Academic literature on the topic 'Autonomous bilingualism'

Abstract This article discusses narratives of bilingualism told in parental group interviews conducted as part of the critical sociolinguistic ethnography carried out in public and semi-private bilingual schools of the autonomous region of Castilla-La Mancha (Spain). School stakeholders in this region are still adapting to the rapid implementation of bilingual programs in this region, which are transforming classroom linguistic practices and circulating discourses about bilingualism, bilingual education, and the bilingual subject. Among them, families are trying to reconcile their language desires and aspirations for English and bilingualism with the understanding of the type of bilingual education their children are receiving. By taking a social interactional approach to narrative combined with anthropological approaches to the study of conversational narrative, this article analyzes parents’ emotional and moral stancetaking in narratives of bilingualism. The narrative analysis will shed light on how families in Castilla-La Mancha are appropriating bilingualism as ideology and practice in the highly commodified global market of English.

Traditionally, Catalonia is seen as a successful example of language revitalization, through the achievement and maintenance of a fairly stable Castilian/Catalan bilingualism for the last thirty years or so. Recently, however, Catalonia has experienced significant immigration in the context of globalization. The autonomous government is now supporting an agenda in which Catalan alone is presented as the national language, the language of convergence, while Castilian, despite its long historical presence in the region, is portrayed as one of three hundred languages spoken there today. We examine how this policy interacts with everyday linguistic realities and with a preservationist agenda. Catalan speakers are divided between those who feel liberated from the imposition of Spanish identity and culture and those who fear an exclusivist nationalism which they feel would be anachronistic in the globalized world of today. Spanish speakers, in turn, feel threatened and targeted. New immigrants, coming from all corners of the world, are caught in a climate in which official language policies hardly reflect their own needs. Linguistic policies have to be re-thought to tend to the needs of immigrants while also ensuring the survival of Catalan.

AbstractThis article develops an interpretive perspective on public displays of bilingualism. Photographic data from contemporary Wales illustrate how public bilingual—Welsh and English—displays are organized in different frames, reflecting historically changing language-ideological priorities and more local symbolic markets. In institutionally driven displays, the Welsh language is framed as an autonomous code in parallel with English, displacing an earlier pattern of representing Welsh subordinated to English norms. In other frames Welsh is constructed as the only legitimate heartland language, or as an impenetrable cultural curiosity. In the most open and least institutionalized frame, Welsh is displayed as part of a culturally distinctive but syncretic cultural system. These framing contests dramatize deeper tensions that surface in attempts to revitalize minority languages under globalization. (Wales, Welsh, bilingualism, language display, language ideology, linguistic landscapes, metaculture)*

This commentary on the preceding six articles focuses on three issues concerning simultaneous and successive acquisition in early childhood which are addressed directly or indirectly in the contributions under discussion. The first issue concerns crosslinguistic interaction. It is argued that the evidence presented here speaks in favour of autonomous grammatical development in simultaneous bilingualism. Crosslinguistic interaction seems to happen only when grammatical knowledge is activated, i.e. in language use. The second problem area discussed here concerns the respective roles of input, universal mechanisms, and age of onset of acquisition as factors determining the course of acquisition. The claim is that these and other variables all contribute to an explanation of developmental sequences in monolingual and bilingual first language acquisition but that quantitative properties of the input do not override universal principles in the domain of grammar. The third point consists in emphasizing the role of second language speakers as role models for bilingual children. This provides an explanation of contact-induced change in core areas of grammar where, otherwise, empirical evidence does not support the claim of crosslinguistic interaction in bilingual children acquiring two languages simultaneously. It also constitutes a plausible scenario accounting for diachronic grammatical change.

This chapter examines the role of language planning in the promotion of regional identity in Catalonia and discusses the factors that influence the sociolinguistic development of ‘Catalonia's own language’. Issues of bilingualism, devolution and democracy in Spain's largest autonomous region, where a sizeable proportion of the population is of non-Catalan origin, have a bearing on the sense of national (both Spanish and Catalan) identity. It is argued that the time has come for a reassessment of Catalonia's language policies.

