Relevant bibliographies by topics / Language and culture – Europe

Academic literature on the topic 'Language and culture – Europe'

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Published: 10 March 2023

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Journal articles on the topic "Language and culture – Europe"

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Berns, Margie. "English in Europe: whose language, which culture?" International Journal of Applied Linguistics 5, no. 1 (June 1995): 21–32. http://dx.doi.org/10.1111/j.1473-4192.1995.tb00070.x.

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Braecke, Chris. "Language, Culture and Management in Tomorrow's Europe." Language Problems and Language Planning 16, no. 1 (January 1, 1992): 72–74. http://dx.doi.org/10.1075/lplp.16.1.06bra.

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Onishchuk, Iryna, Anastasiia Petrova, Nataliia Tonkonoh, Neonila Partyko, Diana Kochmar, and Oleksandra Vanivska. "The development of future teachers’ foreign language education in the context of the European Council strategic documents." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(133) (March 22, 2021): 88–95. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).18.

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Among the main tasks of higher education defined by the National Doctrine for the Development of Education of Ukraine in the 21st century are the following: to form the necessary intellectual and moral basis necessary for future professional activities in the fields of education, science, culture and to form the qualities necessary for further professional development. Such qualities include global thinking; professional values and morals; cultural competence; functional literacy and professional universality; culture of communication; ability to apply knowledge in professional situations; responsibility, the culture of group interaction, social and professional mobility, ability to study for a lifetime, foreign language and sociocultural competence in a foreign language among students of humanities. Now foreign-language education in Ukraine is being reformed taking into account the achievements of European countries by such documents of the Council of Europe as: “Bilingual education: the main strategic tasks”, “All-European competencies in foreign language proficiency: study, teaching, evaluation”, “European language portfolio”, “Aligning language exams with All-European recommendations on language education”, “Strategic development program for Multilingual Europe 2020”, “Recommendations on pluralistic approaches to languages and cultures”, requirements for Euro-exams, etc. The ideas of the language policy of the Council of Europe are increasingly being implemented in our country: the number of languages is increasing; there is an increasing number of people who speak at least one foreign language; several foreign languages were started in secondary schools; the number of academic hours for learning a foreign language is increasing in universities; in some institutions of higher education, foreign languages are considered the second working language.
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Dolmaci, Mustafa, and Hatice Sezgin. "Culture and the Common European Framework for Languages: A Comparative Corpus Analysis of 2001, 2018 and 2020 Texts." European Journal of Educational Sciences 8, no. 4 (December 31, 2021): 15–27. http://dx.doi.org/10.19044/ejes.v8no4a15.

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In order to provide “a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe”, The Common European Framework for Languages (CEFR) was published in 2001 by the Council of Europe. It has affected the way languages are taught, learnt and assessed and also how foreign language proficiency levels are defined all around the world. The CEFR adopts an intercultural approach to foreign language, and the main purpose is to protect cultural diversity and to give importance to cultural activities rather than being a part of foreign language education. For this reason, culture is at the very core of the CEFR. In 2018 and 2020, two Companion Volumes were published to complement the CEFR. The present paper offers a comparative corpus analysis of these three texts focusing on the occurrences of culture-related items using n-gram tool of Sketch Engine (Lexical Computing, n. d.), which creates frequency lists of sequences of tokens. Based on the findings, it is suggested according to the CEFR that rather than focusing on the national culture of the native speakers of the target language, foreign language education should focus more on the “new culture” formed by the encounters of people coming from different cultures.
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Tov, Emanuel. "Europe and the Jewish-Christian Bible." Sabornost, no. 14 (2020): 1–12. http://dx.doi.org/10.5937/sabornost2014001t.

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The aim of this paper is to illustrate the influence of the Bible on European culture in three main aspects: language (translation), art and name-giving. Considering the vast impact of the Bible, this influence may be compared with that of classical culture. Fist part of the paper examines the influence of the Hebrew biblical expressions on the European languages in which Bible was translated into and then it continues with an analysis of the influence of the biblical characters, stories and motifs on European art. The last part researches the influence of the Hebrew names on the name-giving throughout of Europe.
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Lysetska, Nataliia. "KONZEPT „EUROPA“ AN DER SCHWELLE ZWEIER JAHRTAUSENDE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 51–55. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-51-55.

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The article deals with the analysis of the concept „Europa“ and its interpretation by the speakers of German linguistic culture at the turn of the two millennia. The semantic content of the concept „Europa“ was explored on the basis of Internet sources for identifying dominant and systemic relationships within this concept; the evolutionary process of forming the concept „Europa“ is shown as a fragment of the conceptual picture of the world; the concept „Europa“ of the XX century is discussed on the basis of the book by the ex-Chancellor of Germany G.Schmidt „Die Deutschen und ihre Nachbarn. Menschen und Mächte II“; the functioning of the concept „Europa“ in the modern German-language mass media is analyzed. The analysis of the factual material has revealed that the concept „Europa“ in German-speaking linguistic culture has multiple meanings. The three-dimensional structure of the concept – notional, figurative and evaluative – changes and acquires new meaningful shades over different historical intervals. The evolutionary dynamics of the chosen concept within the defined temporal space are as follows: EUROPA – a spiritual and multinational unity (where Christianity and European languages ​​are decisive), united Europe, common Europe / ein einheitliches Europa, Gesamteuropa, new united Europe / das vereinte neue Europa, split Europe / gespaltetes Europa (notional component); Europe is a kaleidoscope / Europa ist ein Kaleidoskop, Europe is a fortress / Festung Europa, Europe in danger / Europa in Gefahr (figurative component); unity with a democratic state form and a high standard of living with the rule of law (Western Europe) / ein Ganzes mit demokratischer Staatsform und hohem Lebensstandard, in dem Menschenrechte verwirklicht warden (Westeuropa), multinational Europe / multikulturelles Europa, disoriented Europe / desorientiertes Europa (evaluative component). It is proved that the meaning of the concept „Europa“ can be fully revealed only by taking into account and combining a number of factors (historical, geographical, economic, cultural, religious, political, social, etc)., taking into account their evolutionary dynamics in the past and at the present stage of development.
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Wingfield, Nancy M., and Dennis P. Hupchick. "Culture and History in Eastern Europe." Slavic and East European Journal 39, no. 4 (1995): 644. http://dx.doi.org/10.2307/309130.

