Journal articles: 'Language and Nation'

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Jones, G. "Language Nation." American Literary History 13, no. 4 (April 1, 2001): 776–88. http://dx.doi.org/10.1093/alh/13.4.776.

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Hidayat, Nur. "اللغة العربية قبل الإسلام." Imtiyaz : Jurnal Pendidikan dan Bahasa Arab 2, no. 1 (June 5, 2018): 33. http://dx.doi.org/10.29300/im.v2i1.1256.

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Language is a set of words used by a group of people to express or reveal a purpose. Arabic is one of the Sam languages, Arab nation is a kind of Sam nations (identical to sam ibn nuh). As we all know that the Arabic language is not only used by the Arab nation, but also used in many nations of the world. Before the arrival of the Islamic religion in the Arab nation, the Arab nation lives in the Jahiliyyah. Arabic civilization before Islam in the social field has a bad social order, but in the field of arts and language is highly advanced. The Arabic language since its oldest era has been divided into many dialects that differ from each other in many aspects of Phonology, Semantic, Sintax, and Vocabulary

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Jacobsen, Ushma Chauhan. "Does subtitled television drama brand the nation? Danish television drama and its language(s) in Japan." European Journal of Cultural Studies 21, no. 5 (January 29, 2018): 614–30. http://dx.doi.org/10.1177/1367549417751150.

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This article explores the relationships between nation branding, authenticity, language and their ideologies by considering two themes. First, how language ideologies and language practices texture the transnational production, distribution and viewing of subtitled television drama. Second, the extent and ways by which subtitled television dramas, in languages other than English, brand the nation to which they are associated. Using the context of increasing exports of Danish television drama to other nations, the article draws its empirical material from fieldwork interactions with industry professionals and viewers in Japan to consider both themes. The article proposes that there are different intensities by which Danish television dramas brand Denmark and the Nordic region; it discusses the implications of the use of English, and how branding the nation involves processes that are intrinsically fragile and require symbiotic relations with other languages and other nations to be successful. This article forms part of the Theorizing Media in Nation Branding Special Issue.

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Grothusen, Klaus-Detlev. "Group, Language, Nation." Philosophy and History 19, no. 2 (1986): 170–71. http://dx.doi.org/10.5840/philhist1986192107.

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Görlach, Manfred. "Language and Nation." English World-Wide 18, no. 1 (January 1, 1997): 1–34. http://dx.doi.org/10.1075/eww.18.1.02gor.

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The concept of linguistic nationalism is first recorded for England in the 16th century, when the dominance of English had to be re-established in fields like the law, science and administration. In the centuries that followed, statements underlining the link between national language and nation are few — even on the Celtic fringe. It was the American Revolution which gave birth to a new centre of anglophones proud of their independent standards; a similar development but with increasingly weaker results has affected Australia, New Zealand, Canada and South Africa. Second-language countries like India are trailing even further behind, not to mention the problems of creole communities like those in the Caribbean, West Africa or the Southwest Pacific. My paper looks at these communities for evidence of a correlation between linguistic and political independence, standardization and prestige associated with use of the vernacular, and discusses problems connected with the development of alternatives like the standardization of an indigenous language to serve as a badge of national prestige, and as an expression of democratic intentions.

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Talib, Ismail S. "Language and Nation." Theory, Culture & Society 23, no. 2-3 (May 2006): 66–67. http://dx.doi.org/10.1177/026327640602300210.

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Pauwels, Anne. "Australia as a Multilingual Nation." Annual Review of Applied Linguistics 6 (March 1985): 78–99. http://dx.doi.org/10.1017/s026719050000307x.

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For the benefit of readers unfamiliar with Australia's multilingual situation, the following statistics on language are provided, all derived from the 1976 Australian Census, the most recent one to provide detailed information on language use.lA wealth of languages is represented in Australia: depending on what is considered a language and what a dialect, the number of languages present in Australia is estimated at around 150 for the Aboriginal languages (100 of which are threatened by extinction) and between 75 and 100 for the immigrant languages.

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Gurbuz, Hasan. "The Iraqi's Foreign Language Acquisition and Arabic as a Foreign Language." International Journal of Social Science Research and Review 5, no. 7 (July 30, 2022): 344–52. http://dx.doi.org/10.47814/ijssrr.v5i7.423.

