Journal articles: '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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Árva, Valéria, and Éva Trentinné Benkő. "Celebrating languages and cultures:." Gyermeknevelés 10, no. 2–3 (May 5, 2022): 27–46. http://dx.doi.org/10.31074/gyntf.2022.2.27.46.

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This article gives an account of the development of an event designed to motivate teacher trainee students to learn languages. The event was planned and organised by the Department of Foreign Languages and Literature at the Faculty of Primary and Pre-school Education, Eötvös Loránd University (ELTE TÓK). The department’s intention was to play a proactive role in enhancing students’ language education by crossing the boundaries of formal foreign language courses. The initial concept was to hold a language fair like a pop-up event that would be easily noticeable throughout the building, flexible for participants and cater to the students’ individual needs. Entitled ‘Drop everything and learn/teach languages’, this event was held on September 26th, the European Day of Languages, as introduced by the Committee of Ministers of the Council of Europe in 2001, the Year of European Languages (Council of Europe, 2001). The European Day of Languages aims to draw attention to the importance of language learning, promote the rich linguistic and cultural diversity of Europe, and encourage lifelong language learning in and out of school. The title of ‘Drop everything and learn/teach languages’ was additionally inspired by the ‘Drop Everything and Read’ programme initiated to promote sustained silent reading.

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Sianos, Alexandros. "European Capitals of Culture." International Journal for History, Culture and Modernity 5, no. 1 (March 28, 2017): 1–32. http://dx.doi.org/10.18352/hcm.496.

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Using English-language newspaper articles retrieved from digital repositories, this article examines the cultural asymmetrical encounter between Western and Eastern Europe after 1989. It argues that due to the rise of the Iron Curtain after 1948 and the post-war progress of the Western European integration project after 1950, the idea of ‘Europe’ was confined to the West until 1989. After 1989, however, the Eastern European nations were free to ‘return to Europe’, and in order to do so they followed the ‘reference model’ of the West. Taking the institution of the European Capital of Culture (ECOC) as a case study, the article demonstrates how both Western and Eastern European cities used the ECOC title as a gateway to modernity, why it acquired an extra functionality in the East as a stage where they could showcase their ‘European’ credentials, and how it gradually developed into one of the EU’s ‘soft power’ resources.

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Бердичевский and Anatoliy Berdichevskiy. "Interculture Dialog in Foreign Language Teaching in Europe." Modern Communication Studies 5, no. 5 (October 17, 2016): 26–29. http://dx.doi.org/10.12737/21927.

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The article deals with the problems of modern methods of foreign language teaching. Analysing the state of foreign language teaching on the modern stage the author comes to the conclusion that the pure communicative methods do not satisfythe modern demands of foreign language studing in the changed conditions of Europe. With the aim of teaching Russian as a foreign language he of fers crossculture competence for the achievement of mutual understanding in crossculture dialogue. This aim will berealised in cross culture of foreign language teaching.

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Kurihara, Fumiko. "Development of guidelines for integrating English language education and intercultural education in Japan." Impact 2021, no. 3 (March 29, 2021): 18–19. http://dx.doi.org/10.21820/23987073.2021.3.18.

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Speaking a second language is an invaluable skill but it involves more than just learning linguistic skills. This is because language and culture are inextricably linked and it is therefore important to understand the cultural context of a language's origins. What is more, an understanding of the culture can help a language learner to pick up on the nuances and more quickly learn a foreign language. Professor Fumiko Kurihara and Professor Natsue Nakayama are proponents of the importance of cultural learning when learning a language. They are the members of the JACET SIG on English Language Education and are working to increase cultural competences among students learning a foreign language. Having spent time abroad in England as a college student, Kurihara became aware of cultural differences that highlighted the inextricable links between culture and language and the need to explore how cultures shape how we communicate with one another. Kurihara and Nakayama are interviewing teachers and observing lessons in Japan and Europe in order to develop guidelines for language teachers to incorporate and assess lessons in intercultural competence. Next, the researchers will analyse English textbooks at primary schools using cultural descriptors with a view to assisting teachers with revising their syllabuses and incorporating more intercultural learning.

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Haslam, Gerald M. "Culture and Customs of Norway. ABC-CLIO Culture and Customs of Europe Series." Scandinavian Studies 83, no. 2 (July 1, 2011): 284–87. http://dx.doi.org/10.2307/23075464.

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Lappo-Danilevskii, Konstantin Iur’evich. "VYACHESLAV IVANOV AND HIS GERMAN-LANGUAGE PUBLISHERS." Russkaya literatura 2 (2021): 257–59. http://dx.doi.org/10.31860/0131-6095-2021-2-257-259.