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Spieker, Manfred. "The Legal Language of the Culture of Death in Europe." National Catholic Bioethics Quarterly 14, no. 4 (2014): 647–57. http://dx.doi.org/10.5840/ncbq201414468.

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Berry, Chris. "Introducing Taiwanese-Language Cinema in Europe." International Journal of Taiwan Studies 4, no. 2 (July 9, 2021): 377–86. http://dx.doi.org/10.1163/24688800-20211218.

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Abstract How do you get people interested in something they know nothing about? Something old, forgotten—and in black and white with subtitles? ‘Taiwan’s Lost Commercial Cinema: Recovered and Restored’ is a project to screen old Taiwanese-language films (taiyupian), mostly from the 1960s, in Europe. It was a learning experience in working with Taiwanese culture in Europe. This report is my effort to reflect on that experience and I try to answer two questions. First, what is so interesting about these films? Second, why was it so difficult to make the initial breakthrough and what made it possible in the end? There are many different elements at play. But I have come to understand that the environment for screening alternative, archive, and art films has changed over the decades to create both new problems and new possibilities, among which the potential for universities to be cultural incubators has been crucial.
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Nagy, Gábor Tolcsvai. "Postcolonialism in Central Europe •." Hungarian Studies 34, no. 1 (March 20, 2021): 47–59. http://dx.doi.org/10.1556/044.2020.00005.

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AbstractThe paper discusses the post-1990 historical developments in Central Europe as a specific instantiation of postcolonialism, particularly in the linguistic domain. After the severe communist rule and Soviet military occupation in most countries (which enjoyed a non-typical colonial status), this region was freed, but many socio-cultural features of culture, language policy, language use, and everyday communication activities show that many forms practiced during the colonial period are still maintained. These remnants show a certain postcolonial way of life in the region. The paper first surveys the literature, discussing the validity of the notion of postcolonialism for the given period in Central Europe. In the second part, general postcolonial features pertaining to the Hungarian language community are introduced. These features are detailed first focusing on the developments in Hungary, then on the minority Hungarian communities across the border around Hungary. Factors are presented including communicative systems, language policy, language variants, reflection, and self-reflection on the language community and identification, language rights, and public education, with attention paid to adherence to colonial schemas and the quick transition to postmodern communication forms.
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Dissertations / Theses on the topic "Language and culture – Europe"

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Valva, Antonella <1984&gt. "From Europe to Bologna and way back: localising language and culture learning through technologies." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amsdottorato.unibo.it/9221/1/PhD_Thesis_AV_FINAL_bis.pdf.

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This thesis investigates language and culture learning through technologies with special attention to the global and local dimensions of this process. Building upon three case studies experienced at the University of Bologna, the examination of the usage and the effectiveness of technological tools for language and culture learning is conducted in relation with the phenomena of student mobility and internationalisation of higher education. The primary focus is upon Italian language and culture, but other languages and cultures are also taken into account. Similarly, some specific technologies – i.e. the Moodle platform, the MOOCs (Massive Open Online Courses) and the context of mobile Apps – are spotlighted while dealing with technology for learning purposes in more general terms. The initial chapter is dedicated to providing a thorough methodological overview and raises the relevant critical issues which will be discussed in the following chapters. The second chapter is devoted to the E-LOCAL (Electronically Learning Other Cultures And Languages) experience, which resulted in the creation of the E-LOCAL Moodle courses for six languages and cultures and their institutional systematisation. The third chapter analyses the transition from the E-LOCAL Moodle course to the E-LOCAL MOOC course of Italian language and culture. The fourth chapter discusses the ILOCALAPP (Incidentally Learning Other Cultures And Languages through an APP) the experience and the usage of the UniOn! App for the incidental learning of languages and cultures, whose contents are geo-localised in the reference cities. To conclude, the final chapter provides a systematic reflection upon the results collected in the attempt to identify a possible theoretical framework for learning languages and cultures through technologies. In fact, the conclusions of this work summarise the current and future usages of the tools described, while also opening the path to new possible research perspectives.
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Rosario, Deborah Hope. "Milton and material culture." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:45542c8d-0049-49cf-8d19-6d206195d9a7.