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Although decades have passed on language teaching techniques, foreign language teaching is still a subject that does not fall off the agenda and does not lose its originality. It is a fact that there are prejudices against foreign language learning among nation-state citizens or that they have no interest in learning a foreign language. The Iraqi state is in geography where dozens of nations live, and different languages are spoken, and although it is a nation-state, it does not have a mass of people who are closed to foreign language learning like the people of America, England or Turkey. Along with this fact, it is also true that there is a minimal audience that looks at foreign language learning with cultural prejudice. This article focuses on foreign language acquisition in Iraq, language acquisition of children and adults, and the position of Arabic as a foreign language.

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Maksimovtsova, Ksenia. "“One Nation—One Language”." European Yearbook of Minority Issues Online 19, no. 1 (June 29, 2022): 239–67. http://dx.doi.org/10.1163/22116117_012.

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Abstract This article analyses the development of national legislation in the field of language and minority-related policies and the subsequent public discussions in Latvia and Ukraine in 2018–2020. During this period, major reforms in the sphere of language policy and the protection of national minorities’ rights were initiated in both countries. The analysis of these initiatives shows that despite somewhat different ways of implementing ‘nationalizing’ practices in Latvia and Ukraine since the restoration of their independence in 1991, the overall trend suggests that the trajectories of the development of the state language and minorities’ policy are increasingly converging in the two countries. The central focus of this article concerns the amendments to education laws and the subsequent appeals to the Constitutional Court of Latvia in 2018–2020 and the adoption of the Law “On Ensuring the Functioning of the Ukrainian Language as the State Language” in 2019, which have had a considerable impact on the development of minority-related policy.

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Maryniak, Irena. "Language and the Nation." Index on Censorship 22, no. 3 (March 1993): 6. http://dx.doi.org/10.1080/03064229308535524.

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Omoniyi, Tope. "My blood, my Nation." ITL - International Journal of Applied Linguistics 117-118 (January 1, 1997): 27–50. http://dx.doi.org/10.1075/itl.117-118.02omo.

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Abstract Identity is an important phenomenon both in traditional and in modern Africa. Before the advent of colonialism, people and communities were identified largely by ethnicity within a political framework. However, within each of the ethnic units, there were other parameters by which people were sub-categorised such as family, ancestral trade/calling, Many language attitude studies have investigated the relative popularity of competing languages in multi-ethnic and multilingual mainstream societies (GREENFIELD 1968, LAMBERT et al. 1975, GILES et al. 1983). In post-colonial Africa focus is on the competition between the languages of complex ethnic societies and erstwhile kingdoms now yoked together as one. In communities which straddle the continents' arbitrarily fixed international political boundaries, attitudes have been established as expressing the political alignments and preferred identities of their residents (OMONIYI, B. 1994). This paper will attempt to demonstrate that the language attitudes of members of borderland communities are also expressions of their identities which are variable. The data upon which the discussion will be based come from the Idiroko/Igolo border on Nigeria's southwestern frontier with Benin. Sociolinguistics, Boundaries, Bilateral, Language Politics, Identity.

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CULIBERG, Luka. "Japanese Language, Standard Language, National Language: Rethinking Language and Nation." Asian Studies 1, no. 2 (November 29, 2013): 21–33. http://dx.doi.org/10.4312/as.2013.1.2.21-33.

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The paper examines the relationship between language and nation through the historical process by which the modern Japanese language came to exist and proposes a tentative answer as to what this says about the nature of phenomena such as language and nation themselves. The paper suggests that if language is understood as an actually existing natural and definable object, it must indeed be claimed that the Japanese language is no more than a hundred years old.

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Bukhari, Dr Saeed Ahmed. "Iqbal’s Ideology of Nationalism: A Quranic Perspective." Al Khadim Research journal of Islamic culture and Civilization 2, no. 2 (September 30, 2021): 69–79. http://dx.doi.org/10.53575/arjicc.u5-v2.2(21)69-79.