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Review: Vjačeslav Ivanov und seine deutschsprachigen Verleger / Hrsg. von Michael Wachtel und Philip Gleissner; unter Mitwirkung von Vladimir Janzen. Berlin; Bern; Bruxelles; New York; Oxford; Warszawa; Wien: Peter Lang, 2019. 374 S., 22 Abb. (Russian Culture in Europe; vol. 14).

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Voevoda, E. V. "Foreign Language Mediation Activities in the Dialogue of Cultures." MGIMO Review of International Relations, no. 3(42) (June 28, 2015): 239–43. http://dx.doi.org/10.24833/2071-8160-2015-3-42-239-243.

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The article addresses the CEFR extended set of language proficiency descriptors. The author points out that education, as well as the language, make an integral part of national culture and reflect the problems existing in society including the problems in communication and social interaction. In the early 21st century the process of communication became largely monolingual with English as the global lingua franca. The Bologna process contributed to building the European education environment based on the principle of multilinguism, which implies that representatives of different ethnic groups with different mother tongues communicate in the same language within a single social group. In 2001, in order to synchronize the national curricula, the Council of Europe adopted CEFR - Common European Framework of Reference for Languages: Learning, Teaching, Assessment which presents descriptors of the six levels of language proficiency. Ten years later it became evident that the descriptors needed to be revised. While economies were converging, cultures began to diverge. Globalization made Europeans realize the value of every single ethnic culture. That led to the idea of plurolinguism which argues that an individual can communicate in a variety of languages using a variety of language forms known to them. The process of communication thus calls for mediation activities that facilitates communication if the interlocutors are unable to understand each other directly. That means that the aim of language learning changes from perfecting a certain foreign language to building plurilingual and pluricultural competences.

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Sarr, Ibrahima. "Language and Art in Senegal: The Crossbreeding of Identities in Music." Advances in Social Sciences Research Journal 8, no. 1 (January 17, 2021): 61–69. http://dx.doi.org/10.14738/assrj.81.9530.

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Senegal is a melting pot of several civilizations mainly originated from the West (Europe) and the East (the Arab world). Assuming that language and culture are intrinsically related, the settlement of those people and their status as dominant minority sparked and strengthened the use of their languages in formal domains. In the long ran, as they became domesticated, thus now considered African languages because they have contributed to mold the cultural identity of younger generation, they involve in all linguistic interaction. Arab, in its classical form, remains a symbol of Islam which earns it a certain degree of sacredness. Nevertheless the contact situation with the other languages forced it to crossbreed in special ways like borrowings and interferences. As for the other foreign languages, namely French, English, Spanish, and German at a least extent, they are made to carry the weight of local cultures.

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Onishchuk, Iryna, Natalya Bidyuk, Tetiana Doroshenko, Olha Zastelo, Elena Kokhanovska, Svitlana Yatsiv, and Nataliia Ishchuk. "Foreign Language Education in Eastern Europe in the Historical and Postmodern Discourse." Postmodern Openings 12, no. 3 (August 10, 2021): 107–20. http://dx.doi.org/10.18662/po/12.3/330.

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It is foreign languages that allow one to carry out one’s professional duties at the international level, in particular in the academic field. Besides, they are recognized as a key to the development of human culture, which opens new opportunities for international integration and deepens cultural, intellectual and communicative functions of languages. Considering its historical post-totalitarian specifics and social roles, the development of foreign language education in higher education institutions (HEIs) in Eastern Europe, in particular Ukraine, includes materialist and pragmatic and partly postmodernist trends, which need to be studied and analyzed in the context of a modern, postcolonial society. The research aims to systematize theoretical issues and generalize the experience of developing foreign language education for future humanities teachers in pedagogical universities in Ukraine (the mid 20th century - the early 21st century), as well identify some proper ways to implement authentic and world experience into the modern practice of training future foreign language professionals. The following pedagogical strategies are considered to be certain productive areas in the combination of classical and postmodernist trends in education: the integration of repetitive teaching methods and creative activity; the combination of modular and problem-based learning; the use of non-communicative models and cognitive strategies of foreign language education; the introduction of models of foreign language education, which make it possible to specify social, professional and research activity of the student’s personality; the reinforcement of extra-curricular activities in the context of foreign language education.

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Xu, Bo. "A Comparative Study of Language Educational Policy in China and Western Europe." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 768–72. http://dx.doi.org/10.54097/ehss.v8i.4351.

