To see the other types of publications on this topic, follow the link: Frafra language.
Journal articles on the topic 'Frafra language'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Frafra language.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
WASSERMAN, HERMAN. "Between the Local and the Global: South African Languages and the Internet." African and Asian Studies 1, no. 4 (2002): 303–21. http://dx.doi.org/10.1163/156921002x00042.
Full textAbstract:
ABSTRACT This article addresses some of the potential of the Internet in building a new South African nationhood, especially through language. However, before the Internet can really promote multilingualism and multiculturalism in South Africa, the severe inequalities that mark access to the medium need to be overcome, possibly by sharing resources between minority languages, of which Afrikaans is economically in the strongest position. Within the globalised world order, English is at the top of the hierarchy of dominance. It is the most commonly spoken second language and the lingua franca in the international business, media, scientific and academic worlds. While some welcome English as a means of communication with the potential of overcoming the global tower of Babel, others argue that minority languages might become threatened by 'language death'. For instrumental purposes, English has become the lingua franca in South African public life. While this means that the use of Afrikaans has been dramatically scaled down to occupy the position of a minority language, the other nine indigenous languages are at an even bigger disadvantage. Probably the greatest barrier in the way of indigenous languages gaining a presence on the Internet remains the problem that has come to be known as the digital divide. Access to the Internet is still marred by severe inequalities.
12
Kasap, Süleyman, and Merve Şule Gülaçar. "EXPLORING ENGLISH AS A LINGUA FRANCA: A REVIEW OF STUDIES ON ELF- AWARENESS IN TURKEY." International Conference on Scientific and Innovative Studies 1, no. 1 (April 14, 2023): 92–98. http://dx.doi.org/10.59287/icsis.584.
Full textAbstract:
Language has been the central element of our lives and there are many languages around theworld. English is one of the most well-known and spoken languages. The countries whose native languageisn’t English attach importance to the teaching and learning process of English. The linguistic differencesbetween English and other language make this process difficult. In addition, the cultural and regionaldifferences and varieties of countries in which English is the native languages are the other aspects of thisprocess. During education in English, it is necessary to be aware of these differences and to be acquaintedwith the current changes in English as an English language teacher. Particularly after the globalization ofEnglish and the new terms coming up with this (Englishes, English as a lingua franca, multilingualism,etc.), it has become more of an issue to know about it.In this study, it is attempted to explain these current terms and their relations with the language teachingprocess. This study also presents some of the related studies on this topic. Finally, the study will concludeby mentioning some comments about how to raise awareness of English as a lingua franca (ELF).
13
Brutti, Nicola. "The Languages of Contract: A Comparative Law Perspective with a Focus on the CISG." European Business Law Review 33, Issue 2 (April 1, 2022): 243–66. http://dx.doi.org/10.54648/eulr2022008.
Full textAbstract:
In nowaday’s international trade, the contracting parties often come from a different linguistic background. As a consequence, the use of foreign languages in contractual relationships raises many issues the implications of which are often underestimated. They are thereby analysed in a comparative law perspective and with reference to the CISG experience.Before invoking consent defects and invalidity, a central role must be devoted to the interpretation of contract. In particular, we have to mention the following criteria: the principle of good faith/fairness, the binding effects of agreed usages and established practice, the promotion of uniform languages and neutral terminologies with specific reference to business contracts. In the first Section, I briefly introduce the debate on language risk in contractual communication, discussing the implications of language barriers for the validity of the contract. Then, I outline the problem of legal constraints protecting offical languages that may significantly impact the choice of a foreign idiom in contractual relationships. The call for language uniformity in the international commercial framework and the prominent role of English, as a ‘lingua franca’, are also discussed. The last Section is devoted to the use of clauses aimed at preventing language inconsistencies in international contracts. Then I deepen the CISG experience by approaching the following key points: formation of contract, incorporation of standard terms, applicable law and foreign terms, non-conformity of the goods. Language, Contract, Validity, Interpretation, Official Languages, Sales of Goods, Good Faith, Lingua Franca, Legal English, Controlling Language Clauses
14
Kazmi, Sarah Syed. "THE HISTORY OF REPRESENTATION IN THE INDIAN SUBCONTINENT: THE GENESIS OF A NEW LINGUA FRANCA." Pakistan Journal of Social Research 04, no. 04 (December 31, 2022): 757–62. http://dx.doi.org/10.52567/pjsr.v4i04.889.
Full textAbstract:
The South Asian Subcontinent has experienced invasions from different directions. In the ancient period we see Sanskrit and Pali, Prakrit and proto -Hindi languages evolve. With the advent of the Muslim conquerors, Persian the cultural language of the Ajam, became the court and official language. There was a natural intermingling of both peoples with different language tradition and a local dialect first called Hindavi emerged. The word Urdu meant Cantonment in Turkish. Where exactly in South Asia Urdu began to be used and recognized has become a matter of scholarly contention, which is traced here. The British invasion and the subsequent foundation of Fort William in Calcutta in 1800 led to the dissemination of both Urdu and Hindi and the political interplay of languages. This article delves into the role of the colonial power in promoting a language or a set of languages. It further dilates as to how lending a religious veneer to a certain language by design can further bolster its power positioning, particularly if the language is common among the lower denomination of the economic strata. Urdu was variously known as Hindavi, Deccani and the later more exalted epithet; Urdu i Mualla. The Islamization of Urdu and the Sanskritization of Hindi unravel efforts aimed at bifurcating languages along socio-religious lines preponderantly by the colonial agency. Thus, the apparent patronage for indigenous languages on the part of the Orientalists turned out to be a colonial venture driven by the ulterior motive to prolong colonial foothold in the Indian Subcontinent and to mitigate chances of rebellion. The article deliberates upon the making of a new lingua franca in the then Subcontinent which was home to a host of multicultural and multiethnic communities. Keywords: Lingua Franca, Hindavi, Urdu i Mualla, Deccani, Fort William College, Multicultural, Multiethnic, Sanskritizarion, Islamization, Marginalization.
