Dissertations / Theses: 'Language and Nation'

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Bokhorst-Heng, Wendy D. "Language and imagining the nation in Singapore." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0010/NQ35114.pdf.

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Gan, D. S. S. "A nation's visual language : nation branding and the visual identity of contemporary Malaysia." Thesis, Nottingham Trent University, 2011. http://irep.ntu.ac.uk/id/eprint/103/.

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This research explores the role graphic design can play in the national branding of emergent nations, and takes the multiracial, multicultural state of Malaysia as the principal object of study. Contemporary Malaysian society and culture are reviewed in the context of present views of globalization and postcolonialism, and the phenomenon of ‘glocalization’ emerges as an important one in Malaysia. A variety of design research methods are used to identify the nature of graphic design practice in Malaysia, including the examination of the national government framework of design practices and networks, the design-led method of cultural probes, and participatory observation within several Malaysian design agencies. A questionnaire survey was also carried out with a sample group of design practitioners and interviews conducted with key professional design practitioners in the country and members of the Malaysia Design Council. These methods reveal that the professional and personal outlook of local designers is highly influenced by government policies and the support systems provided by government departments. The findings lead to reflective practice aimed at developing graphic design processes that enable designers involved in national identity projects to better understand and communicate the required historical and cultural features. The outcome of the reflective practice is A Nation’s Visual Language, a pilot handbook and Visual Identity Guide for Malaysian national branding, which can be further developed by others and adapted to the needs of other emergent nations. A major feature of the reflective process is the testing of the handbook by student designers, and discussion of the results with professional practitioners.

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Konokh, Polina. "Mule Nation." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3129.

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This thesis project is a TV pilot and the second episode of the show. There is also a critical essay that serves as an explanation of the creative work. There are multiple problems addressed in the text, such as growing up, living in the modern world, countries not working properly for their citizens and other important issues of our modern life, with a thorough explanation of some of them in the critical essay. The screenplays are formatted according to the current industry standards. The result of this thesis is two first episodes of a potential TV show.

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May, Stephen Andrew. "Reimaging the nation-state : language, education and minority rights." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/de565342-9694-4a47-924b-c2a22045c94c.

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Clement, Victoria. "Rewriting the "Nation" Turkmen literacy, language, and power, 1904-2004 /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133456057.

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Blum-Smith, Laura. "The Language of Nation: Multiculturalism, Nationalism and Language Policy in the United States and Canada." Oberlin College Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin154463011114732.

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Pennesi, Karen E. "Constructing identity through language, water at Walpole Island First Nation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ42187.pdf.

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Orman, Jon. "Language policy and nation-building in post-apartheid South Africa." Thesis, Queen Mary, University of London, 2007. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1572.

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While not essential, the link between language and national identity is nevertheless often a highly important and salient one, a fact illustrated by the centrality of linguistic concerns in many nationalist discourses throughout the world. As a result of this linkage, it is understandable that those seeking to create or manipulate national identities have habitually attempted to do so through the formulation and implementation of language policy and planning. This thesis develops a broad theoretical framework for the study of national identity and language policy. Of particular interest is the manner in which these two phenomena frequently interact and the societal consequences of that interaction. South Africa represents a fascinating historical and contemporary context in which to investigate the effect of language policy and planning on the formation of social identities. From the earliest stages of European colonisation to the present day, successive governing regimes have attempted to manipulate the various ethnic and national identities of the South African population to suit their own ideological agendas. In the post-apartheid era, much has been made of the government's official policy commitment to promote 'nation-building' through the institutionalisation of genuinely multilingual practices in public life. In reality, though, public life in present-day South Africa is notable for its increasingly monolingual-English character. This contradiction between official policy and actual linguistic practices is symptomatic of the hegemony of an implicit 'English-only' ideology that permeates most governmental and public organisations. This has led to a situation of highly salient language-based identity conflict between many Afrikaans speakers resentful of the decreasing presence of Afrikaans in public life and those loyal to the de facto monolingual model of nationhood promoted by the ANC. But perhaps the most pernicious consequence of this increasing dominance of English has been its entrenchment of elitist governing practices that ensure the continued socio-economic marginalisation of African language speakers who constitute the large majority of South African citizens. If language planners are to convincingly address this problem, it is clear that a radically alternative model of language policy and national integration needs to be promoted and adopted.

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Tilakaratna, Namala Lakshmi. "Reviving the Nation: The discursive construction of national identity in Sri Lankan English Language textbooks." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15750.

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This study examines the way Sri Lankan national identity is construed in texts found in the local Grade 11 English Language textbooks that were produced during the ethnic civil war in Sri Lanka and which are still used in Sri Lanka today. The textbooks, created and published by the National Institute of Education, are used for teaching English as a Second Language to students across the public school system. The study uses a systemic functional linguistic (SFL) framework to explore how national identity is recontextualised in these texts for pedagogical purposes, examining the linguistic resources the texts draw on to discursively construct national identity. The thesis argues that within these texts, a homogenous Sinhala and Sinhala Buddhist identity is privileged and promoted as common to all Sri Lankans, while excluding the diverse ethnic, religious and cultural practices of minority ethnic groups in Sri Lanka. A selection of nine texts from the Grade 11 textbooks are analysed for text types and icons, to determine what kinds of texts are privileged in a pedagogic context and how these texts construe national identity. In order to identify the patterns of choices that create text types or ‘genres’ (Martin, 1992; Martin & Rose, 2008) and ‘icons’ (Martin, 2010, 2016; Tann 2010, 2014), the selected texts are analysed using the lexicogrammatical systems of transitivity and theme (Halliday & Matthiessen 2004) and the discourse semantic systems of Appraisal and periodicity (Martin & Rose 2007; Martin & White. 2005). Genre is used to explore the kinds of texts used in the service of national identity, while ‘iconography’ (Tann, 2010b; 2013) is used to explore how choices combine across lexicogrammatical and discourse semantic systems and are stabilised over the course of a text in construing communal identity. The analysis shows that while the focus of these texts appears to be on teaching students how to read and write valued text types in English, these texts are heavily dependent on shared understandings of socio-cultural, religious and cultural ethnic identity for making meaning. These socio-cultural meanings focus on projecting a homogenous national identity through the use of a number of ‘icons’ including valued people, things and activities that are representative primarily of Sinhala or Sinhala Buddhist nationalism. By examining national identity and its construction in the context of Sri Lanka, this thesis to contributes to the broader research area of nations, nationalism and national identity and uncovers how pedagogical texts contribute to the creation of a ‘national consciousness’ (Bernstein, 1996/2000). In addition, this thesis contributes to research that explores textbooks and their construction of identity in the field of English as a Second Language, and explorations of ‘the discursive construction of national identity’ (Hall, 1996) through the use of a socio-semiotic framework for the exploration of national identity. This study also contributes to the relatively new research on communal identity in SFL by examining its construal in pedagogical texts. In addition, it proposes an extension to the existing ‘iconography’ framework to account for the valued activities, or ‘rituals’, that affirm membership in a community. This study shows that in maintaining Sinhala Buddhist identity as the dominant identity, these textbooks shape the next generation of Sinhalese students to align with the ideologically motivated and symbolic disempowerment of minority ethnic groups in Sri Lanka.