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Nowadays, English has become a very important communicative tool for people from non-English-dominant countries. The Chinese government has been trying to push its residents to keep this pace for decades while recently most Western European countries try to avoid English teaching to protect their languages and cultures. Most Chinese students have to study English when they enter Grade 3. The College English Test Band 4 (CET4) has been the basic examination for Chinese students for decades and some universities will even require their students to pass CET6. Certificates of proving passing CET4 and CET6 will also offer help in job hunting. Recently, Chinese government even released the “Chinese culture go abroad” which aims to teach students how to spread Chinese cultures in English. For Western countries, Germany government want to protect their language and maintain the use of English at the same time while English academic writing continues to develop in Italy even these triggered severe debates. Now the Chinese government can see their reward after policies released for decades as it has become one of the strong competitors on academic area while the objectors in Western Europe are still working hard to defend their opinions. However, there are problems with policies released by the Chinese government as some teachers will argue that learning English cost a huge part of students’ time.

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Kristiansen, Kristian, Morten E. Allentoft, Karin M. Frei, Rune Iversen, Niels N. Johannsen, Guus Kroonen, Łukasz Pospieszny, et al. "Re-theorising mobility and the formation of culture and language among the Corded Ware Culture in Europe." Antiquity 91, no. 356 (April 2017): 334–47. http://dx.doi.org/10.15184/aqy.2017.17.

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Tokmenko, O. P. "European Union and Council of Europe’s language trends." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 36 (2019): 13–23. http://dx.doi.org/10.17721/2663-6530.2019.36.01.

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It is estimated that in a few years, 1.5 billion people – a quarter of the total world population – will speak English. And majority will speak a second or third language (only for 400000000 English becomes in their native language). Three quarters of world correspondence and 80 % of e-mail on the Internet are now in English. However, the study of one language does not take place at the expense of another national, regional or minority language, which are equally important in the conditions of development and enrichment. The article highlights the peculiarities of introducing language policy trends of the European Union and the Council of Europe in globalization context at maintaining and protecting European linguistic diversity, not only acquiring the English language as linguafranca in international communication. The Council of Europe and the European Union emphasize the importance of linguistic diversity and plurilingual skills at all levels of education, and the mass media should be the source of informal language learning via entertaining and educational programs and movies with subtitles. The media are important for shaping people's attitudes towards other languages and cultures. The documents of the European Union and the Council of Europe determine that the media should provide people who do not speak many languages with newtechnologies and translation. In a globalized world, cultural diversity will become even more important as means of preserving human values. Learning a language means learning how to get closer to others. Learning a foreign language means equipping oneself with intellectual means to meet the real and the unknown, personal enrichment for knowing other cultures and their worldview. Therefore, the fundamental principles of the European Union and the Council of Europe in the field of language policy are the preservation and protection of European diversity, which should lead not only to the acquisition of English, but also to other European and world languages by all the inhabitants of Europe, simultaneously studying different regional languages.

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Gaillard, William. "Football, Politics and Europe." Hague Journal of Diplomacy 8, no. 3-4 (2013): 333–40. http://dx.doi.org/10.1163/1871191x-12341261.

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Summary This article examines the place of sports and football in European society and the complex interaction of the sports field and the football sub-field, which has its own codes of behaviour, its own institutional governance, its own ethics, its own judicial culture and its own language. Charting the history of European football and the Union of European Football Associations (UEFA), the author argues that unless one understands how the football habitus interact with the rest of European society, it is difficult to examine the role of sports and, in particular, football in international relations and diplomacy.

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Kamusella, Tomasz. "Central Europe in the Distorting Mirror of Maps, Languages and Ideas." Polish Review 57, no. 1 (April 1, 2012): 33–94. http://dx.doi.org/10.2307/41557950.

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Abstract Central Europe is as much invented as the continent of Europe, and as any human concept for that matter. But when people subscribe to and act in accordance with a concept of this kind, it becomes reality, that is, part of social reality. This essay, in an interdisciplinary manner, traces the origins and the functioning of Central Europe as a concept through the lens of cartography, history and culture. From the vantage of intellectual and political discourse, the usually nebulous idea of Central Europe was a reply to the disappearance of empires in this region after 1918, and to the rise of totalitarianism in 1938-48. After the period of "occlusion" during the communist years (when the concept was preserved among Central European émigré scholars in the West as "East Central Europe"), it resurfaced in the 1980s as a cultural-cum-political banner, under which refusniks and dissident intellectuals proclaimed their protest, seeing the Soviet bloc countries as different from the Soviet Union, then identified with Eastern Europe. In the postcommunist 1990s Central Europe flourished as a cultural and political concept, but following the 2004-07 eastward enlargement of the European Union, its significance was reduced to culture only. Time will show whether any need for Europa Centralis may still remain.

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Sharp, Ingrid, Angela Kershaw, and Angela Kimyongür. "Women in Europe between the Wars: Politics, Culture and Society." Modern Language Review 103, no. 2 (April 1, 2008): 500. http://dx.doi.org/10.2307/20467795.