15
Operstein, Natalie. "Lexical diversity and the issue of the basilect/acrolect distinction in Lingua Franca." Language Ecology 4, no. 2 (December 31, 2020): 202–34. http://dx.doi.org/10.1075/le.20009.ope.
Full textAbstract:
Abstract In their typological survey of pidgins, Parkvall and Bakker (2013) observe that pidgin discourse is characterized by an exceptionally low type-token ratio. Taking this observation as its starting point, the present paper examines the type-token ratio in Lingua Franca, a contact language traditionally classified as a pidgin. The study is based on a unique mini-corpus consisting of parallel translations in Lingua Franca and four comparator languages: Italian, Spanish, French and English. The paper shows that the type-token ratio of the Lingua Franca variety reflected in the mini-corpus matches, and in parts surpasses, those of its Romance lexifiers and English. The study expands our knowledge of the basilect/acrolect distinction in Lingua Franca and contributes to the discussion about the role of lexical diversity in the typological categorization of contact languages.
16
Anglemark, Linnéa, and Andrew John. "The Use of English-Language Business and Finance Terms in European Languages." International Journal of Business Communication 55, no. 3 (May 29, 2018): 406–40. http://dx.doi.org/10.1177/2329488418768698.
Full textAbstract:
Although it is generally accepted that English is becoming the lingua franca of international business, the details of this process are not well understood. This article uses the Google Books corpus to provide both a quantitative and a qualitative investigation of the ways in which specific English business terms are penetrating major European languages. Some English business terms now appear to be firmly established in other languages, and can be classified as lexical borrowings, while the use of other terms is better described as code-switching.
17
Mulyani, Rozanna, and Noordin Mohd Noor. "Languages in Contact : A Study of Arabic Loanwords in Malay/Indonesian Language." International Journal of Culture and Art Studies 1, no. 1 (October 1, 2018): 36–40. http://dx.doi.org/10.32734/ijcas.v1i1.453.
Full textAbstract:
This paper discusses the contact language between Malay and Arabic language. Objectives of the study are to look into the similarities etymology of the two countries national language. This paper will implement qualitative analysis which is based on discussions and comparison. The results of this study show that cultural contact especially the reach of Islam in Southeast Asia results in linguistic contact. Linguistic borrowing in most cases exhibits as a response to language borrowing. A number of motivations stand behind the phenomenon of borrowing. As a result of cultural and linguistic contact between Malay language as a lingua franca of the region in the early days and Arabic languages so many Arabic words absorbs into Malay languages.
18
Brown, Cecil H. "Lexical acculturation, areal diffusion, lingua francas, and bilingualism." Language in Society 25, no. 2 (June 1996): 261–82. http://dx.doi.org/10.1017/s0047404500020637.
Full textAbstract:
ABSTRACTThis study continues an investigation of lexical acculturation in Native American languages using a sample of 292 language cases distributed from the Arctic Circle to Tierra del Fuego (Brown 1994). Focus is on the areal diffusion of native language words for imported European Objects and concepts. Approximately 80% of all sharing of such terms is found to occur among closely genetically related languages. Amerindian languages only distantly related, or not related at all, tend to share native labels for acculturated items only when these have diffused to them from a lingua franca, such as Chinook Jargon (a pidgin trade language of the Pacific Northwest Coast) or Peruvian Quechua (the language of the Inca empire). Lingua francas also facilitate diffusion of terms through genetically related languages; but sometimes, as in the case of Algonquian languages, these are neither familiar American pidgins nor languages associated with influential nation states. An explanatory framework is constructed around the proposal that degree of bilingualism positively influences extent of lexical borrowing. (Amerindian languages, bilingualism, language contact, lexical acculturation, lexical diffusion, lingua francas)
19
Mitchell, Rosamond, and Florence Myles. "Learning French in the UK setting." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.
Full textAbstract:
Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.
20
Beraud, Liudmyla. "Language use in Norwegian-Ukrainian multilingual couples." Journal of Intercultural Communication 16, no. 3 (November 10, 2016): 1–12. http://dx.doi.org/10.36923/jicc.v16i3.723.
Full textAbstract:
As a result of globalization, interpersonal relations are now being constructed across borders, cultures, and languages. Concurrent with this trend runs the emergence of English as the lingua franca. In the present study, the patterns of language use are examined in Norwegian-Ukrainian multilingual couples residing in Norway. The overarching objective of the project was to explore how these couples create their private lingua franca and engage in building their shared linguistic culture. Semi-structured interviews were conducted with five couples. Most of them had adopted a pragmatic attitude to language choice, employing English as the strongest and fairest shared language and having recourse to code-switching when necessary. The process of common linguistic culture building in the participating couples is characterized by linguistic relaxedness.intercultural couple
21
König, Ekkehard. "The role of a single lingua franca in scientific inquiry." European Journal of Language Policy: Volume 13, Issue 1 13, no. 1 (April 1, 2021): 29–46. http://dx.doi.org/10.3828/ejlp.2021.4.
Full textAbstract:
This paper discusses the role of English as the current lingua franca academica in contrast to a multilingual approach to scientific inquiry on the basis of four perspectives: a cognitive, a typological, a contrastive and a domain-specific one. It is argued that a distinction must be drawn between the natural sciences and the humanities in order to properly assess the potential of either linguistic solution to the problem of scientific communication. To the extent that the results of scientific research are expressed in formal languages and international standardised terminology, the exclusive use of one lingua franca is unproblematic, especially if phenomena of our external world are under consideration. In the humanities, by contrast, especially in the analysis of our non-visible, mental world, a single lingua franca cannot be regarded as a neutral instrument, but may more often than not become a conceptual prison. For the humanities the analysis of the conceptual system of a language provides the most reliable access to its culture. For international exchange of results, however, the humanities too have to rely on a suitable lingua franca as language of description as opposed to the language under description.