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Vogel, Anja. "Becoming one nation an analysis of language socialization practices and language ideologies in contemporary Berlin classrooms /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1383467911&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Williams, Bonnie J. "Building a nation: language vs. dialect in African American vernacular English." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413474794.

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Hsiau, A.-chin. "Crafting a nation : contemporary Taiwanese cultural nationalism /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9824653.

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Fish, Kelsey Chana. "The Nation, Linguistic Pluralism and Youth Digital News Media Consumption in Morocco." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182388.

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With the rising rate of Internet penetration in Morocco, digital media, including social media, represent an increasingly important role in the spread of news in Moroccan society. In general, young Moroccans are the most digitally literate in the country and consume a wide range of online media. In the context of Morocco’s complex and plural linguistic landscape, language abilities and preferences add an additional layer to the study of the spread of digital media. This study uses a mixed methods approach involving a researcher-designed online survey of 193 Moroccans between the ages of 18 and 35 as well as 34 in-person semi-structured interviews with students attending four Moroccan universities in order to examine the news media consumption habits of young Moroccans, focusing on the intersection of language preferences, digital media choices and Moroccan nationhood. This study demonstrates that young Moroccans appear to possess a certain flexible news citizenship, allowing for a unified sense of the Moroccan nation despite linguistic differences. Overall, young Moroccans tend to rely on indigenous Moroccan digital news media outlets, such as Hespress, as well as foreign news sources, for daily news; both of these types of media are outside of the state- and party-run news media system, which includes the majority of television and radio channels and many print newspapers. While different language ideologies and their supporters do exist in Morocco, the “imagined community” of Morocco continues despite these linguistic distinctions. In contrast to concerns that new media will result in a fragmentation of the public sphere, the Moroccan case seems to show instead digital news media reinforcing an existing unified nation across linguistic difference.

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Machin, Amanda. "Language Games and the Subject of Lack; Wittgenstein, Lacan and the Nation." Thesis, University of Westminster, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500547.

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He, Jiani. "From Empire to Nation : the politics of language in Manchuria (1890-1911)." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278975.

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This thesis explores the issues of language and power in the Qing Empire’s (1644-1911) northeastern borderlands within the larger context of political reforms in late Qing China between 1890 and 1911. To the present, much research on the history of language in late Qing China continues to fall within the framework of national language. Drawing on Manchu and Chinese sources, this thesis argues that the Qing emperors devised a multilingual regime to recreate the imperial polyglot reality and to rule a purposefully diverse but unifying empire. From the seventeenth century, the Qing emperors maintained the special Manchu-Mongol relations by adopting Manchu and Mongolian as the two official languages, restricting the influence of Chinese, and promoting Tibetan in a religious context in the Jirim League. From the 1890s, the Jirim League witnessed a language contest between Manchu, Mongol, Chinese, Japanese and Russian powers which strove to legitimize and maintain their control over the Jirim Mongols. Under the influence of European and Japanese language ideologies, the Qing Empire fostered the learning of Chinese in order to recreate the Jirim Mongols as modern nationals in an integrated China under a constitutional monarchy. Meanwhile, the Qing Empire preserved Manchu and Mongolian, which demonstrated the Manchu characteristic of the constitutional monarchy in a wave of Chinese nationalism. However, the revised language regime undermined the Jirim Mongols’ power and challenged their special position in the traditional Manchu-Mongol relations, which caused disunity and disorder in the borderlands. This thesis challenges the notion of language reform as a linear progress towards Chinese national monolingualism. It demonstrates the political and ritual role of Manchu and Mongolian beyond their communicative and documentary functions, and unfolds the power of language pluralism in Chinese nationalist discourse from a non-Chinese and peripheral perspective. By investigating how ethnic, national, and imperialist powers interacted with one another, this thesis allows us to understand the integration of Manchuria into modern China, East Asia, and the world from a different perspective.

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Peckham, Anna Caroline. "One Nation, Many Borders: Language and Identity in Mayan Guatemala and Mexico." Oberlin College Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1337984066.

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Wang, Helen Ye-Hua. ""Our Street-Strutting Language": Asian American Rappers in a Hip-Hop Nation." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539626349.

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Doganaksoy, Ipek. "The Role Of Language In The Formation Of Kazakh National Indentity." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610030/index.pdf.

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ABSTRACT THE ROLE OF LANGUAGE IN THE FORMATION OF NATIONAL IDENTITY IN POST-SOVIET KAZAKHSTAN DOgANAKSOY, ipek M.Sc., Department of Eurasian Studies Supervisor: Assoc. Prof. Dr. AySegü
l Aydingü
n September 2008, 114 Pages The aim of the thesis is to analyze the relationship between language and the formation of national identity in post-Soviet Kazakhstan. The launch of language policies in the Republic of Kazakhstan right after the break up of the Soviet Union aim to promote the status of Kazakh language as well as to support its use in state and public life spheres as a means of communication and to foster the national consciousness among the public. Although, official efforts combined with the discourses of the political elites aim to promote the status of the Kazakh language, various factors such as, the demographic structure, the quality of the Kazakh language and the rural and urban dichotomy, hindered the effective enforcement of these policies. The main argument of the thesis is that due to the existing factors which are mentioned above the usage of Kazakh language by the people of Kazakhstan as a means of communication in the short-run does not seem to be attainable. The Kazakh language, within the process of national identity formation, acts and would remain to act as a symbolic tool.

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Nuñez, camacho Vladimir. "Langage, nation et identité : la construction de la nation en Colombie au XIXe siècle." Thesis, Montpellier 3, 2013. http://www.theses.fr/2013MON30006.

