Dissertations / Theses on the topic 'Language policy'
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Nogic, Claire. "Politics and policy an analysis of the policy environment and motivating factors behind the English language policy in Rwanda /." Thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/85845.
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Thesis (Postgraduate Certificate in Research Preparation (Humanities)--Macquarie University, Dept. of Modern History, Politics and International Relations, 2009.This thesis presented as a partial fulfilment to the requirements for the Postgraduate Certificate in Research Preparation (Humanities). Bibliography: p. 47-55.
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Diallo, Ibrahima. "Language Planning, Language-In-Education Policy, and Attitudes Towards Languages in Senegal." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366175.
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This thesis describes language policy practices in Senegal, identifies the languages used by Senegalese people in various social, public, and institutional settings, and details the attitudes of Senegalese people towards their own mother tongues, Wolof, French, and English and these speech communities. It examines also the importance, place, and future of local languages and European languages in Senegal and analyses the issue of language(s) of education in Senegal. To conduct this research, a variety of sampling techniques were used to collect data from a wide range of population-categories including respondents from the general population, public administration, students, and the business sector. Throughout the period of this study, Senegal was undergoing a phenomenal linguistic experience characterised by the sudden arrival and strengthening of English in the country, increasing interest by Senegalese people in local languages, and a gradual decline of the domains of French language use in the country. Against this linguistic backdrop, a number of major findings have resulted from the research including the finding that home languages (in particular, the mother tongues) are dominant in most family and social settings while French is dominant only in public settings. However, the data show that both mother tongues and Wolof are being used increasingly in public institutions; domains that hitherto belonged to French. The language use with people indicates a similar pattern, i.e. local languages are mostly used with close family members and with people in the extended family circle while French is dominant only with people in public institutions. The home languages (mother tongues and Wolof) and, to a lesser extent English, are more popular in public settings, thus reducing the hegemony of the use of French with people in public institutions. The study based on the data collected from the overall sample found also that the attitudes of the Senegalese people towards French, English, and their mother tongues are high and positive but the attitudes towards Wolof show both positive and negative ratings. The results show that, according to Senegalese people, the local languages are not given due importance in the education system. Similarly, they believe that English is not regarded as important in the education system either. Therefore, they request more importance to be given to both languages in the education system. As for French, it is considered very important in the education system and therefore, there were no particular requests to increase its relative importance in education. Further, French is believed to have negative influences in Senegal while this is not the case for English. Regarding the language(s) of instruction, local languages are described as the most appropriate languages for education. However, when languages are analysed in parallel, French maintains its leadership. In general, the Senegalese people have positive attitudes towards the speech communities. However, the attitudes towards the Wolof and French speech communities are both positive and negative. Similarly, the intensity of the desire to learn languages is generally positive but is characterised by the presence of a mix of positive and negative ratings for French and Wolof. However, a cross-sectional analysis shows quite interesting variations across the four population-categories mentioned earlier, mainly regarding language use, the issue of the language(s) of instruction in Senegal, the attitudes of Senegalese people towards languages and towards speech communities, and the intensity of their desire to learn languages - to name but a few areas of variation. The study has resulted in major findings regarding language use in Senegal. One of these is the loyalty of Senegal people towards their languages, that is, first, to their own mother tongue and then to Wolof - as a second language; second the Senegalese people remain attached to the French language, and finally they have a great admiration for English. According to the study, Senegalese people are attached to their language because of the more effective communication opportunities the local languages offer and also because of the positive benefits associated with (early) education in one's own mother tongue. In addition, the respondents believe that local languages help them assert their identity and maintain their cultures. The study found that Senegalese people are attached to the French language because it is an important national language (the official language of the country) and international language (for communication in the Francophone world). As for English, they admire the language because of its prestige and its status as a 'universal' language for communication and its dominance in science, technology, education, and business. The study concludes with a number of recommendations for the improvement of language planning and language-in-education policy in Senegal. The recommendations focus mainly on enhancing considerably the place and role of local languages in the education system, initiating systematic language policy prestige activities, and developing a rigorous policy that fosters positive attitudes towards local languages in general and the Wolof language and the Wolof speech community in particular. As regards the English language, the study recommends offering greater opportunities to learn the language by widespread reinforcement of its teaching in the education system.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
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Lunsford, Sharon. "Language Policy, Protest and Rebellion." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2790/.
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The hypothesis that language discrimination contributes to protest and/or rebellion is tested. Constitutional language policy regarding administrative/judicial, educational and other matters is measured on three separate scales developed for this study; the status of each minority group's language under its country's policy is measured by another set of scales. Protest and rebellion variables are taken from Gurr's Minorities at Risk study. Findings include an indication that group language status contributes positively to protest and rebellion until a language attains moderate recognition by the government, at which point status develops a negative relationship with protest and rebellion, and an indication that countries with wider internal variations in their treatment of language groups experience higher levels of protest and rebellion on the part of minority groups.
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Sistany, Bahman. "A Certified Core Policy Language." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34865.
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We present the design and implementation of a Certified Core Policy Language (ACCPL) that can be used to express access-control rules and policies. Although full-blown access-control policy languages such as eXtensible Access Control Markup Language (XACML) [OAS13] already exist, because access rules in such languages are often expressed in a declarative manner using fragments of a natural language like English, it isn’t alwaysclear what the intended behaviour of the system encoded in these access rules should be. To remedy this ambiguity, formal specification of how an access-control mechanism should behave, is typically given in some sort of logic, often a subset of first order logic. To show that an access-control system actually behaves correctly with respect to its specification,
proofs are needed, however the proofs that are often presented in the literature are hard or impossible to formally verify. The verification difficulty is partly due to the fact that the language used to do the proofs while mathematical in nature, utilizes intuitive justifications to derive the proofs. Intuitive language in proofs means that the proofs could be incomplete and/or contain subtle errors.
ACCPL is small by design. By small we refer to the size of the language; the syntax,
auxiliary definitions and the semantics of ACCPL only take a few pages to describe. This compactness allows us to concentrate on the main goal of this thesis which is the ability to reason about the policies written in ACCPL with respect to specific questions. By making the language compact, we have stayed away from completeness and expressive power in several directions. For example, ACCPL uses only a single policy combinator, the conjunction policy combinator. The design of ACCPL is therefore a trade-off between ease of formal proof of correctness and expressive power. We also consider ACCPL a core policy access-control language since we have retained the core features of many access-control policy languages. For instance ACCPL employs a single condition type called a “prerequisite” where other languages may have very expressive and rich sets of conditions.
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Hawkey, James William. "Language policy and language contact in Barcelona : a contemporary perspective." Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/3085.