22
Nadeem Ahmed Solangi, Wafa Mansoor Buriro, and Muhammad Hassan Abbasi. "Exploring Intergenerational Linguistic Identity of Dhatki Speakers in Sindh, Pakistan." International Journal of Linguistics and Culture 4, no. 1 (June 6, 2023): 37–47. http://dx.doi.org/10.52700/ijlc.v4i1.168.
Full textAbstract:
Pakistan is a multilingual country where seventy four languages are spoken (Siddiqui, 2019). English is the official language, while Urdu is used as a common Lingua Franca; while each province has its own provincial official language (Sindhi, Punjabi, Pashto & Balochi). The language policy of Pakistan promotes dominant languages only; as a result indigenous languages are becoming extinct and gradually are on the verge of language shift and death in urban areas. Hence, maintaining a linguistic identity in such a context pose serious challenges to the speakers of a language. This paper explores the linguistic identity of Dhatki language speakers across three generations in the different districts of Sindh. For this purpose, a qualitative case study was conducted and data was collected using open-ended questionnaire and the responses were analyzed thematically. Data was collected using purposive and snowball sampling from 33 participants. The results highlighted that Dhatki language was going through a gradual language loss, its speakers stigmatized the use of the language due to lack of documentation, and the constant use of dominant languages in different spheres of social and educational life. The speakers attributed this shift to governmental negligence and language activist’s behavior towards Dhatki language
23
Spahiu, Isa, and Zarije Nuredini. "Lexical Borrowings and Adaptations of Anglicism." International Journal of Applied Language Studies and Culture 6, no. 1 (June 30, 2023): 13–16. http://dx.doi.org/10.34301/alsc.v6i1.39.
Full textAbstract:
Lexical borrowings, or the adoption of words from one language into another, are a common phenomenon in language evolution. One language that has had a significant impact on the lexicon of other languages is English, particularly through the use of Anglicism. These are words borrowed from English that are used in other languages, often in the context of globalization and the spread of English as a global lingua franca. However, the adoption of these words is not always straightforward, and they often undergo adaptations to fit the phonological, morphological, and semantic patterns of the borrowing language. This paper will examine the process of lexical borrowing and adaptation of Anglicism in different languages, exploring the factors that influence the adoption and adaptation of these words, the linguistic and cultural implications of these processes, and the challenges and opportunities they present for language users and language planning. Through this analysis, we can gain a better understanding of the complex dynamics of language contact and change, and the ways in which different languages interact and influence one another in a globalized world.
24
Vandeputte-Tavo, Leslie. "New technologies and language shifting in Vanuatu." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 23, no. 1 (March 1, 2013): 169–79. http://dx.doi.org/10.1075/prag.23.1.08van.
Full textAbstract:
During the last few years, mobile phones and social networks have deeply changed relationships and, insidiously, the use and representations of languages in Vanuatu. In spite of being very recent, it seems that new ways of communication imply changes regarding the various ways of using and adapting languages, amongst which are code-switching and language-shifting. Bislama, the national local lingua franca, is becoming more and more used in phone conversations. Internet and especially social networks (such as Facebook) are revealing new language strategies in social intercourses. This article examines interactions of languages that are mediated through social networks and mobile phone exchanges. More specifically, this paper discusses different language ideologies that are manifest in and deployed over forms of telecommunication.
25
Betaubun, Martha, Adolfina Krisifu, and Ranta Butarbutar. "BIAK LANGUAGE: TRACE BACK." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 8, no. 2 (November 28, 2019): 193–202. http://dx.doi.org/10.26618/exposure.v8i2.2215.
Full textAbstract:
This paper was conducted by literature research which is, firstly, aimed to describe the spread of Biak language as a lingua franca in the past in relation to its classification, users, domains, concurrent languages, internal varieties, spoken tradition and standardisation as well as the typology of the language. The language has been developed by its speakers throughout the bird’s head peninsula of West Papua. Secondly, it intended to trace “who (ancestors) and where” the language has been used. It is believed that language provides clues to investigate the ancestors and the spread of a race.
26
Gumilar, Teija. "Regional Languages in Indonesian Educational System: a comparison study of Javanese, Sundanese and Dayak languages teaching programs." Investigationes Linguisticae, no. 33 (July 1, 2016): 29–42. http://dx.doi.org/10.14746/il.2016.33.4.
Full textAbstract:
Indonesian language has been a lingua franca between 1.128 ethnical groups speaking 746 regional languages and dialects, living in the Republic of Indonesia. The domination of Indonesian language in daily practice, the emerging popularity of foreign languages and the change in socio-economic condition have adverse impacts to the existence of regional languages. By 2007 about 35% of those languages are believed to be disappearing. Some ethnical groups with large population succeeded developing their languages through elaborate standardization, better teaching programs and rich literary works. Since 2004 government and linguists have been working on ef-fective regional languages teaching and promotion pro-grams. As the educational policy lies in the hand of pro-vincial government, new strategies have been implemented to incorporate regional language teaching into local content subjects within elementary, secondary and high schools respectively. In this paper the author will show a comparison study between teaching programs of Javanese, Sundanese and Dayak languages.