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Le présent travail est consacré à l’étude de la construction de la nation en Colombie au XIXe siècle, sujet qui a été traditionnellement étudiée par des historiens et dont le thème de la langue nationale est complètement négligé. Cette problématique est liée au fait que les scientifiques du langage en Colombie n’ont jamais traité le problème de la langue et sa relation avec la nation c’est pourquoi cette nécessité s’impose. Une deuxième préoccupation concerne le rôle des grammairiens-politiciens dans la conformation de la nation. L’élite éclairée qui a participé à l’indépendance et celle d’après qui a fondé la nation ont choisi le modèle de nation européen, et en même temps ont développé une stratégie où le mécanisme administratif colonial espagnol est remplacé par d’autres mécanismes de colonisation interne, que j’appelle d’endo-colonisation. La période d’étude de cette recherche commence en 1770 par l’édit royal du 10 mai qui interdit l’usage des langues autochtones dans tout le royaume espagnol, en passant par la création de l’Académie Colombienne de la Langue Espagnole en 1871, première Académie correspondante de l’Académie Royale Espagnole dans le monde jusqu’à 1886 année de la promulgation de la Constitution nationale qui a dominé le panorama politique Colombien au XXe siècle. L’étude de cette longue période implique l’élaboration d’une méthode d’analyse basée sur la combinaison de la méthode archéologique, généalogique et l’analyse du discours. Elle implique aussi une réflexion sur les rapports pouvoir-savoir et sur la production de subjectivités, qui interrogent notre passé à partir du présent
This work is devoted to the construction of the nation in Colombia in the nineteenth century. This subject has been traditionally studied by historians who had neglected the national language theme related to the fact that language scientists in Colombia have never studied the relationship between nation and language. That’s why the need arises.A second concern is the role of grammarians-politicians in the conformation of the nation. The enlightened elite who participated in the independency and that who succeeded founding the nation chose the European nation model and at the same time developed a strategy where the Spanish colonial administrative mechanism is replaced by other internal colonization mechanisms that I call endo-colonization. This study examines the period between 1770 when the royal decree of May 10th prohibits the use of natives languages throughout the Spanish kingdom; going through the creation of the Colombian Academy of the Spanish Language in 1871 corresponding the Royal Spanish Academy, until the 1886 Constitution, which dominated the Colombian political landscape of the twentieth century. This study of this period involves the development of an analytical method based on the combination of archaeological, genealogical and discourse analysis method. It also involves a reflection about the relation power-knowledge and the production of subjectivities that interrogates our past from the present

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Leow, Rachel. "Language, nation, and the state in the decolonisation of Malaya, c.1920-1965." Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/252253.

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Nelson, Craig W. "From every nation, tribe, people and language a church planting vision for Miami /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Ayotte, Nathalie. "Le traitement lexicographique du vocabulaire politique Trois études de cas: Nationalisme, nationaliste et nation." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27328.

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Our study builds on the metalexicographical studies devoted to the ideological representations contained within dictionaries. While the myth of objectivity of the dictionary keeps prevailing in the general public, many researchers are striving to deconstruct it. Their studies have helped depicting the sometimes subjective nature of the dictionary, particularly when describing the lexicon related to certain topics such as sexuality, religion or politics. Therefore, as part of our study, we wished to confirm the assumption, commonly accepted by researchers in the field, according to which the dictionary conveys ideological representations and subjectivity. The primary objective of our study was to explore and compare the lexicographical treatment of three terms pertaining to politics: nationalism, nationalist and nation, in six standard monolingual dictionaries of three important languages throughout the world, i.e. German, English and French. The dictionaries chosen for this study are: the Deutsches Universalworterbuch (or Duden), Wahrig's Deutsches Worterbuch, the Canadian Oxford Dictionary, the Random House Webster's Dictionary of the English Language, Le Petit Robert and Le Petit Larousse. We have chosen words from the political field since it is considered by many researchers to be conducive of ideological representations. Moreover, the analyses deal with four microstructural components: definitions, examples, usage labels and cross-references. Our second objective was to establish, in the light of the studies carried out, whether the concepts of nation, nationalism and nationalist are addressed objectively in the dictionaries related to the corpus or, on the contrary, whether their treatment lets a certain ideology show through. At the completion of our study, we were indeed able to observe a certain subjectivity in the lexicographical treatment suggested for the concepts of nationalism, nationalist and nation in some of the dictionaries related to the corpus.

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Guney, Isil. "Language Planning Policies In Post-soviet Kazakhstan." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12609148/index.pdf.

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The aim of thesis is to analyze the relationship between language planning policies and nation building process in post-Soviet Kazakhstan. The language planning policies in Kazakhstan aim to raise the status and role of Kazakh language in political and social contexts (status planning), develop Kazakh language as the medium of administration, education, media and science (corpus planning), and spread the use of Kazakh language (acquisition planning). However, given the demographic conditions, heterogeneous and multilingual ethnic composition of Kazakhstan, the desired progress has not been achieved. The main argument of the thesis is that so long as Kazakhstan cannot develop comprehensive, well-integrated language planning policies with suitable short-, medium- and long-term targets it cannot be expected to have success in their desire to make Kazakh the state language. The reason lies in the fact that Kazakhstan consist of a sizeable Russian minority and an ethnic nation building process takes place in the country. Thus, the existing language planning policies cannot respond to the needs of the society. The thesis examines factors and reasons affecting this process. To this end, the thesis shall cover an analysis language policies and nation building policies within a historical context.

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Srivastava, Neelam Francesca Rashmi. "Secularism in Salman Rushdie's Midnight's children and Vikram Seth's A suitable boy : history, nation, language." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:228c0018-d71f-441b-b485-276b73111dd2.

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This thesis is a comparative study of Salman Rushdie's Midnight's Children (1981) and Vikram Seth's A Suitable Boy (1993). It compares the novels' representations of the postcolonial Indian nation-state and of the conflict between secular and religious perspectives in the Indian public sphere. The novels are interpreted as responses to specific moments of crisis in the so-called "secular consensus" of the Indian state: Midnight's Children to the Emergency of 1975, A Suitable Boy to the rise of the Hindu right in the early 1990s. The aim of this study is to establish secularism as an interpretative concept in South Asian literature in English. Each chapter examines different aspects of the texts in relation to secularism. The first chapter outlines two different theoretical positions, Seth's "rationalist" and Rushdie's "radical" secularism. The second examines the question of minority identity in the two novels. The third explores the different narrative structures that shape their ideas of Indian citizenship. The fourth compares their differing versions of India's national past. The fifth interrogates the status of English as a secular language in the Indian context by examining the interaction between English and Indian vernaculars in the two texts. The dialogic form of the novel has been appropriated by postcolonial Indian writers in English in order to stage contrasting religious and secular worldviews. This dialogism, it is suggested, may offer the possibility of opening up the public sphere to different modes of communication not exclusively defined by rationalism.

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Iveson, Mandie. "What the women have to say : women's perspectives on language, identity and nation in Catalonia." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/What-the-women-have-to-say(f3f31854-9737-427a-aab9-d058024163fe).html.