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In contradistinction to critical trends which have rendered Milton’s thought disembodied, this thesis studies how seventeenth-century material culture informed Milton’s poetry and prose at the epistemic level and by suggesting a palette of forms for literary play. The first chapter explores the early modern culture of fruit. At the epistemic level, practices of fruit cultivation and consumption inform Milton’s imagination and his vocabulary, thereby connecting their historic-material lives with their symbolic ones. Milton further turns commonplace gestures of fruit consumption into narrative devices that frame discussions of agency, aspiration, sinful and right practice. The second chapter examines two floral catalogues to discover how they find shape through the epistemologies of flowers, ceremony, and decorative arts. Here material culture shapes literary convention, as one catalogue is found to secret ceremonial consolation in its natural ingenuousness, while the other’s delight in human physicality upsets the distinctions between inner virtue and outer ornament, faith and rite. In the third chapter, urban epistemologies of light, darkness, movement, and space are examined through urban phenomena: skyline, suburbs, highways, theft, and waterways. By interpellating contemporary debates, these categories anatomise fallen character, intent, action, and their consequences. Milton’s instinctive distaste for urban nuisances is interesting in this Republican figure and is subversive of some ideologies of the text. Discursive and material aspects meet again in the fourth chapter in a discussion of his graphic presentations of geography on the page. Usually prone to analyses of textual knowledge, they are also informed by the embodiment of knowledge as material object. Milton’s search for a fitting cartographic aesthetic for the Biblical narrative and for the rhetoric of his characters leads him to an increasing consciousness of the ideologies energising these material forms. The fifth chapter explores Milton’s engagement with forms of armour and weapons. Military preferences for speed and mobility over armour help Milton explore the difference between unfallen and fallen being. Milton also uses his inescapably proleptic knowledge of arms and armour as a field of imaginative play for representations that are both anachronistic and typological. These lead to a discussion of imitation in the mythic imagination. In each of these studies, we witness Milton’s consciousness of his temporal and proleptic location, and his attempts to marry the temporal and the pan- or atemporal. In the conclusion I suggest that Milton’s simultaneous courting of the atemporal while he is drawn to or draws on temporal material culture imply an incarnational aesthetic.
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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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Ljungbo, Kjell. "Language as a Leading Light to Business Cultural Insight : A Study on Expatriates' Intercultural Communication in Central and Eastern Europe." Doctoral thesis, Stockholms universitet, Företagsekonomiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-39620.

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Language competence is decisively important in international business and could increase efficacy, efficiency, sales and profits. Language is an underresearched area in business studies though language constitutes management and the managers building structures, processes, cultures and personalities being the most vital working tool to get things done and make them understandable. Since 1970 Swedish companies lose market shares globally and in Europe. In an era requiring better foreign language skills there is a declining trend among young Swedish business people and students in other languages than English. The aim of this study is to investigate and analyse the role of language in intercultural business communication between Swedish expatriates and locals in Serbia, The Czech Republic, Ukraine, Romania and Bulgaria and indirectly also Russia and Poland. To understand the business culture in these countries the author has learned the local language in these seven countries taking 3687 private language lessons. This improves the researcher’s understanding of the culture and its people giving directness and depth in communication, independence and receptivity. This ethnographically inspired hermeneutic study holds semi-structured interviews with expatriates. Better language skills among expatriates – particularly in the local language - could make them more self-dependent and win contracts and it strengthens closeness to customers, relationship and trust, strategic view and ability and also operational effectiveness and efficiency enabling their companies to gain market shares. Using Weber’s ideal types the cultural significance structures emerge featuring the cultures in these countries showing that expatriates have to strengthen the ability of the locals in the areas of trust, responsibility and initiative, independent thinking, holistic view, win-win thinking and reduce fear while the expatriates’ own abilities in these areas are strengthened if they speak the local language. Language strategies permitting the expatriate to be more communicatively and linguistically self-dependent are having a common company language, using multilingualism or having the expatriate speak or learn to speak the local language where the advantages, disadvantages and characteristics of these and other aspects of the role of language are given in ideal types.
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Gebel, Konstanze. "Language and ethnic national identity in Europe : the importance of Gaelic and Sorbian to the maintenance of associated cultures and ethno cultural identities." Thesis, Middlesex University, 2002. http://eprints.mdx.ac.uk/6353/.