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With regard to commonalities and unity, the communion of race, communion of home land and communion of languages are common. Islam abhors the differences of color, race, language and country, and bases its Ummah on the religious creed. The concept of oneness of Allah of the Muslims is cementing force for all Muslims and makes them dominant over all the nations of the world. No force of the World can sustain before it. The word "Nation" has been taken in broader sense of words. But in concept of nation, the word "Nation" has been called as Ummah of prophets. Islam has given the Muslims superiority to other nations. And it is distinction of Islam. Universality of Islam has been proved by Iqbal calling the entire Muslims universal and single nation.

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Jafarova, Kamala Avadır. "The importance of translation in interlingual relations." LAPLAGE EM REVISTA 7, no. 3D (October 14, 2021): 574–81. http://dx.doi.org/10.24115/s2446-6220202173d1748p.574-581.

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The language, culture and literature of any nation become strong when it has a great translation literature. That nation has a strong culture and literature because it translates the spiritual and cultural achievements of other nations into its native language and benefits from them. Rather, any language that translates world literature regardless of their size creates and enriches the spiritual bridge of language relations. From this point of view, the Azerbaijani language is no exception. The article consists of three parts. The first part deals with the history of inter-linguistic relations, mainly English and Azerbaijani language relations. The second part of the article discusses the history of literary translation in Azerbaijan. Finally, important part of the translation into and from the Azerbaijani language, are reviewed and analyzed. The article concludes by making the point that literary translation is a spiritual bridge that connects different languages and cultures, translators are bridge builders.

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Otsuka, Yutaka. "CHINESE LANGUAGE LEARNING IN ASIA AND THE ETHNIC IDENTITY OF THE CHINESE POSTERITY." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 4, no. 2 (December 26, 2020): 308–30. http://dx.doi.org/10.21831/jk.v4i2.35300.

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This paper firstly overviews the historical changes of Chinese language and its education in four nations of Southeast Asia. These nations experienced the blank period when Chinese language was oppressed or forbidden to use by the ruler at the time, although length and austerity of the blank period differs from nation to nation. However, according as their relationship with People’s Republic of China in the international political arena has improved and economic exchanges have been vitalized, a different scene from previous era can be observed in the attitude towards overseas Chinese and their language. Questionnaire surveys were carried out for several years to make clear how the situation of Chinese language education looks like. Statistical analysis of the responses by nation and the comparison of responses from Chinese and non-Chinese youngsters leads us to some findings of how different conditions of each country give influence to the way Chinese language education is carried out and the consciousness and ethnic identity through language is being formed.

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McLeod, Wilson. "Review: Language, Nation and Power." Scottish Affairs 59 (First Serie, no. 1 (May 2007): 121–24. http://dx.doi.org/10.3366/scot.2007.0024.

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Shwani, Rafiq. "Language Loss is Nation Loss." Twejer Special, no. mlc (2020): 43–80. http://dx.doi.org/10.31918/twejer.17mlc.2.

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Rudwick, Stephanie, and Natascha Bing. "Doing Language, Ethnicity, and Nation." Modern Africa: Politics, History and Society 7, no. 1 (July 8, 2019): 5. http://dx.doi.org/10.26806/modafr.v7i1.276.

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19

Johnson, Nuala C. "Nation-building, language and education." Political Geography 11, no. 2 (March 1992): 170–89. http://dx.doi.org/10.1016/0962-6298(92)90047-w.

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Hansen, Annette Skovsted. "Re-vitalizing an indigenous language: Dictionaries of Ainu languages in Japan, 1625–2013." Lexicographica 30, no. 1 (October 10, 2014): 547–78. http://dx.doi.org/10.1515/lexi-2014-0017.

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AbstractThe re-vitalization of indigenous languages depends on political and legal support and the implementation of language rights depends on knowledge of vocabulary and grammar structures of the individual languages. Throughout the nineteenth century world, compilers of dictionaries adapted indigenous languages to match standards defined in nation-building and, thereby, enabled latent possibilities for indigenous populations to re-vitalize their languages in connection with the United Nations Year for Indigenous Peoples in 1993, and the first United Nations Decade for Indigenous Peoples, 1995-2004. This article focuses on dictionaries of the languages of the Ainu populations in the borderlands between the nation-states Japan and Russia. The main argument is that the Ainu Cultural Promotion Act promulgated in 1997 had a significant impact on the production and purpose of Ainu dictionaries. The dictionaries prior to 1997 functioned, predominantly, as records, which contributed to the increased visibility of Ainu populations inside and outside Japan in the immediate national interests of Japan, whereas the dictionaries published after 1997 are intended to enable the active use of Ainu language today. An important sub-point is that the post-1997 Ainu dictionaries rely heavily on dictionaries, word lists, and grammar books compiled before 1997, which have therefore come to support efforts to re-vitalize Ainu languages in the twenty-first century.

