Academic literature on the topic 'Frafra language'
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Journal articles on the topic "Frafra language"
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Brosch, Cyril. "On the Conceptual History of the Term Lingua Franca." Apples - Journal of Applied Language Studies 9, no. 1 (January 27, 2015): 71–85. http://dx.doi.org/10.17011/apples/2015090104.
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This paper aims to give an outline of the development of the term “Lingua Franca”. Initially the proper name of an extinct pidgin, to “Lingua Franca”, the term has become a common noun, used with regard to language contact phenomena in general – at first specifically for pidgins and trade languages, but now for all vehicular languages. This broader usage is especially prominent in the field of research known as “English as a lingua franca” (ELF). Using ELF as an example, it is shown that the modern usage is partly inconsistent and can be misleading, as it connects a positive feature of the original Lingua Franca, viz linguistic equality, with a language with native speakers like English, which implies a totally different distribution of power in communicative situations and economic resources in language learning. Against the background of the etymological meaning of “lingua franca” and the competing, less ambiguous term “vehicular language”, a new classification system for interlingual contact is proposed. Within it it is argued that “lingua franca communication” should be confined to contexts where no native speakers of the vehicular language being used are involved – whenever the presence or absence can be stated.
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Navarro, Federico, Theresa Lillis, Tiane Donahue, Mary Jane Curry, Natalia Ávila Reyes, Magnus Gustafsson, Virginia Zavala, et al. "Rethinking English as a lingua franca in scientific-academic contexts." Journal of English for Research Publication Purposes 3, no. 1 (June 2, 2022): 143–53. http://dx.doi.org/10.1075/jerpp.21012.nav.
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Abstract We aim to challenge assumptions made about the use of English as a “lingua franca” in scientific-academic contexts, identify the impact of such assumptions on trajectories of knowledge production and uptake, and legitimize the use of multiple languages for transnational scholarly exchange. We set out ten principles: Using English as a scientific-academic “lingua franca” does not always promote inclusion; A language positioned as a scientific-academic “lingua franca” can act as a language of domination; Positioning English as the “lingua franca” policy may discourage translations and exclude participation; Policies which position English as being the contemporary scientific-academic “lingua franca” may convey the idea that knowledge produced in English is the only knowledge that exists; The imposition of English as a presumed scientific-academic “lingua franca” is a manifestation of the unequal distribution of knowledge production and uptake; Languages/varieties function as powerful resources for knowledge making; Choosing a language for publishing or presenting is a sociolinguistic right; Choosing a language to publish or present in is a political act; Convention organizers should have the right to promote the language(s) of their choice; Convention organizers and scholars should be as creative and sensitive to including as diverse an audience as possible.
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Herniti, Ening. "Islam dan Perkembangan Bahasa Melayu." Jurnal Lektur Keagamaan 15, no. 1 (May 10, 2018): 81. http://dx.doi.org/10.31291/jlk.v15i1.516.
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The spread of Islam in Nusantara has not only influenced social change, but also in language development. One of the languages used in Nusantara at that time was the Malay language. Malay as lingua franca has an important role in communication between traders in the Malacca Strait. Arabic also serves as a lingua franca especially in the spread of Islam. Arabic and Malay have the same position, namely as lingua franca, causing language contact. This language contact represents a balance of two languages resulting in language borrowing. This research is libraryresearch with qualitative-descriptive method. This paper describes the influence of the spread of Islam in Nusantara to the development of Malay (Bahasa). The conclusion of this study shows that the spread of Islam in Nusantara influences the system alphabet (alphabet Jawi), the form of loanword, the domain of loanword, and Arabic-Latin transli¬teration.
Keywords: The spread of Islam; influence; contact language; lingua franca; loanword
Penyebaran agama Islam di Nusantara tidak hanya berpengaruh pada perubahan sosial, tetapi juga pada perkembangan bahasa. Salah satu bahasa yang digunakan di wilayah Nusantara pada saat itu adalah bahasa Melayu, yang kemudian menjadi bahasa Indonesia. Bahasa Melayu sebagai lingua franca memiliki peranan penting dalam memperlancar komunikasi antarpedagang di Selat Malaka. Bahasa Arab juga berperan sebagai lingua franca terutama dalam penyebaran agama Islam. Bahasa Arab dan bahasa Melayu memiliki kedudukan yang sama, yakni sebagai lingua franca sehingga menimbulkan kontak bahasa. Peristiwa kontak bahasa ini mepresentasikan adanya keseimbangan dua bahasa yang mengakibatkan peminjaman bahasa. Penelitian ini adalah penelitian pustaka dengan metode deskriptif-kualitatif. Tulisan ini memaparkan pengaruh penyebaran Islam di Nusantara terhadap perkembangan bahasa Melayu (bahasa Indonesia). Hasil penelitian ini menunjukkan bahwa penyebaran agama Islam di Nusantara berpengaruh pada sistem aksara (abjad Jawi), bentuk serapan, bidang penyerapan, dan transliterasi Arab-Latin.
Kata Kunci: penyebaran agama Islam; pengaruh; kontak bahasa; lingua franca; serapan
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Faber, Pamela. "English as an academic lingua franca." Revista Alicantina de Estudios Ingleses, no. 23 (December 15, 2010): 19. http://dx.doi.org/10.14198/raei.2010.23.02.