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As many other ethno-cultural identities in Europe, the collective selfperceptions of Scotland's Gaels and the Sorbs of Lusatia are undergoing considerable changes. Proceding from the post-structuralist premise that discourse plays a crucial part in the generation of knowledge, power and social behaviour (Foucault, Derrida, Lyotard), the study addresses the ways in which the Gaelic and Sorbian elites incorporate the language aspect into narratives on cultural continuity and considers the implications of accelerated language shift towards English/German and the survivalist promotion of the ancestral medium for the maintenance of group boundaries. Its primary empirical data corpus comprises more than 100 interviews and a questionnaire survey (n=201) conducted during the late 1990s in peripheral parts of the Ghidhealtachd and bilingual territories of Lusatia, publications by Gaelic and Sorbian organisations, and relevant items from the local and national media. A brief exploration of the ways in which the two communities came to think of themselves as distinct reveals that a substantial legacy of cultural nationalism and pan-Slavism allowed the Sorbian intelligentsia to sustain a strong sense of ethnic difference throughout the 19th and 20th centuries, whereas Scotland's Gaels have never overtly embraced this paradigm in political terms. Their elite was confronted with its premises during their reinvention as Scotland's Celts and combined linguistic patriotism with calls for socioeconomic improvements during the 1880s, but it has been rather reluctant to portray contemporary and future users of the ancestral language as a distinct nation or ethnic group. To the present day, Gaels are inclined to perceive themselves to be a key component, and arguably the kernel, of the Scottish nation. The most significant overlap between Gaelic- and Sorbian-related revival discourses has been the notion that a complete decline of the traditional medium would seal the fate of the associated culture, though the underlying rationales indicate a gradual shift from an essentialising agenda of preservation and exclusion to a more liberal and pluricentric approach. A desire to withstand the homogenising forces of capitalist globalisation fuels purist attitudes with regard to specific cultural forms, many of which are thought to depend on the traditional medium and put native speakers with heartland links into positions of authority. At the same time, the Gaelic and Sorbian heritage are treated as sources of alternative values and wisdom, in which context Gaelic/Sorbian language ability is primarily valued as an access tool. Tensions between essentialist and dynamic perspectives also occur over the development of the languages themselves. They are enhanced by the assumption that the 'survival' of Gaelic and Sorbian depends in part on individuals who acquire and transmit them outside the bilingual districts, where an ability in the minority medium is more likely to generate subcultural, regional and political identities than a radical ethno-cultural reorientation. According to this study's findings, the linguocentric agendas of many Gaelic and Sorbian organisations can neither be attributed to a naive belief in linguistic determinism nor be dismissed as an entirely symbolic ingredient for the restoration of justice and pride where historic circumstances inflicted marginalisation and oppression. They are based on a justified concern that the complete demise of a linguistic boundary would make it impossible to generate separate discursive spaces, to which Gaelic and Sorbian culture have in most locations become reduEce d and for which a separate literature and separate electronic media are indispensable.
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Basile, Jennifer. "Prototypes in Europe and North America : How they reflect gender and cultural differences." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1232.

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The aim of this study was to find out whether Europeans and North Americans differ as to what they consider to be best examples of four categories; namely vehicles, clothes, vegetables, and furniture. I compared the two continents with each other and tried to find out to what extent the cultural differences really influence the best examples chosen by the research participants. Further, I briefly

compared the prototypes with European females and males and North American females and males and tried to point out some differences between the two genders. Moreover I tried to connect the differences to cultural and gender related factors. The results show the existence of some good and some bad examples that were the same no matter if we looked at the European list or the North American one. However, as we have found out through our research there seem to be strong cultural reasons for the best examples the participants chose. It is a natural behavior to choose prototypes of categories that are well known by the research participants. The best known items are those which are present in the lives of the participants. So, for example riding a bicycle does not seem to be very common among people in North America. They consider bicycle only a lower average example for the category vehicles, whereas Europeans for example seem to use bicycles much more often. They place it on rank four out of 17. People seem to choose things they know or are interested in.

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COOVERT, KERRY C. "WHAT KNOWLEDGE OF CULTURE AND LANGUAGE DO EUROPEAN-AMERICAN TEACHERS BRING TO THE LITERACY EDUCATION OF AFRICAN-AMERICAN STUDENTS?" University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196097095.