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Suleiman, Susan Rubin. "Culture, Aestheticism, And Ethics: Sontag and The “Idea of Europe”." PMLA/Publications of the Modern Language Association of America 120, no. 3 (May 2005): 839–42. http://dx.doi.org/10.1632/003081205x68115.

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After her death, susan sontag was portrayed in many obituaries (including one i wrote for the french daily Le Monde) as an intellectual who had moved from the formalism and aestheticism of her early work to the ethically engaged stance of her later essays, right up to the last one she published in her lifetime, the stinging indictment of American torture of Iraqi prisoners at Abu Ghraib. Sontag was eloquent, as well as somewhat despairing, in her diagnosis of an “increasing acceptance of brutality” and a “culture of shamelessness” in American life (“Regarding the Torture” 28–29); similarly, after September 11, 2001, she did not hesitate to denounce (in a brief essay that earned her the label of “un-American” in some quarters) the “sanctimonious, reality-concealing rhetoric spouted by American officials and media commentators” in the days following the attack (“Comment”).

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Brantly, Susan C. "The Art and Culture of Scandinavian Central Europe, 1550–1720." Scandinavian Studies 93, no. 1 (April 1, 2021): 148–50. http://dx.doi.org/10.5406/scanstud.93.1.0148.

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Pilipenko, Gleb. "Multilingualism in Enlightenment Europe." Slovene 9, no. 1 (2019): 543–53. http://dx.doi.org/10.31168/2305-6754.2019.8.1.21.

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[Rev. of: Rjéoutski V., Frijhoff W., eds., Language Choice in Enlightenment Europe: Education, Sociability, and Governance, Amsterdam, 2018, 233 pp.] The book under review is an English-language collective monograph called “Language Choice in Enlightenment Europe: Education, Sociability, and Governance”, written by authors from the Netherlands, Italy, Russia, Estonia, and Croatia (edited by Vladislav Rjéoutski and Willem Frijhoff). The subject of the monograph is the language choice in the European countries of the 18th century. This is the sixth book in the Languages and Cultures in History series, and it includes an introduction, eight articles by the international team of authors, and an alphabetical index of names and places mentioned. The Enlightenment was marked in Europe by the gradual abandonment of Latin in education and public administration and its replacement by vernaculars. At the same time, there are peculiarities in every country, particularly in the Russian Empire and Croatia. Archival materials (private letters, memoirs, official questionnaires, statistics) make this book extremely valuable. The authors analyse the linguistic situation in France, the Netherlands, Central Germany, the Estonian Governorate, Croatia, the Hungarian Kingdom, and the Russian Empire. Language choice is discussed at the micro-level (e.g. within one family) as well as at the macro-level (e.g., in education, public administration, among the nobility or clergy). The book will be of great interest to historians, linguists, sociologists, anthropologists, as well as to specialists in international relations.

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Pollock, Sheldon. "The Transformation of Culture-Power In Indo-Europe, 1000-1300." Medieval Encounters 10, no. 1-3 (2004): 247–78. http://dx.doi.org/10.1163/1570067043077832.

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Marácz, László. "The Politics of Language Policies: Hungarian Linguistic Minorities in Central Europe." Politeja 12, no. 8 (31/2) (December 31, 2015): 45–65. http://dx.doi.org/10.12797/politeja.12.2015.31_2.04.

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The paper will adopt the position that language is an intrinsic and largely non‑negotiable part of individual culture and identity. The recognition of one’s own language receives more and more support in international political and institutional frameworks. The promotion of linguistic diversity is the official policy of the European Union. Due to such policies, it is to be expected that languages will remain in contact in the context of all sorts of levels of governance. In order to manage linguistic diversity in multilingual and multicultural areas, the introduction of a global regime of language policies is unavoidable. These policies will need to satisfy transnational requirements and conditions, like universal human rights and the norms and standards of Europeanization set by the EU, OSCE, Council of Europe, and so on. However, because there are manifold connections between language and power, as we know from the work of political scientists such as Pierre Bourdieu, and sociolinguists such as Peter Nelde, that a language element is always a part of intergroup conflict. Hence, it is to be expected that language policies will be subject to power conflicts and hegemonic strives. In order to support my claim, I will analyze the language policies of states with Hungarian language minorities in Central Europe, particularly Romania, Slovakia, Serbia (Vojvodina), and Ukraine (Trans‑Carpathia). The policies can be studied in terms of concrete variables, like individual/collective rights, territorial rearrangements, thresholds, the Language Charter, multilingual education, the linguistic landscape, and so on. The range in which these variables are instantiated is determined by local politics; hence, it is a case of the politics of language policy.

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Ilieva, Tatyana, and Galina Galabova. "A Contribution to the Sudies of the History, Languages and Cultures in Southeast Europe." Balkanistic Forum, SOCIAL ANXIETY AND SOURCES OF MOBILISATION 31, no. 3 (September 15, 2022): 281–91. http://dx.doi.org/10.37708/bf.swu.v31i3.20.