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Ćalić, Jelena. "Pluricentricity in the classroom: the Serbo-Croatian language issue for foreign language teaching at higher education institutions worldwide." Sociolinguistica 35, no. 1 (November 1, 2021): 113–40. http://dx.doi.org/10.1515/soci-2021-0007.

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Abstract The study presented in this article looks at the effects of the changes in national language policies following the break-up of the Socialist Federal Republic of Yugoslavia on teaching the Serbo-Croatian language or a “language which is simultaneously one and more than one” as a foreign language. The study explores how language ideologies and conflicting attitudes towards national standard languages, recorded both within nation-states and across nation-state borders, are understood by teachers in the context of teaching Serbo-Croatian as a foreign language. The article also examines the extent to which these understandings reflect current discussions of pluricentric languages and methods adopted for teaching pluricentric languages as foreign languages.

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Marshall, David F. "Language Maintenance and Revival." Annual Review of Applied Linguistics 14 (March 1994): 20–33. http://dx.doi.org/10.1017/s0267190500002798.

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Johann Gottfreid Herder illustrated how problematic language maintenance predictions can be with his prediction in his essay, On the Origin of Languages, stating that Hungarian would briefly disappear from the surface of the earth as if it had never existed. With over 10 million speakers today in Hungary, another 4 million outside the nation, and a growing population (Hungarians in the Outside World 1993), Herder's prediction remains hyperbolic, yet it illustrates how dangerous such predictions about language maintenance can be. Hungarian, as with other languages, has been maintained because of forces operating in the unique history of the nation.

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Yakubov, Sodirjon Bakievich. "OCTOBER 21, DAY OF THE STATE LANGUAGE – UZBEK LANGUAGE. CONNECTING NATION MEDIUM." Journal of Central Asian Social Studies 01, no. 02 (October 21, 2020): 1–6. http://dx.doi.org/10.37547/jcass/volume01issue02-a1.

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The Law "On the State Language of the Republic of Uzbekistan" was adopted and the Uzbek language gained a legal basis. The law is an important factor that reflects the spirituality, psyche and dignity of the Uzbek nation, that is, the status of the language has been legally strengthened. In his speech on the occasion of the thirtieth anniversary of the official status of the Uzbek language, President of the Republic of Uzbekistan Shavkat Mirziyoyev said that "the Uzbek language has emerged as a powerful force uniting our people and mobilizing our society for great goals ...

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Widada, Dwi Masdi. "Menemukan Jati Diri Bangsa Melalui Bahasa Indonesia." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 3, no. 1 (December 30, 2016): 88. http://dx.doi.org/10.18860/jpips.v3i1.6857.

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The Indonesian people known to the world as the diverse peoples and tribes. A nation that has a diversity of cultures, especially languages. Language and culture in the archipelago together to get to know each other through Indonesian. The process of the journey is not as easy to reverse the hands. Through the youth who live in his time, the historical milestone of the nation begins. Indonesian introduced Youth Pledge October 28, 1928 is a major milestone for the Indonesian nation. Indonesian is not just a communication tool between the speaker and the listener. Indonesian not just lessons are only given in schools. Indonesian is a means of unifying the diversity of cultures, customs, and ethnicities in the country. Literature as a bridge for the reader to know the culture presented through the language. Indoneisa language becomes a medium of communication culture through literature. The students have not been able to understand the significance of a language sebagaai means of unifying values of the culture, customs, and ethnicities. The students looked at, Indonesian merely subjects to be solved in the classroom with no follow-up in everyday life. Literature must be taught to the students in order daa developing creativity and imagination of children. Language development is increasingly fast. This development should be followed with the spirit and sense of belonging of a language. It is not yet visible to students today. The deciding factor is how many speakers Indonesian Indonesian menggunkan in everyday life. How many students we know the world of literature. Lesson literature becomes desirable, but inside it contains the values of life that is very useful for future generations. Language is a reflection of the nation as an identity that would distinguish with other nationsKeywords: Nation, Culture, and Language

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Morgan, Peter. "Bringing the World Home: Languages and Area Studies in Australian Universities." Australian and New Zealand Journal of European Studies 14, no. 3 (December 31, 2022): 27–37. http://dx.doi.org/10.30722/anzjes.vol14.iss3.17106.