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The present thesis provides an analysis of language policy and language contact in present-day Barcelona. On the one hand, the effectiveness of the implementation of Catalan-medium education in Catalonia will be critically evaluated. On the other hand, Catalan-Castilian bilinguals' awareness of non-normative instances of language contact will be assessed. This thesis brings these two strands together, in order to paint an accurate picture of the current Catalan sociolinguistic situation. The 1983 Llei de Normalització Lingüística had numerous consequences, including the introduction of Catalan as the chief medium of education in Catalonia. Such legislation had many aims, not least to 'ensure Catalan language competence'. But to what extent has this been successful? Furthermore, the varieties of Catalan and Castilian in Barcelona are characterised by centuries of language contact, which has resulted in the incursion of numerous, non-normative linguistic items and constructions in both languages. To what extent are speakers aware of such non-normative language? Moreover, how do these questions concerning language policy and language contact bear upon one another? This thesis is therefore looking at the consequences of language policy and of language contact. With the aid of an innovative, three-dimensional model of sociolinguistic phenomena, it will be shown that these are maximally differentiated, yet clearly related. These will be termed top-down phenomena and bottom-up phenomena respectively. This is to be tested using a unique fieldwork experiment whereby fifty bilingual Catalan-Castilian Barcelonians of two different generations (one educated in Catalan, the other in Castilian, due to different linguistic policies) are asked to identify instances of non-normative language contact in two prepared texts. This work will allow conclusions to be drawn regarding the effectiveness of Catalan medium education, as well as offering insight into the nature of how we examine issues of language policy and language contact.
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Ganiso, Mirriam Nosiphiwo. "Sign language in South Africa language planning and policy challenges." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002163.
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This thesis sets out to undertake research into the very important topic of sign language and its usage, particularly in the Western Cape Province of South Africa. Three schools are used in this study. Interviews and questionnaires were used to conduct research with teachers, students and deaf teacher assistants within this context. The analysis of this data is presented in Chapter five of this thesis.
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Templin, Torsten. "Four Essays on Language Competition and Dynamic Language Policy Evaluation." Doctoral thesis, Humboldt-Universität zu Berlin, 2019. http://dx.doi.org/10.18452/20503.
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Diese Dissertation beschäftigt sich mit der Evaluation von Sprachpolitiken mit Hilfe von Sprachdynamik Modellen. Da sprachliche Diversität ein zentrales Merkmal moderner Gesellschaften darstellt, müssen Staaten und Administrationen Sprachpolitiken sorgfältig gestalten und evaluieren. Mögliche Effekte, Nutzen und Kosten von Politiken müssen bewertet und gegeneinander abgewogen werden. Eine wichtige Eigenschaft von Sprachpolitiken ist dabei, dass sich die Anzahl derer, die von ihnen profitieren, sowie deren Kosten über die Zeit stark verändern können. Um dies zu berücksichtigen, präsentiert die Dissertation eine Kombination aus klassischen Politikanalyse Werkzeugen und neuen Sprachdynamik Modellen. Im Gegensatz zu bereits existierenden Modellen, können in den neu entwickelten Modellen Parameter aus empirischen Daten geschätzt werden. Dies ist eine Voraussetzung, um langfristige Effekte von Politiken realistisch abbilden zu können.
Die Dissertation besteht aus vier eigenständigen Aufsätzen. Im ersten Aufsatz wird mit einem abstrakten Modell gezeigt, dass es für einen Staat optimal sein kann die Minderheitensprache in Form von Bilingualität am Leben zu erhalten. In den folgenden beiden Aufsätzen werden realistischere Modelle entwickelt und damit zwei empirische Fälle analysiert. Im letzten Aufsatz werden Erweiterungen der vorherigen Modelle auf den Fall multipler Minderheitensprachen vorgestellt.This thesis deals with language policy evaluation from a language dynamics modeling perspective. As linguistic diversity is an essential feature of most modern societies, states and administrations have to thoroughly design and analyze language policies. Potential effects, benefits and costs have to be assessed and weighted against one another. A pivotal characteristic of language policies is that the numbers of their beneficiaries and costs can change dramatically over time. To account for these changes, the thesis proposes a combination of traditional policy evaluation techniques with well designed language dynamics models. In contrast to previous models in the literature, the thesis proposes and analyzes models based on parameters obtainable from empirical data. It is argued that this is a prerequisite to analyze the long term effects of policies in a realistic fashion. This thesis consists of four self-contained essays. In the first essay we show with the help of an abstract model that it can be optimal for the state to keep a minority language alive in the form of bilingualism. In the next two essays more realistic models are developed and applied to the empirical cases. In the last essay extensions of the previous models to the case of several minority languages are presented.
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Lian, Chaoqun. "Language planning and language policy of Arabic language academies in the twentieth century." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708632.
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Perez, Ambar A. "LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/577.
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This thesis investigates the intertextuality of language policy, K-12 TESL pedagogies, and EL identity construction in the perpetuation of unjust TESL practices in these contexts. By examining the power structures of English language ideology through critical discourse analysis of recent California language policy, this thesis demonstrates English language teaching’s intrinsically political nature in K-12 education through negotiations and exchanges of power. Currently, sociolinguistic approaches to TESL and second language acquisition acknowledge the value of language socialization teaching methods. This requires the acceptance of cognition, not as an individual pursuit of knowledge containment and memorization, but cognition as a collaborative and sociohistorically situated practice. Thus, this project also examines the power structures in place that negotiate and enforce these ideologies and how these practices influence pedagogy and EL identity construction.
Many English users are second language (L2) users of English yet authorities of English use tend to consist of homogenous, monolingual English users, or English-sacred communities, not L2 users of English. Often, this instigates native speaker (NS) vs. non-native speaker (NNS) dichotomies such as correct vs. in-correct use, and us vs. them dichotomies. These are the same ideologies that permeate the discourse of California’s Proposition 227 and some pedagogies discussed in the data of this research perpetuating culture wars between monolingual and multilingual advocates and users.
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Stone, Gary N. "A Path-based network policy language." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2000. http://handle.dtic.mil/100.2/ADA384623.
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Dissertation (Ph.D. in Computer Science) Naval Postgraduate School, Sept. 2000.Dissertation supervisors: Lundy, Bert; Xie, Geoffrey. Includes bibliographical references (p. 171-173). Also available online.
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Harrison, Michelle. "Managing France's regional languages : language policy in bilingual primary education in Alsace." Thesis, University of Liverpool, 2012. http://livrepository.liverpool.ac.uk/11315/.