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Santos, Ivonete da Silva. "A identidade linguística brasileira em contato com o português europeu: a variação léxico-cultural." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8228.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This study aimed to study the linguistic behavior of nine Brazilian students, linked to the Federal University of Goiás (UFG) in the cities of Catalão, Goiânia and Jataí, participants in the International Baccalaureate Program (PLI) from 2012 to 2014 in Portuguese universities . The aim of this research was to understand the relationship between the Brazilian and Portuguese varieties and cultures in contact situations in Portuguese context, as well as to describe how these dimensions influenced the (re) construction of the Brazilian students participating in the research. Thus, a reading of the situation of contact between the two linguistic groups, speaking of Brazilian Portuguese (PB) and speakers of European Portuguese (PE), was made, showing the lexical- cultural approximations and differences between the two varieties that emerge from the situations experiences during contact. The core of this analysis is based on studies conducted by Bauman (2005), Hall (2011), Labov (2008) and Perini (2004) on language / culture / variation trichotomy and the relationship that keeps them linked to the subject in the readaptation process or construction of identity within the sociolinguistic view, and in other texts that were pertinent to the development of this research. The constitution of the corpus was based on the answers, in writing, provided by nine participants to the questions asked through questionnaires. The questionnaire consisted of twenty-two questions, which relate to the lexical variations of PB in contact with the EP, so as to highlight the most striking aspects of Brazilian culture and linguistic identity in a European context. The results of this research point out that the conflicts generated by the contact between theparticipants of the research with the EP are supported by linguistic, historical and cultural aspects that constitute the Brazilian and Portuguese communities, as well as the difficulty of some Portuguese in accepting the Brazilian variety as correct. The Brazilian linguistic identity was a constant hard all contact, because the results evidenced the occurrence of a possible adaptation to the situation of contact, by the participants of the research, as opposed to the disentangling of the Brazilian identity. However, the use of this system denounces the subject as an individual and / or collectivity socially situated in a specific group whose cultural and linguistic identity is soon perceived. Culture, identity and lexical variation constitute a process of self-affirmation of the subject in situations of contact with other groups. However, each variety occupies a very well defined position and therefore the differences of one in relation to another exist and are justified in the socio-historical constitution of each Portuguese-speaking community. As a contribution, this research will serve as a basis for the authorities to think better about the proposals and the educational policies that support the development of educational programs that aim at the training of undergraduate students abroad, as well as contribute with the existing studies that say respect the lexical-cultural variation between varieties of LP and to promote new studies related to the areas related to the thematic of this study.
Este trabalho visou a estudar o comportamento linguístico de nove estudantes brasileiros, vinculados à Universidade Federal de Goiás (UFG) das cidades de Catalão, Goiânia e Jataí, participantes do Programa de Licenciaturas Internacionais (PLI) no período de 2012 a 2014, em universidades portuguesas. O intuito desta pesquisa foi compreender a relação que se mantém entre as variedades e culturas brasileiras e portuguesas em situação de contato em contexto português, bem como descrever o modo como essas dimensões influenciaram na (re)construção identitária dos estudantes brasileiros participantes da pesquisa. Desta forma, fez-se uma leitura da situação de contato entre os dois grupos linguísticos, falantes do português brasileiro (PB) e falantes do português europeu (PE), evidenciando as aproximações e diferenças léxico-cultural entre as duas variedades que emergem das situações vivenciadas durante o contato. O cerne desta análise se sustenta em estudos realizados por Bauman (2005), Hall (2011), Labov (2008) e Perini (2004) sobre a tricotomia língua/cultura/variação e a relação que as mantem ligadas ao sujeito no processo de readaptação ou construção da identidade dentro da visão sociolinguística, e em outros textos que foram pertinentes ao desenvolvimento desta pesquisa. A constituição do corpus se deu a partir das respostas, por escrito, fornecidas por nove participantes brasileiros às perguntas feitas por meio de questionários. O questionário se constituiu de vinte e duas questões, as quais dizem respeito às variações lexicais do PB em contato com o PE, de modo que sejam evidenciados os aspectos mais marcantes da cultura e identidade linguística brasileira em contexto europeu. Os resultados desta pesquisa apontam que os conflitos gerados a partir do contato entre os participantes, alunos brasileiros, da pesquisa com o PE encontram respaldo em aspectos linguísticos, históricos e culturais que constituem as comunidades brasileira e portuguesa, bem como a dificuldade de alguns portugueses em aceitar a variedade brasileira como correta. A identidade linguística brasileira foi uma constante dura todo o contato, pois os resultados evidenciam a ocorrência de uma possível adequação a situação de contato, por parte dos participantes da pesquisa, em contraposição ao desvencilhamento da identidade brasileira. No entanto, o uso desse sistema denuncia o sujeito como indivíduo e/ou coletividade socialmente situado em um grupo específico, cuja identidade cultural e linguística logo é percebida. A cultura, a identidade e a variação lexical constituem um processo de auto afirmação do sujeito em situações de contato com outros grupos. Contudo, cada variedade ocupa uma posição muito bem delineada e por isso as diferenças de uma em relação a outra existem e se justificam na constituição sócio-histórica respectiva a cada comunidade lusófona. Como contribuição esta pesquisa servirá de base às autoridades para que repensem as propostas e as políticas educacionais que embasam o desenvolvimento de programas educacionais que tem como objetivos a formação de alunos de graduação fora do país, bem como contribuir com os estudos já existentes que dizem respeito a variação léxico-cultural entre variedades da LP e impulsionar novos estudos relacionados às áreas correlacionadas a temática deste estudo.
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Saliba, Janine M. "Medical Approaches to Cultural Differences: The Case of the Maghreb and France." Miami University Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1272483157.

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Winterstein, David P. "Language and media in the promotion of the Breton cultural identity in the European Union /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/6170.

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Books on the topic "Language and culture – Europe"

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1947-, Hoffmann Charlotte, ed. Language, culture, and communication in contemporary Europe. Clevedon [Avon, England]: Multilingual Matters, 1996.

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1977-, Audring Jenny, Watson Frauke, and Edwards Alison 1983-, eds. Lingo: A language spotters' guide to Europe. London: Profile Books, 2014.

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Susanna, Pertot, Priestly Tom M. S, and Williams Colin H, eds. Rights, promotion and integration issues for minority languages in Europe. New York: Palgrave Macmillan, 2009.

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Dónall, Ó Riagáin, ed. Voces diversae: Lesser-used language education in Europe. Belfast: Cló Ollscoil na Banríona, 2006.

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Price, Adam. The diversity dividend: Language, culture and economy in an integrated europe. Brussels: European Bureau for Lesser Used Languages, 1997.

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The languages and linguistics of Europe: A comprehensive guide. Berlin: de Gruyter Mouton, 2011.

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Symposium, Philip M. and Ethel Klutznick Chair in Jewish Civilization. Yiddish language & culture then & now. Omaha, Neb: Creighton University Press, 1996.

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Comrie, Bernard. The major languages of Eastern Europe. London: Routledge, 1990.

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Laakso, Johanna. Towards openly multilingual policies and practices: Assessing minority language maintenance across Europe. Bristol: Multilingual Matters, 2016.

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1925-, Gendron Jean-Denis, and Nelde Peter H, eds. Plurilinguisme en Europe et au Canada: Perspectives de recherche = Mehrsprachigkeit in Europa und Kanada : Perspektiven der Forschung. Bonn: Dümmler, 1986.

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Book chapters on the topic "Language and culture – Europe"

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Miller, William L., Stephen White, and Paul Heywood. "Land, Language, Culture and Nationality." In Values and Political Change in Postcommunist Europe, 268–301. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1057/9780230377448_16.

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Giorgi, Kyra. "Culture As Identity." In Emotions, Language and Identity on the Margins of Europe, 103–16. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137403483_6.

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Spieker, Manfred. "The Legal Language of the Culture of Death in Europe." In Common European Legal Thinking, 391–402. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19300-7_21.