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The social and political history of Catalonia has long been dominated by debates about language, nation and identity and forty years of linguistic and cultural repression have impacted the sociocultural landscape of the region. The new millennium and new nationalist/gendered identities in the context of changing patterns of migration, growing multiculturalism and economic crisis have led to a resurgence of nationalism and renewed demands for Catalan independence since 2010. Adopting oral history as a central method, this thesis examines language, nation and identity from a gendered perspective and investigates to what extent women use Catalan in their everyday social practices to construct gendered and national identities. The focus of the study is three female 'generations' from one Catalan village. It covers 50 years of historical change from the 1960s to the present. The thesis explores women’s contribution to the preservation of Catalan language during Franco's regime (1939-75); how the emergence of a feminist movement and discourse, and changing patterns of migration, have transformed the relationship between gender and national identity in Catalonia; and the role that Catalan plays today in defining women's (individual) identities and as a nation-building tool. Previous research has not considered an intergenerational approach and this study addresses this gap. Drawing on theories of nationalism, gender and nation and language ideologies, I adopt a new analytical approach incorporating discourse analysis and small story research to examine the narratives of 40 oral history interviews and a corpus of social media data. In order to organise the diverse themes in my data I develop a spatial framework in which I identify three principal spaces: physical, ideological and temporal. Mainstream and political discourse exemplify the Catalan nation as civic, intercultural and tolerant. This study challenges these canonical beliefs. The findings reveal ethnolinguistic ideologies and a complex divergence/convergence of issues surrounding migration that are difficult to reconcile with official discourse. Specifically the findings provide insights into some of the issues of inclusion and exclusion that are absent in political and nationalist discourse and suggests that an increased understanding of cultural pluralism at a local level can be abstracted to the Catalan community as a whole.

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Baptiste, Espelencia Marie. "A nation deferred language, ethnicity and the reproduction of social inequalities in Mauritian primary schools /." Available to US Hopkins community, 2002. http://wwwlib.umi.com/dissertations/dlnow/3068117.

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Lynn, Greta. "Outlining the English nation textual catachresis and its translation in Shakespeare's 1 Henry IV and Henry V /." Diss., Connect to the thesis, 2004. http://thesis.haverford.edu/96/01/2003LynnG.pdf.

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Walton, Marion Nicole. "Empire, nation, gender and romance : the novels of Cynthia Stockley (1872-1936) and Gertrude Page (1873-1922)." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/9568.

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Bibliography: leaves 311-345.
As the first detailed study of the Southern Rhodesian romantic. novels of Cynthia Stockley (Lilian Julia Webb) and Gertrude Page (Gertrude Dobbin), this dissertation presents biographical information about the two writers as well as an analysis of the historical reception and discursive context of the novels - focusing primarily on the novels as rewritings of the gendered discourses of the British "New Imperialism" and of a nascent Rhodesian nationalism. Their novels reveal ambivalences about and conflicts between feminism and maternalism, heroic and bourgeois versions of the romance genre, and bourgeois imperialism and the representation of feminine sexuality.

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Faine, Miriam. "At home in Australia: identity, nation and the teaching of English as a second language to adult immigrants in Australia." Monash University. Faculty of Education, 2009. http://arrow.monash.edu.au/hdl/1959.1/68741.

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This is an autoethnographic study (e.g. Brodkey, 1994) based on ‘stories’ from my own personal and professional journey as an adult ESL teacher which I use to narrate some aspects of adult ESL teaching. With migration one of the most dramatically contested spheres of modern political life world wide (Hall, 1998), adult English as a Second Language (ESL) teaching is increasingly a matter of social concern and political policy, as we see in the current political debates in Australia concerning immigration, citizenship and language. In Australia as an imagined community (Anderson, 1991), the song goes ‘we are, you are Australian and in one voice we sing’. In this study I argue that this voice of normative ‘Australianess’ is discursively aligned with White Australians as native speakers (an essential, biological formulation). Stretching Pennycook’s (1994a) argument that ELT (English Language Teaching) as a discourse aligns with colonialism, I suggest that the field of adult ESL produces, classifies and measures the conditions of sameness and difference to this normative ‘Australian’. The second language speaker is discursively constructed as always a deficient communicator compared with the native speaker. The binary between an imagined homogeneous Australia and the ‘migrant’ as essentially other, works against the inclusion of the learner into the dominant groups represented by their teachers, so that the intentions of adult ESL pedagogy and provision are mitigated by this imagining, problematizing and containing of the learners as other. The role of ESL teachers is to supervise (Hage, 1998) the incorporation of this other. Important policy interventions (e.g. Department of Immigration and Citizenship, 2006; ALLP, 1991a) are based on understanding the English language as a universalist framework of language competences inherent in the native speaker; on understanding language as consisting of fixed structures which are external to the learner and their social contexts; and on a perception that language as generic, transferable cognitive skills can be taught universally with suitable curricula and sufficient funding. Conversely in this study I recognise language as linguistic systems that define groups and regulate social relations, forming ‘a will to community’ (Pennycook, op. cit.) or ‘communities of practice’ (Lave & Wenger, 1991). Language as complex local and communal practices emerges from specific contexts. Language is embedded in acts of identity (e.g. Bakhtin, 1981) developing through dialogue, involving the emotions as well as the intellect, so that ‘voice’ is internal to desires and thoughts and hence part of identity. Following Norton (2000) who links the practices of adult ESL learners as users of English within the social relations of their every day lives, with their identities as “migrants”, I suggest that the stabilisation of language by language learners known as interlanguage reflects diaspora as a hybrid life world. More effective ESL policies, programs and pedagogies that assist immigrant learners feel ‘at home’ within Australia as a community of practice (Wenger, 1998) rest on understanding immigrant life worlds as diasporic (Gilroy, 1997). The research recommends an adult ESL pedagogy that responds to the understanding of language as socially constituted practices that are situated in social, local, everyday workplace and community events and spaces. Practices of identity and their representation through language can be re-negotiated through engagement in collective activities in ESL classes that form third spaces (Soja, 1999). The possibilities for language development that emerge are in accord with the learners’ affective investment in the new language community, but occur as improvements in making effective meanings, rather than conformity to the formal linguistic system (Pavlenko & Lantolf, 2000).

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Currin, Aubrey Jason. "Text data analysis for a smart city project in a developing nation." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/2227.