27
Wappa, John Peter. "An Investigation into the Attitudes and Practices of Nigerian Students towards the Use of English Language and Their Native Languages in a Culturally Diverse Society." Education, Language and Sociology Research 1, no. 1 (April 13, 2020): p6. http://dx.doi.org/10.22158/elsr.v1n1p6.
Full textAbstract:
The study investigated the attitudes and practices of Nigerian students towards the use languages (English and native) in a culturally diverse society as the native languages are endangered because the English language is taking over the world linguistic environment as a lingua franca. Ten students who speak different Nigerian native languages were selected randomly from an international university (pseudonym) in Turkish Republic of Northern Cyprus (TRNC). A qualitative research method was adopted for the study using multiple sources of data collection, which include unstructured interview, personal stories, field notes and informal chats. The findings indicated that they acquired their native languages from birth at home, while they learn additional languages in their environment. They have positive attitudes towards the native languages, indicated by the value accorded them while English enjoys its official position. It was found out that the native languages were used for solidarity, prayers, identity and heritage preservation, whereas English language pertains the status of official language. In summary, Nigerian students studying in a culturally diverse context aim at preserving their language, culture, and identity by using it in their daily lives while they prefer using English language only for official purposes.
28
Kik, Alfred, Martin Adamec, Alexandra Y. Aikhenvald, Jarmila Bajzekova, Nigel Baro, Claire Bowern, Robert K. Colwell, et al. "Language and ethnobiological skills decline precipitously in Papua New Guinea, the world’s most linguistically diverse nation." Proceedings of the National Academy of Sciences 118, no. 22 (May 26, 2021): e2100096118. http://dx.doi.org/10.1073/pnas.2100096118.
Full textAbstract:
Papua New Guinea is home to >10% of the world’s languages and rich and varied biocultural knowledge, but the future of this diversity remains unclear. We measured language skills of 6,190 students speaking 392 languages (5.5% of the global total) and modeled their future trends using individual-level variables characterizing family language use, socioeconomic conditions, students’ skills, and language traits. This approach showed that only 58% of the students, compared to 91% of their parents, were fluent in indigenous languages, while the trends in key drivers of language skills (language use at home, proportion of mixed-language families, urbanization, students’ traditional skills) predicted accelerating decline of fluency to an estimated 26% in the next generation of students. Ethnobiological knowledge declined in close parallel with language skills. Varied medicinal plant uses known to the students speaking indigenous languages are replaced by a few, mostly nonnative species for the students speaking English or Tok Pisin, the national lingua franca. Most (88%) students want to teach indigenous language to their children. While crucial for keeping languages alive, this intention faces powerful external pressures as key factors (education, cash economy, road networks, and urbanization) associated with language attrition are valued in contemporary society.
29
Clyne, Michael. "Multilingualism in Australia." Annual Review of Applied Linguistics 17 (March 1997): 191–203. http://dx.doi.org/10.1017/s0267190500003342.
Full textAbstract:
Although English fulfills many of the functions of an official language in Australia, the Australian Constitution does not declare it to be the official language. Instead, it serves as the lingua franca of a culturally and linguistic diverse population. It is the language of Parliament and Administration, and the language in which official records are kept. Only on one occasion was a federal government bill passed multilingually, the Report and Recommendations of the Review of Programs and Services for Migrants (in 1978), which was written in ten languages other than English.
30
Rubango, Nyunda ya. "Le français au Zaïre." Language Problems and Language Planning 10, no. 3 (January 1, 1986): 253–71. http://dx.doi.org/10.1075/lplp.10.3.02rub.
Full textAbstract:
RESUMO La franca kiel prestiĝa lingvo en Zairio: la probablo de gia pluvivo en afrika medio Foje oni nornas Zairion la dua francparolanta lando de la mondo. Estas vere, ek-zemple, ke Zairio havas enlogantaron de preskaǔtridek milionoj. Sed estas egale vere, ke nu r unu zairiano el dudek kvin kapablas paroli la francan kaj nur unu el cent tridek kapablas gin skribi funkcie. Kiel la oficiala lingvo de Zairio, la franca elstaras super pli ol tricent indiĝenaj lingvoj kaj super la kvar naciaj lingvoj, nome la ciluba, la konga, la svahilia kaj la lingala. Gi estas la lingvo de publika administrado kaj inter-naciaj rilatoj kaj la medio de instruado. Sepdek kvin procentoj de la programoj en nacia televido kaj radio realigas en la franca. Tiel, la franca estas elita lingvo. Esplorante kiel la franca atingis sian nunan situacion en Zairio, tiu ci artikolo pesas la eblecojn, ĉu ĝi pluvivos, en la postsekvo de zairiaj kulturaj kaj ekonomiaj politikoj. Gi ekzamenas kiel eǔropaj lingvoj en Afriko generale kaj Zairio aparte povus inte-grigi harmonie en la socia evoluo, samtempe ludante kiel iloj por akiri sciencan kaj teknikan scion kaj antaǔenigi internaciajn rilatojn. SUMMARY French as the Language of Prestige in Zaïre: The Odds for Its Survival in an African Context Zaire has sometimes been referred to as the second francophone country in the world. It is true, for instance, that Zaïre has a population of nearly 30 million. But it is no less true that only 1 out of 25 Zaïreans can speak French and only 1 out of 130 can efficiently write in French. French, as the official language of Zaïre, overshadows not only more than three hundred indigenous languages but also the four national languages: Ciluba, Kikongo, Kiswahili, and Lingala. It is the language of public administration and international relations and the medium of instruction. Of programs on national television and radio, 75% are carried out in French. Thus, French is an élite language. Exploring how French came to be what it is in Zaïre, this paper evaluates its chances of survival in the aftermath of Zairean cultural and economic policies. It examines how European languages in Africa in general and in Zaïre in particular could be integrated harmoniously into the social development while still serving as a means to acquire scientific and technological knowledge and to promote international relations.