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If Australia is to remain a literate citizen of this rapidly changing world we need to understand not just the anglophone West and the large-scale bloc politics of world regions but also the deeper forces that drive nations and regions. Language is essential to understanding of any given nation or region. But what do we find in our university language departments? Dwindling enrolments, dying courses, and frustrated highly qualified academic staff teaching beginners language courses. In this article I explore the connections between languages and area studies at our universities with a view to suggesting alternatives in the ways in which we present languages and their populations to our students.

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Young, Robert J. C., and Emmanuel Bruno Jean-François. "That Which Is Casually Called a Language." PMLA/Publications of the Modern Language Association of America 131, no. 5 (October 2016): 1207–21. http://dx.doi.org/10.1632/pmla.2016.131.5.1207.

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How do we know where languages begin and where they end? It is widely assumed that languages exist as discrete, distinct entities, an idea that forms the basis of mono- and multilingualism, as well as of source and target languages in translation theory. What created that clear-cut division between languages? I argue that our current conception of language was invented as part of the process of the creation of the nation-state. The idea of a language, and therefore of translation, was a product of nation-state formation that required the construction of boundaries to divide homogeneous territories, peoples, and their languages. The Stammbaum model of linguistic filiation emerged as part of the same politicized ideology of modernity. Against this, I consider the alternative model of language mixture, which conceptualizes language as a transformative process of interaction without boundaries and challenges ideas of a language and of translation.

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Heller, Monica. "Nordicity, language and the nation-state." International Journal of the Sociology of Language 2022, no. 275 (May 1, 2022): 153–57. http://dx.doi.org/10.1515/ijsl-2021-0116.

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Derrick, Matthew. "Nation, language, Islam: Tatarstan's sovereignty movement." Central Asian Survey 32, no. 2 (June 2013): 229–31. http://dx.doi.org/10.1080/02634937.2012.750934.

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Christidis, A. F. "Nation and Language: The Balkan Solutions." Historical Review/La Revue Historique 2 (January 20, 2006): 250. http://dx.doi.org/10.12681/hr.196.

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Ahn, Elise S. "Nation, Language, Islam. Tatarstan's Sovereignty Movement." Europe-Asia Studies 66, no. 1 (January 2, 2014): 157–58. http://dx.doi.org/10.1080/09668136.2013.864099.

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Joseph, John E., Gijsbert Rutten, and Rik Vosters. "Dialect, language, nation: 50 years on." Language Policy 19, no. 2 (May 2020): 161–82. http://dx.doi.org/10.1007/s10993-020-09549-x.

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Santello, Marco. "Sustaining the nation: the making and moving of language and nation." Language and Intercultural Communication 18, no. 5 (June 13, 2017): 587–89. http://dx.doi.org/10.1080/14708477.2017.1339377.

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Teslya, Andrey. "“ADDRESSES TO THE GERMAN NATION” BY FICHTE: NATION, PEOPLE, AND LANGUAGE." Journal of Political Theory, Political Philosophy and Sociology of Politics Politeia 88, no. 1 (2014): 80–91. http://dx.doi.org/10.30570/2078-5089-2014-72-1-80-91.

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Aldukhayil, Zakarya. "Writing Literature in the Mother Tongue: Challenges and Complexities Facing Native Intellectuals." World Journal of English Language 13, no. 2 (February 22, 2023): 408. http://dx.doi.org/10.5430/wjel.v13n2p408.

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Indigenous intellectuals have been facing a dilemma when discussing the issue of writing literature since the decolonization of their nations. In Africa, for example, this issue has been discussed since the 1960s until this time. Which language should be used to write African literature? While some intellectuals have proposed using the native language of the writer, other intellectuals have argued for the opposite position: African literature should be written in a European language. This paper examines the chronological evolution of this debate between African intellectuals since 1962. In this complex and lengthy debate about writing in indigenous languages or European languages, Chinua Achebe argues that using a European language unites the diverse components of the nation. On the other hand of this debate, Ngugi Wa Thiong’o argues that the use of European languages instead of an African language in literature is a form of subjugation.