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The review analytically presents the volume entitled "Southeast Europe through the Centuries: Social History, Contacts of Languages and Cultures". It contains 25 articles grouped in three sections: “Trade in Southeast Europe,” “Sources, History, New Interpretations,” “Linguistic and Literary Contacts”. The diverse topics of the articles outline both diachronically and mosaically the picture of the European south-east. The century-long culture of the region is studied from various research perspectives in order to outline the complicated and multi-layered essence of this phenomenon of the Balkans and its dynamics together with the intertwined divergent relations that modeled this civilizational continuum in the past and that unite it today.

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Hannan, Kevin, and P. M. Barford. "The Early Slavs: Culture and Society and Early Medieval Europe." Slavic and East European Journal 46, no. 2 (2002): 413. http://dx.doi.org/10.2307/3086210.

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Rapport, M. "Review: The Culture of Power and the Power of Culture: Old Regime Europe 1660-1789." French Studies 57, no. 2 (April 1, 2003): 225–26. http://dx.doi.org/10.1093/fs/57.2.225.

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Biswas, Lilack. "Cultural Hegemony and the Teaching of Global English Language: Indian Perspective." European Journal of English Language and Literature Studies 10, no. 5 (May 15, 2022): 1–9. http://dx.doi.org/10.37745/ejells.2013/vo10.n5pp19.

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Globalization has manifold implications and importance. From Political to financial from trade and commerce to culture and social behaviour. The post globalized world has seen the cultural invasion of America and Europe in various ways. One of the prominent ways of this cultural invasion is the supreme importance of the English language. They have made the English language their medium of cultural dissemination resulting into the supremacy of the occidental culture in oriental countries. Through language culture is spread and through culture their literature, music, food, lifestyle everything is spread and makes room for billion-dollar business. This paper aims at finding the roots of Cultural Hegemony of the west through the teaching of American English in the guise of Global English.

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Jentsch, Florian. "Understanding of Aviation Safety Pictograms among Respondents from Europe and the U.S." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 16 (October 1996): 820–24. http://dx.doi.org/10.1177/154193129604001606.

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Conveying safety information to aircraft passengers is an important task for the designers of aircraft passenger safety information cards. Since the information must be understood by all passengers, regardless of native language or nationality, many designers use pictorial representations that are considered “culture free.” The current study investigated the comprehension of 13 pictograms from a sample of actual safety cards among participants from four language groups in Europe and the U.S. One-hundred-and-fifty students whose native languages were English (British and U.S.), French, or German, respectively, interpreted 13 pictograms. From their responses, three main conclusions can be drawn: 1. Conveying aviation safety information by pictorial means appears to be largely effective, as indicated by general comprehension levels above 85%. 2. While passengers may get the “essence” of a particular pictogram, it is often difficult for them to recognize specific details. 3. There are relatively small differences in the comprehension levels between participants from different language groups, pointing towards the “universality” of pictograms in conveying safety information. Future research needs to focus on identifying exactly which features of pictograms are most effective in conveying safety information, without introducing cultural or language biases.

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Vacca, Alessia. "Australia and Catalonia: a comparative study on the protection of minority languages from a legal standpoint. Education in the mother tongue. Is the language a factor of integration or a barrier?" Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 1 (June 17, 2011): 335–46. http://dx.doi.org/10.12697/jeful.2011.2.1.22.

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This article is a comparative study of the education system in minority languages between Catalonia and Australia from a legal standpoint. Catalonia has a complex legislation: National Constitution, Statute of Autonomy, Regional Laws, a strong legal framework, a language always alive as a political instrumentto get the power. Australia has not a legal framework in this area and has a confused planning system. In Europe, the Council of Europe has been in charge of the protection of human rights.Australia signed and ratified some International Conventions which are not a strong legal basis to claim an education system in aborigines’ languages. The Catalan Law on Linguistic Normalizationn. 7 of 1983, replaced by the Law on Linguistic Policy n. 1 of1998, has, among the other purposes, also that to stimulate the use of Catalan as language of education in all levels of teaching.The school has a fundamental importance for the transmission of the culture of minorities. If the educational systems didn’t have any regime of teaching in the mother tongue all policies are not efficient.

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Rekosh, K. Kh. "LANGUAGE POLICY IN EUROPE - BABYLON OF THE XXI CENTURY." MGIMO Review of International Relations, no. 3(36) (June 28, 2014): 224–31. http://dx.doi.org/10.24833/2071-8160-2014-3-36-224-231.