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The introduction of regional language bilingual education in France dates back to the late 1960s in the private education system and to the 1980s in the public system. Before this time the extensive use of regional languages was forbidden in French schools, which served as ‘local centres for the gallicisation of France’ (Blackwood 2008, 28). France began to pursue a French-only language policy from the time of the 1789 Revolution, with Jacobin ideology proposing that to be French, one must speak French. Thus began the shaping of France into a nation-state. As the result of the official language policy that imposed French in all public domains, as well as extra-linguistic factors such as the Industrial Revolution and the two World Wars, a significant language shift occurred in France during the twentieth century, as an increasing number of parents chose not to pass on their regional language to the next generation. In light of the decline in intergenerational transmission of the regional languages, Judge (2007, 233) concludes that ‘in the short term, everything depends on education in the [regional languages]’. This thesis analyses the development of language policy in bilingual education programmes in Alsace; Spolsky’s tripartite language policy model (2004), which focuses on language management, language practices and language beliefs, will be employed. In spite of the efforts of the State to impose the French language, in Alsace the traditionally non-standard spoken regional language variety, Alsatian, continued to be used widely until the mid-twentieth century. Whilst Alsatian has been spoken, the traditional language of writing and reference has been standard German. Today Alsace is a region of north eastern France, but it has existed under the political control of Germany for prolonged periods of time in the past, changing hands between the two countries five times between the seventeenth and twentieth centuries. Since the mid-twentieth century a significant language shift away from Alsatian has occurred in the region, with estimates that over 90% spoke the language variety in 1946 in comparison with only 43% of the population in 2012 (OLCA 2012a). Regional language bilingual education programmes were introduced in Alsace in the early 1990s in the private and public education systems. In both systems the language-in-education policy supported has primarily promoted the learning of and through French and standard German. The case study that forms the central part of the thesis seeks to examine current language policy in practice. It will analyse the place of Alsatian in the modern regional language bilingual classroom and examine the language beliefs of the key actors in the bilingual education programmes (namely parents, teachers and policy-makers at regional level). Finally, it will discuss what this means for efforts to reverse the language shift in twenty-first-century Alsace.
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Mutasa, D. E. "The language policy of South Africa what do people say? /." Thesis, Connect to this title online, 2003. http://etd.unisa.ac.za/ETD-db/ETD-desc/describe?urn=etd-04132005-085827.
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Amir, Alia. "Doing Language Policy : A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes." Doctoral thesis, Linköpings universitet, Avdelningen för språk och kultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-100202.
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This study investigates foreign language classroom talk and micro-level language policy-in-process from an ethnomethodological conversation analytic perspective. The study is based on 20 hours of video recordings from 20 lessons in an English as a Foreign Language classroom (EFL) in grades 8 and 9 of an international compulsory school in Sweden between the years 2007 and 2010. The main purpose of the study is to shed light on some of the distinguishing features of how a target-language-only policy is materialised in situ in a foreign language classroom. The study demonstrates the relative ease with which teachers and pupils uphold a strict language policy in the classroom, but also the considerable interactional work that is done, by both teachers and pupils, in cases where upholding the policy becomes problematic. An interactional phenomenon which arises in such cases is language policing, where the teacher or pupils restore the policy-prescribed linguistic order. Such sequences are analysed in detail. The study increases our understanding of how language policy is lived out in practice, through interaction in the classroom.I denna studie undersöks klassrumsinteraktionen i undervisning i främmande språk och språkpolitisk praktik på mikronivå i ett etnometodologiskt och samtalsanalytiskt perspektiv. Studien bygger på 20 timmars videoinspelningar av 20 lektioner i engelska i årskurs 8 och 9 i en internationell grundskola i Sverige. Inspelningarna utfördes mellan 2007 och 2010. Studiens huvudsyfte är att belysa några särdrag i hur en målspråksexklusiv språkpolitik materialiseras in situ i undervisning i främmande språk. Studien påvisar att en sådan språkpolitik är förhållandevis enkel att upprätthålla i den dagliga interaktionen men den dokumenterar också det betydande interaktionella arbete som utförs, av både lärare och elever, i problematiska fall där språkpolitiken äventyras. Ett interaktionellt fenomen som uppträder i sådana fall är language policing, interaktiva sekvenser där lärare eller elever återupprättar den språkpolitiska ordningen. Sådana sekvenser analyseras i detalj. Denna studie bidrar till att öka vår förståelse av hur språkpolitik görs i praktiken, i den dagliga interaktionen i klassrummet.
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Maseko, Pamela. "Vocational language learning and how it relates to language policy issues." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002158.
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This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and researchers in the areas of language policy and planning.
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Mbaye, Agnes. "Evaluation of language management by the University of Limpopo." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1757.
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Thesis (M. A. (Translation Studies)) -- University of Limpopo, 2016This study is an evaluation of language management by the University of Limpopo. It is divided into six chapters which are arranged as follows: Chapter one serves to introduce the study by first giving background to the study and the research problems. The researcher’s aims and objectives as well as the research design, method used to collect and analyse data were discussed. Chapter two deals with literature review that covers the scope of Language Management Theory; the language policy in higher education; the intellectualisation of African languages; the advantages of using African languages in education; the non-implementation of language policies; and the attitudes towards the use of African languages. Chapter three discusses the methodology used in the research. The methodology used in this research is qualitative and the method used to collect data was questionnaires and interviews. Ten students and ten lecturers answered the research questionnaires and furthermore five language practitioners were also consulted for this study. Chapter four of this research compiled a sociolinguistic profile of the University of Limpopo. SWOT analysis of languages was also done to determine the strength, weaknesses, opportunities and threats of the official indigenous languages of the University of Limpopo. Chapter five presents the interpretation of results. The data from students, lecturers, and language practitioners were examined separately. SPSS version 23 was used to analyse the data collected through questionnaires and the graphs are shown in chapter four. Content analysis was used as well to analyse the data collected through interviews. And lastly, the summary of the results was presented. Chapter six presents the summary of all the chapters included in this research. It also provides the recommendations of the study.
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Rondyang, H. Wani. "The role of indigenous languages in southern Sudan : educational language policy and planning." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10007457/.
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This thesis aims to questions the language policy of Sudan's central government since independence in 1956. An investigation of the root causes of educational problems, which are seemingly linked to the current language policy, is examined throughout the thesis from Chapter 1 through 9. In specific terms, Chapter 1 foregrounds the discussion of the methods and methodology for this research purposely because the study is based, among other things, on the analysis of historical documents pertaining to events and processes of sociolinguistic significance for this study. The factors and sociolinguistic conditions behind the central government's Arabicisation policy which discourages multilingual development, relate the historical analysis in Chapter 3 to the actual language situation in the country described in Chapter 4. However, both chapters are viewed in the context of theoretical understanding of language situation within multilingualism in Chapter 2. The thesis argues that an accommodating language policy would accord a role for the indigenous Sudanese languages. By extension, it would encourage the development and promotion of those languages and cultures in an essentially linguistically and culturally diverse and multilingual country. Recommendations for such an alternative educational language policy are based on the historical and sociolinguistic findings in chapters 3 and 4 as well as in the subsequent discussions on language policy and planning proper in Chapters 5, where theoretical frameworks for examining such issues are explained, and Chapters 6 through 8, where Sudan's post-independence language policy is discussed. In the latter chapters, there is a focus on implications for language use language as a national resource for social and cultural development, both of which are examined in the light of historical and sociolinguistic information in the preceding chapters. Chapter 9 concludes the thesis by proposing an alternative educational language policy that would give a role to the nation's indigenous languages.