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In today’s world, the European Union is searching for a delicate balance between linguistic integration and diversity. Thanks to international knowledge transmission and exchange as well as co-operation and mobility beyond national boundaries, English has now become the preferred option for linguistic unity. It is a language that allows native speakers of different languages to communicate. However, the use of English as a lingua franca should not (and does not) threaten plurilingualism in Europe, as reflected in the many national languages in Europe and the relatively peaceful coexistence of national and minority languages in many European countries. In fact, English, as used for international communication purposes, complements and supplements national languages.
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Kullu, Dr Ajit Kumar. "Politics of Language and Linguistic Identity: Sadri Replacing other Adivasi Languages in Sundargarh." SMART MOVES JOURNAL IJELLH 8, no. 9 (September 19, 2020): 54–62. http://dx.doi.org/10.24113/ijellh.v8i9.10753.
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Movements related to languages are interesting phenomena with a load of consequences on the fate of languages. A powerful language with state backing is capable of weakening and dismantling the structure of a language which is less powerful and without any political backings. However, there are languages which find other ways to growth and popularity. People find interesting reasons to switch to a different language. Sadri, tribal lingua-franca in the district of Sundargarh, Odisha is enjoying a privileged linguistic space at the cost of other adivasi languages.
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Gasparyan, Seda. "English as Lingua Franca." Armenian Folia Anglistika 11, no. 1 (13) (April 15, 2015): 7–17. http://dx.doi.org/10.46991/afa/2015.11.1.007.
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The article highlights English as Lingua Franca and emphasizes the importance of teaching Language for Special Purposes (LSP). The content of the notion “lingua-franca” is analysed on the basis of a number of linguistic works devoted to the English language status. English as Lingua Franca refers to the use of English as a medium of communication between speakers of different languages. Nowadays, contacts between people with different cultural backgrounds are becoming more frequent and much closer. Highly developed skills in intercultural communication have a significant bearing on the quality of relationships between people of various nationalities and cultures. In recent years ELF has been studied by many linguists interested in how its pronunciation, vocabulary and grammar are different from other varieties of English. ELF has now established itself as a major and expanding field of academic research. Its interconnections with teaching and other disciplines are being currently discussed, acknowledged and investigated.
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Fiedler, Sabine, and Cyril Brosch. "Esperanto – a lingua franca in use." Language Problems and Language Planning 42, no. 2 (June 21, 2018): 220–45. http://dx.doi.org/10.1075/lplp.00019.fie.
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Abstract A lingua franca can be a mediation choice for people who do not share a common language. Esperanto, a planned language, functions in this way as the working language in an educational non-governmental organization. The main characteristics of this use are described on the basis of interviews, field notes and spontaneous conversations analyzed using the methods of Conversation Analysis. It is shown that Esperanto functions as the dominant means of communication in the NGO, but also that the use of other languages is not excluded. A typical feature of Esperanto communication is the use of repairs: Esperanto speakers assist one another when faced with lexical gaps and they correct each other’s mistakes. Humor is ubiquitous and is mainly language-based, taking forms including wordplay and culture-specific allusions. These two features are closely related to speakers’ attitudes such as group identity and metalinguistic awareness. It is suggested that Esperanto is a valid option as a lingua franca outside of the private sphere, where it has predominantly been used until now.
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Ukam, Edadi Ilem. "The Choice of Language for African Creative Writers." English Linguistics Research 7, no. 2 (June 18, 2018): 46. http://dx.doi.org/10.5430/elr.v7n2p46.
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Language issue has been considered as a major problem to Africa. The continent has so many distinct languages as well as distinct ethnic groups. It is the introduction of the colonial languages that enable Africans to communicate with each other intelligibly: otherwise, Africa has no one central language. Among the colonial languages are English, French, Arabic and Portuguese which today serve as lingua franca in the mix of multiple African languages. Based on that, there is a serious argument among African critics about which language(s) would be authentic in writing African literature: colonial languages which serve as lingua franca, or the native indigenous languages. While some postcolonial African creative writers like Ngugi have argued for the authenticity and a return in writing in indigenous African languages, avoiding imperialism and subjugation of the colonisers, others like Achebe are in the opinion that the issue of language should not be the main reason in defining African literature: any languagecan be adopted to portray the lifestyles and peculiarities of Africans. The paper is therefore, designed to address the language debate among African creative writers. It concludes that although it is authentic to write in one’s native language so as to meet the target audience, yet many Africans receive their higher education in one of the colonial and/or European languages; and as such, majority do not know how to write in their native languages. Rather, they write in the imposed colonial languages in order tomeet a wider audience. Not until one or two major African languages are standardised, taught in schools, acquired by more than 80 per cent of Africans and used as common languages, the colonial languages would forever continue to have a greater influence in writing African literature. The paper recommendes that Africans should have one or two major African languages standardised, serving as common languages; also African literature should be written in both colonialand African languages in order to avoid the language debate by creative African writers.
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Fiedler, Sabine. "The English-as-a-lingua-franca approach." Language Problems and Language Planning 34, no. 3 (November 17, 2010): 201–21. http://dx.doi.org/10.1075/lplp.34.3.01fie.
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English has spread so widely around the world that its native speakers are now outnumbered by its non-native speakers. Recent publications have shown that the dominance of English has led to severe disadvantages for non-Anglophones. Several options of language policy have been presented to find fair and democratic approaches to international communication. Their scope includes different variants of multilingualism, the limitation of the number of languages used in international communication, restriction to receptive skills, the introduction of a system of compensation, initiatives to revive an ancient language (e.g. Latin), and the use of an artificial language. The model English as a Lingua Franca, the idea that the English spoken by non-native speakers is a variety in its own right whose norms are established by its users instead of native speakers, is among these proposals. The paper discusses the extent to which this approach seems to be feasible. Despite its appeal among learners and speakers of English as a foreign language, a number of factors seem to hamper its chances of realization. These factors involve a complexity of issues, such as traditions in foreign language learning and teaching, the heterogeneity of lingua franca communication and psychological reservations.
