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Journal articles on the topic 'Language and Power'

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Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Lawrance, Benjamin Nicholas. "Language between powers, power between languages." Cahiers d'études africaines 41, no. 163-164 (January 1, 2001): 517–40. http://dx.doi.org/10.4000/etudesafricaines.107.

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2

Hunter, Judy, and David Cooke. "Education for Power: English Language in the Workplace." Power and Education 6, no. 3 (January 2014): 253–67. http://dx.doi.org/10.2304/power.2014.6.3.253.

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3

Lau, Lisa. "The language of power and the power of language." Power and Narrative 17, no. 1 (October 30, 2007): 27–47. http://dx.doi.org/10.1075/ni.17.1.05lau.

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This article will discuss the complexity of positionality and the implications of writing in the English language in a South Asian context. Given the postcolonial heritage of South Asia, contemporary authors producing literature in English find themselves confronted with both tremendous opportunity as well as tremendous controversy. Literature has become a product in the circuit of culture, and the concluding sections will therefore discuss and explore how writers, and particularly diasporic writers, using English (as opposed to the other languages in India) are able to seize a disproportionate amount of world attention and consequently, through their choice of language, gain the power to make their presentations and representations dominant and prevalent in terms of distribution and influence.

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4

사공일. "Language, Power, and Theatrical Language." New Korean Journal of English Lnaguage & Literature 52, no. 2 (May 2010): 97–115. http://dx.doi.org/10.25151/nkje.2010.52.2.005.

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5

Rogers, Rosemarie. "Language Policy and Language Power." Language Problems and Language Planning 11, no. 1 (January 1, 1987): 82–103. http://dx.doi.org/10.1075/lplp.11.1.07rog.

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Lingua politiko kaj lingua potenco: Publikigajoj en Souet-Unio Malgraŭ lingva diversegeco kaj aliaj kondiĉoj malhelpaj al la egaleco de lingvoj, la politiko de Sovet-Unio oficiale egalecas. Ĉu tiu politiko vere celas aŭ povas egaligi ciujn lingvojn estas tamen disputaĵo. Mi analizas unu atestajon pri la principoj kaj rezultoj de la lingva politiko: librojn, ĵurnalojn kaj gazetojn publikigitajn en la sovetaj lingvoj inter 1959 kaj la 1980oj. Mi hipotezas ke la lingvoj publikigaĵe mal egalas; ke lingvaj, politikaj kaj ekonomiaj malsamoj inter la lingvoj kaj inter ties uzantoj klarigas grandparte la malegalojn; kaj ke la malegaleco kreskas. Mi provas tiujn hipotezojn per sovetaj publikigaĵaj kaj demografiaj statistikoj. Oni uzas pli ol 70 (t.e. preskaŭ ĉiujn skribeblajn) sovetajn lingvojn ĉe libra, libreta, jurnala kaj gazeta publikigado. Malmultaj lingvoj havas gazetojn sen havi jurnalojn kaj neniu havas jurnalojn sen havi librojn. Laŭ statistika analizo, ju pli altrangas politike (t.e., teritori-administre) nacia grupo, des pli oni publikigas per ĝia lingvo. Tio validas por publikigajaj speeoj, por la elektebleco de publikigaĵoj (la kiomo de titoloj) kaj por la kvanto de publikigaĵoj (la hompoa kiomo de ekzempleroj). Laŭ ĉiuj tiuj mezuroj la rusa lingvo unike fortas kaj la dek-kvar aliaj lingvoj de la uniaj respublikoj multe superas la ceterajn. Tiuj malsamecoj kreskas. Laŭ multopa regresanalizo, se oni konstantigas la politikan rangon ankaû la grandeco de la lingvanaro grave helpas prognozi la uzatecon de lingvoĉe publikigaĵoj. Kromaj prognoziloj por la malplej uzataj lingvoj estas la edukitecoj kaj la ruslingvaj sciantecoj de la respektivaj lingvanaroj. Tiuj fenomenoj influas la postulatecojn de diverslingvaj publikigaĵoj, pro kio iuj lingvoj servas pli ekonomie ol aliaj kiel publikigiloj. La soveta lingva politiko ne nuligas la rezultajn malegalecojn.