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Increased urbanisation against the backdrop of limited resources is complicating city planning and management of functions including public safety. The smart city concept can help, but most previous smart city systems have focused on utilising automated sensors and analysing quantitative data. In developing nations, using the ubiquitous mobile phone as an enabler for crowdsourcing of qualitative public safety reports, from the public, is a more viable option due to limited resources and infrastructure limitations. However, there is no specific best method for the analysis of qualitative text reports for a smart city in a developing nation. The aim of this study, therefore, is the development of a model for enabling the analysis of unstructured natural language text for use in a public safety smart city project. Following the guidelines of the design science paradigm, the resulting model was developed through the inductive review of related literature, assessed and refined by observations of a crowdsourcing prototype and conversational analysis with industry experts and academics. The content analysis technique was applied to the public safety reports obtained from the prototype via computer assisted qualitative data analysis software. This has resulted in the development of a hierarchical ontology which forms an additional output of this research project. Thus, this study has shown how municipalities or local government can use CAQDAS and content analysis techniques to prepare large quantities of text data for use in a smart city.

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Embaie, Makda. "Nationalstaten och språkets separation genom min konstnärliga praktik." Thesis, Konstfack, Institutionen för Konst (K), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7169.

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Essän gör anspråk på att separera språk och idén om nationalstaten genom min konstnärliga praktik. Texten öppnar genom att betraktaren/läsaren befinner sig i en hiss på väg till en bostadslägenhet vars brevinkast det står Vad vore språk om det uppstod här? på. Genom text, ljud och rumsliga installationer i lägenheten hamnar betraktaren mitt i frågan och gestaltningen av språk som en specifik erfarenhet. Ett antal nedslag görs för att ringa in den specifika erfarenheten med hänvisningar till modersmålsundervisning, skam för utebliven språkkunskap och kroppsliga erfarenheter av att störa nationalstaters narrativ. Sedan kopplar och begripliggör texten den specifika erfarenheten genom nedslag i strukturella företeelser som har varit med och skapat förutsättningarna för det specifika språket. De är t.ex. hur nationalstater använt sig av arkeologi för att skapa en linjär berättelse som något befästande av en slags sann gemensam nationell historia. En problembild beskrivs där nationalstaten har ägandeskap av språk trotts att språkets uppkomst är mer komplext än så. Problembilden bemöts av andra fält som arbetat på liknande sätt, t.ex. inom språkforskning och pedagogik. Den egna konstnärliga praktiken presenteras därefter som redskap för att fånga komplexiteten i språkets tillblivelse med verktyg som bl.a. poesin, översättning och gemensamt kunskapande. Essän avslutas med följande resonemang: När vi talar om språk som egendom tillhörande en nationalstat försvinner nyanser som lägger sig i tiden och i kroppen. Det här är en diskurs som förs på det konstnärliga fältet, men den kommer ifrån barnet, från kampen om gränser förd av människor som känner gränser våldsamt varje dag. Den kommer ifrån konstaterandet att vi lever i en kolonial samtid, så vad gör vi nu?
The essay intends to describe the separation between language and the idea of the nation state through my artistic practice. The opening of the text situates the viewer/reader in an elevator. They are on their way to a residential apartment. On the letterbox, it reads; what would language be if it arose here? Through text, sound and spatial installations in the apartment, the viewer ends up in the middle of the question and portrayal of language as a specific experience. A number of events are explored to address the specific experiences of language by looking closer to mother tongue education, shame for lacking knowledge in a language and interfering and disturbing the nation state’s narratives through bodily and linguistic attributes. The text connects and makes the specific experience comprehendible through looking into the impacts to large political initiatives that have contributed to and created the conditions of the specific language. Examples are nation-states usage of archaeology to create a linear narrative to point at origin as affirmation and upholding of a true common national history. The similarities of how this is done to language is explored in the text. The nation state claims ownership of languages and this is problematised by talking of language origin as something far more complex. This problem is addressed by other fields as well. The essay mentions some, e.g. linguistics and pedagogy. My own artistic practice is then presented as a way to capture the complexity in the becoming of language by using tools such as poetry, translation and creating ways to practice common knowledge. The essay concludes by reasoning in the following way: When we talk about languages as property belonging to a nation state, nuances that settles in time and body disappear. The discourse and this essay is carried out in the artistic field, but it comes from the child, from the struggle of people who experience borders violently every day. It comes from the ascertainment that the contemporary is colonial, so what do we do?

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Villanueva, Pepita. "Le nationalisme valencien du début du XXIème siècle : cent ans de pancatalanisme 1906-2006." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100061/document.

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Nous analysons la véritable nature du nationalisme valencien, à travers ses origines et ses manifestations, considérant que celui-ci est strictement lié au nationalisme catalan et que la date de référence est l´année 1906, où a lieu le Premier Congrès international de la langue catalane à Barcelona. C´est un événement théoriquement restreint au monde culturel et philologique, qui néanmoins marque une véritable feuille de route politique et met en évidence les ambitions expansionnistes d´une région en plein essor industriel face à une Espagne majoritairement agraire. Le pancatalanisme s´implante avec beaucoup de difficultés à Valence, où il ne trouve des francs appuis que chez une petite bourgeoisie majoritairement anti-républicaine et admiratrice des succès catalanistes. Son alliance avec celui-ci est scellée par un pacte (les Bases de Castellón) qui est censé reconnaître la nature catalane de la langue valencienne, mais cela n´est pas retranscrit tel quel sur le document. Dès lors le pancatalanisme se construit sur l´ambigüité, la confusion et surtout l´ignorance du peuple qui n´a jamais eu connaissance des vrais termes dans lesquels fut rédigé cet accord privé, pratiquement inconnu pour la plupart. La dictature franquiste et la marginalisation officielle du valencien ont favorisé un rapprochement plus accusé du valencien au catalan, grâce à un travail pratiquement personnel assumé par M. Sanchis Guarner et C. Salvador. D´une manière parallèle, à partir de 1960, Joan Fuster a préconisé la nationalité catalane des Valenciens ; et si cette thèse politique n´a pas été franchement admise par l´université, sa version linguistique a été farouchement défendue par elle, ce qui a produit la “Bataille de Valence”, pendant la Transition. La paix sociale n´est revenue que lorsque la version politique est restée écartée des négociations pour le statut d´autonomie, néanmoins la version linguistique s´est imposée au plus haut niveau académique lorsque l´Academia Valenciana de la Llengua a déclaré officiellement la catalanité de la langue valencienne en 2005, continuant de semer le doute sur la catalanité des Valenciens
In this paper we analyse the true nature of Valencian nationalism, through its origins and manifestations, considering that it is closely linked to Catalan nationalism and that the reference date is 1906, when the First International Congress of the Catalan Language met in Barcelona. Although this event was theoretically restricted to the cultural and philological world, it shaped a real political roadmap while evidencing the expansionist ambitions of a region in full industrial development against a mainly agrarian Spain. The Pancatalan ideology was not easily implanted in Valencia, where it found the support the petty bourgeoisie, largely anti-Republican and admirer of the Catalan successes. The alliance between the Valencian petty bourgeoisie and Pancatalanism was sealed through a pact (Bases of Castelló), which implied recognising the Catalan nature of the Valencian language, for all that this is not explicitly recognised in the document. Since then, Pancatalanism was built on ambiguity, confusion and, mainly, ignorance on the part of the people, who never knew the true terms under which this private agreement, unknown to most, was written. The Francoist dictatorship and the official marginalisation of Valencian further encouraged the approach to Catalan rules, thanks to an almost personal work carried out by C. Salvador and M. Sanchis Guarner. In parallel, from 1960 J. Fuster defended the Catalan nationality of Valencians and, despite the fact that this thesis was not frankly sanctioned by the University of Valencia, the linguistic thesis was firmly endorsed by this institution, which led to the so-called “Battle of Valencia” during the Transition to democracy. Social peace did not return until the political version was abandoned during the negotiations for the Statute of Autonomy. However, the linguistic version has prevailed in the academia due to the official declaration, in 2005, of the Valencian Language Academy (Acadèmia Valenciana de la Llengua), thus maintaining alive the doubt with regard to the Catalanness of Valencians

