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1
Skutnabb-Kangas, Tove. "Linguistic Diversity, Language Rights And Language Ecology." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 14–58. http://dx.doi.org/10.2478/sm-2018-0011.
Повний текст джерелаАнотація:
Summary Aiming at the maintenance of biodiversity and healthy ecosystem in the world – vital issues of the 21st century – it is important to preserve linguistic diversity and prevent the increasing language endangerment, thus ensuring the support of linguistic human rights. The author presents a comprehensive explanation of the key terms related to linguistic diversity and language ecology and investigates if educational language rights in international and regional Charters/Conventions support the maintenance of indigenous, tribal and minority languages (the world’s linguistic diversity), thus preventing language endangerment. The answer is that most educational systems in the word today support linguistic genocide in relation to indigenous, tribal and minority children’s language rights, by providing subtractive education as capability deprivation (according to Amartya Sen), which leads to poverty and violation of human rights in general. The author also argues why linguistic diversity and language rights are important for the maintenance of biodiversity and thus a healthy ecosystem.
2
Isern, Neus, and Joaquim Fort. "Language extinction and linguistic fronts." Journal of The Royal Society Interface 11, no. 94 (May 6, 2014): 20140028. http://dx.doi.org/10.1098/rsif.2014.0028.
Повний текст джерелаАнотація:
Language diversity has become greatly endangered in the past centuries owing to processes of language shift from indigenous languages to other languages that are seen as socially and economically more advantageous, resulting in the death or doom of minority languages. In this paper, we define a new language competition model that can describe the historical decline of minority languages in competition with more advantageous languages. We then implement this non-spatial model as an interaction term in a reaction–diffusion system to model the evolution of the two competing languages. We use the results to estimate the speed at which the more advantageous language spreads geographically, resulting in the shrinkage of the area of dominance of the minority language. We compare the results from our model with the observed retreat in the area of influence of the Welsh language in the UK, obtaining a good agreement between the model and the observed data.
3
Owojecho, Francis. "Implementation Challenges of National Language Policy in Nigeria: The Roles of the Indigenous Languages." International Journal of Language and Literary Studies 2, no. 1 (March 31, 2020): 270–79. http://dx.doi.org/10.36892/ijlls.v2i1.183.
Повний текст джерелаАнотація:
The administration and maintenance of linguistic plurality and multilingualism in Nigeria seem to come with a lot of challenges, given a setting within which English is still being assigned dominant functional roles. Language policy which is a deliberate effort to mandate specific language behaviours in particular contexts is characterized by many obvious implementation defects in Nigeria. Such defects revolve around lack of decisive policy guidelines being implemented about language development and allocation, language use, language rights, and a host of other important issues. This paper examines the detrimental effects that poor implementation of national language policy initiatives in Nigeria has had on the development and survival of indigenous languages in the immediate past. It reveals the unhealthy attitude of many Nigerians elite groups towards the sustainability of indigenous languages, the inability of successive government to select a single viable national language from the indigenous languages, non-codification of many minority languages, and inadequate definition of roles for indigenous languages in governance. The study found that the lack of adequate implementation of the language policy initiatives has given prominence to English which is consequently endangering the indigenous languages in Nigeria.
4
WASSERMAN, HERMAN. "Between the Local and the Global: South African Languages and the Internet." African and Asian Studies 1, no. 4 (2002): 303–21. http://dx.doi.org/10.1163/156921002x00042.
Повний текст джерелаАнотація:
ABSTRACT This article addresses some of the potential of the Internet in building a new South African nationhood, especially through language. However, before the Internet can really promote multilingualism and multiculturalism in South Africa, the severe inequalities that mark access to the medium need to be overcome, possibly by sharing resources between minority languages, of which Afrikaans is economically in the strongest position. Within the globalised world order, English is at the top of the hierarchy of dominance. It is the most commonly spoken second language and the lingua franca in the international business, media, scientific and academic worlds. While some welcome English as a means of communication with the potential of overcoming the global tower of Babel, others argue that minority languages might become threatened by 'language death'. For instrumental purposes, English has become the lingua franca in South African public life. While this means that the use of Afrikaans has been dramatically scaled down to occupy the position of a minority language, the other nine indigenous languages are at an even bigger disadvantage. Probably the greatest barrier in the way of indigenous languages gaining a presence on the Internet remains the problem that has come to be known as the digital divide. Access to the Internet is still marred by severe inequalities.
5
McKay, Graham R. "Policy and Indigenous languages in Australia." Australian Review of Applied Linguistics 34, no. 3 (January 1, 2011): 297–319. http://dx.doi.org/10.1075/aral.34.3.03mck.