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Gordon, Ellen J. "The Revival of Polish National Consciousness: A Comparative Study of Lithuania, Belarus, and Ukraine." Nationalities Papers 24, no. 2 (June 1996): 217–36. http://dx.doi.org/10.1080/00905999608408439.

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While it is true that many nations and nationalities have come to be identified with a particular language group, linguistic homogeneity is by no means a sufficient or necessary marker of a nation or nationality. And yet, language is often used as a marker, not only to define a people or a nation, but, perhaps more importantly, is used by a people to set themselves apart from others. “Groups tend to define themselves not by reference to their own characteristics but by exclusion, that is, by comparison to ‘strangers’.” The use of language allows for a clear-cut division between “natives” and “aliens.”

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Kiss, Attila. "Language Ideologies and Learning Historical Minority Languages." Apples - Journal of Applied Language Studies 9, no. 1 (January 27, 2015): 87–109. http://dx.doi.org/10.17011/apples/2015090105.

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Language ideologies surrounding the learning of historical minority languages deserve more/closer attention because due to the strong nation state ideology, the relation between majority and minority languages has long been problematic, and native speakers of majority languages do not typically learn the languages of the minorities voluntarily. This article discusses the language ideologies of voluntary learners of Swedish and Hungarian in two contexts where these languages are historical minority languages. Data was collected at evening courses in Oradea, Romania and Jyväskylä, Finland on which a qualitative analysis was conducted. In the analysis, an ethnographic and discourse analysis perspective was adopted, and language ideologies were analyzed in their interactional form, acknowledging the position of the researcher in the co-construction of language ideologies in the interviews. The results show that the two contexts are very different, although there are also similarities in the language ideologies of the learners which seem to be significantly influenced by the prevailing historical discourses in place about the use and role of these languages. In the light of resilient historical metanarratives, I suggest that the challenges related to the learning of historical minority languages lie in the historical construction of modern ethnolinguistic nation-states and the present trajectories of such projects. At the same time, the learning of historical languages in contemporary globalized socio-cultural contexts can build on new post-national ideologies, such as the concept of learning historical languages as commodities.

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Meierkord, Christiane. "It's kuloo tu: recent developments in Kenya's Englishes." English Today 25, no. 1 (March 2009): 3–11. http://dx.doi.org/10.1017/s0266078409000029.

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ABSTRACTIn most areas where English is spoken today, it is part of a multilingual context. English is one component of the sociolinguistic profile of many nations. In nations where English is a mother tongue or first language for the majority of the population, other speech communities contribute further languages to the linguistic environment. And in contexts where the majority speak a language other than English, it may serve as a language of administration or as a medium of instruction in the educational domain. Over the past few decades, speech communities have also increasingly been influenced by languages usually spoken outside the community. A particular case is the spread of English via music and films through the radio, television, and the internet. As a result, English is part of the linguistic repertoire of many nations and the individuals living in them. These multilingual contexts have in common the fact that individuals can draw on the various languages to meet their diverse communicative needs and to construct their identities. This article describes how this may result in changes to the English language and even in the emergence of new linguistic forms, with particular reference to the post-colonial nation of Kenya.

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Abdusatarov, Ramziddin Khayridinovich. "ON MASS MEDIA AND STATE LANGUAGE." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 08 (August 31, 2021): 4–8. http://dx.doi.org/10.37547/philological-crjps-02-08-02.

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The Law “On the State Language of the Republic of Uzbekistan” was adopted and the Uzbek language gained a legal basis. The law is an important factor in expressing the spirituality, spirit and dignity of the Uzbek nation, that is, the status of the language has been legally strengthened. In his speech on the occasion of the 30th anniversary of the official status of the Uzbek language, President of the Republic of Uzbekistan Shavkat Mirziyoev said that “Uzbek as a state language has emerged as a powerful force uniting our people and mobilizing our society for great goals... Language is the wealth, values and property of the nation”.