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Velilla Sánchez, M. Angeles. "Bilingual resources in English-medium instruction lectures." Language Value 14, no. 2 (December 2, 2021): 45–67. http://dx.doi.org/10.6035/languagev.6122.
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English is increasingly used as a lingua franca (ELF) for academic activities in Spanish higher education institutions. The notion of ELF is now being redefined including in its conceptualization a multilingual nature of communication (Jenkins, 2015). This conception is interesting for researchers in English-medium instruction (EMI). Therefore, this paper reports on a study which focuses on the multilingual resources most frequently used by higher education lecturers to achieve comprehensibility in EMI courses at the University of Zaragoza. It regards them as part of the pragmatic and strategic behaviour of the participants. The corpus for the study consists of 14 hours of audio-recorded lectures in two different disciplines that have been analysed from a discourse-pragmatic approach, involving both qualitative and quantitative methods. The analysis of the data reveals that lecturers use their multilingual resources, mainly their own first language, as a pragmatic strategy that enables them to achieve various conversational goals such as clarifying meaning.
Dissertations / Theses on the topic "Frafra language"
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Faal, Salifu. "The dominance of Wolof as a lingua franca in urban Senegal : a threat to minority languages and language communities." Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654574.
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Current levels of language loss around the globe are unprecedented. With more than half of the world's languages thought to be endangered to the extent that there will be no speakers of these languages within the near future, the study of language threat and endangerment is more essential than ever (Krauss, 2000). The reason for such unprecedented language endangerment has come as a direct result of increased globalization, where people and the languages they speak have the ability to move throughout the world and communicate with literally anyone, anywhere, at any time. Furthermore, an ever-globalizing economy has created a space whereby a few languages have garnered extreme power and prestige, which inspires the envy of speakers of minority languages as they see the economic benefits of being able to speak a language of wider communication. The global dominance and influence of English and the implications for other languages throughout the world are well-documented (See Crystal, 2005; Phillipson, 1992; Dalby, 2003). However, the ever-growing 'prestige' and dominance of African languages of wider communication (e.g. Swahili, Hausa, Wolof), and the threat they pose to minority languages, has not been as adequately documented. Thus, while these powerful and dominant languages are spreading rapidly, hundreds of minority languages in Africa are disappearing at an alarming rate, taking with them important cultural heritage (e.g., history, folklore, literature, and music) and a unique ,. understanding of the local flora, fauna, and ecosystem. The trend is overwhelming, and almost certainly unstoppable, and it is becoming a worrying development for minority communities, linguists and advocates for the linguistic rights of minorities. Although researchers in African linguistics have made great progress in the description of minority languages at all levels, there has been little work done that addressed the sociolinguistics of minority language communities in urban Africa. This study sets out to investigate the implications of the dominance of Wolof for minority languages in urban Senegal. The study adopts a multidimensional approach in response to the kinds of data required, the participants involved and the social and cultural context. This entails adopting several different specific methodological approaches of data collection and analysis in order to capture the changing pattern of language use and language attitudes. The analysis of language use data shows that many of the minority languages are losing their grip in the home domain due to a breakdown of intergenerational transmission. This has resulted in the younger generation increasingly shifting to Wolof and no longer learning their language of heritage. Although none of the respondents in our study had Wolof as a mother tongue by origin, the majority of the younger respondents identified with Wolof as their mother tongue by competence (the language they know best) and function (the language they use most). The sociolinguistic analysis outlined in this study, though not exhaustive, reveals a very precarious situation for minority languages and their speakers in urban Senegal. The predominance of Wolof in urban Senegal is beginning to change the linguistic landscape of urban centres, and there is nothing, that guarantees minority communities in towns and cities, that there will be continuity of their languages beyond the present generation.
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Onraet, Lauren Alexandra. "English as a Lingua Franca and English in South Africa : distinctions and overlap." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6545.
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Thesis (MA (General Linguistics))--University of Stellenbosch, 2011.Bibliography
ENGLISH ABSTRACT: This study investigates the prevalent, typical linguistic and discursive features of English as it is used as a shared medium of communication by speakers who do not share a first language in the Western Cape (i.e. as a lingua franca). These features were compared to those found in certain second-language varieties in South Africa, namely Black South African English, Cape Flats English and Afrikaans English. Fourteen female students from the University of Stellenbosch between the ages of 18 and 27 from various first language backgrounds were recruited for the data collection. A closed corpus was created in which recordings were made of semi-structured conversations between the participants, paired in seven groups of two speakers each. These recordings were then transcribed. In order to identify and analyse the English as a lingua franca (ELF) phenomena that arose, reference was made to the various linguistic features and methods of analysis of ELF suggested in House (2002), Seidlhofer (2004) and Meierkord (2000), amongst others. These features were then analysed and compared with the features reported in the literature on second-language varieties of English in South Africa. The study reveals that the South African ELF spoken by the participants displays similar features to the ELF(s) spoken in Europe, although certain European ELF features that occur in South African ELF are used to fulfil different functions. The study disclosed three ELF phenomena which have not been reported as such in the European ELF literature and therefore seem to be unique to the South African ELF context. Specifically, these are auxiliary dropping (AUX-drop), explicit self-doubt of a speaker‟s own ELF proficiency, and thinking aloud. Finally, certain South African ELF features are also reported to be features of South African second-language varieties (e.g. AUX-drop).