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6

Eversole, Robyn, Judith Freidenberg, Lenore Manderson, and Carlos Vélez-Ibáñez. "LANGUAGE BOUNDARIES, PUBLISHING, AND POWER." Practicing Anthropology 44, no. 1 (January 1, 2022): 3–8. http://dx.doi.org/10.17730/0888-4552.44.1.3.

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Abstract Applied anthropologists in the English-speaking world tend to disregard publications in other languages; institutions emphasize English-language publishing and give less credence or value to work in other languages. Even applied anthropologists writing in non-English languages often privilege English sources. The invisibility of non-English applied anthropology diminishes the richness of our field, as we miss opportunities to gain insights from different academic, practice, and cultural traditions. This paper, based on a panel held at the 2021 SfAA Meetings, presents reflections on the challenges of language in the circulation of global knowledge for anthropological practice. We highlight the power relations embedded in language, as well as opportunities for applied anthropologists to promote communication and collaboration across boundaries.

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7

Khalilova, Lyudmila A. "THE POWER OF LANGUAGE AND THE LANGUAGE OF POWER." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 3 (2020): 96–105. http://dx.doi.org/10.28995/2073-6398-2020-3-96-105.

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A language cannot be a simple template of human activity; a language is the history and culture of the people, their long and thorny road to civilization. The informative nature of a discourse will be insignificant if we only take into consideration the visible data of the text. The single viable way to carry out research on the mentality and behavior of the representatives of different cultures is to dig into the implication and the conceptual framework of the discourse. The author’s idea might be interpreted according to the background knowledge of the reader. Such an approach turns the text into a conglomerate of sense messages that reveal the power of the language and its inextricable link to the history, culture and civilization of the nation whose language the students learn. This notional “intervention” is akin to a chain reaction and the language develops into a means of power over a human being. The conceptual approach to a foreign language material helps improve students’ cognitive and analytical skills, turns the educational process into a particular type of an innovative environment, leads to motivation increase in a foreign language instruction.

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8

Clegg, Stewart R. "The Language of Power and the Power of Language." Organization Studies 8, no. 1 (January 1987): 61–70. http://dx.doi.org/10.1177/017084068700800105.

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9

Huang, Kai, and Elena Nicoladis. "Pussy power." Journal of Multilingual Theories and Practices 1, no. 2 (December 1, 2020): 168–84. http://dx.doi.org/10.1558/jmtp.13781.

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Some previous research has suggested that words in multlinguals’ first language, particularly taboo words, evoke a greater emotional response than words in any subsequent language. In the present study, we elicited French-English bilinguals’ emotional responses to words in both languages. We expected taboo words to evoke higher emotional response than positive or negative words in both languages. We tested the hypothesis that the earlier that bilinguals had acquired the language, the higher the emotional responses. French-English bilinguals with long exposure to both French and English participated. Their galvanic skin response (GSR) was measured as they processed positive (e.g., mother), negative (e.g., war) and taboo (e.g., pussy) words in both French and English. As predicted, GSR responses to taboo words were high in both languages. Surprisingly, English taboo words elicited higher GSR responses than French ones and age of acquisition was not related to GSR. We argue that these results are related to the context in which this study took place (i.e., an English majority context). If this interpretation is correct, then bilinguals’ emotional response to words could be more strongly linked to recent emotional interactions than to childhood experiences.

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10

Georgievа, Mariana. "Language, Power, Media." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 2 (April 25, 2021): 183–90. http://dx.doi.org/10.53656/for21.27ezik.

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Media language is a prototype of the public consent for the media to be defined through compromise as a fourth position in the paradigm of power as a philosophical category, whose explications before the media are legislative, executive, judicial. The linguistic norm and the cognitive-rhetorical characteristic of the media discourse are the prototype of the metaphor of the "fourth power". The formation of the information-language culture and the preservation of the language norm is the high social responsibility of the media discourse. The media is a prototype of public consciousness, a “picture” of national identity – a unit of political and socio-economic information and cultural “taste” (a sample of art and its list).