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In recent decades, much has been written about the dialogue of cultures and differences between them manifested by languages, which are the objects of interdisciplinary research. However, the active role of multiplicity of languages and their interaction in particular with the relevant areas of knowledge do not always attract the proper attention. Along with many languages, Europe seeks to move away from monolingualism in favor of multilingualism, recognizing that it is promising, so political actors support it. The principles of multilingualism have been adopted in the international (European) and national levels and formalized in terms of plurilingualism and multilingualism. The plurilingualism is the use of multiple languages by one and the same person. It is an integral part of cultural diversity and respect, a necessary condition for human development as a professional and as a person. The multilingualism is denoted by a policy of equality of languages in the community. The European Union is a multilinguistic organization. Language policy of the European Union has been defined since the establishment of the communities, it was different from the language policies of other international organizations and was based on the principle of cultural and linguistic diversity (although the term multilingualism was not used) with the aim of ensuring access to information and justice for all EU citizens in all official EU languages. Held in Europe language policy led to the institutionalization of the concept of multilingualism, particularly by the European union, which could serve to the development of linguistic law. The EU language policy is linked with the objectives of the integration law which makes it different from the plurilingualism. It acts as an instrument for intercultural dialogue and social cohesion, as a guarantee of prosperity and employment opportunities. At the same time it generates a lot of linguo-legal problems concerning different statuses of languages; EU official languages, working, state, regional, national languages, as well as minorities and migrants languages.

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Kristiansen, Kristian, Morten E. Allentoft, Karin M. Frei, Rune Iversen, Niels N. Johannsen, Guus Kroonen, Łukasz Pospieszny, et al. "Re-theorising mobility and the formation of culture and language among the Corded Ware Culture in Europe—CORRIGENDUM." Antiquity 94, no. 375 (June 2020): 839. http://dx.doi.org/10.15184/aqy.2020.84.

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Fell, A. S. "Women in Europe between the Wars: Politics, Culture and Society." French Studies 63, no. 1 (January 1, 2009): 109–10. http://dx.doi.org/10.1093/fs/knn154.

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Bondarev, Dmitry. "The Nigerian Qur'anic Manuscript Project: retrieving a unique resource on the Kanuri language and culture." African Research & Documentation 103 (2007): 65–82. http://dx.doi.org/10.1017/s0305862x00022792.

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“Many African languages have a long written tradition, e.g. Ge'ez, Kiswahili, Hausa, etc.” reads the summary of panel 21 of the AEGIS conference “African Manuscripts and Museum Collections in Europe”. The list could be extended to include other names familiar to a wider audience, e.g., Fula(ni) (Fulfulde), Manding (Mandenkan, Bambara, Dyula, Mandinka), Wolof, Asante (Akan), Songay. The Kanuri language however, needs some introduction. This is to a certain extent a historical paradox, because Kanuri was in fact the first African language to be extensively documented in the middle of the 19th century by Sigismund Koelle. In 1854 Koelle published two large volumes on Kanuri grammar and an anthology of oral narratives (1854a, 1854b). Remarkably, four tales from the Koelle's Kanuri anthology found their way into Volume 3 of the 3rd edition of the Grimm Brothers’ Children and Household Tales (1856).

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May, Stephen. "Extending Ethnolinguistic Democracy in Europe: The Case of Wales." Sociological Review 48, no. 1_suppl (May 2000): 147–72. http://dx.doi.org/10.1111/j.1467-954x.2000.tb03510.x.

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The recent establishment of political devolution in Scotland and Wales would appear to herald far greater national, and eventually regional autonomy within a British state long dominated by England. However, support for devolution in Wales remains, at best, ambivalent; in contrast to Scotland where devolution is far more strongly supported. Much of this can be explained by the fact that Wales, unlike Scotland, is almost indistinguishable from England with respect to its institutional structure. As such, Wales has historically sought a distinctive identity from England principally through the promotion and retention of Welsh language and culture within rather than outside these shared institutional arrangements. This, in turn, has led in recent years to a significantly increased role for the Welsh language in the public domain in Wales, after centuries of proscription, and the emergence of a nascent Welsh bilingual state. The prospect of greater self-government is likely to solidify these developments. However, it can be argued that the contribution of Wales is most significant here not as an example of political devolution but as a model of ethnolinguistic democracy. In this latter respect, Wales provides us with a democratic model that specifically accommodates and promotes bilingualism and minority language rights while, in so doing, redefining the traditional role of language(s) in the nation-state. Both these aspects offer important lessons for the rest of Europe's nation-states which, despite moves to greater political devolution and regionalism, often remain reluctant to protect, let alone foster the minority languages still spoken within their borders.

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Malejka, Jagna. "The Intercultural Approach in Teaching Polish as a Foreign Language in China." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 467–85. http://dx.doi.org/10.17951/en.2021.6.467-485.