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Sengupta, Aparajita. "NATION, FANTASY, AND MIMICRY: ELEMENTS OF POLITICAL RESISTANCE IN POSTCOLONIAL INDIAN CINEMA." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/129.

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In spite of the substantial amount of critical work that has been produced on Indian cinema in the last decade, misconceptions about Indian cinema still abound. Indian cinema is a subject about which conceptions are still muddy, even within prominent academic circles. The majority of the recent critical work on the subject endeavors to correct misconceptions, analyze cinematic norms and lay down the theoretical foundations for Indian cinema. This dissertation conducts a study of the cinema from India with a view to examine the extent to which such cinema represents an anti-colonial vision. The political resistance of Indian films to colonial and neo-colonial norms, and their capacity to formulate a national identity is the primary focus of the current study.

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Guentcheva, Rossitza Parvanova. "State, nation and language : the Bulgarian community in the region Banat from the 1860s until the 1990s." Thesis, University of Cambridge, 2001. https://www.repository.cam.ac.uk/handle/1810/283980.

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Baishya, Amit Rahul. "Rewriting-nation state: borderland literatures of India and the question of state sovereignty." Diss., University of Iowa, 2010. http://ir.uiowa.edu/etd/1120.

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This project studies the paradoxical juxtaposition of the modern nation-state's guarantee of life and security to its citizenry, along with the spectacular (encounter killings, torture chambers and cells) and banal (border control practices, population policies) forms through which it exercises the power over life and death in the sphere of everyday life in particular borderland areas. I argue that a study of exceptional locales like India's eastern borderlands elaborates the paradox of state sovereignty in two ways: first, it illustrates that so-called "margins," like colonies and borderlands, are necessary for the institution of modern state sovereignty, and second, it enables a critical scrutiny of the function of forms of violence as essential tools of modern governmentality. India's eastern borderlands are a crucial locale for such an inquiry because they lie at the crossroads of the three area-studies formations of South, Southeast and East Asia. The institutionalization of the official borders of the nation-states that rim this region--India, China, Myanmar, Bangladesh and Bhutan--are comparatively recent historical developments. Specters of pre-nation-statist spatial connections still survive in the region, and often come into conflict with modern state technologies such as citizenship laws and statutes regulating cross-border socioeconomic contacts among people. The central focus of my project is on post-1980 Anglophone and local language literary fictions by Amitav Ghosh, Siddhartha Deb, Parag Das and Raktim Xarma. These fictions demonstrate how the eastern borderlands are figured in popular Indian discourse as a "state of nature" that occupy a position of being both inside the rationalized territorial body of the nation-state and outside the regime of normalized law and order. Focusing on figures as diverse as bureaucrats, army officials, journalists, guerrillas and refugees (among others), they show how socio-historical changes over a longue durée, and the practices and policies employed by the state apparatus, coalesce to produce new modalities of subjectivity and politics in these zones of exception in the Indian nation-state.

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Ramnarayan, Akhila. "Kalki's avatars writing nation, history, region, and culture in the Tamil public sphere /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1150484295.

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Lee, Jo-Anne. "Constructing the nation through multiculturalism, language and gender, an extended case study of state regulation and community resistance." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23901.pdf.

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Bayar, Yesim. "Turkish nation-building process : an analysis of language, education, and citizenship policies during the early Republic (1920-1938)." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115601.

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This study seeks to analyze the Turkish nation-building process during the early Republican period (1920-1938). In doing this, the substantive focus will be on three main dimensions --language, education, and citizenship -- with particular emphasis on the rhetoric and actions of the political elite.
By looking at language, education, and citizenship policies, and their formulations, the present analysis will make three main propositions: First, and in contrast to the existing literature on nations and nation-building, it will be demonstrated that the process of Turkish nation-building was neither a smooth nor an automatic process. Moreover, during the period under analysis, there were competing definitions of nationhood which were taken up, and discussed by the political elite. The final conceptualization of nationhood --which took an assimilationist form with an ethnic understanding attached to it -- was formed over time. At times, the process was wrought with tensions as illustrated by the heated debates among the political elite.
Second, the present analysis will seek to bring together two different ways of looking at nation formation. More specifically, the analysis will attempt to bridge the gap between those works which only underline the role of ideas in the formation of nations, and those which emphasize the role of structural forces. By paying attention to the "voices" (and actions) of the political elite, this study will demonstrate that it is not only ideas, nor is it only structural forces that matter. Rather, the crystallization of the contents of Turkish nationhood illustrates the interplay of ideological as well as geopolitical and political forces.
Third, a detailed analysis of the trajectory of Turkish nation-building and the formulation of Turkish nationhood reveals the complexity of this process. The existing literature on Turkey tends to treat the Kemalist era as an undifferentiated whole. The present work will remain critical to such an outlook. Instead, and by looking at the shifting conceptualizations of nationhood, it will seek to demonstrate the complexity and contingent nature of the Turkish nation-building process.

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Rambukwella, Sassanka Harshana. "The search for nation exploring Sinhala nationalism and its others in Sri Lankan anglophone and Sinhala-language writing /." Thesis, Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41508853.

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Diliwi, Shwan. "Identitetsprocesser bland kurder i Sverige : En jämförande intervjustudie mellan första och andra generationens nysvenska kurder." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19401.