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek heersende, tipiese eienskappe van Engels wat beskryf word as linguisties en diskursief, spesifiek soos die eienskappe voorkom in Engels as ‟n gemeenskaplike vorm van kommunikasie tussen sprekers in die Wes-Kaap wat nie ‟n eerste taal gemeen het nie (m.a.w. waar Engels as ‟n lingua franca gebruik word). Dié eienskappe is vergelyk met ander wat gevind is in sekere tweedetaal-variëteite in SuidAfrika, naamlik Black South African English, Cape Flats English en sg. Afrikaans English. Veertien vroulike studente van die Universiteit van Stellenbosch tussen die ouderdomme van 18 en 27 en met ‟n verskeidenheid eerstetaal-agtergronde is gebruik vir die datainsameling. ‟n Geslote korpus is gevorm bestaande uit opnames van semi-gestruktureerde gesprekke tussen die deelnemers. Laasgenoemde is verdeel in sewe groepe van twee sprekers elk. Hierdie opnames is later getranskribeer. Ten einde die relevante Engels-aslingua-franca (ELF)-verskynsels te identifiseer en te analiseer, is daar eerstens gekyk na verskeie linguistiese eienskappe en metodes van analise van ELF soos voorgestel deur, onder andere, House (2002, 2009), Seidlhofer (2004) en Meierkord (2000). Hierna is die waargenome eienskappe geanaliseer en vergelyk met die eienskappe wat gerapporteer is in die literatuur oor tweedetaal-variëteite van Engels in Suid-Afrika. Die studie toon dat die Suid-Afrikaanse ELF wat deur die deelnemers gebruik word, soortgelyke eienskappe vertoon as ELF in die Europese konteks, met die uitsondering dat sekere Europese ELF-eienskappe wat in Suid-Afrikaanse ELF voorkom, plaaslik ander funksies vervul. Drie ELF-verskynsels wat nie as sodanig in die literatuur oor Europese ELF gerapporteer is nie, is gevind en is dus waarskynlik eiesoortig aan die Suid-Afrikaanse ELF-konteks. Dít sluit in hulpwerkwoord-weglating (sg. AUX-drop), eksplisiete uitspreek van onsekerheid oor ‟n spreker se eie ELF-bevoegdheid, en hardop dink. Ten slotte is daar ook gevind dat sekere Suid-Afrikaanse ELF-eienskappe tegelykertyd eienskappe van Suid Afrikaanse tweedetaal-variëteite is, soos bv. weglating van die hulpwerkwoord.
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Komori-Glatz, Miya. "Conceptualising English as a business lingua franca." Inderscience, 2018. http://dx.doi.org/10.1504/EJIM.2018.10009389.
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Though a popular and somewhat controversial topic in discussions
on language in IB, the notion of English as a (business) lingua franca/(B)ELF
still lacks clear conceptualisation. This paper argues that research in IB and
linguistics can be mutually complementary and supportive in conceptualising
BELF, and that it is important to separate the concept of BELF from that of
a common corporate language. The paper synthesises key works from both
disciplines to conceptualise BELF as an emergent, multilingual use of English
that adapts to the demands and resources of the specific context. It further
argues that Wenger's concept of Communities of Practice offers a useful bridge
between the disciplines, and that there is a need for more empirical research.
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Risato, Orsola <1993>. "Language of nobody, language of everyone: Hinglish as lingua franca in a new rising community of India." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13009.
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In the multilingual scenario of India, the choice of a link language has been a point of significant controversy since Independence. Alternated language policies not only haven't been successful in finding a decisive resolution of the language question, but have also left room for the controversy between Hindi and English in their role of lingua franca.
In this work we will outline the development of English-Hindi bilingualism question, that, starting from post-Independence linguistic policies, has brought nowadays to a language continuum in which Hindi purism on one side, and the phenomenon widely known as Hinglish on the other, can be considered the extremes. Hinglish is a particularly interesting linguistic variety because, despite the long presence of English in India, English pressure on Hindi grew enormously in the last twenty years, thanks, also, to the economic development of India and its opening to a globalized World.
Our focus, then, will be directed towards the sociolinguistic factors involved in the use of Hinglish, and towards the possible processes that make this variety so peculiar as compared to other well examined cases such as, for example, Indian English. Since its presence is remarkably evident in the language of digital media and film industry, we will analyse the main patterns of this linguistic variety through authentic material such as movie lines, magazine articles, and advertisements, in order to delineate the characteristics of a potential Hinglish speakers community.
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Amukena, Nyqvist Sisiwe. "English as a Lingua Franca in Namibia: : Teachers’ Attitudes Towards English as a Medium of Instruction in Classrooms." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23202.
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This study aims to investigate Namibian teachers’ attitudes towards English as a medium of instruction in Namibian classrooms. Regardless of the fact that English has no historical ties with Namibia, English still operates as the official language and the language of instruction in schools. This study briefly discusses the probable reasons for choosing English as an official language in Namibia, and as the medium of instruction in educational institutions. Furthermore, it discusses the attitudes that Namibian teachers have towards English as a medium of instruction in Namibian classrooms. A pilot electronic questionnaire, a revised questionnaire, and telephone interviews were used to acquire data for the study. The results indicate that English is a challenge for many learners and this poses a challenge to teachers as well. However, a majority of teachers from this study portray English as the language that is capable of uniting Namibian learners from different backgrounds, and a language that makes education possible in Namibia. In addition, teachers also reported that knowledge of English opens up educational opportunities for learners to study abroad.