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Kurkina, Ana-Teodora. "The language in the Romanian political thought of 1850–1890. The grand debates and their outcomes/Limba în gândirea politicǎ româneascǎ între anii 1850–1890. Marile dezbateri şi rezultatele lor." Hiperboreea 1, no. 2 (December 1, 2014): 125–45. http://dx.doi.org/10.5325/hiperboreea.1.2.0125.

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Abstract The article focuses on the Romanian linguistic debates of the second half of the 19th century and their influence on the processes of state- and nation-building. The essay concentrates on the attempts of using the ties of the common language as a defensive element that can not only mark the local nation-building strategies, but oppose similar competing foreign schemes. The current paper can be considered an effort to see and analyze the place of language in the Romanian political thought between 1850 and 1890 when Romanian national state emerged on the world arena and its manifestation sharpened the disputes regarding its linguistic and ethnic homogeneity. Furthermore, the article regards the language as a primary strategic instrument in the process of state-building, used by the participants of the debates, whose views and ideas were strictly tied to linguistic unity. The ideas of languages being parts of the “bodies of nations” expressed by Romanian thinkers are put into the General European context, which is briefly investigated as well.

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Muslim, Nazri, Wan Zulkifli Wan Hassan, and Khairul Hamimah Mohammad Jodi. "Constitution and Building of Nation-State in Malaysia." Journal of Politics and Law 13, no. 3 (August 17, 2020): 122. http://dx.doi.org/10.5539/jpl.v13n3p122.

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The building of a nation-state is very relevant to Malaysia in facing various challenges that take place especially in terms of the diverse cultures, languages, ethnic groups and religions. khususnya dari perspektif kepelbagaian culture, language, etnik dan religion. The building of nation-state stems from the existence of the nation and the nation produces a country. Nation-state is the formation of a country based on the process of national unity and consolidated by the bordering of certain territories as its identity. Malaysia comprising of the community of various ethnic groups has faced many challenges in the process of the building of the nation-state involving language, religion, globalisation and constitutional issues. In the context of Malaysia, the building of a nation-state refers to the people of various ethnicity who need to identify themselves with this country, speak in the national language, and support the constitution which is the highest law of the country containing the 'social contract' that needs to be understood in the effort to unite Malaysians. Thus, this article will analyse the role of the constitution as one of the main elements in the building of a nation-state in Malaysia.

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Akbarov, Azamat. "LANGUAGE POLICY AND LANGUAGE REFORMS IN STATE AND NATION BUILDING." Journal of Linguistic and Intercultural Education 11, no. 2 (December 15, 2018): 7–24. http://dx.doi.org/10.29302/jolie.2018.11.2.1.

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Hamans, Camiel. "The Charter: a plea for tolerance." Scripta Neophilologica Posnaniensia, no. 18 (February 7, 2019): 165–89. http://dx.doi.org/10.14746/snp.2018.18.15.

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This paper describes the background of the Charter for Regional and Minority Languages (1992). To explain why linguistic diversity became an issue in the last decades of the 20th century, the paper goes back to the end of the 18th and the 19th century, a period in which nation building and homogenization were the main political issues in Western Europe. Since language was seen as nation binder language diversity was anathema. This led to language conflicts, which were sought to be solved by means of the Charter that promoted the acceptance of language diversity.

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Del Percio, Alfonso. "Branding the nation." Pragmatics of professional discourse 7, no. 1 (April 7, 2016): 82–103. http://dx.doi.org/10.1075/ps.7.1.04del.

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This paper discusses how Switzerland is branded by the Swiss state under late capitalism. Drawing on discursive data collected in the framework of a research project investigating the international promotion of Switzerland, I particularly focus on how multilingualism and cultural diversity are constructed by the Swiss government as a capital belonging to Switzerland and its history and on how and why this imagined historical capital is reframed in promotional terms. In doing so, I question the function of the historicity of Swiss multilingualism and cultural diversity in nation branding practices and analyze the logics causing specific tokens of multilingualism and cultural diversity to emerge as desirable promotional features. Finally, I research how the promotional investment in Swiss multilingualism and cultural diversity affects the status and value of its historical capital and how this has consequences for what can be said (or not) about Switzerland and its history.

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Tsyryapkina, Yu N. "RUSSIAN LANGUAGE IN MODERN UZBEKISTAN: POLITICS, IDENTITY, SPHERE OF USING." Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta, no. 48 (September 27, 2021): 103–9. http://dx.doi.org/10.37386/2413-4481-2021-3-103-109.