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The purpose of this paper is to study the processes of identity and feelings of connectedness among first and second generation of Kurds in the Swedish society. In previous research I assumed that this sense of belonging to a nation includes identity and language. As regards the theory part, I have chosen to use a number of studies to elucidate this issue. The theories used in the study focuses primarily on the understanding of identity. Identity in this context can include linguistic, religious, cultural acts, even nationality or that claiming membership to a particular group. I have implemented twenty-four depth interviews with first and second generation of Kurds in the ages 21–58. Some of these respondents came to Sweden as refugees during the 1980s - either alone or with their families, and some of them started a family after assuming residence in Sweden. The other respondents, called second generation of Kurds, either came as children or were born here in Sweden. The method used in this thesis is a qualitative data study which aims to create a deeper understanding of the underlying causes of the phenomenon or event explored. I chose the qualitative research method because it provides an appropriate framework for performing this type of study where the focus is in a deep description of personal experiences. Results from my research shows that almost all respondents have a sense of belonging to their original homeland (Kurdistan) and their second homeland Sweden. Respondents identify themselves based on how others in society perceive and categorize them. It also appeared that the second generations of Kurds have better opportunities to influence, act, communicate, balance and to create as well as recreate their identity than the first generation of Kurds. The results show that the younger generations of Kurds have a stronger ability and courage to exhibit their chosen existence or identity(s) in the Swedish society. Their curiosity and tolerance are part of this new young generation of Kurds, and they are building a strong identity within their environment. According to the respondents, the first socialization begins in the family. The family's dear and close people is the individual's first contact with the outside world.

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Gulmez, Recep. "La politique linguistique de la Turquie en vue d’une adhésion à l’Union européenne." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100135.

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La Turquie a connu un nouveau tournant dans les relations entre l'UE et la Turquie le 3 octobre 2005, lorsque les négociations pour la pleine adhésion ont débuté. Lorsque le gouvernement turc de coalition a commencé à améliorer les droits de l'homme et les droits des minorités en Turquie en 1999, l'Union européenne a commencé à adopter une perspective différente sur son adhésion à l'UE. L'objectif de cette étude est de mettre en lumière les progrès réalisés en matière de droits de l'homme et de droits linguistiques des minorités non officielles en Turquie compte tenu de l'adhésion à l'Union européenne. L'étude est basée sur une analyse documentaire, une méthode de recherche en sciences politiques, où nous avons examiné les rapports de progrès et les résolutions du Parlement européen sur les progrès réalisés par la Turquie ainsi que d'autres documents internationaux relatifs à la minorité et/ou aux droits de l'homme et les documents d’archive ottoman et turc. Ces documents ont été examinés sous l'angle des droits linguistiques. Nous avons découvert que la Turquie devrait élargir sa compréhension des minorités et que le turc doit être la langue officielle tandis que toutes les autres langues devraient être reconnues officiellement sans donner un statut de minorité. Donc, si un ressortissant turc veut avoir un emploi dans une unité gouvernementale, il doit connaître le turc alors que sa propre langue maternelle n'est pas interdite, comme en Angleterre et en France, où l'anglais ou le français sont obligatoires alors que toutes les autres langues sont libres à apprendre et pratiquer dans les médias, l'école et en public
Turkey had a new turning point in EU-Turkey relations on 3 October 2005 when the negotiations for full membership started. When the Turkish government of coalition started to improve human rights and minority rights in Turkey, the European Union commenced to adopt a different perspective on the accession to the EU in 1999. The objective of this study is to shed light on the progress in human rights and linguistic rights of the unofficial minorities in Turkey in view of European Union membership. The study is based on document analysis, one of research methods in political science, where we examined the progress reports and European Parliament resolutions on the progress made by Turkey as well as other international documents related to the minority and/or human rights besides Ottoman and Turkish archives. These documents were examined from the perspective of language rights. We found out that Turkey should broaden its understanding of minorities and the language of the state should be Turkish while all other languages should be recognized officially. So, if one national wants to have a job in any government unit, Turkish must be the official language while their own mother tongue is not forbidden like in England and France where English or French respectively are obligatory while all other languages are free to be learned and practiced in media, school, and in public

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Beavert, Virginia, and Virginia Beavert. "Wántwint Inmí Tiináwit: A Reflection of What I Have Learned." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12542.

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I do two things in my dissertation. One is to tell the history of academic research on my language from the perspective of a Native person who has been involved in this work as an assistant to non-Native researchers. The other is to explain more about my culture and language and how it works from the perspective of a Yakima person who has spoken and used the language her whole life. My most important task in this dissertation is to explain at more length some of the most basic vocabulary about our ancient culture and way of life. I do this by writing about different important parts of traditional life - life circles, sweathouse, ceremonies, horses, and foods - and explaining the words we use to talk about these and how those words explain the deeper meaning of what we do. I write this dissertation for the Ichishkíin speaking communities in hope that by documenting our lost traditions they will have a resource from which to learn our ancestors' ways and language. Detailing the traditional practices offers a much needed historical and social accounting of each. I include various dialects and practices shared by other Ichishkíin speaking communities. I incorporate texts, songs, descriptions of dances, and practices in Ichishkíin. This dissertation contributes also to the fields of sociolinguistics and theoretical linguistics, as well as historical and cultural anthropology. Despite the best efforts of some anthropologists and linguists, all the work done on Yakima Ichishkíin is by researchers from outside the community and is inevitably seen and presented through the lens of the English language, Euro-American culture, and the Western tradition of "objective" scholarship. I am in a unique position to present the research on my language as a contribution to academic scholarship but from a very different perspective, that of a Native speaker and scholar. Implicit in my view of scholarship is the way researchers should work with Native people; therefore, I address how linguists can better work with community members. I discuss the protocols and etiquette expected by Native people in working with non-Natives.

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Søvik, Margrethe B. "Support, resistance and pragmatism : An examination of motivation in language policy in Kharkiv, Ukraine." Doctoral thesis, Stockholm : Acta Universitatis Stockholmiensis, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6792.

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McElwee, Johanna. "The Nation Conceived : Learning, Education, and Nationhood in American Historical Novels of the 1820s." Doctoral thesis, Uppsala University, Department of English, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6226.

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This study explores the role of learning and education in American historical fiction written in the 1820s. The United States has been, and still is, commonly considered to be hostile to scholarly learning. In novels and short stories of the 1820s, however, learning and education are recurrent themes, and this dissertation shows that the attitudes to these issues are more ambivalent than hitherto acknowledged. The 1820s was a period characterized by a political struggle, expressed as a battle between intellectuals, represented by the sitting president, John Quincy Adams, a Harvard professor, and anti-intellectuals, headed by the war hero Andrew Jackson. The battle over the place of scholarly learning in the U.S. was played out not only on the political scene but also in historical fiction, where the themes of learning and education become vehicles for exploring national identity. In these texts, whose aim is often to establish an impressive national history, scholarly learning carries negative connotations as it is linked to the former colonizer Britain and also symbolizes social stratification. However, it also stands for civilization and progress, qualities felt to be necessary for the nation to come into its own. The conflicting views and anxieties surrounding the issues of learning and education tend to center on a recurrent character in these texts, the learned person.