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Писаренко, Н. М. "Lingua Franca – threat to national languages or saving grace for international communication." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12994.
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Blu, Wakpa Makha, and Wakpa Makha Blu. "Cyclical Continuity and Multimodal Language Planning for Indigenous North America." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/626148.
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This dissertation initially reviews the literature on Indigenous language planning (LP) with an emphasis on orientations, dispositions, and their roles in Indigenous society. Token policies pertaining to Indigenous LP are often mistaken for resolving the social ailments that cause language shift--none of which result in systemic, institutional, or effective changes to programs revitalizing Indigenous languages. The author argues for a focus on sovereignty, early childhood development, teacher training, curriculum, assessment, immersion, economic sustainability, and Indigenous epistemologies.
Ethnographic studies are an important aspect of LP. Oftentimes Indigenous nations have little documentation of their historical efforts to reverse language shift (RLS), leaving newcomers uninformed about the achievements of their RLS predecessors. Therefore the collection and documentation of Indigenous RLS projects can potentially prevent future language planners from recreating historical obstacles, while presenting new methods that anticipate reoccurring problems. This study overviews Lakota language (LL) status while focusing on shifting centre-periphery authentication and healing Historical Trauma by implementing cultural continuity for Cheyenne River Sioux Tribe (CRST).
Much attention has been given to spoken lingua francas, but less has been given to signed lingua francas. The purpose of this research is to map distinct boundaries of Indigenous North America's signed lingua franca, emphasizing national boundaries and culture areas. Other goals include redirecting anthro-linguistic attention to the historically widespread eight dialects of Hand Talk and encouraging their hereditary signers to revitalize multimodal aspects of their respective cultures.
Spoken language immersion is an effective method for RLS that usually incorporates multimodal instructional scaffolding through total physical response (TPR), and common gestures to mediate target language acquisition. However, spoken language immersion often overlooks sign language and its motor for ethnic gestures that can profoundly expand TPR's role to orchestrate holistic multimodal communication. North American Hand Talk (NAHT) is a sign language indigenous to the majority of North American Indigenous nations who are also attempting RLS among their spoken languages. Making NAHT the standard for multimodal RLS applications could increase target spoken language retention while redeveloping an Indigenous multimodal culture in North America.
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Back, Andrea <1987>. "English as a Lingua Franca: The case for ELF as an independent, natural and legitimate language." Master's Degree Thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/7353.
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Introduzione dell'Inglese come lingua franca (ELF), con excursus storico ed una proposta di classificazione delle lingue franche; Analisi della situazione corrente, collocamento dell' ELF all'interno dei paradigmi attuali, quali quello dei 'World Englishes' e dei 'Three Circles of English' di Kachru, e presentazione dello state of the art; in particolare viene analizzato il rapporto fra ELF e Inglese come lingua madre (EMT), e viene infine supportata la legittimazione ed il riconoscimento dell'ELF quale variante dell'Inglese a sé stante, una realtà innegabile degna di rispetto e studio approfondito.
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Munsch, Mathieu. "English as a Lingua Franca in Europe : How is Cultural Diversity Expressed in the Common Tongue?" Thesis, Uppsala universitet, Teologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-232456.
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This thesis argues against the claim of linguistic and cultural homogenization widely believed to be induced by the spread of English worldwide by looking at how native and non-native speakers alike re-appropriate the perceived model of 'Standard English' to fit the frames of their own culture and to express their own identity. The hypothesis that this thesis builds on is that the language each of us speaks reflects one's own individual background, the communities that one belongs to, and the identity that one wants to convey. As English is assimilated by the people of the world, their cultural diversity is re-expressed through the common language. By looking at the ways in which English is used in a multicultural setting and at the speakers' attitudes towards it, this paper makes a claim for an alternative to the current educational paradigm in refocusing English teaching on its potential for intercultural communication rather than on specific knowledge of Anglo-American cultures. In order to identify the cultural factors that are involved in the production of one's speech in English as a lingua franca situations, the Vienna-Oxford International Corpus of English (VOICE) – a collection of naturally occurring spoken interactions in English – will be used. Close attention will be paid to the communicative strategies that the participants use, to the way their identities are expressed in their speech, to instances of code-switching or to neologisms that they may use, and to the ways in which they accommodate each other whenever communication is not clear.
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Stepe, Margaret J. "KALAMAZOO REVISITED: HERITAGE LANGUAGE MAINTENANCE AMONG LATVIANS IN NORTH AMERICA." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/82.
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The purpose of this paper is to investigate the entwined roles of schooling, family support and investment, and community contact in Heritage Language Learning (HLL), Heritage Language Maintenance (HLM) and identity formation among two groups of North American Latvians. One is made up of 49 teenagers at Gaŗezers language camp in Kalamazoo, Michigan. The other comprises 25 parents, other adult Latvian speakers and camp staff members. I explore differences and similarities among them by age, gender and self-stated national identity and language proficiency. Primary data consist of some 70 questionnaires completed by youths and adults and six 30- to 90-minute interviews conducted and transcribed by me. Six more were conducted via e-mail. Based on aggregate analysis of multiple-choice and short-answer questions, supplemented by participants’ individual responses to longer-form survey questions and to my questions during interviews, findings demonstrate a connection between self-stated national identity (Latvian, Latvian-American or Latvian-Canadian, or American or Latvian) and self-assessment of Latvian language proficiency among the youths. Among the adults, men were more likely to identify simply as Latvian than were women, and adults of both genders who identified as Latvian averaged slightly lower in self-assessment of proficiency, even though most of them grew up speaking Latvian at home. Additionally, my research shows a community proud of its HLM accomplishments alongside those of displaced peoples from other nations—a community now at home in North America, although 60 years ago members were determined to return to Latvia.