This article explores the development of language and education policies in the Republic of Tatarstan, a constituent of the Russian Federation, in the context of continued decline in minorities’ political nationalism between 2000 and the 2010s. The new “model of Tatarstan” relies on a close partnership with Moscow reaffirmed by an exclusive treaty on the division of powers. However, this formality does not eliminate Tatars’ cultural contention for recognition and autonomy. The case of Tatarstan speaks to both the potential and the constraints of autonomous territories that are incapable of satisfying the needs of co-nationals living beyond their administrative borders. Language policies and education practices have become a relatively autonomous area for claim-making in defense of Tatar culture as well as bilingualism and multicultural education in the region. This study reveals the interrelationship between the two components, Tatar ethno-culturalism and “pluri-culturalism,” and the encouragement of the region's diversity in the public domain of Tatarstan. Valuable in itself, the latter in a wider context appears to be a necessary condition for protecting minority groups in multinational Russia. Thus while promoting the interests of the “titular” nationality — ethnic Tatars — Tatarstan also serves the advancement of multicultural values in present-day Russia.

Mongolian as a minority language in China is losing speakers, although several million remain in China’s Inner Mongolia Autonomous Region. The case of 20th-century Inner Mongolia is an example of the long-term processes that may precede language endangerment. This paper takes Fishman’s (1991) notion of language shift as a decline in intergenerational mother tongue transmission and formalizes it for quantitative research, applying the methodology to a retrospective survey of intergenerational language transmission concerning over 600 Inner Mongolians born between 1922 and 2007. Results show that bilingualism with Chinese has penetrated the entire Mongolian-speaking population, but has not thus far precipitated massive language shift.

Abstract Aragon is an autonomous community within Spain where, historically, three languages are spoken: Aragonese, Catalan, and Castilian Spanish. Both Aragonese and Catalan are minority and minoritised languages within the territory, while Castilian Spanish, the majority language, enjoys total legal protection and legitimation. The fact that we live in the era of the nation-state is crucial for understanding endangered languages in their specific socio-political context. This is why policies at macro-level and micro-level are essential for language maintenance and equality. In this article, we carry out an in-depth analysis of 57 documents: international and national legal documents, education reports, and education curricula. The aims of the paper are: (1) to analyse the current state of Aragonese language teaching in primary education in Aragon, and (2) to suggest solutions and desirable policies to address the passive bilingualism of Aragonese-speaking schoolchildren. We conclude that although Aragon is a trilingual community, education policy actually does not reflect this reality. There is also a need to implement language policies (bottom-up and top-down initiatives) to promote compulsory education in a minoritised language. We therefore propose a linguistic model that brings to the forefront minority languages. This study may contribute to research into Aragonese-Castilian bilingualism in contexts of possible language loss.