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11

Taylor, Shelley K., and Mitsuyo Sakamoto. "Language and power." International Journal of Bilingual Education and Bilingualism 12, no. 3 (May 2009): 273–75. http://dx.doi.org/10.1080/13670050802153277.

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12

Miller, Angela Pérez. "Language and Power." Multicultural Perspectives 5, no. 3 (July 2003): 33–38. http://dx.doi.org/10.1207/s15327892mcp0503_07.

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13

Agar, Michael, Marlys Pearson, and Paul Popernack. "Language and power." Journal of Pragmatics 14, no. 6 (December 1990): 988–91. http://dx.doi.org/10.1016/0378-2166(90)90053-g.

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14

Haney, Craig. "Language Is Power." Contemporary Psychology: A Journal of Reviews 39, no. 11 (November 1994): 1039–40. http://dx.doi.org/10.1037/034219.

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15

THUMBOO, EDWIN. "Language as power." World Englishes 5, no. 2-3 (July 1986): 119–20. http://dx.doi.org/10.1111/j.1467-971x.1986.tb00719.x.

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16

Woodbridge, Lindsay. "Power of Language." Journal for Social Action in Counseling & Psychology 15, no. 2 (January 24, 2024): 36–49. http://dx.doi.org/10.33043/jsacp.15.2.36-49.

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While human service professionals are trained to listen carefully to our clients, we receive little training on how to listen to and analyze the professional discourse that surrounds us. In this article, I introduce critical discourse analysis (CDA) as a set of tools for unpacking how power works in forms of discourse such as policy, legislation, and communication between individuals with unequal amounts of power. To illustrate the process and purpose of CDA, I analyze policy text from the counseling profession. Specifically, I analyze the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) Board of Director’s charge to the 2024 CACREP Standards Revision Committee. I examine active versus passive sentence construction, imperative and declarative sentence mode, and speech act values to explore what the language in the charge reveals about how power works in the CACREP standards revision process. The analysis reveals three differing yet co-existing depictions of power. I claim that the Board of Directors used these varying depictions of power to make a claim about the legitimacy of the standards revision process. I conclude with implications for critical discourse analysis as a method for research and as a tool for training and advocacy.

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17

Choi, Tat-Heung. "Power and the Subversion of Stories." Power and Education 1, no. 3 (January 1, 2009): 282–94. http://dx.doi.org/10.2304/power.2009.1.3.282.

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Language is a multiplicity of meaning-making systems, which are connected with social, cultural and psychological networks. Focusing on issues of power, this article is concerned to explore how the readings of a European folktale triggered attempts among teenage girls in Hong Kong to make their own feminist and subversive interpretations in English. The reconstructed stories are more than a partial reproduction of the conventional text, they are also a useful reflection of the teenage girls' literacy and gender experience, as well as of their generic and social knowledge. With a resistance to textual conventions, the teenage girls demonstrate their written competence to create alternative subject and reading positions, which are textually motivated by their sense of difference. The material realisation of the stories is also characterised by splits and instabilities, in the negotiation of a new boundary for femininity. This negotiation demonstrates how the teenage girls are on the move, facing and settling contradictory possibilities in acquiring literacy and social roles. Along these lines of observation, the synchronic view of language, characterised by regularity and internal consistency, needs to be challenged in second-language writing instruction.

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18

Gagnon, Chantal. "Language plurality as power struggle." Target. International Journal of Translation Studies 18, no. 1 (December 5, 2006): 69–90. http://dx.doi.org/10.1075/target.18.1.05gag.

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For this paper, heterolingualism or language plurality will be considered as the presence in a single text or in a social environment of both French and English, Canada’s offcial languages. Language plurality will here be studied from an institutional viewpoint: the influence of the Canadian government on the translation of political speeches. The first part of this article will establish that political speeches are written in a bilingual environment where the two offcial languages are often in contact. This bilingualism, however, is often homogenised when it comes to speech delivery and publication. Therefore, the second part focuses on the speeches’ paratextual features and the third looks at the speeches’ textual features.

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19

Versteegh, Kees. "Language of empire, language of power." Language Ecology 2, no. 1-2 (November 9, 2018): 1–17. http://dx.doi.org/10.1075/le.18008.ver.