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McIntyre, Gayle Rose. "Native language policy and planning in Quebec." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ63831.pdf.
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Amirejibi-Mullen, Rusudan. "Language policy and national identity in Georgia." Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/2679.
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Language has been long recognised as a powerful marker of national identity, as has its role in transforming multi-ethnic societies into unified nations. Such is the case of multi-ethnic and multilingual Georgia, where language has today become a crucial factor in interethnic relations and in the Georgian nation-building process. This thesis sheds light on the nature of kartveloba (Georgianness) by examining Georgian language policy over the entire history of the nation. Despite the country’s long-standing civilisation and its established culture, Georgian statehood began to decline from the second half of the thirteenth century, until the country was eventually incorporated into the Russian empire at the beginning of the nineteenth century. Since then, there have been several attempts to instigate a ‘national revival’: 1) the cultural/linguistic movement of the nineteenth century, 2) the struggle to build a nation-state in 1918-1921, 3) the national liberation movement during the Soviet period (1921-1991), and 4) nation-state building in the post-Soviet period. All of these periods display common features with regard to language policy. After investigating language policy and identity developments in the pre-modern period, this thesis examines Georgia under Russian rule (both Tsarist and Soviet), which made the country vulnerable to ethnic conflicts, and tries to explain the violent outcomes. The thesis goes on to examine public debate of language and minority issues, as well as efforts to elaborate inclusive language and ethnic policies in contemporary Georgia. The main body of the thesis consists of six chapters. The first sets out the nature of the problem, the practical importance of this study, and its methods and structure. The second discusses the main concepts and theoretical considerations. The third traces the development of kartveloba before modern times. The fourth chapter examines the origin of modern national identity, whose main marker was the Georgian language. Chapter five analyses Soviet language policy in the wider context of the ethnic policy and analyses the nationalist aspirations of the Georgians in the twentieth century. Chapter six deals with official policies in the post-Soviet period, but also looks at language practice and attitudes among minority groups. Drawing on primary sources (such as government decrees, laws and other documents, media publications, social surveys and interviews), as well as secondary sources, it seeks to explain how Georgia has dealt with and reflected its multicultural character under different governments. It also investigates the role of language policy in the process of nation-building and makes proposals regarding ways that formulating language policy might help form civic society in Georgia.
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Jamshidifard, Saman. "English language policy and planning in Iran." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/349430/.
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Iran has been in the headlines in the recent years and decades for many socio-political reasons. Many of these involve the confrontation between Islamic revolutionary values and the foreign policies and aspirations of Western governments. Among the Iranian state’s revolutionary values there are no articulated aspirations to isolate the country from the outside world but progress and globalisation are defined within Islamic, revolutionary and nationalistic discourses and therefore the status of English as a foreign language in Iran has been controversial and questionable. Of course the English language is in demand in Iran and it is associated with globalization and progress. However, in the dominant official discourses it is often considered a threat because it incorporates Western values, allows access to these values, and could thus be deemed harmful to local cultures and identities. The two paradoxical perspectives on the English language in Iran are among the main reasons for tension and difference between top-down official policies and the bottom-up grass-roots English language learning practices of contemporary Iranian society. The state prescribes mainstream English language teaching (ELT) provision from the age of twelve, but parents who can afford private sector ELT provision encourage their children to learn English outside the limited mainstream education system. Restricted and limited mainstream ELT could therefore be seen as the English language learned by the masses, but private sector ELT remains for the privileged few. The aim of this thesis is to make a contribution to studies of language policy and planning in general and to an understanding of language policies and practices in Islamic states in particular, with a special emphasis on Iran. In principle, language policy as a sub-discipline of sociolinguistics can be studied in all communities and nation-states, including Iran, but at the same time one of the main aspirations of the thesis is the introduction of this critical field of research to a context to which it has not previously been applied.
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Lorenzin, Ivo <1993>. "Language policy concerning kanji in contemporary Japan." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12582.
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In my thesis I analyse language policy in contemporary Japan and investigate the possibilities and the limitations of a hypothetical script reform in favour of the abolition of kanji (logographic characters originally imported from China) from modern Japanese everyday writing style.
After a brief insight on the topic of script, script evolution and script reform in a broad sense and in the specific case of Japan, I focus on the factors pressuring change to the existing language policy, such as the international role of Japan in the era of globalisation and the way in which contemporary technology has drastically affected writing habits over the past 40 years.
I then move over to analysing the reasons for which public opinion is still reluctant towards such change, focusing mainly on the underlying Japanese nationalist and linguistic ideology supporting the cultural status of kanji and on the allegations generally adduced to defend such status.
I attempt in this work to investigate whether the diglossic situation experienced in Japan in the discrepancy between written and spoken registers is a hindrance to script reform and I explore the further question of which script, namely the Latin alphabet or the kana syllabaries, would best suit the Japanese language if kanji were to be abolished, including findings of a survey I conducted on the topic with a small group of native speakers.
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Tang, Wing-yu Mary. "Language policies, national development and the role of English in post-colonial Malaysia, Singapore and Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2116177X.
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Liando, Nihta V. F. "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.
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Blaser, Thomas. "Official language policy in Canada and Switzerland : language survival and political stability." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31091.
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The official language policies and their basic concepts, the principle of personality in Canada and the principle of territoriality in Switzerland, are critically analyzed. The two democratic federations are compared as two multination states since 'nation' is defined in cultural terms. Language survival is justified in liberal theory through minority rights. The principle of territoriality that assures the dominance of the linguistic majority over a territory within the federation is in accordance with liberal democracy if fundamental rights are protected. The principle of territoriality contributes thus to political stability within a multination federation. There is no movement in Switzerland that is fed by a language-based grievance despite the existence of three linguistic minorities: Switzerland accommodates successfully linguistic diversity. In Canada, the perception that the survival of the French language might not be sustained fuels a secessionist movement threatening the unity of the federation.
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Fleming, Douglas. "Becoming Canadian : Punjabi ESL learners, national language policy and the Canadian language benchmarks." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31080.