Georges Castera fils (Haïti) et Monchoachi (Martinique) ont produit une œuvre poétique bilingue majeure et conséquente, en français et en créole. Néanmoins, chacun des deux poètes fait un usage particulier de ses deux langues principales dans sa pratique d’écriture et celle-ci donne lieu à une expression identitaire singulière. Le but de ce travail consiste à nommer et à montrer le bilinguisme pratiqué par le poète haïtien et le poète martiniquais, tout en dévoilant que leur poésie bilingue débouche sur l’expression d’une identité assez close concernant le premier et très ouverte s’agissant du second. Certes, cette étude part d’abord du concept de « bilinguisme », puis de « diglossie », de « diglossie littéraire » et d’« interlecte », selon Charles A. Ferguson, Jean Bernabé et Félix Lambert Prudent respectivement. Elle examine la poésie bilingue des deux poètes à partir des concepts de bilinguisme, d’interlecte, d’hétérolinguisme (Grutman) et de « territorialité linguistique », évaluée de façon spécifique par Felix Tacke, pour aboutir aux concepts fonctionnels et opératoires, novateurs, de bilinguisme autonome et de bilinguisme composé, d’interritorialité, d’exterritorialité et d’interterritorialité linguistiques. Grâce à l’analyse comparatiste des œuvres bilingues des auteurs, basée sur le croisement de la linguistique structurale (Ducrot), la sémanalyse (Kristeva), la sémiotique (Barthes et Riffaterre) et la critique thématique (Richard et Barthes), ce travail a pu attester que Georges Castera est surtout un interritolingue, pratiquant strictement les langues officielles et nationales du territoire haïtien, dans une perspective de bilinguisme autonome – usage séparé du créole et du français. Tandis que Monchoachi se révèle un interterritolingue, pratiquant les langues locales du territoire martiniquais (français et créole), selon un bilinguisme composé, en recourant aux variantes des créoles de la Caraïbe franco-créolophone, à différents états du français et à d’autres langues étrangères. L’analyse comparatiste a aussi permis de dégager deux poétiques chez les deux poètes : 1) l’une différenciée, ayant le matérialisme en commun : la corpoétique de Castera et la panpoétique de Monchoachi ; 2) l’autre conjuguée, marquée par la notion d’ambivalence. Les concepts résultant de ce travail devraient favoriser l’analyse et la dénomination de phénomènes linguistiques liés aux créations poétiques, voire à des énoncés en général, reflétant le bilinguisme différencié de locuteurs ciblés, eu égard à d’autres sphères bilingues de la région Caraïbe ou d’ailleurs
Georges Castera, Jr. (Haiti) and Monchoachi (Martinique) have produced a significant and substantial body of bilingual poetry, in French and Creole. Yet, each of the two poets makes a particular use of their primary languages in their writing practices, resulting in a unique expression of identity. The work aims to identify and illustrate the bilingualism exhibited by the Haitian and Martinican poets, while revealing that their bilingual poetry conveys the expression of a relatively closed identity in the case for Castera, Jr. and a markedly open identity for Monchoachi. Naturally, this study begins with the concept of “bilingualism”, followed by “diglossia”, “literary diglossia” and “interlecte”, according to Charles A. Ferguson, Jean Bernabé and Félix Lambert Prudent respectively. It examines the bilingual poetry of both poets through the lenses of bilingualism, interlecte, heterolingualism (as proposed by Grutman), and “linguistic territoriality,” analyzed specifically by Felix Tacke, to arrive at functional and operational innovative concepts of autonomous and compound bilingualism, linguistic interritoriality, exterritoriality, and interterritoriality. Using a unique comparative analysis of the authors' bilingual works, which draws from structural linguistics (Ducrot), semanalysis (Kristeva), semiotics (Barthes and Rifaterre) and thematic criticism (Richard and Barthes), this thesis demonstrates that Georges Castera is above all an interritolingual. He strictly employs the official and national languages of Haitian territory, reflecting a perspective of autonomous bilingualism characterized by the separate use of Creole and French. Monchoachi, on the other hand, is an interterritolingual who uses the local languages of Martinique (French and Creole) in a compound bilingualism. He incorporates various Creole variants from the Franco-Creole-speaking Caribbean to different forms of French, and other foreign languages. Comparative analysis has also allowed us to identify distinct poetics in the two poets: 1) one differentiated, sharing a common materialism: Castera's corpoétique and Monchoachi's panpoétique; 2) the other conjugated, characterized by the notion of ambivalence. The concepts resulting from this work should facilitate the analysis and naming of linguistic phenomena associated with poetic creations, or even broader statements, that reflect the nuanced bilingualism of targeted speakers, with respect to other bilingual spheres in the Caribbean region or elsewhere
Georges Castera fils (Ayiti) ak Monchoachi (Matinik) ekri yon kokennchenn travay poetik bileng, an franse e an kreyòl. Men chak poèt yo itilize toulede lang yo jan pa li lè l ap ekri ; pratik yo chak bay ekspresyon yon idantite espesyal. Objektif travay rechèch sa a se nonmen ak montre mòd bilengwism poèt ayisyen an ak poèt matinikè a ap pratike, pandan l ap devwale pwezi bileng yo a ki debouche sou ekspresyon yon idantite ase fèmen bò kote Castera, e ki byen louvri bò kote Monchoachi. Se vre, etid sa a chita dabò sou baz konsèpt « bilengwism » lan, epi li pase wè konsèpt « diglosi » a dapre Charles A. Ferguson, « diglosi litérè » a dapre Jean Bernabé ak « entèrlèkt » la dapre Félix Lambert Prudent. Li analize pwezi bileng de poèt yo sou baz konsèpt bilengwism lan ak entèlèkt la, sou baz etewolengwism lan tou, dapre Grutman, ak « teritoryalite lengwistik » la ke Felix Tacke konsidere nan sans pa li. Konsèpt sa yo rive jwenn yon seri de lòt konsèpt tou nèf ki fonksyonèl e operatwa : bilengwism otonòm, bilengwism konpoze, enteritoryalite, eksteteritoryalite ak entèrteritoryalite lengwistik. Gras ak analiz konparatis sou travay poetik bileng de otè yo, ki baze sou kwazman lengwistik striktiral dapre Ducrot, semanaliz dapre Kristeva, semyotik dapre Barthes ak Riffaterre e kritik tematik dapre Richard ak Barthes, travay rechèch sa a rive sètifye Georges Castera sitou tankou yon enteritoleng k ap pratike lang ofisyèl ak lang nasyonal teritwa ayisyen yon jan strik, sou bann bilengwism otonòm lan – sa vle di li itilize kreyòl la ak franse a san li pa melanje yo. Alòske Monchoachi montre li se yon entèteritoleng k ap pratike lang lokal teritwa matinikè a (franse ak kreyòl), dapre yon bilengwism konpoze ki pran sous li nan plizyè kreyòl Karayib ki pale franse-kreyòl la, nan diferan degre franse a ak plizyè lòt lang etranje. Analiz konparatis la pèmèt de powetik sòti nan travay de poèt yo : 1) youn ki diferan, menm si materyalism lan sèvi kòm tèm ki reyini yo : kòpoetik bò kote Castera, panpoetik bò kote Monchoachi ; 2) yon lòt powetik ki mete toulède poèt yo dakò plizoumwen, paske li chita sou nosyon mazimaza (ambivalence oubyen ambiguïté an franse) ke yo pataje. Tout konsèpt ki soti nan travay sa a ta dwe favorize analiz ak mannyè pou nonmen yon seri de fenomèn lengwistik ki makònen ak kreyasyon powetik. Yo ta dwe makònen tou ak yon pil pawòl k ap pale toulong, pawòl ki konsène yon pil moun bileng : moun k ap pale de lang ki plizoumwen diferan, si nou konsidere lòt espas bileng nan laKarayib oubyen lòt kote