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The article discusses the official status and sphere of Russian language usage in the Republic of Uzbekistan. The article reveals the idea that the policy of strengthening the state language in modern Uzbekistan is associated with the adaptation of the late Soviet model of the nation state, in which language was one of the most important markers of the nation. It is proved that the Russian language is one of the rooted languages of the republic. According to the materials of field research, the indigenous population has formed a demand for Uzbek-Russian bilingualism, including the acquisition of the language through school education in Russian. The author concludes that the Russian language is a part of modern Uzbek culture.

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Daigle, Amelie. "The translation of an imagined community in Raja Rao’s Kanthapura." Journal of Commonwealth Literature 53, no. 3 (February 13, 2017): 497–512. http://dx.doi.org/10.1177/0021989416683542.

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In Imagined Communities, Benedict Anderson describes how sacred script languages (Arabic, Chinese, Latin) were usurped in political primacy by languages based on the spoken vernacular (French, English, German). In this article I examine one instance of these complications through Raja Rao’s classic novel of Indian independence, Kanthapura, a novel written in Indian English that works both with and against Anderson’s concept of nationalism’s linguistic underpinnings. Kanthapura not only proposes a model for Indian English speakers and writers, but performs a rhetorical argument about the necessity for Indian English if India is to cohere as a nation. I argue that the residents of Kanthapura are “translated” into citizens of the nation of India. This movement of translation is echoed by the language of the novel: the largely spoken language of Kannada is translated into the largely written (in India) language of English. English in Kanthapura performs a double function, unifying the nation as a script language while also reflecting the idiosyncrasies of local regional vernaculars. Kanthapura demonstrates that a nativized form of Indian English can serve as an invaluable tool for the development of a national consciousness, and that novels written in Indian English will play a role in determining the shape and identity of the nation.

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Situmorang, Dominikus David Biondi. "A Prayer for Nation." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 74, no. 4 (November 23, 2020): 290–91. http://dx.doi.org/10.1177/1542305020955153.

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The Faculty of Education and Language, Atma Jaya Catholic University of Indonesia, has entered the Indonesian World Records Museum (MURI) by hosting a virtual singing collaboration by the greatest number of faculty members. I am a lecturer in the Faculty of Education and Language and also the songwriter of this song, expressing gratitude for this achievement. This work is dedicated as a gift to Indonesia amid this COVID-19 pandemic.

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Cho, Tae Rin. "Nation Brand and Korean Language Education Policy." HAN-GEUL 294 (December 31, 2011): 199. http://dx.doi.org/10.22557/hg.2011.12.294.199.

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Trabant, Jurgen. "Renan revisited. Reflections on nation and language." PARADIGMI, no. 1 (May 2013): 37–59. http://dx.doi.org/10.3280/para2013-001004.

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Zentz, Lauren R. "The porous borders of language and nation." Language Problems and Language Planning 39, no. 1 (September 3, 2015): 50–69. http://dx.doi.org/10.1075/lplp.39.1.03zen.

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This analysis of language use and legislation in globalization highlights challenges to and crossings of the borders of Indonesian nationalist ideologies and local language ecologies. Through the specific workings of language and languaging in situ, here explored through three brief examples of language use and ideologies in Central Java, I analyze university English majors’ discussions of the local meaningfulness of English. The analysis demonstrates that institutional language policies are simultaneously subverted by and influential in local language hierarchies. The discussions analyzed come from the students’ written Sociolinguistics class assignments while I was their teacher and from research interviews that they participated in with me, both in which I ask participants about the borders of what can be defined as the English language, and the borders of linguistic ideologies and nationalism in contemporary Indonesia. With an intent stemming from the very origins of language policy research to generate ideas for how state apparatuses might better serve their constituents (Fishman, 1974), this information is essential for understanding the limitations and opportunities that states are instrumental in creating among their citizenries.

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Schmitt, D. "Learning Vocabulary in Another Language. I.S.P. Nation." ELT Journal 56, no. 1 (January 1, 2002): 91–93. http://dx.doi.org/10.1093/elt/56.1.91.

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Journal articles on the topic 'Language and Nation'

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