31
Riegler, Stefanie. "Normativity in language teacher learning: ELF and the European Portfolio for Student Teachers of Languages (EPOSTL)." Journal of English as a Lingua Franca 10, no. 1 (March 1, 2021): 89–112. http://dx.doi.org/10.1515/jelf-2021-2048.
Full textAbstract:
Abstract As with any proposal for a change in pedagogy, the starting point for implementation is teacher education. Suggestions have been put forward for an approach to English language teaching (ELT) which takes into account the lingua franca function language can fulfill. Frameworks for how teachers might adopt a pedagogy of English as a lingua franca (ELF), however, are inconsistent with current policy guidelines for student teacher learning. This concerns most notably those directives provided in the European Portfolio for Student Teachers of Languages (EPOSTL), which is used in a growing number of teacher formation programs. This paper examines the ‘can-do’ statements which the EPOSTL proposes should represent the required methodological competences of language teachers. Using discourse analytic methods, the article explores what the EPOSTL portrays that prospective teachers need to know about language and how to teach it. It is argued that the language education policy represented by the EPOSTL is based on a conceptual perspective that can only impede the development of a genuinely reflective approach to the education of English language teachers and the implementation of an ELF pedagogy.
32
Qian, Cheng, and Zhao Ke. "Language choice at a Chinese subsidiary of a Spanish bank." Círculo de Lingüística Aplicada a la Comunicación 79 (September 19, 2019): 45–62. http://dx.doi.org/10.5209/clac.65647.
Full textAbstract:
This study explored language management in Banco Santander in China, a multilingual workplace where two major languages, Spanish and Chinese, are used along with English as a lingua franca. We collected data through conducting interviews with four senior managers in charge of human resources, strategic development, retailing and commercial banks to understand how languages are used and managed in this Spanish bank. Analyses of data revealed consistencies and inconsistencies between employees’ choices of language and beliefs as mediated by relevant social cultural, corporate and linguistic factors. The findings shed light on the complexity of language management at a Spanish bank in China against the backdrop of the changing scenario of foreign direct investment. They highlight the importance for multinational corporations to manage languages in response to multilingual challenges at workplaces in China.
33
AIKHENVALD, ALEXANDRA Y. "Multilingualism and ethnic stereotypes: The Tariana of northwest Amazonia." Language in Society 32, no. 1 (December 24, 2002): 1–21. http://dx.doi.org/10.1017/s0047404503321013.
Full textAbstract:
Tariana is spoken by about 100 people in the multilingual area of the Vaupés basin in northwest Amazonia (Brazil). Other languages spoken in the area are members of the East Tucanoan subgroup, with its most numerous representative, the Tucano language, rapidly gaining ground as a lingua franca. Also spoken are Makú languages; Baniwa, an Arawak language spoken on the fringes of the area and closely related to Tariana; and Portuguese, the national language. The area is known for its language group exogamy and institutionalized multilingualism, with its language being the badge of identity for each group. Language choice is motivated by power relationship and by status, and there are strict rules for code-switching. Inserting bits of other languages while speaking Tariana (“code-mixing”) has different consequences that mirror existing ethnic stereotypes. Code-mixing with Tucano is considered a “language violation”; using elements of Baniwa is considered funny, while mixing different Tariana dialects implies that one “cannot speak Tariana properly.” Overusing Portuguese is associated with the negative image of an Indian who tries to be better than his peers.
34
Stavytska, Iryna. "Modern Tendencies in Foreign Language Teaching." Journal of Intercultural Management 9, no. 4 (December 1, 2017): 21–30. http://dx.doi.org/10.1515/joim-2017-0018.
Full textAbstract:
Abstract Objective: The purpose of the article is to study current trends in the field of language policy. Methodology: Analysis of normative documents concerning the teaching of foreign languages in the European Union Findings: The main trends of language policy are life-long learning, students’ mobility, multilingualism, using English as lingua franca, the use of information and communication technologies for the formation of foreign language competence. Value Added: Analysis of the current trends in the development of foreign language competence in higher education. Recommendations: The study of world trends in the training of specialists in general and language policy in particular.
35
Stein-Smith, Kathleen. "Rethinking the Role of Languages in the US: Toward a More Diverse Cultural Identity." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 403. http://dx.doi.org/10.17507/jltr.1003.01.
Full textAbstract:
This article examines the English-only post-colonial narrative that has driven the development of US cultural memory and cultural identity does not sufficiently allow for the presence of other languages and cultures that form part of our diverse cultural identity -- past, present, and future. It finds that the current US foreign language deficit, including both lack of necessary foreign language skills among Americans and lack of motivation among Americans -- believing that English is the global lingua franca -- to learn other languages, impacts national and economic security as well as our communities and our society. The author concludes that the resurgence of Spanish, French, and other languages as our languages, rather than foreign languages, empowers us all. Access to foreign language learning from the earliest grade levels for all interested students will not only impact our economic and national security, but will create a new, and more diverse and sustainable "English plus" American identity for generations to come.
36
Kirkpatrick, Andy. "‘Chinese English or English Chinese?’." Global Chinese 1, no. 1 (April 1, 2015): 85–110. http://dx.doi.org/10.1515/glochi-2015-1004.
Full textAbstract:
Abstract A question which is frequently asked in discussions about the future roles of English and Chinese (Modern Standard Chinese or Putonghua and often also referred to as Mandarin) in the Asia-Pacific region is whether Chinese will replace English as the primary regional language or lingua franca. In this article, I shall first consider the roles that each language is playing in China itself and within the Asia-Pacific region. I shall argue that it is important to take these languages together, as the combination of Modern Standard Chinese and English is threatening regional languages, including other major Chinese languages such as Cantonese. In dealing with these two major languages in combination, I shall also consider how each language has influenced and continues to influence the other linguistically, illustrating this with examples at the levels of lexis, syntax, rhetoric and pragmatic norms. I shall conclude by tentatively suggesting how the roles of these two languages may develop in future, and the potential sociolinguistic consequences of this.