This chapter presents an overview of Content and Language Integrated Learning (CLIL) policy and practice in Europe to shed light on the neoliberalization and commodification processes involved in the global spread of English. The first part surveys the key issues of CLIL research in Europe by offering a summary of the major trends in policy and practice. The second section advocates for approaching CLIL as policy and practice from an ethnographic, political economy perspective to understand the complex relationships between bilingual language policy, stakeholders’ circulating discourses about bilingualism, and bilingual classroom practices. The third section briefly illustrates the case of bilingual programs in the central-south autonomous community of Castilla–La Mancha, Spain, attending to the social hierarchization processes involved in the implementation of CLIL programs in this region. The chapter’s final section advocates for the need to incorporate the ethnographic turn in future research on CLIL in Europe and beyond.

Abstract Chapter 2 explored some of the changes that have affected the verb system of Spanish as speakers within a number of family nuclei shift to English, the majority language. In this respect, I showed that simplification and loss of tenses did not appear to be the result of transfer from the superordinate language. On the other hand, those tenses already undergoing simplification in the oral Spanish of first generation immigrants were lost even in the speech of US-born bilinguals with high levels of Spanish proficiency. This observation lends support to the hypothesis that in language contact situations a number of changes have an internal motivation, in that (a) they are in progress in the ‘model’ monolingual variety before intensive contact occurs and/or (b) they may be spurred by such features as the semantic opaqueness of certain language specific forms or the relative complexity of a given paradigm. When shown to be of one of these types, these changes have been considered to be autonomous developments explicable in terms of the linguistic system involved, and quite probably responsive to such cognitive requirements as the need to simplify and generalize rules, perhaps to make oral production quicker and more automatic.

The situation of forced migration made the issues of language ideologies, attitudes, and choices central, which is typical for the migration process in general [Borlongan 2023]. The article analyses twenty language biography interviews with the refugees from Ukraine in Germany. Using the tools of Reflexive Thematic Analysis, translanguaging was defined as one of the central themes in the interviews. In recent scholarship, a translinguistic methodological perspective was applied to explore different educational settings [MacSwann (ed.) 2022] and the linguistic repertoire used by young migrants on social media [Prego Vázquez 2023]. In the Oxford Research Encyclopedia of Education, in the entry about translanguaging, it is underscored that “rather than possessing two or more autonomous language systems, as has been traditionally thought, bilinguals, multilinguals, and indeed, all users of language, select and deploy particular features from a unitary linguistic repertoire to make meaning and to negotiate particular communicative contexts” [Vogel & Garcia 2017]. As our research has shown, translanguaging can be understood more broadly as an umbrella term in the context of transnationalism. It is also a coping communicative strategy and self-reflective technique in situations of forced migration.