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Cooper, Thomas. "Towards a Multinational Concept of Culture: Romanian German Literature in Romanian and Hungarian Literature." In Language, Discourse and Identity in Central Europe, 224–38. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230241664_11.

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Horner, Kristine. "Revisiting History: The 2007 European Capital of Culture and the Integration of Fractal Europe." In Language, Discourse and Identity in Central Europe, 241–60. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230241664_12.

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Small, Susan. "The Language of Philomena’s Lament." In Medieval Texts and Cultures of Northern Europe, 109–27. Turnhout: Brepols Publishers, 2010. http://dx.doi.org/10.1484/m.tcne-eb.3.2600.

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Mullett, Michael. "Language and Action in Peasant Revolts." In Popular Culture and Popular Protest in Late Medieval and Early Modern Europe, 71–109. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003188858-3.

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Rehm, Georg. "European Language Grid: Introduction." In European Language Grid, 1–10. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17258-8_1.

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AbstractEurope is a multilingual society with 24 European Union Member State languages and dozens of additional languages including regional and minority languages as well as languages spoken by immigrants, trade partners and tourists. While languages are an essential part of our cultural heritage, language barriers continue to be unbreachable in many situations. The only option to enable and to benefit from multilingualism is through Language Technologies (LTs) including Natural Language Processing (NLP), Natural Language Understanding (NLU) and Speech Technologies. The commercial European LT landscape is dominated by hundreds of SMEs that develop many different kinds of LTs. While the industrial and also the academic European LT community is world-class, it is also massively fragmented. This chapter is an introduction to the present volume, which describes the European Language Grid (ELG) cloud platform, initiative and EU project. The ELG system is targeted to evolve into the primary platform and marketplace for LT in Europe by providing one umbrella platform for the entire European LT community, including research and industry, enabling all stakeholders to showcase, share and distribute their services, tools, products, datasets and other resources. At the time of writing, the ELG platform provides access to more than 13,000 commercial and non-commercial language resources and technologies covering all official EU languages and many national, co-official, regional and minority languages.
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Wogan-Browne, Jocelyn. "What Voice is that Language / What Language is that Voice? Multilingualism and Identity in a Medieval Letter-Treatise." In Medieval Texts and Cultures of Northern Europe, 171–94. Turnhout: Brepols Publishers, 2012. http://dx.doi.org/10.1484/m.tcne-eb.1.100800.

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Wright, Laura. "Mixed-Language Accounts as Sources for Linguistic Analysis." In Medieval Texts and Cultures of Northern Europe, 123–36. Turnhout: Brepols Publishers, 2012. http://dx.doi.org/10.1484/m.tcne-eb.1.100797.

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Conference papers on the topic "Language and culture – Europe"

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Colibaba, Luciacintia, Anca cristina Colibaba, Jan Pawlowski, and Stefan Colibaba. "E-LEARNING IN ICT AND AGRICULTURE." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-106.

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Encouragement of European labor mobility is one of the key challenges in the 21st century. The article “E-learning in ICT and Agriculture” has as main objective the description of the results obtained in the LaProf project and the processes that lead to their development. LaProf (www.laprof.eu) project has responded to this challenge by developing computer-mediated multilingual language learning exercises for specific purposes and the overall concept of migration process. LaProf was a multiliteral project that aimed at promoting language awareness to immigrating workforces in two particular sectors, ICT and agriculture. The main goal was to provide free access to language learning resources that would help candidate immigrants get more familiarized with the terminology and cultural issues in their sectors, through developing and disseminating a number of language learning exercises. The main idea of the project was to encourage ICT teachers living in Estonia (and Baltics in general) to learn Finnish and give them assistance in an overall immigration process to Finland by increasing their knowledge about working environment and culture of the target country. Accordingly, LaProf aimed to teach Greek and cultural issues to agricultural specialists living in Romania, who want to move and work in Greece. Significant attention was given to encouraging the learning of under-representing European languages (Finnish and Greek) as foreign languages in order to help European citizens from Estonia and Romania to understand better the working environment and culture of the targeted countries (i.e. Finland and Greece). This objective is in accordance with one of the European Label national priorities: foreign languages as preparation for the work market, language skills increasing the possibility of obtaining a better job, at national and even international level. In addition, the instructions of LaProf language learning exercises are translated into widely spoken EU languages (English and French) as well as into Hungarian, Romanian, Estonian and Russian, which are notably less widely used and taught languages in Europe. To reinforce the acquisition of language and cultural competencies by its targeted user groups, as well as to raise awareness for the targeted languages, LaProf developed and promoted language learning methodologies and resources that motivate the particular categories of language learners, in order to enhance their capacity for language learning. As the main output 656 interactive language learning exercises were developed for its clearly defined user groups. A series of piloting tests were applied to a specified target group, the final outputs being thus optimized to the maximum. The targeted learning resources are focused on language learning of the targeted languages, but also reflect the embedded cultural context of the destination countries and sectors. The following key results were achieved: • A language learning framework outlining the background, topics, working culture, and relevant terminology of the targeted sectors and destination countries; • A variety of multilingual language learning exercises (translated and adapted in English, French, Romanian, Hungarian, Estonian, and Russian) are publicly available and accessible online; • Additional learning resources such as Learner’s Guide, Teacher’s Guide, Manual of Tools, WebQuest containing the background knowledge that learners should have before taking the language learning exercises, culture-aware resources that will facilitate their preparation for immigration in the destination countries, as well as pedagogical and technical guidelines for the language teachers; • Two online platforms: (1) the LaProf Web portal and (2) the LaProf Wiki page through which interested users are able to easily search, identify, retrieve and use language learning exercises in a digital format. These platforms contain also an online tool through which all producers of digital resources on language learning for the targeted communities are able to upload their resources, describe them with appropriate metadata in English and in their languages, and to make them publicly available via the LaProf Web portal for all interested users to find.
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Alekseeva, Elena A. "Language Diversity Development As A Phenomenon Of European Security." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.2.