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Drawing on the voices of Punjabi-speaking immigrants enrolled in a government-sponsored ESL program, this study sheds light on how a contemporary sample of adult ESL learners are constructing new national identities in the context of the challenges associated with coming to Canada. In particular, it traces how the common threads among their conceptions of citizenship compare to those embedded within national ESL assessment and curriculum documents and illuminates how these documents construct and position idealized conceptions of second language learners. As this study establishes in some detail, there are significant gaps between the principal national assessment and curriculum documents used in this context and the views expressed by the learners polled in this study.
Based on this research, the author outlines the implications associated with second language citizenship education in terms of research priorities, national curriculum development, and pedagogical treatment options. In addition, three specific recommendations are made in regards to curriculum content: that citizenship content be made more explicit within our national curriculum and assessment documents; that this content emphasize positive representations of learners in our curriculum documents as being active and socially-integrated; and that this content be centered on the legalistic aspects of citizenship and avoid the use of singular normative cultural standards.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Kaveh, Yalda M. "Unspoken Dialogues Between Educational and Family Language Policies: Children as Language Policy Agents." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108025.
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Thesis advisor: María Estela BriskLinguistic assimilation has been historically regarded as a cornerstone for nationalistic sentiments in the United States. Schools have been utilized as influential filtering sites where non-English languages are marginalized, and then assimilated into the dominant American English ways of languaging (Crawford, 1992; Flores, 2014; Heath, 1976; Nieto, 1999; Wiley & García, 2016). Drawing on theories of language policy (Spolsky, 2004) and governmentality (Foucault, 1991), this dissertation examined the links between family language policies and educational language policies at two public elementary schools in the state of Massachusetts during its final year of enforcing an English-only educational policy (Chapter 71A of Massachusetts General Laws). The participants were four fourth grade children, four parents, and eight school staff at two public elementary schools in two different districts (one urban and one suburban). The families spoke Cape Verdean Creole, Mandarin, Portuguese, and Spanish as their heritage languages. The study was designed as a qualitative multiple case study to conduct a multi-sited analysis of language policy. The data for the case studies were collected through surveys of parents, language logs filled by the children, interviews with the children, the parents, and the school staff, as well as weeklong school observations of each child. The units of analysis were family and school as two main language policy contexts the children regularly navigated. Qualitative thematic analysis was used to analyze the data (Braun & Clarke, 2006). The findings indicated that although the families and the schools seemed to appreciate bilingualism, they were still strongly influenced by the historical monoglossic ideologies of the society that convinced them to eventually conform to English in the name of ensuring success for the children. These ideologies were communicated between schools and families as “unspoken dialogues” through children who navigated language policies in both contexts. The findings highlight implications for teacher preparation, curriculum development, language policy research on schools and families, and educational language policies that impact children of immigrants
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Heim, Darian. "Migrant tongues: justice, language policy, and the family." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/396170.
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How do migration receiving states justify that newcomers to their territory have to learn
the local language? In addressing four kinds of justifications, this thesis introduces the
novel perspective of family life and migrant languages in the debate on multiculturalism
and concludes that only minimal “thin” rather than extensive “thick” demands of integration
are warranted. First, immigrants' children have a standing interest in their mother
tongue in virtue of their interest in a well-functioning family. Second, multilingualism is
beneficial and receiving states have an interest in integrating migrant tongues into their
policies. Third, prior history on a territory does not provide and adequate justification
for the asymmetric treatment of national and immigrant groups. Fourth, the claim that
immigrants arrive voluntarily and hence accept to integrate in the receiving states only
holds if they have sufficient alternatives. In a world of global inequalities, however, this
is not the case.Com es justifica el fet que els immigrants hagin d'aprendre la llengua nacional del país receptor? Aquesta tesi tracta i analitza quatre aspectes relacionats amb aquesta qüestió i introdueix la perspectiva de la vida familiar i la llengua dels immigrants en el debat del multiculturalisme. La conclusió que s'extreu es que no es pot exigir als nouvinguts un màxim d'integració a nivell lingüístic. En primer lloc, els fills dels immigrants tenen l'interès de preservar el seu idioma matern, per a un millor funcionament en el si familiar. En segon lloc, el multilingüisme és beneficiós, per tant, els estats receptors haurien de considerar les llengües dels immigrants en les seves polítiques lingüístiques. En tercer lloc, el fet que el grup nacional tingui una història més llarga sobre el seu terrirori, en comparació amb grups d'immigrants més recents, no justifica un tractament assimètric. Per últim, l'argument que els immigrants que deixen el seu país de manera voluntària acceptin d'integrar-se al país nou, només té vigència si els immigrants tenen suficients alternatives. Fet que en el món desigual on vivim, no es dóna freqüentment.
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Kan, Mei, and 簡微. "Does Hong Kong have a language policy tradition?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B42575734.
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Wilson, Paige C. "The Policy and Politics of Second Language Teaching." Ohio University Art and Sciences Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1556284044333655.
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Maponopono, Naledi. "Analysis of language policy implementation in basic education." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33786.
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The South African society is plagued with a “complex and fascinating landscape of multilingualism that comprises of eleven official languages post the apartheid era” (Pluddeman et al, 2004: 13-14). The apartheid era saw only “English and Afrikaans recognised as languages of official status across the nation even though indigenous languages existed in the country” (Cakata & Segalo, 2017). The post-apartheid era which commenced in 1994 have been years in which extensive political negotiation and transition have been occurring which have encompassed establishing constitutional rights for indigenous languages in the South African dispensation. This included the choice for “indigenous languages to uses as languages of learning and teaching (LoLT) and being offered as subjects at schools” (Pluddeman et al, 2004: 13, 14). The aim of this study is to focus on language policy implementation practices in basic education with particular reference to a primary school in Western Cape, City of Cape Town as a case study. It seeks to observe the language practices within the school in order to assess the various patterns of implementation and contribute to scholarly debate pertaining to policy implementation across disciplines. The study will analyse the language policy planning in South Africa at large using Ruiz's (1984) three orientations to language planning: language as a problem, language as a resource and language as a right. It seeks to observe the language practices within the school in order to assess the various patterns of implementation and contribute to scholarly debate pertaining to policy implementation across disciplines. The findings of this study aim to assist language planners in developing a language policy framework in basic education which includes strong monitoring and evaluation systems to alleviate problems at the implementation stage of language policies.
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Sunuodula, Mamtimyn. "Multilingualism, language policy and negotiation of Uyghur identity." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11528/.