37
Mackey, Alison. "New directions for the Annual Review of Applied Linguistics." Annual Review of Applied Linguistics 36 (March 2016): 1–4. http://dx.doi.org/10.1017/s0267190515000136.
Full textAbstract:
To begin with some history, reflecting the breadth of the field, the 35 issues of the Annual Review of Applied Linguistics (ARAL) published since 1980 have covered a substantial range of topics. These have included broad surveys of the field of applied linguistics; language and language-in-education; identity; written discourse; literacy; bilingual communities worldwide; language and the professions; communicative language teaching; second language acquisition research; discourse analysis; issues in foreign language teaching and learning; language policy and planning; technology and language; multilingualism; foundations of second language teaching; applied linguistics as an emerging discipline; language and psychology; discourse and dialogue; language contact and change; advances in language pedagogy; lingua franca languages; neurolinguistics; cognitive aspects of language processing; language assessment; and formulaic language.
38
Kovacs, Peter. "“If English Was Good Enough for Jesus, It’s Good Enough for Me”." Paideusis 17, no. 1 (October 21, 2020): 25–34. http://dx.doi.org/10.7202/1072465ar.
Full textAbstract:
Since the end of World War II, English has become the virtual lingua franca of the planet. However, this development carries significant ethical and educational questions: What are the consequences of the worldwide dominance of the English language? How has it affected and how will it affect the fortunes of other languages? What can and should we as educators to do to minimize or eliminate the harmful effects on some of the endangered languages of the world? This paper will invite educators into a philosophical discussion of the ethical complexities of teaching English as a Second or Foreign Language.
39
Phillipson, Robert. "Language Challenges in Global and Regional Integration." Sustainable Multilingualism 12, no. 1 (May 1, 2018): 14–35. http://dx.doi.org/10.2478/sm-2018-0001.
Full textAbstract:
Summary The article analyses whether the expansion of English is adding to linguistic repertoires, or whether a process of linguistic capital dispossession of national languages is taking place. It explores the role that discourses of ‘global English’ and of English as a ‘lingua franca’ play in processes of global and regional European integration. It considers whether the linguistic capital of all languages can be made productive when in much of Europe there is a marked downgrading of the learning of foreign languages other than English, alongside the continued neglect of many minority languages. Language pedagogy and language policy need to be situated within wider political, social and economic contexts. EU schemes for research collaboration and student mobility are of limited help in maintaining linguistic diversity. The Bologna process furthers European integration but intensifies the hegemony of English. Nordic universities are moving into bilingual education, combining English with a national language. The 2006 Declaration on a Nordic Language Policy aims at ensuring that Nordic languages and English develop in parallel, that all residents can maintain their languages, and that language policy issues should be widely understood. If neoliberalism and linguistic neoimperialism are determining factors, there are challenges in maintaining the vitality of languages, and organizing school and university education so as to educate critical multilingual citizens.
40
Barasa, David. "Language ideologies, policies and practices within the multilingual Kenyan context." Journal of Linguistics, Literary and Communication Studies 2, no. 1 (September 8, 2023): 55–61. http://dx.doi.org/10.58721/jllcs.v2i1.336.
Full textAbstract:
Kenya is linguistically diverse with approximately 66 native and 8 non-native languages; out of which 33 are developing, 15 are vigorous, 2 are in trouble and 4 dying. Generally, actively used native languages in Kenya have been on the decline due to a number of forces such as colonisation, globalisation and language policies. This presentation focuses on educational language policy implementation in Kenya and illustrates its effects on the use of “minority languages”. The study establishes that language policies in Kenya are ad hoc declarations that have had negligible impact on the use of native African languages in schools and other formal settings. The policies greatly favor English following the logic of pre-colonial practices of assimilation and exclusion. English and Kiswahili, the regional lingua franca, remain the most prominent languages in formal education, overshadowing over fifty native African languages spoken in Kenya. English continues to be used in classroom and formal settings even in areas where native languages are dominantly spoken. Those who advocate for the use of English view it as a language of science and technology and that which propels one to a higher social status. English is also promoted as a language that helps to ease mobility within and beyond the East African region
41
Ravindranath Abtahian, Maya. "Language shift, endangerment and prestige." Journal of Pidgin and Creole Languages 32, no. 2 (December 4, 2017): 339–64. http://dx.doi.org/10.1075/jpcl.32.2.05rav.
Full textAbstract:
This paper examines a scenario of possible language shift in the multilingual village of Hopkins, where the two most commonly used languages are both ‘minority’ languages: Garifuna, now endangered in many of the communities where it was once spoken, and Belizean Creole (Kriol), an unofficial national lingua franca in Belize. It offers a qualitative examination of beliefs about the three primary languages spoken in the community (Garifuna, Kriol, and English) with data gathered from sociolinguistic interviews and surveys in four rural Garifuna communities in Belize. It situates these findings on the social evaluation of Garifuna and Kriol socio-historically by examining them alongside the recent history of language planning for Garifuna and Kriol in Belize.
42
Coakley, John. "Geographical retreat and symbolic advance?" Language Problems and Language Planning 45, no. 2 (November 24, 2021): 239–60. http://dx.doi.org/10.1075/lplp.00079.coa.