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Slabouz, Viktoriia, and Nataliia Nikitina. "ENGLISH AS A LANGUAGE OF GLOBAL COMMUNICATION AND DISSEMINATOR OF CULTURE." In Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-588-13-6-10.

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Kennedy-Karpat, Colleen. "Adaptation studies in Europe." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.02015k.

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Adaptation is a creative process that crosses and blurs boundaries: from page to stage, from small screen to big screen – and then, sometimes, back again. Beyond questions of form and medium, many adaptations also cross national borders and language barriers, making them important tools for intercultural communication and identity formation. This paper calls for a more intensive, transnational study of adaptation across print, stage, and screens in EU member and affiliate countries. For the highest possible effectiveness, interdisciplinarity is key; as a cultural phenomenon, adaptation benefits from perspectives rooted in a variety of fields and research methods. Its influence over transnational media flows, with patterns in production and reception across European culture industries, offers scholars a better understanding of how narratives are transformed into cultural exports and how these exchanges affect transnational relationships. The following questions are proposed to shape this avenue for research: (1) How do adaptations track narrative and media flows within and across national, linguistic, and regional boundaries? (2) To what extent do adapted narratives reflect transnational relationships, and how might they help construct Europeanness? (3) How do audiences in the EU respond to transnational adaptation, and how are European adaptations circulated and received outside Europe? (4) What impact does adaptation have in the culture industries, and what industrial practices might facilitate adaptation across media platforms and/or national boundaries? The future of adaptation studies and of adaptation as a cultural practice in Europe depends on the development of innovative, comparative, and interdisciplinary approaches to adaptation. The outcomes of future research can hold significant value for European media industries seeking to expand their market reach, as well as for scholars of adaptation, theater, literature, translation, and screen media.
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Kennedy-Karpat, Colleen. "Adaptation studies in Europe." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.02015k.

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Adaptation is a creative process that crosses and blurs boundaries: from page to stage, from small screen to big screen – and then, sometimes, back again. Beyond questions of form and medium, many adaptations also cross national borders and language barriers, making them important tools for intercultural communication and identity formation. This paper calls for a more intensive, transnational study of adaptation across print, stage, and screens in EU member and affiliate countries. For the highest possible effectiveness, interdisciplinarity is key; as a cultural phenomenon, adaptation benefits from perspectives rooted in a variety of fields and research methods. Its influence over transnational media flows, with patterns in production and reception across European culture industries, offers scholars a better understanding of how narratives are transformed into cultural exports and how these exchanges affect transnational relationships. The following questions are proposed to shape this avenue for research: (1) How do adaptations track narrative and media flows within and across national, linguistic, and regional boundaries? (2) To what extent do adapted narratives reflect transnational relationships, and how might they help construct Europeanness? (3) How do audiences in the EU respond to transnational adaptation, and how are European adaptations circulated and received outside Europe? (4) What impact does adaptation have in the culture industries, and what industrial practices might facilitate adaptation across media platforms and/or national boundaries? The future of adaptation studies and of adaptation as a cultural practice in Europe depends on the development of innovative, comparative, and interdisciplinary approaches to adaptation. The outcomes of future research can hold significant value for European media industries seeking to expand their market reach, as well as for scholars of adaptation, theater, literature, translation, and screen media.
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Schneider, Thomas F. ""I ALMOST GOT SICK" ABOUT THE END OF THE FIRST WORLD WAR AND THE MEMORY OF WESTERN CULTURE "EIN FLAUES GEFÜHL IM MAGEN" ZUM ENDE DES ERSTEN WELTKRIEGES 1918 UND DER WESTLICHEN ERINNERUNGSKULTUR." In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.42.

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The article raises the problems associated with the concept of the First World War and its dynamics in the West European cultural space, often driven by political reasoning, but not by historical facts.
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Pricope, Mihaela. "TEACHING ROMANIAN FOR FOREIGNERS THROUGH ONLINE FILMS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-232.

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The internet is an extraordinary source for language teaching. Set as valuable input to teaching language and culture, online films can be extensively used by language teachers to develop students' language and socio-cultural skills. The careful choice of films is made according to pedagogical objectives such as: the development of colloquial language skills, the acquisition of socio-cultural knowledge, the practice of summary skills etc. The teaching of language and culture through films or film fragments is an entertaining and motivational activity. In this manner, learning occurs and teaching is effective. Teaching Romanian for foreign students has captured people's attention in the last 10 years and its importance is increasing. More and more foreigners arrive in Romanian for various reasons, such as to further study in the Romanian language; to find a job in Romania, to obtain a degree in an European country and continue their studies abroad in Europe; to pursue a career in our country or abroad or to attend specialization programmes to work in Romania The present article introduces the importance of teaching Romanian for foreigners and covers, in its theoretical background, advantages and drawbacks of using films in the language classroom. Research in this domain covers the majority of these topics and offers examples of pre-viewing, while-viewing and post-viewing classroom activities but it doesn't offer concrete examples of online film-based lesson scenarios for teaching foreign languages, and in particular, Romanian for foreigners. That is why our article, presents a lesson scenario based on a short online Romanian film available on the website: www.cinepub.ro. This website offers plenty of films and we found it very useful to use it both as lecture inputs and homework. The article concludes that with appropriate tasks designed to achieve the teaching objectives and to be appropriate for the students' language level, films are a valuable resource which both teach and entertain.
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Žefran, Mojca, Anja Pirih, and Silva Bratož Bratož. "EDUCATION STUDENTSʼ ATTITUDES TOWARDS LINGUISTIC DIVERSITY FROM A COMPARATIVE PERSPECTIVE." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.149z.