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This research investigates the dynamics of interaction between multilingual ideologies and practices of the Uyghurs and China’s language policies pertaining to Uyghur, Mandarin Chinese and English languages, situating it within the social and historical contexts of Xinjiang. Focus of the research is on the predicament of Uyghurs as social agents as they engage in linguistic practices in a rapidly changing linguistic landscape. Primary objectives of the research are to uncover the ways in which: a) the language ideologies and practices of the Uyghurs are discursively shaped; b) the dynamic interaction between the state language policies and the Uyghur language ideologies and practices; c) the effect that language has on the social relations of symbolic and material power in the wider society. The research adopts a mixed methods approach, integrating ethnographic qualitative case studies with online ethnography, documentary analysis and quantitative questionnaire research, in order to gain a more balanced view. The qualitative data is analysed using the poststructuralist theoretical framework of language, identity and power, drawing on the works of Pierre Bourdieu, Judith Butler and Michel Foucault, as well as poststructuralist theories of second language learning and identity. The analysis of qualitative data is supported by quantitative analysis of the questionnaire data. The research concludes that Uyghur language ideology and practices are socially and historically embedded and discursively constructed in social interaction and shape the ways in which Uyghurs experience and make sense of the world. The changes in state language policies in recent years promoting Mandarin Chinese oracy and literacy among the Uyghurs have negatively impacted on the symbolic and material value of Uyghur language in public domain and widened the imbalance of power. Meanwhile, the promotion of English and rise of its material and symbolic value in Chinese society has made strong impact on the Uyghur youth and provided them with an opportunity to shift the balance of symbolic relations of power in their favour.
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Kan, Mei. "Does Hong Kong have a language policy tradition?" Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B42575734.
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Guven, Ahmet. "Speeding up a path-based policy language compiler." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FGuven.pdf.
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Dardis, Leah M., and Leah M. Dardis. "Language Orientations and Leadership Amidst Arizona's Restrictive Language Policies." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624316.
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This critical case study examines elementary school principals' perceptions of language and how those perceptions influence educational opportunities (i.e. curriculum and instruction) provided for English language learners in Southern Arizona elementary schools in two school districts. These schools have an above state average population of second language learners, high levels of student achievement according to the state letter grade and the four-hour English Language Development (ELD) block. This study draws heavily on the notion of language orientations as a conceptual model as proposed by Richard Ruiz (1984, 1994) to better comprehend the complexity of the bilingual education debate, however in this study, the focus is the four-hour ELD block from Arizona’s law ARS 15-752—English Language Education Law. Implications from the research indicate that there is limited principal mediation and inconsistent curriculum and instruction for English Language Learners in the four-hour ELD block. Recommendations for school leadership call for continued professional development on effective second language acquisition practices that are research based and not district initiated, resistance to the alternative language program and advocacy for ELLs.
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Woodford, Bettina J. "With forked tongues : linguistic ideologies and language choices among Castilian speakers in Barcelona /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/8209.
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Stacey, Bibi. "Can minority languages survive around English? : An investigation into family language policy in the UK." Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144461.
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Family language policy (FLP) focusses on how languages are dealt with within the home; typically how languages are used and how they are maintained or promoted by family members. The present study investigates families living in the UK, where one parent is a native English speaker, and the other a native speaker of another language, the minority language. By use of a mixed-methods design, utilising questionnaires, interviews and logs, this paper answers the questions: what are the reported language practices of children and parents in bi- or multilingual families, what ideologies about FLP do parents in these families possess and what strategies do families reportedly employ in their homes. Through a nexus analysis approach, the paper establishes connections between the historical bodies, the interaction orders and the DIP of the families in order to account for their language behaviours in the home. The nexus analysis suggests that although parents show positive attitudes towards minority language use, it is the macro-level societal factors that are most powerful in determining language use within the home. That is, space plays an important role in choice of language practices. This finding suggests that children need more minority language exposure outside the home, therefore this paper suggests that the UK government could promote and encourage minority language maintenance through the implementation of language policy.
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Love, Susan. "French and Tây Bò̂i in Vietnam : a study of language policy, practice and perceptions /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ARM/09arml897.pdf.
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Rikhotso, A. M. "Language policy and language use in South African Social Security Agency (SASSA),Limpopo Province." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1231.
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Thesis (M.A. (Linguistics)) --University of Limpopo, 2015This study is a qualitative descriptive study which analyses the words that the respondents used to provide their answers. The study is on language policy which should be available in each institution and it must also be implemented. Questionnaire and interviews were used to collect data. The questionnaires were distributed to the officials of SASSA and the beneficiaries were interviewed in all six languages that are found in Limpopo province. Data was presented and interpreted in this study. The SPSS software has been used as it does not consume time in analysing data. The main issue was to get the opinions that the officials and beneficiaries has on the absence of language policy in SASSA. The importance of language policy is to control on how language should be used in a particular institution. Language unit are responsible for establishing language policy as they will find facts on how many languages are used by the beneficiaries, how many speakers of each language, within the particular geographical area. When language policy has been established, it has to be implemented to start working. Most institutions have language policy for submission to the government but it cannot be implemented as they mention impossible statements which cannot be implemented. When institutions establish language policy for submission they tend to make vague declarations which are impossible to implement. They are just statements which are kept in offices but are never used.
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Dharmaputra, Garnasih Aseanti. "Language Policy, Ideology and Language Attitudes: A Study of Indonesian Parents and their Choice of Language in the Home." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20291.
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This study is driven by my curiosity about Indonesian parents’ use of English, a foreign language in Indonesia, to raise children. It led me to ask why this seems like normal practice and why parents seem to have little attachment to Indonesian although they grew up speaking the language. Previous studies have focused, among others, on how Indonesian children navigated their identity as cosmopolites and how English language schools applied the national education policy. Meanwhile parents’ choice of home language has received little attention. This study fills the gap in the literature by focusing on the ideology of raising children in the school language. I draw on Bourdieu’s concept of habitus to explain the motivations behind the parents’ use of English. I discuss the impact of language policies during the Dutch and Japanese occupations, the New Order and post-New Order periods, on parents’ language attitudes and argue that the ideology of raising children in the school language is inculcated within more than one generation. In every generation, parents use the school language in the home, respectively, Dutch, Indonesian and English, reflecting the assumption that language is a tool for economic advancement. The study uses a combined quantitative and qualitative methodology, involving questionnaire and video/audio recordings of parent-children interactions. The participants consist of upper-middle class parents who send their children to English language schools. The findings show that most parents speak a mixture of Indonesian and English, which suggests that they still value Indonesian as the family language, but use English to support their children’s schooling. I show that parents’ attitudes reflect the ideology of language inculcated through language policy and implemented through education, which promotes the school language as a tool for achieving better social standing. Parents who want their children to succeed thus deem that English language schools are the best option for their children. This study contributes to the understanding of the role of English in the Indonesian education system and the impact of language policy on language attitudes. By focusing on Indonesia, it provides an example of the process involved in the dissemination of the language through the education system.