Keywords: L2, Latvian heritage language revitalization, third space, lingua franca, language immersion, heritage language maintenance.
Books on the topic "Frafra language"
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Awinkene, Atintono S., and Nsoh E. Avea, eds. Gurene̳-English dictionary: With English-Gurene̳ glossary. Legon [Ghana]: Linguistics Department, University of Ghana, 2007.
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1949-, McGroarty Mary E., ed. Lingua Franca languages. West Nyack, NY: Cambridge University Press, 2006.
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Espluga, Josep. Planeta franja: El trencaclosques del català a l'Aragó. Lleida: Pagès Editors, 2005.
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Panʹko, T. I. Mova i nat͡s︡ii͡a︡ v estetychniĭ kont͡s︡ept͡s︡iï I. Franka. Lʹviv: Vyd-vo "Svit", 1992.
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Karlfried, Knapp, and Meierkord Christiane 1964-, eds. Lingua franca communication. Frankfurt am Main: P. Lang, 2002.
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Illés, Éva, and Yasemin Bayyurt. English as a Lingua Franca in the Language Classroom. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003258698.
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Espluga, Josep L. Franja, frontera i llengua: Conflictes d'identitat als pobles d'Aragó que parlen català. Lleida: Pagès Editors, 1995.
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Babia, Antoni. La franja de la franja: La parla de la Vall de Benasc on el català és patuès. Barcelona: Editorial Empuries, 1997.
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Babia, Antoni. La franja de la Franja: La parla de la Vall de Benasc, on el català és patuès. Barcelona: Empúries, 1997.
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Josep Maria Prim i Serentill. Contra la Franja: Crònica de l'agressió a la llengua, al Bisbat i al Museu de Lleida. Lleida: Pagès Editors, 2012.
Find full textBook chapters on the topic "Frafra language"
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Sebba, Mark, and Luke Harding. "World Englishes and English as a Lingua Franca." In English Language, 334–50. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_21.
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Jenkins, Jennifer, and Constant Leung. "Assessing English as a Lingua Franca." In Language Testing and Assessment, 103–17. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02261-1_7.
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Jenkins, Jennifer, and Constant Leung. "Assessing English as a Lingua Franca." In Language Testing and Assessment, 1–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02326-7_7-1.
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Wright, Sue. "French: The Rise and Fall of a Prestige Lingua Franca." In Language Policy and Language Planning, 118–35. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230597037_6.
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Wright, Sue. "French: The Rise and Fall of a Prestige Lingua Franca." In Language Policy and Language Planning, 134–54. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-57647-7_6.
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Niżegorodcew, Anna. "Understanding Culture Through a Lingua Franca." In Aspects of Culture in Second Language Acquisition and Foreign Language Learning, 7–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20201-8_2.
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Moore, Emilee, Eulàlia Borràs, and Luci Nussbaum. "Plurilingual Resources in Lingua Franca Talk: An Interactionist Perspective." In Language Alternation, Language Choice and Language Encounter in International Tertiary Education, 53–84. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6476-7_3.
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Siemund, Peter, and Eliane Lorenz. "Chapter 5. Multilingual advantages." In Studies in Bilingualism, 123–51. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.66.05sie.
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In this contribution, we provide a critical reassessment of multilingual advantages, especially in the context of learning additional languages. Although there is widespread agreement that multilingual experience enhances language learning, a precise definition of the relevant conditions remains a challenge. After a topical overview, we discuss several case studies focusing on language learning advantages, interdependence, and cross-linguistic influence in different multilingual constellations. This discussion covers contexts of balanced bilingualism, heritage bilingualism, institutionally planned multilingualism, minority language bilingualism, as well as multilingual settings in which English is used as a Lingua Franca. In addition, we elaborate on two conditions (type of bilingualism, type of language knowledge) that impact language learning in multilingual settings. It is important to distinguish between balanced and unbalanced bilinguals as well as general language proficiencies and grammatical knowledge. On the whole, this paper is a warning against foregone conclusions and an invitation to a more thoughtful approach to a highly fascinating field.
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Seidlhofer, Barbara. "English as a Lingua Franca and Multilingualism." In Language Awareness and Multilingualism, 391–404. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02240-6_22.
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Seidlhofer, Barbara. "English as a Lingua Franca and Multilingualism." In Language Awareness and Multilingualism, 1–14. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02325-0_22-1.
Full textConference papers on the topic "Frafra language"
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Choesin, Ezra Mahresi, and Dea Rifia Bella. "Pointing Gestures and Verbal Acts: Linguistic Boundaries in Barter Markets by Puor and Lamalera People, East Nusa Tenggara, Indonesia." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-2.