Full textAbstract:
Abstract Language policy in the Republic of Ireland has an unusual starting point: the geographical base of the Irish language is very weak and territorially dispersed, yet the constitutional status of the language is extremely strong. The article explores this paradox. It sets Irish language policy in two contexts: that of successful nationalist movements mainly in Central and Eastern Europe in the early twentieth century, and that of the struggling Celtic languages of Western Europe. It explores the evolution of the language and its weakening demographic status since the nineteenth century, noting that while its demographic weakness mirrors that of the other Celtic languages, its constitutional entrenchment resembles that of the national languages of Central and East European states. It attempts to explain this by suggesting that the language has played a marginal role in nationalist mobilisation; the language served as a symbol of a specific cultural heritage rather than as the vital lingua franca of the community. The central role of the language in nationalist ideology, however, failed to address the reality of continuing decline in the Irish-speaking districts, notwithstanding the emergence of a sizeable population of ‘new speakers’ of the language outside these districts.
43
Ishikawa, Tomokazu. "Conceptualising English as a global contact language." Englishes in Practice 4, no. 2 (April 1, 2017): 31–49. http://dx.doi.org/10.1515/eip-2017-0002.
Full textAbstract:
Abstract English as a global contact language has been conceptualised as (1) geo-localised Englishes, (2) English similects, and (3) transcultural multi-lingua franca. Although taking a simplified and reified approach, the first framework of geo-localised Englishes has contributed to raising awareness of global diversity in English use and corresponding innovative classroom practices. Meanwhile, the second framework of English similects has taken a lingua franca approach between different first-language (L1) users, and provided insight into omnipresent multilingualism across interactants beyond particular speech communities. However, from a complexity theory perspective, geo-local communities and interactants’ L1s are just among many complex social systems, and thus neither the first nor the second framework is capable of fully explaining what emerges from communication through the language in question. The third framework of transcultural multi-lingua franca seeks to comprehend the full range of multilingualism, or broadly conceptualised translanguaging with multiple ‘languages’, which emerges across individuals, time and space. It also takes notice of both the border-transgressing nature of culture and the possible transience of salient cultural categories in global communication. Furthermore, this last framework suggests that English language education in the 21st century take a multilingual, transcultural and post-normative turn.
44
Corbeil, Jean-Claude. "Problématique de la politique linguistique de l'Agence de coopération culturelle et technique." Language Problems and Language Planning 9, no. 3 (January 1, 1985): 193–99. http://dx.doi.org/10.1075/lplp.9.3.01cor.
Full textAbstract:
SUMMARY Problems of the Linguistic Policy of the Agency for Cultural and Technical Cooperation The Agency for Cultural and Technical Cooperation (ACCT) is an organization for multilateral cooperation that brings together all countries in which French is used. Although the working language of the organization is French, for the most part, member countries are bilingual or multilingual, a situation that has led to the adoption of a complex yet largely implicit linguistic policy, basic considerations of which are the status of French as a common language and the development of national languages within member states. A bilingual relationship between the French language, as a European language of international communication, and the national language poses a problem for the organization. This article explores the history of the ACCT and the goals of the organization. It also analyzes the linguistic problems posed for the agency by the need to accommodate different varieties of French and, more importantly, by differences in the status of French in each of the member nations. RESUMO Problematiko de la lingvopolitiko de la Instanco pri Kultura kaj Teknika Kunlaboro La Instanco pri Kultura kaj Teknika Kunlaboro (ACCT) estas organizo por mult-flanka kunlaboro, kiu kunigas ĉiujn landojn, en kiuj la franca lingvo estas uzata. Kvankam la labora lingvo de la organizo estas la franca, la statoj-membroj estas plej-parte dulingvaj aŭ multlingvaj—situacio, kiu rezultigis la starigon de komplika sed plejparte implicita lingvopolitiko, kies bazaj konsideroj estas la statuso de la franca kiel komuna lingvo, kaj la evoluigo de naciaj lingvoj ene de la teritorioj de la statoj-membroj. Tia dulingva rilato inter la franca lingvo, kiel eŭropa lingvo de internacia ko-munikado, kaj la nacia lingvo prezentas problemon por la organizo. La artikolo esploras la historion de la menciita organizo kaj ĝiajn celojn. Gi ankaŭ analizas la lingvajn problemojn, kiujn ĝi prezentas, pro la bezono akomodi diversajn variantojn de la franca lingvo, kaj, pli grave, pro diferencoj en la statuso de la franca lingvo en la diversaj nacioj-membroj.
45
Gobbo, Federico. "Linguistic Justice, van Parijs, and Esperanto." Acta Universitatis Sapientiae, European and Regional Studies 9, no. 1 (October 1, 2016): 55–61. http://dx.doi.org/10.1515/auseur-2016-0008.
Full textAbstract:
Abstract In the European and world-wide scenario of linguistic justice offered by van Parijs (2011), it is argued that we need one lingua franca only and that the only suitable candidate is English. In order to sustain his argument, the author has to reject three known alternatives against the English-only scenario. The second alternative is Esperanto. Van Parijs argues that there are some inner defects in the Esperanto language, and therefore Esperanto is not suitable for the role of world-wide lingua franca. This paper offers counterarguments based on the evidence of facts, showing that if nowadays Esperanto is only a lesser-used language the reason is not in the inner traits of the language, rather in geopolitical decisions. I argue that in the most probable global scenario English still plays the actual major role, but along with other cultural languages being regional lingua francas.
46
Aleksandrowicz-Pędich, Lucyna. "English as Lingua Franca and First Language Comfort Zones at an Internationalized University in Warsaw." Journal of Intercultural Management 11, no. 3 (September 1, 2019): 45–65. http://dx.doi.org/10.2478/joim-2019-0017.