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Suwarno, Bambang. "Indonesian language policy and the views of language teachers in Yogyakarta: Implications for action." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/119.
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This study critically examined Indonesian language policy and planning (ILPP) together with the views of Javanese language teachers of the impact of ILPP on heritage languages and the implications for policy review. It was found that ILPP might not be effective to stem language shift or be congruent with the Indonesian Constitution. Models were conceived for policy revision, one from the teachers’ views while another from language policy theory and Indian language policy.
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Husain, Jyoti. "Language policy in adult education : the process and progress of policy in relation to students who speak English as a second language." Thesis, University of Reading, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334049.
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Lo, Bianco Joseph. "Officialising language : a discourse study of language politics in the United States." View thesis entry in Australian Digital Theses Program, 2001. http://thesis.anu.edu.au/public/adt-ANU20020902.101758/index.html.
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Hutchinson, Kenneth John. "Second Language Capability in the Army Linguist Community." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6219.
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Developing the ability to understand one's adversary is a critical task for any professional in the military. In the army, this understanding is partially realized through a second language capability. This study involved quantifying results from different sites and methods of second language training for army linguists, using proficiency scores measured by the Defense Language Proficiency Test to determine if quantitative differences between methods of instruction existed. The hypothesis that trainees at Site 1 achieved significantly higher proficiency levels than trainees at Site 2 was used as the primary building block for this research. The objective of this study was to aid leaders in the linguist community in making evidence-based policy decisions. Social representation theory was used as the theoretical framework for understanding the norms and beliefs formed by the subgroups of linguists within the target population who were beneficiaries of the different methods of second language training. Secondary data were obtained through a Freedom of Information Act request to the major army command used as the target population for the study. The study found no significant difference between the language training sites as measured by the posttraining Defense Language Proficiency Test. Further study recommendations consist of investigating qualitative aspects of second language training. The primary social change impact of this research for the army linguist community may reside in the study's promotion of the best use of resources. To fulfill the national security role presented to the army, the most effective and efficient methods of second language training must be used.
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Brooksbank, Joselyn. "Family Language Policy: Parental Discourse Strategies and Child Responses." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36128.
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Using transcribed data from six Spanish-English bilingual children (1;8 to 3;3) from the Perez corpus in the CHILDES database, this thesis examines Parental Discourse Strategies (PDS) used to influence child language use in a minority language context (Spanish in the United States). PDS (Lanza, 1992; 1997) are situated within a language socialization framework (Ochs & Schieffelin, 2011) and can be viewed as part of the emerging field of family language policy (King & Fogle, 2013; Schwartz, 2010). This study looked at the overall language use, including the frequency and complexity, of English, Spanish, and mixed utterances by each parent and child in the corpus. The presence and rate of use of the PDS was calculated, as well as their successfulness in encouraging the children to use the minority language, as measured by the language of response to each PDS found. These strategies have been placed on a monolingual to bilingual continuum (Lanza, 1992) based on their expected success in influencing a child to use the language preferred by their parent. Results from a descriptive quantitative analysis of the data at the group and individual levels generally support the Parental Discourse Hypothesis, that is, the claim that certain strategies are more effective than others. Interestingly, it was found that the more successful strategies were used less frequently by the parents, while the less successful ones were more common. This apparent contradiction can be explained by conflicting pressure on parents to promote minority language use while also keeping fluid communication and preserving family harmony. This is discussed and further supported by some qualitative observations of child responses within discourse samples, highlighting children’s role as agents capable of negotiating their own linguistic socialization.
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Schlaak, Claudia. "Island language policy and regional identity east of Africa." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6313/.
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Since 2011 the Comorian Island of Mayotte has been France’s 101st département, thereby becoming part of the European Union. As a result, France has consolidated and strengthened its strategic position in the Indian Ocean.
With the change of political status in 2011, new developments have occurred in Mayotte. It is still unclear whether the expected economic boom, extensive social benefits or injection of EU regional funds can help to alleviate poverty and raise living standards. There is concern, however, that massive immigration to Mayotte from the surrounding territories is diminishing any progress and will continue to do so. Not only France but also the EU will have to adapt to new immigration problems due to this new external border.
In this situation one thing is clear: the language contact between French and the local languages, which is the result of political developments, is leading to new dynamics. The diglossic situation east of Africa, between French as the dominant language and local languages like Shimaoré or Shibushi spoken in Mayotte will become more marked in the next few years.
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Alsiyami, Aeshah Abdulkarim Dammad. "A policy language definition for provenance in pervasive computing." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39401/.
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Recent advances in computing technology have led to the paradigm of pervasive computing, which provides a means of simplifying daily life by integrating information processing into the everyday physical world. Pervasive computing draws its power from knowing the surroundings and creates an environment which combines computing and communication capabilities. Sensors that provide high-resolution spatial and instant measurement are most commonly used for forecasting, monitoring and real-time environmental modelling. Sensor data generated by a sensor network depends on several influences, such as the configuration and location of the sensors or the processing performed on the raw measurements. Storing sufficient metadata that gives meaning to the recorded observation is important in order to draw accurate conclusions or to enhance the reliability of the result dataset that uses this automatically collected data. This kind of metadata is called provenance data, as the origin of the data and the process by which it arrived from its origin are recorded. Provenance is still an exploratory field in pervasive computing and many open research questions are yet to emerge. The context information and the different characteristics of the pervasive environment call for different approaches to a provenance support system. This work implements a policy language definition that specifies the collecting model for provenance management systems and addresses the challenges that arise with stream data and sensor environments. The structure graph of the proposed model is mapped to the Open Provenance Model in order to facilitating the sharing of provenance data and interoperability with other systems. As provenance security has been recognized as one of the most important components in any provenance system, an access control language has been developed that is tailored to support the special requirements of provenance: fine-grained polices, privacy policies and preferences. Experimental evaluation findings show a reasonable overhead for provenance collecting and a reasonable time for provenance query performance, while a numerical analysis was used to evaluate the storage overhead.
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Li, William (William Pui Lum). "Language technologies for understanding law, politics, and public policy." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/103673.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 205-209).