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This article highlights language practices by Puor and Lamalera people, in South Lembata, East Nusa Tenggara, in Indonesia, in a ‘barter market’ context. While interacting in the barter market, Puor and Lamalera people prefer to use their own local languages, rather than Bahasa Indonesia, the language regarded as the lingua franca in a linguistically diverse Indonesia. Unavoidably, the use of these local languages in Indonesia is invoked through specific cultural assessments. In this barter market, speakers combine verbal acts and pointing gestures to supplement their linguistic repertoires and to convey message amplifiers that embody cultural meanings in their respective frames of reference and communicative events. The use of pointing gestures and verbal acts that build the linguistic repertoires becomes the main rule of interacting in the barter market, the social phenomena of which renders this market different from other ‘money’ markets. The paper employs an ethnography of communication approach, through which to elicit and frame significant patterns and functions in these language practices. This article attempts to offer a unique perspective in the use of local languages in Indonesia, by presenting language as practice rather than as a linguistic system of sounds. As such, the categorization of language becomes blurred in that Puor and Lamalera linguistic repertoires shift as they are predicated on practice.
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Kunschak, Claudia, and Birgit Strotmann. "Unbounded Languages – Translanguaging as the New Language." In GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.4-7.
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With globalization, multilingualism has replaced monolingualism as the prevalent paradigm across the disciplines, from sociolinguistics to linguistic anthropology to applied linguistics to education, be it from the angle of superdiversity (Blommaert and Rampton 2011), metrolingualism (Pennycook and Otsuji 2015) or translanguaging (GarcÃa and Wei 2014). We are witnessing an era where multilingualism from below, which has always existed, is increasingly supported by multilingualism from above in language policy and planning via plurilingual pluricultural competence (Council of Europe 2018), innovative language pedagogy such as Content and Language Integrated Learning (CLIL) (Coyle, Hood and Marsh 2010), and creative use of English as a Lingua Franca (Seidlhofer and Widdowson 2009; Jenkins 2017). However, it is not just English that serves this purpose, but also French and Arabic in the Mediterranean region, and Spanish (Godenzzi 2006) or Chinese further afield (Li 2006). The study examines these new language constellations at the example of three multilingual degree programs at a small, private university in Spain with a strong international projection, a multilingual student population, and equally multilingual / multicultural faculty. Superimposed on the already multilingual and multivarietal structure of the Spanish peninsula, with its largest foreign cohort speaking Latin-American varieties, the languages and language combinations emerging from this study include students' home languages, languages of study, lingua francas, and creative language practices. It was the purpose of the study to identify affordances and challenges in developing translingual transcultural competence (Geisler et al. 2007), that is, the ability to operate between languages, reflect on the world and self through another language and culture, as well as develop critical language awareness and social sensitivity. Based on a survey conducted among students from fresher to graduating class, interviews and focus groups with students, teachers, and administrators, as well as a document analysis of study plans and language requirements, the study aims to document emerging language practices and translingual transcultural competence as well as the factors that support or hinder this development. While English and Spanish are clearly the dominant languages, third and fourth languages play a significant role among both students and faculty. It will be argued that translingual dispositions (Lee and Canagarajah 2019) are widely held, and that instead of cultivating a series of discrete linguistic stills, “translanguaging is the language of the future†as one of the subjects quipped.
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Roscovan, Nina, Larisa Dodu-Gugea, and Liliana Staver. "Linguistic globalization in the 21st century: anglicisation from idiolect to higher education." In Masa rotunda "Multilingvism și Interculturalitate in Contextul Globalizarii”, editia III. Academy of Economic Studies of Moldova, 2023. http://dx.doi.org/10.53486/9789975147835.07.
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The paper considers the phenomenon of Anglicization as a being related to the impact of English as a Lingua Franca on the lexical layers of other languages from the standpoint of the need of unification and standardization of terminological layers (necessary borrowings) and on the other hand by the stylistic enrichment of the vocabulary (luxury borrowings). Therefore, linguistic globalization is regarded as a global intensive lexical borrowing from English by languages whose speakers use English as a foreign language. Politically and socially, it concerns the status of English as a "language of globalization", proven by scientific, political, statistical and sociolinguistic arguments. Furthermore, higher education has also been impacted by the process of Anglicization as one of the main tasks is to prepare students for effective intercultural communication in a global, intercultural environment. The present paper aims to provide an analysis of the process of Anglicisation in its transition from an individual phenomenon (idiolect) to the national and international system of higher education, highlighting its advantages and disadvantages.
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Diaconu, Luminiţa. "The impact of multilingualism on teaching modern languages: benefits, value and outcomes." In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155649.19.
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The article gives a brief analytical survey of multilingualism practices, its consequences, its benefits in education and discussions on the appropriate ways towards its achievement in education. Multilingualism refers to speaking more than one language competence Generally there are both the official and unofficial multilingualism practices. A brief survey on multilingualism practices indicates that Canada, Belgium and Switzerland are officially declared multilingual countries. Multilingualism exhibits both the political and the linguistic consequences. The linguistic consequences include the development of a lingua franca, creation of mixed languages within a linguistic milieu, enhances cross cultural communication strategies and cross cultural communication skills. Benefits of multilingualism practices in education include the creation and appreciation of cultural awareness, adds academic and educational value, enhances creativity, adjustment in society and appreciation of local languages.
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Diaconu, Luminiţa. "The benefits of multilingualism in education luminita diaconu, university lecturer." In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155649.24.
Full textAbstract:
The article gives a brief analytical survey of multilingualism practices, its consequences, its benefits in education and discussions on the appropriate ways towards its achievement in education. Multilingualism refers to speaking more than one language competence Generally there are both the official and unofficial multilingualism practices. A brief survey on multilingualism practices indicates that Canada, Belgium and Switzerland are officially declared multilingual countries. Multilingualism exhibits both the political and the linguistic consequences. The linguistic consequences include the development of a lingua franca, creation of mixed languages within a linguistic milieu, enhances cross cultural communication strategies and cross cultural communication skills. Benefits of multilingualism practices in education include the creation and appreciation of cultural awareness, adds academic and educational value, enhances creativity, adjustment in society and appreciation of local languages.