Full textAbstract:
Abstract Objective: The aim of this study has been to analyse the use of English as lingua franca at an internationalised university in a non-English speaking country, the challenges caused by the need to use English for academic and social purposes as well as the use of other languages by a multicultural student community. Methodology: The methodology was based on qualitative research and involved open-ended interviews with students of 14 nationalities as well as staff members, both local (Polish) and from English-speaking countries. Findings: The main findings indicate: a degree of mismatch between the self-perception of English language competence and the actual ability to use it; the key function of language for social bonding; frequent recourse to first language comfort zones rather than the use of the lingua franca. Value Added: The research focuses on English language issues in a non-English speaking country, an understudied area in higher education. It draws attention to the use of Russian as a secondary lingua franca among students for whom it is their other language of fluent communication. Recommendations: University level educators should be more aware of the specificity of the problems in the use of English by international students, including such as underestimated listening comprehension issues, tensions connected with the use of polite forms and the mismatch between communication skills in English and the academic needs. The impact of language identity on international students social networking should be taken into account as well.
47
Mamirbaeva, D., and D. Dawletmuratova. "Impact of globalization on higher education." Ренессанс в парадигме новаций образования и технологий в XXI веке, no. 1 (May 30, 2022): 149–50. http://dx.doi.org/10.47689/innovations-in-edu-vol-iss1-pp149-150.
Full textAbstract:
The status of English as a world language and its potential impact on other languages is a fundamental subject in the linguistic ecology of the Internet. According to Krauss (1992), 90 percent of human languages will vanish or be severely weakened in the next century. English is becoming more widely used, particularly as a second language and as a lingua franca—a common language of communication among speakers of many languages. The use of English in other countries is not compelled by legislation or military strength; rather, the United States has a popular culture that is consumed and mimicked by other countries, aiding the spread of English. Kachru (1996) stated that there is no single English language, but rather a variety of Englishes that have arisen throughout former British and American colonies, despite the fact that none of these variants has been officially acknowledged. As a result, while English is becoming more widely used, it has also being co-opted and domesticated in some circumstances.
48
Cenoz, Jasone. "Translanguaging pedagogies and English as a lingua franca." Language Teaching 52, no. 1 (September 5, 2017): 71–85. http://dx.doi.org/10.1017/s0261444817000246.
Full textAbstract:
Multilingualism is widespread in the world today and English is, in many cases, one of the languages in the multilingual speaker's repertoire. English as a lingua franca (ELF) is used by multilingual speakers who can also communicate in other languages and use their multilingual and multicultural resources in creative ways. This paper aims at exploring the relationship between recent trends in multilingualism, particularly the proposal ‘Focus on Multilingualism’ and ELF. After a brief presentation of multilingualism as related to globalization and super-diversity, there will be an examination of the new trends that bring together the study of multilingualism in education and ELF. Then, similarities and differences between the two are discussed as related to the emerging paradigm that takes into consideration a new vision of language, speakers and repertoires and has translanguaging as a key concept. Translanguaging pedagogies based on the multilingual learner's repertoire are also discussed. The last section looks at achievements and challenges presented by the synergies that have been created and reinforced.
49
Mohr, Susanne, and Dunlop Ochieng. "Language usage in everyday life and in education: current attitudes towards English in Tanzania." English Today 33, no. 4 (July 6, 2017): 12–18. http://dx.doi.org/10.1017/s0266078417000268.
Full textAbstract:
Tanzania is, like most countries in East Africa, extremely culturally and linguistically diverse. Language counts range from 125 (Lewis, Simons & Fennig, 2016) to 164 living languages mentioned by the ‘Languages of Tanzania project’ (2009). Given this extreme multilingualism, institutional languages had to be chosen on a national level after independence. Kiswahili is the proclaimed national language and lingua franca of the East African region, also spoken in Kenya, Uganda and the Democratic Republic of Congo, for instance, and is used as medium of instruction (MoI) in primary education. English, the former colonial language, is the de facto national working language and medium of instruction in secondary and higher education. However, English remains a minority language, spoken by approximately 5% of the population, most of whom are members of a higher social class (Tibategeza, 2010). This leads to English being an international rather than a second language as in other former British colonies (Schmied, 1990, 1991). Rubanza (2002: 45) goes so far as to argue that ‘the society Tanzanians work and live in does not demand the use of English’. That is why it has been claimed that English will never replace the African languages in Tanzania but remain an additional language in certain spheres (Schmied, 1991).
50
Ngcobo, Sandiso, Makhulu Makumane, and Phumzile Masala. "THE LINGUISTIC RECONSTRUCTION OF POST-COLONIAL SOUTH AFRICA AND LESOTHO: ENGLISH DOMINANCE DILEMMA." Journal of Social Sciences VI, no. 4 (January 2024): 90–101. http://dx.doi.org/10.52326/jss.utm.2023.6(4).08.
Full textAbstract:
Language was one of the tools used by colonialists in destroying the heritage of African nations. Yet, there is limited research on how African nations have linguistically faired post their independence. The purpose of this paper is to assess the endeavors of two neighboring African governments, South Africa and Lesotho, in the post-colonial era to linguistically reconstruct their nations. Qualitative data were collected through a comparative analysis of these two countries’ constitutions, with a focus on language rights and language in education. The data analyses were conducted using the language planning theory to evaluate how available policies enhance the position of previously marginalized African languages. The results revealed that whilst South Africa has a linguistic diversity challenge and Lesotho a language homogeneity advantage, they both still retain a colonial language, English. The international status of English has resulted in it retaining its colonial dominance as a lingua franca, a language of economy, politics and education. There is still more work that needs to be done by African nations to redress the past oppressive policies that devalued their languages. Education should be given priority as a vehicle to revitalize and intellectualize African languages and liberating Africa from its dependency on colonial languages, whilst also promoting multilingualism.