This thesis focuses on the development of machine learning and natural language processing methods and their application to large, text-based open government datasets. We focus on models that uncover patterns and insights by inferring the origins of legal and political texts, with a particular emphasis on identifying text reuse and text similarity in these document collections. First, we present an authorship attribution model on unsigned U.S. Supreme Court opinions, offering insights into the authorship of important cases and the dynamics of Supreme Court decision-making. Second, we apply software engineering metrics to analyze the complexity of the United States Code of Laws, thereby illustrating the structure and evolution of the U.S. Code over the past century. Third, we trace policy trajectories of legislative bills in the United States Congress, enabling us to visualize the contents of four key bills during the Financial Crisis. These applications on diverse open government datasets reveal that text reuse occurs widely in legal and political texts: similar ideas often repeat in the same corpus, different historical versions of documents are usually quite similar, or legitimate reasons for copying or borrowing text may exist. Motivated by this observation, we present a novel statistical text model, Probabilistic Text Reuse (PTR), for finding repeated passages of text in large document collections. We illustrate the utility of PTR by finding template ideas, less-common voices, and insights into document structure in a large collection of public comments on regulations proposed by the U.S. Federal Communications Commission (FCC) on net neutrality. These techniques aim to help citizens better understand political processes and help governments better understand political speech.
by William P. Li.
Ph. D.
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Burgess, E. A. "Investigating current language policy in Alicante : a case study." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3006986/.
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This thesis provides an assessment of language policy (Spolsky, 2004) in Alicante, one of three provinces in the Valencian Community in the south east of Spain. The Valencian Community was founded in 1982 during Spain’s transition to democracy. Its Statute of Autonomy (Corts Valencianes, 1982), which was created in the same year, declares Castilian (the language of the state) and Valencian (a geographic variety of Catalan) as co-official in the autonomous community. Prior to this, Franco’s regime (1939-1975) had prohibited the public use of regional varieties such as Valencian. Yet, whilst the two languages now share equal official status, there is disparity between official language statements and de facto language policy (Shohamy, 2006). This project contributes to the growing research areas of language policy and language revitalisation. The findings of this study are positioned in the context of Catalan-speaking territories, Spain, and the wider European setting. This thesis provides a localised view of language policy in Alicante and uncovers the complexity of the current sociolinguistic setting. In order to present such a nuanced view of local language policy, this project draws upon qualitative and quantitative data collected during the administration of fieldwork questionnaires in 2014 in the towns of Sant Vicent del Raspeig and La Vila Joiosa. Both towns are in the province of Alicante; Sant Vicent del Raspeig is in the comarca (county) of L’Alacantí whilst La Vila Joiosa is in La Marina Baixa. This thesis examines a number of themes that emerged from the data, including the evolution of the composition of linguistic repertoires and the perception and construction of Valencian identities. This project also discusses the closure of the Valencian public broadcaster Ràdio Televisió Valenciana (RTVV) and examines how external factors, in addition to internal components, contribute to language policy. Data revealed that there is not one clearly identifiable language policy in Alicante; rather multiple layers of language practices, language management and language beliefs operate and intersect at various levels to contribute to a complex local language policy. This complexity is due in part to the social, linguistic, cultural and historical change experienced since the transition to democracy. Of particular significance is the increased access to Valencian which has resulted from the introduction of language legislation and the inclusion of Valencian in the education system (Blas Arroyo, 2002). As such, more language users are able to acquire standard Valencian, and its surrounding ideologies (Milroy, 2001; 2007), and also literacy. Consequently, language policy continues to evolve to reflect such changes as more language users are exposed to Valencian. However, data suggest that previous conditions and consolidated ideologies inherited from the past also continue to be influential and contribute to current language policy. This range of language practices, management and beliefs informs a complex and dynamic language policy. This project presents the case of language policy in Alicante and contributes to current research in Hispanic Studies and Sociolinguistics. The findings of this study further our understanding of language policy and its development in response to changing sociolinguistic conditions, such as increased access to minority languages in the present European context as a result of language revitalisation efforts. The findings presented here should encourage further research and debate, not only in the context of Spain, but also in other European contexts where a minority language has undergone language revitalisation, which has resulted in a change to traditional sociolinguistic order.
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Maram, Almansour Maram. "Researching foreign language planning and policy in Saudi Arabia." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/9978/.
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My study aims to explore foreign language planning and policy in Saudi schools, by examining the influences on foreign language planning and policy in the country (e.g. the government). Also, by examining the effects of foreign language planning and policy on Saudi schools, students and community. A theoretical framework of foreign language planning (FLP), which is based on Cooper’s (1989) “language as decision making” framework, will be employed in the study to support the data analysis process. Data will be gathered using qualitative questionnaires, focus groups as well as semi-structured interviews, and analysed using aspects of Charmaz’s (2006) constructive grounded theory.
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Fumba, Zamumzi Norman. "Development of a language policy in a rural school." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1007798.
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The study was undertaken to observe and participate in the process and development of a language policy for a rural secondary school in Peddie in the Eastern Cape. This was done in collaboration with parents, learners, and teachers. The researcher acted as a researcher, facilitator and learner in the process that Iead to the final product. Twenty four learners were selected from Grade 8 to Grade 10. These learners formed three focus groups. A questionnaire and lesson observation were used to establish what was taking place in the school with regard to language practices and preferences by learners, teachers and parents. Lesson observations were recorded by a tape recorder. Outcomes are that Xhosa is the dominant language to which the learners are exposed. They only have the exposure to 'chunks' of English in class and when they read magazines, newspapers and listening to radio and TV. Teachers code switch. This is supported by both learners and their parents. Parents want their children to improve performance by being taught in the medium of a language they understand well enough. The study shows different perceptions about the language that should be used as LOLT. Parents in the study favour English as LOLT, while parents in general favour Xhosa. This view is also held by both teachers and learners. At a conscious level when teachers and learners talk about the language to be used as LOLT, they favour English, but when they are faced with the reality of the class they are ambivalent, hence they code switch. The study finally reports on the divergent views of the parents, on one hand, and those of the teachers and the learners on the other hand. The divergence will be resolved in a workshop, part of the broader process of school language policy research, which is beyond the scope of the research reported in the thesis. The final product, in the form of the school language policy, will then be drafted for presentation to the School Governing Body (SGB) for ratification and writing up process.
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Morris, Jeffery Thomas. "Risk, Language, and Power: The Nanotechnology Environmental Policy Case." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/29195.
Full textAbstract:
In this dissertation I explore discourse around the environmental risks of nanotechnology, and through this study of nanotechnology make the case that the dominance in risk discourse of regulatory science is limiting policy debate on environmental risks, and that specific initiatives should be undertaken to broaden debate not just on nanotechnology, but generally on the risks of new technologies. I argue that the treatment of environmental risk in public policy debates has failed for industrial chemicals, is failing for nanotechnology, and most certainly will fail for synthetic biology and other new technologies unless we change how we describe the impacts to people and other living things from the development and deployment of technology. However, I also contend that the nanotechnology case provides reason for optimism that risk can be given different, and better, treatment in environmental policy debates. I propose specific policy initiatives to advance a richer discourse around the environmental implications of emerging technologies. Evidence of enriched environmental policy debates would be a decentering of language concerning risk by developing within discourse language and practice directed toward enriching the human and environmental condition.Ph. D.