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Motoranu, Emilia Andreea. "Alexandru Ciorănescu ‒ contributions to the etymology of the Romanian language." In Conferință științifică internațională "FILOLOGIA MODERNĂ: REALIZĂRI ŞI PERSPECTIVE ÎN CONTEXT EUROPEAN". “Bogdan Petriceicu-Hasdeu” Institute of Romanian Philology, Republic of Moldova, 2023. http://dx.doi.org/10.52505/filomod.2023.17.12.
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The Romanian language has gone through countless trials and vicissitudes, from the first Latin words that came to collide with the speech of the natives of Dacia, until the modern era. After, in the first centuries after Christ, it managed to consolidate itself on an area that stretched from the Black Sea to the Adriatic Sea and from the Balkans to the Wooded Carpathians, becoming a true "lingua franca" of the inhabitants of Europe from East, it had to yield to the newcomers, restricting itself to the hearths where it is spoken today by approximately eighteen million "Daco-Romanians", a few hundred thousand Aromanians, a few thousand Megleno-Romanians and barely a few hundred Istro-Romanians. The interest of the Romanian language in terms of the general study of European languages was imposed early on and is constantly growing. In this sense, the present article aims to present Alexandru Ciorănescu’s approach, to develop and complete an etymological dictionary over five thousand kilometers away from the country, which must be considered a huge effort. The Etymological Dictionary of the Romanian Language is a work and information tool made available to those interested not only in the Romanian language, but also in other languages (Romance, Slavic, etc.) with which it had connections during its history. The edition in Romanian is intended to be a modest tribute to the scholar Alexandru Ciorănescu, a prominent personality of Romanian philology and culture.
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Karapetjana, Indra, and Gunta Rozina. "Latvian-English Code-Switching on Social Media." In Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.03.
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People draw on the languages in their linguistic repertoire, depending on the speech participants’ needs and the conversational setting. The English language has gained salience replacing the Russian language as the foreign language most often studied at schools after Latvia regained independence in 1990. Since then, it has been used widely as a lingua franca in various fields, for instance, international diplomacy, science, and education. This has been a fruitful environment for code-switching, as it is claimed that many young people alternate effortlessly between the Latvian language and the English language, which they often use as a means of communication, especially on social media. In order to ascertain the linguistic manifestation of code-switching, a study was conducted by using a qualitative descriptive research design. Extra-sentential, inter-sentential, and intra-sentential code-switching was explored on social media. Extra-sentential switching or inserting tag elements from English into Latvian, inter-sentential switching characterized by a switch from Latvian to English outside the sentence or the clause level, and intra-sentential switching or switching from Latvian to English at the clause, phrase, or word level were observed. It was found out that the most frequent linguistic manifestation of code-switching was the insertion of single words. It may be assumed that code switching between the Latvian language and the English language may point at the social status of English among young people in Latvia.
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Dimeski, Nikola. "BUSINESS ENGLISH AS THE LINGUA FRANCA IN THE MACEDONIAN COMPANIES – A STRATEGY FOR THE FUTURE." In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2021. http://dx.doi.org/10.47063/ebtsf.2021.0015.
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The progress of society, in all areas, largely depends on the quality and the advancement of the companies in one country. Since the economy of a country is the primary drive for progress, the corporate world must evolve and advance in order to keep up with the trends and the constant changes in the business environment and thus continue the progress of societies. This paper aims to provide an understanding of the importance of business English as a lingua franca in advancing Macedonian businesses. Although the primary purpose for developing business English has been business interaction among English-speaking and non-English speaking companies, with time, the companies have dragged in native languages turning business English into a lingua franca in the corporate world. Therefore, not only has business English progressed into the backbone of international trade, which is crucial for the economic development of the countries, but it also became essential for the companies' internal communication, which is vital for their operation and performance. That being said, the main implication of this paper is to enlighten Macedonian society on the significance of introducing business English as the lingua franca in Macedonian companies. By discussing and analysing specific areas on how business English can improve the competitiveness of the Macedonian companies and workforce, the researcher proposes a strategy for the future based on; introduction of a Business English course in the Macedonian educational system, training of employees, employment of staff conversant with English, use of simple vocabulary and repetition of statements, and embracing language diversity.
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Azamatova, Gulrukh. "TEACHING ENGLISH WITH ICT TOOLS." In Proceedings of MMIT’23 International Conference 25 May 2023y. Tashkent International University of Education, 2023. http://dx.doi.org/10.61587/mmit.uz.vi.20.
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English, an extensively used language of today, has often been mentioned as 'global language'. It is the lingua franca of the current era and the same is taught and learnt as a second language around the world. In our country also there are given copious opportunities to learn and teach this language. We are surviving in a world where technology is omnipresent and indispensable. Owing to the ubiquitous presence of technology, the pedagogy of teaching English has also undergone a huge change. This article illustrates how ICT tools can be used in teaching ESL and promotes to ensure effective and quality teaching.
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Asiati, Tri, Monika Herliana, and Riski Utami. "Politic Prurilingualism in our Contestation Foreign Language as Lingua Franca." In Proceedings of First International Conference on Culture, Education, Linguistics and Literature, CELL 2019, 5-6 August, Purwokerto, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.5-8-2019.2291038.
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