for human resources in the technical fieldsand that therefore more women should be steered towards thestudying engineering.The research was conducted based on 2192 filled inquestionnaires and 45 semi-structured interviews. Theresearch results showed that language, intersecting withgender, ethnicity and class result in a new inequality concept.It was shown that women are under-represented in technicalfields, which has its roots in gender stereotypes. Finally, itwas shown that women are less motivated to reach higherpositions in the Serbian higher education system than men.The author proposes a set of policy recommendations forsolving/mitigating the identified challenges, e.g. deconstructionof gender stereotypes via improved teachingaids in elementary and high schools, optimised Serbianlanguage teaching to eliminate the language difficulty facedat the start of their higher education; as well as the foundingof an ethnic minority research centre, which would researchthe challenges faced by ethnic minority communities.
Primarni cilj istraživanja je identifikacija i i analiza preprekau sistemu visokog obrazovanja tokom studiranja i izgradnjekarijere u akademskoj zajednici žena iz nacionalnih zajednicasa posebnim osvrtom na žene iz mađarske nacionalnezajednice. Sekundarni cilj je analiza nesvesne i svesne rodnepristrasnosti prema ženama etničkih manjina u toku izgradnjeakademske karijere i pri dosezanju visokih pozicija unutarakademije. Tercijarni cilj istraživanja je podizanje svesti otome, kako je potražnja za ljudskim resursima na tržištu radau oblasti tehničkih nauka značajna i da je stoga potrebnousmeriti veći broj žena ka tim oblastima. Istraživanje jesprovedeno pomoću 2192 popunjena upitnika i 45 polustrukturiranaintervjua. Istraživanjem je utvrđeno da jezik,koji je u intersekciji sa rodom, nacionalnošću i klasom,rezultira novim konceptom nejednakosti. Takođe je dokazanoda su žene nedovoljno zastupljene u tehničkim oblastima, štoje najvećim delom moguće pripisati rodnim stereotipima.Konačno, utvrđeno je da su žene manje motivisane dadosegnu visoke pozicije od muškaraca u sistemu visokogškolstva. Autorka predlaže skup mera za rešavanje i/iliublažavanje identifikovanih izazova, npr. dekonstrukcijarodnih stereotipa pomoću unapređenih nastavnih materijala uosnovnim i srednjim školama, prilađen program učenjasrpskog jezika za učenike iz etničkih manjina sa ciljemizbegavanja jezičke barijere na početku studija; odnosnoosnivanje centra za istraživanje statusa i izazova zajednicaetničkih manjina.

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Obondo, Margaret Akinyi. « From trilinguals to bilinguals ? a study of the social and linguistic consequences of language shift on a group of urban Luo children in Kenya / ». Stockholm : Centre for Research on Bilingualism, 1996. http://catalog.hathitrust.org/api/volumes/oclc/41607675.html.

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Blachford, Dongyan Ru. « Language planning and bilingual education for linguistic minorities in China, a case study of the policy formulation and implementation process ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41009.pdf.

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Farmer, Vickie L. « Effective teaching practices in the linguistically diverse university classroom / ». Thesis, Connect to this title online ; UW restricted, 2005. http://hdl.handle.net/1773/7894.

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Tatum, Terri Jean. « Restructing a curriculum for multicultural education in language arts ». CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/658.

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Peszle, T. L. (Theresa L. ). « Language rights in Québec education : sources of law ». Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26751.

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This study first provides general background on the public education system of Quebec, and the Canadian and Quebec legal systems. Legal background information includes: the classification of Canadian laws; the Common Law and Civil Law traditions of law, and the definitions of sources of law of each tradition; Quebec's bijurisdictional legal system; the court system of Quebec; Constitutional sources of law; and, the role of the Judiciary in Canadian education.
This thesis is a documentary study of the sources of law which establish language of instruction rights in Quebec. Its purpose is to assist educators, students of education, and other lay persons of law to gain understanding of the legal bases upon which the Judiciary formulate decisions in matters of language of instruction. Common Law and Civil Law legislative and case law sources, which are applicable to Quebec, are identified and examined, and relevant sources presented.
In addition to providing a summary for Common Law sources, and for Civil Law sources, a chronological summary is given, which reveals six main periods in the development of language of instruction provisions in Quebec.
The conclusion is that the primary sources of law for language of instruction in Quebec are: s. 93 of the Constitution Act, 1867, and case law thereunder; and, the judicial interpretation and provisions of s. 23 of the Constitution Act, 1982. Future case law in Quebec may reveal s. 23 of the Canadian Charter of Rights and Freedoms, 1982 to be the most significant source of law for the preservation of minority English language instruction, institutions, and rights of management and control.