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Abstract How do people in a position of power address those under their control? Do they impose their own language, possibly in a reduced version? Do they adopt a simple form of the language of the people they control? Do they employ a lingua franca that is commonly used in the region? Recent research usually focuses on the linguistic strategies the new speakers apply to the input. Much less information is available about the input itself. The contributions to the present issue deal with the linguistic strategies and policies used by those in power to facilitate communication with those under their control, as well as the modifications they apply to their speech. The contributions deal with the input in several work- or trade-related varieties, such as Français tirailleur, Garden Herero, Pidgin Madame, Butler English, Lingua da preto, Dienstmaleisch, Kyakhta Pidgin, and the role they played in colonial societies.

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20

Macdonald, Sheila. "Migration and English Language Learning in the United Kingdom: Towards a Feminist Theorising." Power and Education 5, no. 3 (September 2013): 291–303. http://dx.doi.org/10.2304/power.2013.5.3.291.

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21

Sharma, Abhimanyu. "Power, ideology and language policies in Scotland." European Journal of Language Policy: Volume 12, Issue 2 12, no. 2 (October 1, 2020): 163–91. http://dx.doi.org/10.3828/ejlp.2020.9.

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This paper deals with the role of power and ideology in language policies in Scotland and focuses on how policies promote certain languages whilst disadvantaging others. It investigates pre- and post-devolutionary legislation on language use in Scotland and examines how the role of power in policymaking has changed since the devolution of powers in 1998. Using Tollefson’s Historical Structural Analysis (HSA), the paper analyses the historical and structural factors underpinning these changes. Moreover, the paper also uses Critical Discourse Analysis (CDA) to assess how the changes in sociopolitical context are reflected at the textual level.

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22

Halper, Thomas. "Orwellian Opinions: The Language of Power and the Power of Language." British Journal of American Legal Studies 11, no. 1 (June 1, 2021): 153–71. http://dx.doi.org/10.2478/bjals-2022-0003.

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Abstract In 1984 and other writings, George Orwell explored the language of power and the power of language. As illustrations of the abuses he identified, this essay analyzes a pair of famous constitutional opinions, Justice Brown's Plessy v. Ferguson and Justice Douglas’ Griswold v. Connecticut.

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23

Ridley, Barbara. "Articulating the Power of Dance." Power and Education 1, no. 3 (January 1, 2009): 333–44. http://dx.doi.org/10.2304/power.2009.1.3.333.

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Making some minor changes to the syllabus of a peripheral GCE subject – Advanced Level (A-level) Dance – would hardly seem to be of much importance to anyone except dance students and their teachers. But the loss of dance notation is not as unimportant as it might appear: there are implications for the status of dance in the curriculum, for its ability to attract a range of students and for the development of the subject itself. Whilst being a popular social activity, in UK schools dance is constructed as a physical subject with an aesthetic gloss, languishing at the bottom of the academic hierarchy. Dance as a discipline is marginalised in academic discourse as an ephemeral, performance-focused subject, its power articulated through the body. Yet dance is more than just performance: to dismiss it as purely bodies in action is to ignore not only the language of its own structural conventions but also the language in which it might be recorded. Using the notion of docile bodies, the author considers the centrality of the body as instrument in defining the power of dance and how Foucault's mechanisms of power and knowledge are exemplified in current conceptions of dance in education.

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24

Landman, Christina. "Interviews with Neville Alexander: The power of languages against the language of power." Oral History Journal of South Africa 2, no. 2 (March 22, 2015): 138–39. http://dx.doi.org/10.25159/2309-5792/101.

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25

Mwikisa, Peter. "Interviews with Neville Alexander: The power of languages against the language of power." African Historical Review 48, no. 2 (July 2, 2016): 98–102. http://dx.doi.org/10.1080/17532523.2016.1275299.

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26

LEWIN, DAVID. "Languages of Love: The Formative Power of Religious Language." Journal of Philosophy of Education 53, no. 3 (August 2019): 460–76. http://dx.doi.org/10.1111/1467-9752.12374.