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In developing the language education policy, the Council of Europe recognised the promotion of language diversity as one of Europe's key goals and e thus emphasised the teaching and dissemination of the languages of EU Member States. The development of plurilingual and multilingual competences involves, among other things, the forming of positive attitudes towards foreign/second/additional languages. It is assumed that teachers play an important role in developing learnersʼ language attitudes and can have a considerable influence on their beliefs. Therefore, the main aim of the present study is to identify and explore future teachers‟ attitudes towards linguistic diversity from a comparative perspective. A survey conducted among Slovene and German students who are studying to be primary school teachers looks atthe respondents‟general attitudes and beliefs related to language learning and linguistic diversity, their motivation for learning additional languages and their attitudes towards connecting language and culture. Finally, since the two institutions surveyed are both located in bilingual environments, the study investigates the different ways in which environmental factors shape education students‟ views and attitudes towards multilingualism. The results suggest a rather complex picture of attitudes and beliefs as expressed by the population surveyed.
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Semenov, Aleksey, and Anastasiya Dvoryanova. "TWO GLORIES." In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.31.

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The article discusses one of the many examples of the interaction of a word and a visual image. Given the peculiarities of the linguistic situation of the era of Peter I, the authors argue that the potential multiplicity of the image of the character Slava is due to the semantics of the name of this allegorical figure. The paired describing of Slava is probably the result of the ongoing Western European influence, offering new examples of the embodiment of this character, as well as the consequence of the development of this figure in Russian art as a satellite character.
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Zakharchenko, Marina, and Marina Ananina. "Project-based Learning: Language and Culture." In Proceedings of the International Conference on European Multilingualism: Shaping Sustainable Educational and Social Environment (EMSSESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/emssese-19.2019.43.

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Reports on the topic "Language and culture – Europe"

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Willis, Craig. Why Scottish and Welsh Speakers Will Miss European Structural Funds. European Centre for Minority Issues, August 2021. http://dx.doi.org/10.53779/jkwo3330.

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In this blog piece Craig Willis investigates the contribution of European Structural and Investment Funds projects in the period between 2007-2013 and 2014-2020, in order to ascertain direct and indirect links to the four Celtic languages, following the separation of cultural funds from the ESIF into Creative Europe and Erasmus Plus from 2007. He shows that, given that the speakers of such languages often reside in economically peripheral areas (at least in higher percentage terms), their livelihoods and everyday culture in the traditional speaking areas (even for non-speakers) are affected by availability of structural funds.
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Lazear, Edward. Culture and Language. Cambridge, MA: National Bureau of Economic Research, September 1995. http://dx.doi.org/10.3386/w5249.

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Ellis, Deborah M. Integrating Language and Culture. Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada437562.

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Spolaore, Enrico, and Romain Wacziarg. Ancestry, Language and Culture. Cambridge, MA: National Bureau of Economic Research, June 2015. http://dx.doi.org/10.3386/w21242.

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Bienkowski, Sarah, Reanna P. Harman, Ryan Phillips, Eric A. Surface, Stephen J. Ward, and Aaron Watson. Special Operations Forces Language and Culture Needs Assessment Project: Training Emphasis: Language and Culture. Fort Belvoir, VA: Defense Technical Information Center, February 2010. http://dx.doi.org/10.21236/ada634227.

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SWA CONSULTING INC RALEIGH NC. Special Operations Forces Language and Culture Needs Assessment: Special Operations Forces Culture and Language Office (SOFCLO) Support. Fort Belvoir, VA: Defense Technical Information Center, February 2010. http://dx.doi.org/10.21236/ada634222.

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Bienkowski, Sarah, Reanna Poncheri Harman, Kathryn Nelson, Eric A. Surface, Stephen J. Ward, Anna Winters, and Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Foreign Language Proficiency Bonus. Fort Belvoir, VA: Defense Technical Information Center, September 2010. http://dx.doi.org/10.21236/ada634202.

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Rudolph, Mytzi. Spanish for Health Care Professionals: Language and Culture. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7167.

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Bhavsar, Kartik, Reanna Poncheri Harman, Amber Harris, Kathryn Nelson, Eric A. Surface, and Stephen J. Ward. Special Operations Forces Language And Culture Needs Assessment: Leader Perspectives On Language Resources. Fort Belvoir, VA: Defense Technical Information Center, October 2010. http://dx.doi.org/10.21236/ada634193.

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Bhavsar, Kartik, Reanna Poncheri Harman, Kathryn Nelson, Amber Harris, Eric A. Surface, and Stephen J. Ward. Special Operations Forces Language and Culture Needs Assessment: Leader Perspectives on Language Issues. Fort Belvoir, VA: Defense Technical Information Center, October 2010. http://dx.doi.org/10.21236/ada634194.

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