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Tso, Elizabeth Ann, et Elizabeth Ann Tso. « Discourse, Social Scales, and Epiphenomenality of Language Policy : A Case Study of a Local, Hong Kong NGO ». Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/623063.

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In this multi-methodological (Gee, 2011; Hult & D. Johnson, 2015) study, I examine Richard Ruiz's (2014) original concept of the epiphenomenal nature of language in language policy and planning (LPP) across social scales (Hult, 2013) in Hong Kong. While research in Hong Kong has focused on interactions between schools, teachers, students, parents, business, and the government, the work on non-profits and non-governmental organizations (NGOs) remains a neglected social scale. Addressing this gap, I examine the role of a local NGO, Hong Kong Unison (Unison), as a social actor involved in the negotiation of language-in-education policies for the city's ethnic minority students. Through the collection of one decade of publically accessible documents, I created a corpus of Unison's work. Corpus linguistics approaches and a wider-angle perspective to critical discourse analysis (cf. Tian, 2006, 2008) were combined in order to highlight salient patterns and discourses within the data (cf. Baker, 2016). Corpus and discursive analyses indicate that Unison is primarily involved in transforming language policies through their active role in increasing public awareness about the social, political, and educational difficulties ethnic minority students encounter in Hong Kong. Furthermore, the NGO’s ideologies reveal the epiphenomenal nature of LPP. Epiphenomenality reflects how decisions made about language are influenced and shaped by non-linguistic phenomena. Unison's negotiation of LPP demonstrates how their decisions about language are connected to issues of equality, justice, economic opportunity, educational attainment, and social advancement. These ideologies manifest themselves in dialogue across social scales, demonstrating Unison's impact in negotiating LPP in Hong Kong. This study, while providing more insight into LPP research by examining the role of a local NGO, continues to raise questions on how to best understand how multiple scales intersect in the policymaking process, and how the epiphenomenal nature of language shapes decision-making.

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Baloy, Natalie Jean-Keiser. « Exploring the potential for native language revitalization in an urban context language education in Vancouver / ». Thesis, Vancouver : University of British Columbia, 2008. http://www.collectionscanada.ca/obj/s4/f2/dsk3/BVAU/TC-BVAU-1490.pdf.

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Lee, Meredith J. « Writing as cultural action : student writing at a bicultural school / ». Thesis, Connect to this title online ; UW restricted, 2007. http://hdl.handle.net/1773/9313.

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Leek, Patricia A. « Pre-Service Teachers' Attitudes Toward Language Diversity ». Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2629/.

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This study examines pre-service teachers' attitudes toward language diversity and linguistically diverse students. Two hundred seventy-one teacher education students were surveyed to determine relative effects of demographic, mediating variables and psychosocial variables on language attitude as measured by the Language Attitudes of Teachers Scale (LATS). Independent variables include gender, age, race/ethnicity, teacher certification sought, region, psychological insecurity, cognitive sophistication, and helpfulness viewpoint. Research questions are established and methodology is outlined. A review of related literature places the study in the context of research with a broad interdisciplinary perspective and then links the study to other research relevant to the field of education. The findings of the study indicate that gender, race/ethnicity, teacher certification sought, political ideology, psychological insecurity, and cognitive sophistication contribute significantly to the variation found in attitude toward language diversity. The paper concludes with analyses and discussions of the significant variables and suggestions for application in teacher preparation.

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Maja, Innocent. « Towards the protection of minority languages in Africa ». Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/5848.

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The purpose of this study is to understand the nature and scope of protection of minority languages and assesses how international human rights law can protect minority languages in Africa. Focuses on three questions: (1) What is the normative content of language rights?, (2) To what extent does the African human rights system protect minority languages? and 3) What measures can be taken at the national and regional levels to improve respect for and protection of minority languages in Africa?’
Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2007.
Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Mr E.Y. Benneh of the Faculty of Law, University of Ghana.
http://www.chr.up.ac.za/
Centre for Human Rights
LLM

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Guardado, José Martín. « Language socialization in Canadian Hispanic communities : ideologies and practices ». Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/638.