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27

Toffle, Mary Ellen, and Cristina Arizzi. "Gender-based power language and American political debates." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 9 (April 6, 2017): 123–35. http://dx.doi.org/10.18844/gjhss.v2i9.1093.

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28

Kyratzis, Amy. "Language, power and gender." Gender and Language 15, no. 1 (March 25, 2021): only. http://dx.doi.org/10.1558/genl.19530.

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29

Lacina, Jan, and Robin Griffith. "The Power of Language." Reading Teacher 74, no. 5 (March 2021): 481–82. http://dx.doi.org/10.1002/trtr.1996.

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30

Edelman, Murray, Pierre Bourdieu, John B. Thompson, Gino Raymond, and Matthew Adamson. "Language and Symbolic Power." Contemporary Sociology 21, no. 5 (September 1992): 717. http://dx.doi.org/10.2307/2075589.

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31

Buchanan, Ian, Pierre Bourdieu, Gino Raymond, and Matthew Adamson. "Language and Symbolic Power." SubStance 22, no. 2/3 (1993): 342. http://dx.doi.org/10.2307/3685295.

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32

Adee, Sally. "The power of language." New Scientist 252, no. 3364 (December 2021): 34. http://dx.doi.org/10.1016/s0262-4079(21)02214-4.

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33

Corsaro, William A., and Pierre Bourdieu. "Language and Symbolic Power." Social Forces 71, no. 1 (September 1992): 242. http://dx.doi.org/10.2307/2579985.

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34

Russell, Letty M. "INCLUSIVE LANGUAGE AND POWER." Religious Education 80, no. 4 (September 1985): 582–602. http://dx.doi.org/10.1080/0034408850800407.

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35

Warren, Faye. "The Power of Language." Perspectives on Augmentative and Alternative Communication 9, no. 1 (March 2000): 10–12. http://dx.doi.org/10.1044/aac9.1.10.

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36

Barsky, R. F. "Language and Symbolic Power." Modern Language Quarterly 52, no. 4 (January 1, 1991): 466–68. http://dx.doi.org/10.1215/00267929-52-4-466.

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37

Lefebvre-Linetzky, Jacques. "The power of language." Short Film Studies 11, no. 1 (January 1, 2021): 49–52. http://dx.doi.org/10.1386/sfs_00030_1.

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The language spoken in La Vis is a constructed language. It is both recognizable and unrecognizable; it gives credibility to the characters and to the whole décor. Reality is elusive and yet believable. Perceived as a multilayered language, it is reduced to one single word in the final sequence.

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38

Moto, Francis. "Language, Power and Society." Language Matters 44, no. 3 (November 2013): 149–52. http://dx.doi.org/10.1080/10228195.2013.838989.

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39

Henry, Beverly, and Helen LeClair. "Language, Leadership, and Power." JONA: The Journal of Nursing Administration 17, no. 1 (January 1987): 19???25. http://dx.doi.org/10.1097/00005110-198701000-00005.

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40

Carboon, Fran. "Language power and change." Australian College of Midwives Incorporated Journal 12, no. 4 (December 1999): 19–22. http://dx.doi.org/10.1016/s1031-170x(99)80027-0.

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41

Thomas, Jenny A. "The language of power." Journal of Pragmatics 9, no. 6 (December 1985): 765–83. http://dx.doi.org/10.1016/0378-2166(85)90003-7.

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42

Wodak, Ruth. "Language, power and identity." Language Teaching 45, no. 2 (March 25, 2011): 215–33. http://dx.doi.org/10.1017/s0261444811000048.

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How are identities constructed in discourse? How are national and European identities tied to language and communication? And what role does power have – power in discourse, over discourse and of discourse? This paper seeks to identify and analyse processes of identity construction within Europe and at its boundaries, particularly the diversity of sources and forms of expression in several genres and contexts. It draws on media debates on Austrian versus Standard High German, on focus group discussions with migrants in eight European countries and on public and political debates on citizenship in the European Union which screen newly installed language tests. The analysis of different genres and publics all illustrate the complexity of national and transnational identity constructions in a globalised world. What is experienced as European or as outside of Europe is the result of multiple activities, some of them consciously planned in the sense of political, economic or cultural intervention, others more hidden, indirect, in the background. Such developments are contradictory rather than harmonious, proceeding in ‘loops’ and partial regressions (rather than in a linear, uni-directional or teleological way). Thus, an interdisciplinary approach suggests itself which accounts for diverse context-dependent discursive and social practices.