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The article presents issues related to intercultural teaching of Polish sociolinguistic and sociocultural customs in China. Efficient communication is guaranteed by mastering grammatical rules and vocabulary and requires knowledge of the culture of a given country. Papers on teaching Polish culture in Europe are the theoretical basis. The material was gathered by the author while she was teaching at Polish studies departments in China. Intercultural approach in teaching Polish linguistic-cultural behaviors in China demands other solutions than in the European cultural circle.

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Wolf, Michaela. "“The language of Europe is translation”." Target. International Journal of Translation Studies 26, no. 2 (June 10, 2014): 224–38. http://dx.doi.org/10.1075/target.26.2.04wol.

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Umberto Eco’s statement “the language of Europe is translation” suggests that translation is one of the main assets of daily communication in Europe. While such a statement undoubtedly is a stand against national—or, in many instances, nationalistic—language cultures, it also raises a series of questions which can be discussed within a re-formulation of EST’s aims and scope: Which ‘Europe’ is meant here? What sort of translation concept underpins this statement? In which way do migration movements shape today’s translation landscapes? What are the control mechanisms behind the phenomenon of translation understood in Eco’s sense? This paper discusses the limits of Europeanness and its potentially transgressive nature against the backdrop of EST’s founding moment in Vienna and the city’s central shaping force in pluricultural issues in the Habsburg Monarchy. It argues that translation has the task of breaking the deadlock of identitarian differences and the political practices based on them. So, what is the impact of these reflections for future activities in EST?

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Kalinowski, Daniel. "Zbrzyca – dopływ Łaby? O motywach kaszubsko-połabskich i presji kulturowej w poezji Stanisława Pestki (Jana Zbrzycy)." Slavia Occidentalis, no. 73/2 (June 14, 2018): 175–88. http://dx.doi.org/10.14746/so.2016.73.38.

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This article deals with the images of Slavic cultural space in north-western Europe presented in Stanislaw Pestka’s works written in the Kashubian language. His poetic descriptions, reflect the profound relations between Kashubian tradition and north-western Slavic culture. They mainly present the struggle for cultural identity, similar in both cultures. In contemporary Europe, both Kashubs and Polabs are minorities facing the threat of extinction, subjected to numerous factors of acculturation and assimilation. The only chance for the salvation of the Kashubs is to counteract the cultural processes which resulted in the cultural dependence of the Slavic inhabitants of Lusatia, Mecklenburg and Pomerania on militarily and economically stronger neighbours.

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Luft, David S. "Austria as a Region of German Culture: 1900–1938." Austrian History Yearbook 23 (January 1992): 135–48. http://dx.doi.org/10.1017/s0067237800002939.

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This Essay Attempts to contribute to our understanding of the intellectual and cultural history of Central Europe by making explicit a variety of themes that haunt discourse about Austrian culture and by making some suggestions about periodizing the relationship between Austria and German culture. I originally developed these thoughts on Austria as a region of German culture for a conference in 1983 at the Center for Austrian Studies on regions and regionalism in Austria. Although the political institutions of Central Europe have undergone a revolution since then, the question of Austria's relationship to German culture still holds its importance for the historian-and for contemporary Austrians as well. The German culture I have in mind here is not thekleindeutschnational culture of Bismarck's Reich, but rather the realm that was once constituted by the German-speaking lands of the Holy Roman Empire. This geographical space in Central Europe suggests a more ideal realm of the spirit, for which language is our best point of reference and which corresponds to no merely temporal state.

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Alekseyev, Konstantin. "Origin of the Nordic Indo-European Group in the Light of the Latest Paleogenetics Data." Izvestia of Smolensk State University, no. 2(58) (July 3, 2022): 156–72. http://dx.doi.org/10.35785/2072-9464-2022-58-2-156-172.

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The subject of the article is ethnogenesis of the Balto-Slavic-Germanic group of the Indo-European language family. The article analyzes data on the genetic composition of the population of the Corded Ware cultures in Central Europe and the Northern Circle cultures in Jutland and Southern Scandinavia. The study aims to determine the primary habitat of the Nordic Indo-Europeans in the period preceding the disintegration of dialectal unity and the beginning of their migrations to Central Europe. The methodology is based on comparative and cluster analysis of mitochondrial components in the studied populations and their synchronous or diachronic occurrence in other populations and areas. The analysis results are verified by the data of archeology, anthropology and glotto- chronology according to the principle of mutual convergence. In the course of the study, we have established that the substrate of Corded Ware cultures lived in the middle reaches of the Dnieper since the Neolithic pe- riod, at the same time, it is possible to localize the Nordic Indo-Europeans in the indicated region as a single and undivided dialect group not earlier than the emergence of the Middle Dnieper variant of the Yamnaya culture, for which the chronological framework is determined. It was also found that the influx of mito- chondrial genes from the eastern regions of the Yamnaya culture into the habitat of the Nordic Indo-Europeans was quantitatively insignificant and did not entail a qualitative change in culture and language.