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Recent scholarship has highlighted the importance of supporting home languages for linguistic-minority families in multilingual settings, as the family language is the means through which they can more successfully socialize their children into the beliefs, values, ideologies and practices surrounding their languages and cultures. Although there has been some research examining issues of Spanish acquisition, maintenance and loss in Canada, the language socialization ideologies and practices of Hispanic families have not yet been examined in this context. This ethnographic study investigated language socialization in immigrant families from ten Spanish-speaking countries residing in Greater Vancouver. Thirty-four families participated, three of which were selected for intensive case study in their homes and in three grassroots community groups. More specifically, the study examined the families’ desires and goals with respect to Spanish maintenance, the meanings they assigned to Spanish, and the processes through which they attempted to valorize Spanish with their children. The study found that many families formed support groups in order to transmit language and culture to their children. A cross-case analysis revealed that the families further exerted their agency by strategically turning these spaces into “safe houses” to resist assimilation and into venues for the Spanish socialization of their children, which enabled them to also transmit cultural values, such as familism. The families conceptualized Spanish maintenance as an emotional connection to the parents’ selves and as a bridge between the parents’ past and the children’s future. It was also constructed as a key that opened doors, as a bridge for learning other languages, and as a passport to a cosmopolitan worldview. Detailed discourse analyses revealed how the families utilized explicit and implicit directives, recasts, and lectures to socialize children into Spanish language ideologies. These analyses also showed how children at times resisted the parents’ socialization practices, but other times displayed their nascent understanding of their parents’ language ideologies in their own use of cross-code self-repair. The study offers unique insights into the complexity of L1 maintenance and the dynamics of language socialization in the lives of linguistic minorities and concludes with implications for policy, pedagogy and research.

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Östberg, Eeva. « Folkbiblioteket som minoritetspolitisk arena : Bibliotek Uppsalas arbete med att skydda och främja det nationella minoritetsspråket finska ». Thesis, Uppsala universitet, Institutionen för ABM, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-399062.

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The aim of this thesis is to study how public libraries can work to support and promote a national minority language. In the thesis Uppsala Library’s work with the Finnish language is reviewed from 2000 to present. The data was collected through qualitative interviews with five key figures from Uppsala Library and the Uppsala municipality, visits in four local public libraries and the digital library during the spring 2019 and by examining the official documents of the municipality and information that the local public libraries have produced between 2000 and 2019. Uppsala Library’s work with the Finnish language is discussed in the thesis through themes of power, nationalism and identity processes and analyzed in terms of language revitalization. The findings show that during the first decade Uppsala treated the Finnish language as any other foreign language. It provided access to media in Finnish, but the Finnish language was not visible in the library policy or in the library’s information material and program activities in Finnish were few. A major change in Uppsala Library’s work with the Finnish language started in 2010 when the municipality joined the administrative area for the Finnish language. Since 2010 Uppsala Library has with special efforts supported and promoted the Finnish language. Finnish is used in the library’s information material and is visible in the municipality’s and the library’s documents. Uppsala Library offers many kinds of media in Finnish. The library has organized events where the Finnish language is used for children and adults. The events have also brought to light the Swedish Finns’ experiences and the historical connection the Finnish language has to Sweden. Information in Finnish in the physical and digital libraries, however, could be improved. The objective of the Swedish policy on minorities is to provide support for the historical minority languages so that they are kept alive. Uppsala Library’s work during the 2010s shows public libraries’ potential as a forum for minority politics and their importance in the work with minority language revitalization. This is a two years master’s thesis in Library and Information Science.

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Richter, Dagmar. « Sprachenordnung und Minderheitenschutz im schweizerischen Bundesstaat : Relativität des Sprachenrechts und Sicherung des Sprachfriedens = Language law and protection of minorities in Federal Switzerland / ». Berlin ; Heidelberg [u.a.] : Springer, 2005. http://swbplus.bsz-bw.de/bsz117185353cov.htm.

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Salvatore, Cecilia Lizama. « Community, institution, and identity in the Chamorro speech community : an ethnographic study of how they shape information-seeking discourse in the library / ». Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Caron, Daniel. « Language Ideologies and Mobility : A Political Economy Approach to Quebec City's English-speaking Minority ». Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35822.

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Socio-economic processes have long underlined the value of language and ethno-linguistic categories in Canada. The Quiet Revolution, widely considered to be one such process, has resulted in the production of Quebec's English-speaking minority. Although recent studies pertaining to Quebec's English-speaking minority have largely focused on the construction of identity, little research has explored the perceived value of language. While Quebec City’s English-speaking minority is increasingly bilingual, figures suggest that its youth continues to migrate. Through a critical perspective, this thesis explores how Quebec City’s English-speaking minority is navigating the uneven distribution and rising value of bilingualism. Using a qualitative approach, I conducted 15 interviews with participants who attended an English-language high school in Quebec City. Results revealed that participants mobilized ethnic and economic language ideologies as a means to negotiate the value of their linguistic practices and that these language ideologies structured mobility and enabled participants to reposition themselves within a new linguistic market.