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43

Shirley, Karen E., and Rosemary Mander. "The power of language." British Journal of Midwifery 4, no. 6 (June 1996): 298–318. http://dx.doi.org/10.12968/bjom.1996.4.6.298.

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44

Areni, Charles S., and John R. Sparks. "Language power and persuasion." Psychology and Marketing 22, no. 6 (2005): 507–25. http://dx.doi.org/10.1002/mar.20071.

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45

Weston, Marla. "The power of language." American Nurse Journal 19, no. 6 (June 8, 2024): 60. http://dx.doi.org/10.51256/anj062460.

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46

Iliescu-Gheorghiu, Catalina. "Power through Language, the Language of Power: Equatoguinean Emixiles Facing Lingua Franca." Culture & History Digital Journal 9, no. 2 (December 30, 2020): e014. http://dx.doi.org/10.3989/chdj.2020.014.

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In 1968 Equatorial Guinea became independent from Spain but inherited its cultural architecture. Current identity claims made by Equatoguinean emixiles (Ugarte’s term, 2010) are rooted in the social and territorial exclusion suffered by ethnic groups during their colonial past. In this paper I will explore the role that the Spanish language played in the identity construction of six Equatoguinean emixiles living in the city of Alicante (Spain). My interviewees’ life-stories reveal valuable information on vernacular languages, but also on the lingua franca, a tool of liberation (granting access) but also of repression. By comparing their recollections of themselves (either as Guinean or ethnic citizens) back in Guinea, to their perceptions of themselves in Spain, I intend to delve into the mutual gaze between transnational identities (Vertovec) here and there, now and then. Given Bhabha’s concept of “third space” I argue, using specific samples from my corpus, that the synchronic analysis of emixiles’ discourses within a perverse diasporic perimeter (the land of the former colonisers), needs to be completed with the diachronic view of the patterns of power which influenced postcolonial (re)construction of national/ethnic identity.

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47

Hirsch, Susan F. "Research on Language and Power: Talking Empowerment?:Researching Language: Issues of Power and Method.;Talking Power: The Politics of Language.;Power in Family Discourse." Journal of Linguistic Anthropology 4, no. 2 (December 1994): 215–24. http://dx.doi.org/10.1525/jlin.1994.4.2.215.

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48

Pashayeva, Gulshan. "Language as a soft power resource." Language Problems and Language Planning 42, no. 2 (June 21, 2018): 132–43. http://dx.doi.org/10.1075/lplp.00016.pas.

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Abstract The term soft power, developed by Joseph Nye, is a widely popular concept used to describe efforts to attract rather than coerce as means of persuasion. Language, which is widely viewed as a traditional (not to say extremely important) component of nationhood and a symbol of identity and group consciousness, can be used as an expression of soft power resources within this context. It is apparent that in today’s globalized world, the role of international languages as global means of communication has increased considerably. At the same time, English has become the de facto lingua franca in international trade, academia, technology and many other fields. Against this background, this article examines the impact of language as a soft power resource in the case of the Republic of Azerbaijan, which is a multi-ethnic state located at the crossroads of Europe and Asia. Due to its geographic location, the constant migrations of people who have passed through its territory throughout the centuries, and it has long been a zone of active interaction of languages, cultures and civilizations.

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49

Egorov, Alexander K., and Evgenii V. Kamenev. "Power of Language and Language of Power as Postmodernist Context of Historical Research." Vestnik of Saint Petersburg University. History 63, no. 2 (June 2018): 506–21. http://dx.doi.org/10.21638/11701/spbu02.2018.212.

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50

Darder, Antonia. "Language, Ideology, and Power: Interrogating Restrictive Language Policies." International Journal of Diversity in Education 16, no. 3 (2016): 35–43. http://dx.doi.org/10.18848/2327-0020/cgp/v16i03/35-43.

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