After providing an overview of how the themes of learning and education are treated in historical narratives from the 1820s, this dissertation focuses on works of three writers: Hobomok (1824) and The Rebels (1825) by Lydia Maria Child, The Prairie (1827) by James Fenimore Cooper, and Hope Leslie (1827) by Catharine Maria Sedgwick.

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Mosby, Dorothy E. "Me navel string is buried there : place language and nation in the literary configuration of Afro-Costa Rican identity /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013004.

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Meadows, Bryan Hall. "NATIONALISM AND LANGUAGE LEARNING AT THE US/MEXICO BORDER: AN ETHNOGRAPHICALLY-SENSITIVE CRITICAL DISCOURSE ANALYSIS OF THE REPRODUCTION OF NATION, POWER, AND PRIVILEGE IN AN ENGLISH LANGUAGE CLASSROOM." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194033.

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This study investigates how the relationship between nationalism and language learning is manifested in discourse at an English language classroom facilitated in Nogales Sonora along the Mexico/US border. Employing ethnographically-sensitive critical discourse analysis, this study contributes to the fields of English Language Teaching (ELT), Border Studies, and Nationalism Studies by introducing three analytical terms that provide a means to document the social construction of nation-states (termed herein as imagined national communities of practice). The three terms are (1) nationalist practices, which refers to social practice that presupposes nationalist principles, (2) nationalist border practices, which refers to discerning self/other along nationalist lines, and (3) nationalist standard practices, which refers to the articulation of nationalist standards of language and subjectivity. The students attending the class under analysis comprise a unique population in that they are adults who occupy positions of economic and social privilege in the Nogales Sonora community because of their management-level employment at maquila factories. Reflecting their status, the students are invested in nationalist practices of border and standard in order to align themselves with nation-state institutions and to distance themselves from cultural and linguistic liminality (e.g., Mexican-American, paisano, code-switching, and Spanglish) characteristic of border regions. The classroom under observation upheld nationalist borders and standards, with important consequences. First, nationalist notions of border led classroom participants to disavow the bilingual language use that was clearly necessary for successful classroom operations, despite an English immersion classroom policy. Second, nationalist practices established the local classroom space as indexically linked to an imagined American community of practice, understood by students to be authentically monolingual, monocultural, and distinct from Mexico. Association with--but not full incorporation into--this particular understanding of the American nation-state is advantageous to students for maintaining their elevated social and economic positioning in the local Nogales Sonora community. Thus, this classroom serves as a site of nationalist border reproduction and the reinforcement of hierarchies of privilege. The study encourages teacher reflection on what nationalism can mean to formal language learning contexts and suggests directions for re-aligning classroom practice to approaches that embrace multilingual realities of language learning contexts.

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Boltokova, Daria. "Intergenerational disjunctures in the Dene Tha First Nation of northern Alberta : adults' nostalgia and youths' 'counter-narratives' on language revitalization." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43123.

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This thesis analyzes generational differences that create social and linguistic ‘disjunctures’ (Meek 2010) influencing revitalization ideologies among members of the Dene Tha First Nation of northern Alberta. Unlike many First Nations people in Canada, most Dene Tha adults still speak their language, Dene Dháh, the Dene language, fluently. Individual fluency among younger generations, however, varies as language shift to English has begun to affect the extent to which children learn and use Dene Dháh. Dene adults and Elders observe increasing disinterest among younger people in maintaining their heritage language and culture, and they often contrast these observations with their own experiences of learning about traditional customs and values. Nostalgia for the past, and romanticizing a “proper” Dene way of living and behaviour, is commonplace among older generations of the Dene Tha. I argue that, although young people are criticized for their disinterest in the Dene language and culture, their narratives, which I describe as ‘counter-narratives’ following McCarty et al. (2006), suggest deeply felt concerns about the future of their language and culture. In particular, youth are developing eclectic ways of blending traditional culture and contemporary practices that may not necessarily fit with “proper” Dene ways, as understood by Elders. Their ‘counter-narratives’ instead reveal youths’ interest in maintaining and ‘modernizing’ their own language and culture.

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Guttman, Anna Michal. "The politics of language and nation-building : the Nehruvian legacy and representations of cultural diversity in Sahgal, Rushdie and Seth." Thesis, University of Leeds, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414867.

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Dwyer, Kathleen Angelique. "Performing nation in the twenty first century: female bodies and voices of greater Mexico." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/2865.

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This dissertation analyzes how three female artists of Greater Mexico (the Mexican cabaret artist Astrid Hadad, the Mexican-American singer Lila Downs and the Chicana digital artist Alma López) construct and represent national, ethnic, and gender identity in their performances within a border and/or transnational context. I explore how their choice of art form facilitates the construction of their own identities. My theoretical methodology embraces a cultural-studies approach to dramatic, visual and performative texts. All of these play an important role in redefining female Chicana/Mexican- American/Mexicana identity as a site of cultural and political contestation and struggle. The interdisciplinary character of this project corresponds to the nature of performance itself and to the search for female identity formation within Greater Mexico. I use the term Performing Nation to focus on how these artists embody and enact specific regional and national identities through, among others, costume choice, vocal inflection, song choice and imagery. The Mexican cabaret singer Astrid Hadad ironically performs Mexico through cabaret. Her humorous critiques of Mexican gender norms encourage her audience to envision a more egalitarian future for Mexico. The Mexican- American pop singer Lila Downs performs Greater Mexico through folk culture. I discuss how her oscillation between the new and the "authentic" promotes the idea that folklore is malleable and willing to change. The Chicana visual media artist Alma López performs a queer Greater Mexico in cyberspace through digital art. I show how her play on female dualisms found in Mexican and Chicano culture helps open a space for the contemporary Lesbian Chicana. In their work these artists play with iconography from the Post-Mexican Revolution period. Astrid Hadad highlights female figures such as La Soldadera, La Muerte, Coatlicue, La Virgen de Guadalupe and Frida Kahlo that are important to Mexican culture. Downs incorporates imagery through myth and storytelling, both central to her performances. Alma López plays on indigenous and Chicano art in her digital prints. Through the absorption of symbolic, religious and popular iconography these artists construct mobile identities that extend the Mexican cultural sphere across the northern border into the U.S. The porous nature of the border enables these northern identities to circulate back to Mexico. By participating in this cross-border identity building process, Hadad, Downs and López situate themselves as public figures, as women artists, within the Greater Mexico that they are reshaping.

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Ramnarayan, Akhila. "Kalki’s Avatars: writing nation, history, region, and culture in the Tamil Public Sphere." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1150484295.

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Dissertations / Theses on the topic 'Language and Nation'

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