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Wand, Ann Elizabeth Lewis. « Half spaghetti - half Knodel : cultural division through the lens of language learning ». Thesis, University of Oxford, 2016. http://ora.ox.ac.uk/objects/uuid:d6391d08-30ea-4b78-8fce-c7ac684eb74a.

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South Tyrol, which is situated on the border between Austria and Italy, has been considered a 'peace model' by many nation-states since the creation of the province's autonomy statutes. The objective of these statutes was to allow for minority protection of the German- and Ladin-speaking communities while also permitting Austria to be the 'protector' of South Tyrol even though the province is situated in Italy. Another bi-product of these statutes was the creation of the 'separate but equal' education system, which allowed the German-, Italian- and Ladin-speaking communities to have individual schools in order to protect their culture and language identity. In the past several decades, there has been an increase in 'mixed' marriages with members of differing language groups producing bilingual children. Additionally, civil service positions now require that all applicants have a mandatory comprehension of the L2, or in some cases L3, in order to apply for certain posts. As the education system tries to adjust to local concerns regarding the insufficient teaching of the L2 in monolingual education, the concept of South Tyrol as a 'peace model' is brought into question. In this thesis, I examine how the South Tyrolean school system is reflective of society at large as its divided education mirrors the current fissures existent amongst the language communities. With parents looking for alternative measures to instruct their children in the L2, some residents would prefer a bilingual schooling option to encourage inter-group assimilation. Furthermore, I discuss, outside of education, external social factors in the region which impact L2 learning creating language learning 'blocks' and 'victim' versus 'conqueror' mentalities. The objective of this research is to try and understand how South Tyrol continues to be in transition as the province adjusts to more bilingualism despite the historical need to preserve the language minorities.

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Cordova, Dorothy Gutierrez. « Effective structuring of the classroom for Spanish-speaking children with delayed oral language development ». CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/632.

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Estupiñan, Margie Zamora. « The role of primary language in kindergarten interactive journals ». CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/643.

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Chauffin, Fanny. « Diwan, pédagogie et créativité : approche critique des relations entre pédagogie, créativité et revitalisation de la langue bretonne dans les écoles associatives immersives Diwan ». Thesis, Rennes 2, 2015. http://www.theses.fr/2015REN20013/document.

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Les écoles immersives Diwan ont trente-huit ans. Elles ont d'une part, contribué à la revitalisation de la langue bretonne et d'autre part, permis un essor culturel et artistique en breton. Alors que les études précédentes analysent la chute vertigineuse du nombre de locuteurs et l'extrême fragilité de l'avenir de la langue, cette thèse montre comment la créativité des acteurs de Diwan a permis de surmonter les difficultés idéologiques et financières, et a réussi à toucher, par lamusique, l'audiovisuel, le théâtre et la littérature, un public beaucoup plus large que celui des bretonnants.Quel breton est parlé à Diwan ? Qui sont ces élèves représentant 1 % de la population scolaire bretonne, et quelles sont leurs pratiques artistiques ? Qui sont les enseignants-artistes et quelle évolution suit Diwan depuis les pionniers ? La créativité développée par les enseignants, les bénévoles, les parents d'élèves et les élèves sera-t-elle suffisante pour permettre un avenir à la langue ? En prenant appui sur les études des sociolinguistes et des psycholinguistes, sur des études menées en classe et dans le domaine extra-scolaire, mais aussi dans les écoles immersives basques Seaska et d'autres minorités linguistiques européennes, l'auteure montre que Diwan est une « machine à créer » fragile, qui ne peut continuer à se développer sans un regard critique sur elle même, une recherche pédagogique structurée et sans un soutien plus important de la société bretonne dans son ensemble
Diwan immersive schools are thirty-eight years old. On the one hand, they have contributed to the revitalisation of the Breton language and on the other hand, served as a catalyst for cultural and artistic development in Breton. While previous studies analyse the precipitous decline in the number of speakers and the extreme fragility of the future of the language, thisthesis shows how the creativity of people associated with Diwan has overcome ideological and financial difficulties, and reaches through music , theatre and dance, a much wider audience than Breton-speakers alone.What sort of Breton is spoken at Diwan ? Who are these students who represent 1% of the Breton school population, and what are their artistic practices ? Who are the artists and teachers and what has been the evolution since the pioneers of the late 70s ? Creativity developed by teachers, volunteers, parents and students is all very well, but will it be sufficient to ensure a future for the language ? Drawing on studies by sociolinguists and Psycholinguists on numerous studies in Britain in the classroom and in extra-curricular field, but also in the Basque immersion schools Seaska , and european minority immersive schools too , the author shows that Diwan is a fragile "creativity machine" , which can not continue without a critical look at itself, a structured research, but also without more support from Breton society

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