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Kormazina, Olga P., Dmitry A. Ruban, and Natalia N. Yashalova. "Hotel Naming in Russian Cities: An Imprint of Foreign Cultures and Languages between Europe and Asia." Societies 12, no. 2 (March 30, 2022): 58. http://dx.doi.org/10.3390/soc12020058.

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Hotel naming can contribute to cultural exchange, and big countries boasting lengthy peripheries and sharp “cores” are suitable for studying this contribution. Foreign cultural and linguistic imprints in hotel names is studied in four big cities of Russia, namely Rostov-on-Don, Nizhniy Novgorod, Krasnoyarsk, and Vladivostok. It is established that the hotels with names bearing foreign-culture elements constitute up to 20–25% of all hotels in each given city. These elements can be linked to many, chiefly West European countries. The English foreign-language elements are the most common, whereas the French and Italian elements occur in subordinate numbers. The linguistic-cultural types of the hotel names are commonly toponyms and landscape-related symbols. The imprint of foreign cultures and languages in the hotel names diminishes together with the increase in distance from the western state border.

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Classen, Albrecht. "The Multilingual Muse: Transcultural Poetics in the Burgundian Netherlands, ed. Adrian Armstrong and Elsa Strietman. Cambridge: Legenda: Modern Humanities Research Association, 2017, pp. xi, 190." Mediaevistik 31, no. 1 (January 1, 2018): 465–66. http://dx.doi.org/10.3726/med012018_465.

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As recent research has amply demonstrated, we gain a much better understanding of medieval and early modern culture if we recognize the full extent to which people used different languages, interacted with each other nevertheless across language barriers, and exchanged ideas through many different linguistic channels. In some regions in Europe the contacts among various language speakers was higher, in others lower, much depending on the cultural, economic, and political conditions. The English intellectual elite, for instance, was often trilingual; all European intellectuals were at least bilingual (Latin and a vernacular), and many people spoke the courtly language and their local dialect, which is actually the case until today all over the world.

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Nashunwuritu, Baiyinbateer, and Duoxi. "RESEARCH ON THE ANCIENT MONGOLIAN PLACE-NAME ALONG THE SILK ROAD." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B4 (June 13, 2016): 91–93. http://dx.doi.org/10.5194/isprs-archives-xli-b4-91-2016.

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“Silk Road” is an ancient commercial trade channel connecting China with Asia, Africa and Europe and a major link of the economy, politics and culture of the East and West as well. In the 13th Century, with the westward expedition of Mongolian, the communication and integration of culture among different countries was accelerated, which led to many Mongolian place-names scattered in the countries along the silk-road, such as Khwarezmia, Armenia, Mesopotamia, Kipchak, Persian, involving today's Russia, Poland, Ukraine, Bulgaria, Hungary, Austria, Italy, Serbia, Syria, Iran, Afghanistan, Iraq, Uzbekistan, Turkmenistan, India and many other countries and regions. The place-name is a kind of important factor that can represent the changes of culture, economic in history. We analyzed the current place-names in different countries or regions with different language to find out ancient Mongolian place-names, and marked the names on the digital map. Through the changes and transition of the place-name, we explored the development of Mongolian language changes itself, Mongolian blends with other languages, and furtherly reveal information of culture exchange.

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Nashunwuritu, Baiyinbateer, and Duoxi. "RESEARCH ON THE ANCIENT MONGOLIAN PLACE-NAME ALONG THE SILK ROAD." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B4 (June 13, 2016): 91–93. http://dx.doi.org/10.5194/isprsarchives-xli-b4-91-2016.

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“Silk Road” is an ancient commercial trade channel connecting China with Asia, Africa and Europe and a major link of the economy, politics and culture of the East and West as well. In the 13th Century, with the westward expedition of Mongolian, the communication and integration of culture among different countries was accelerated, which led to many Mongolian place-names scattered in the countries along the silk-road, such as Khwarezmia, Armenia, Mesopotamia, Kipchak, Persian, involving today's Russia, Poland, Ukraine, Bulgaria, Hungary, Austria, Italy, Serbia, Syria, Iran, Afghanistan, Iraq, Uzbekistan, Turkmenistan, India and many other countries and regions. The place-name is a kind of important factor that can represent the changes of culture, economic in history. We analyzed the current place-names in different countries or regions with different language to find out ancient Mongolian place-names, and marked the names on the digital map. Through the changes and transition of the place-name, we explored the development of Mongolian language changes itself, Mongolian blends with other languages, and furtherly reveal information of culture exchange.

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

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