Повний текст джерелаАнотація:
The use of Indigenous languages has been declining over the period of non-Aboriginal settlement in Australia as a result of repressive policies, both explicit and implicit. The National Policy on Languages (Lo Bianco, 1987) was the high point of language policy in Australia, given its national scope and status and its attempt to encompass all aspects of language use. Indigenous languages received significant recognition as an important social and cultural resource in this policy, but subsequent national policy developments moved via a focus on economic utility to an almost exclusive emphasis on English, exacerbated by a focus on national literacy standards. This is exemplified in the Northern Territory’s treatment of Indigenous bilingual education programs. Over recent years there have been hopeful signs in various states of policy developments supportive of Indigenous languages and in 2009 the Commonwealth Government introduced a new National Indigenous Languages Policy and a plan for a national curriculum in languages. Support for Indigenous languages remains fragmentary, however, and very much subservient to the dominant rhetoric about the need for English skills, while at the same time ignoring research that shows the importance of Indigenous and minority languages for social well-being and for developing English language skills.
6
DOCHU, A. R. "CODIFICATION OF THE CRIMEAN TATAR LANGUAGE: THE EXPERIENCE OF THE ENDANGERED LANGUAGES OF EUROPE AND THE WORLD." Movoznavstvo 323, no. 2 (May 10, 2022): 63–69. http://dx.doi.org/10.33190/0027-2833-323-2022-2-004.
Повний текст джерелаАнотація:
The article is devoted to the codification of the Crimean Tatar language on the example of the endangered languages of Europe and the world. The problem of codification of the codification of the Crimean Tatar language, in particular the normalization of the alphabet and the return to Latin script, requires the adoption of a number of laws and regulations at the national legislative level, as the success of codification depends not only on community perception but also state support. The issue of the preservation and development of endangered languages can be addressed not only at the national level, but also regionally and internationally. Thus, at the European regional level, the Council of Europe has adopted «The European Charter for Regional or Minority Languages», which sets out the principles for the protection of regional and minority languages, including endangered languages. At the international legislative level, the UN Declaration on the Rights of Indigenous Peoples regulates the protection and support of indigenous languages. In particular, for the Crimean Tatar language, it is advisable to take into account the experience in supporting and protecting the indigenous languages of Europe or the world (in Finland and Norway «The Sámi Language Act», Mexico’s General Law on the Linguistic Rights of Indigenous Peoples (2003), «The Welsh Language Act» (1993). It will be appropriate to choose a framework linguistic academy or commission on language and spelling, which would professionally address language issues, including codification, transition to the Latin alphabet, Crimean Tatar spelling, lexicographic and terminological codification, etc. The attention should also be paid to the experience of language codification via the Internet, mass media or YouTube channels, where forums gather to discuss language issues, standardization of certain norms, as wells as the Ukrainian experience in codification of Romani in the Council of Europe project
7
Yagmur, Kutlay. "The concept of minority/minorities in the European national and supranational EU discourse." Multilingua 38, no. 2 (March 26, 2019): 213–29. http://dx.doi.org/10.1515/multi-2018-0063.
Повний текст джерелаАнотація:
Abstract European discourse on linguistic minorities reflect the construction of inter-ethnic boundaries between national (such as Dutch or French), indigenous minorities (such as Basque, Catalan or Frisian), and immigrant minorities (Arabic, Berber or Turkish). In the European public discourse on immigrant minority groups, two major characteristics emerge: immigrant minority groups are often referred to as foreigners (étrangers, Ausländer) and as being in need of integration. It is common practice to refer to immigrant minority groups in terms of non-national residents and to their languages in terms of non-territorial, non-regional, non-indigenous, or non-European languages. This conceptual exclusion rather than inclusion in the European public discourse derives from a restrictive interpretation of the notions of citizenship and nationality. Based on the empirical evidence derived from Language Rich Europe project, a phenomenological perspective on ethnic minorities and inter-ethnic boundary construction will be presented in this paper.
8
Hemphill, Christy, and Aaron Hemphill. "Maximizing Scalability in Literacy Game App Design for Minority Languages." International Journal of Technology in Education 4, no. 4 (October 1, 2021): 668–80. http://dx.doi.org/10.46328/ijte.138.
Повний текст джерелаАнотація:
Minority language communities lack access to educational technology that facilitates literacy skill building. The approach currently taken by most educational game app developers privileges widely spoken languages and often requires intensive resource investment. In response, a new game app was designed to provide easily localized, pedagogically appropriate games for literacy skill building. Scalability to multiple minority languages was possible through a programming design based on language packs that could be compiled by local implementation teams without specialized technical skills and without significant resource investment. We describe the scalability issues encountered when localizing the app for the initial ten minority language pilot groups and how a language-neutral app design that relies on language packs to specify language-specific content and parameters can adequately address these issues. When it comes to meeting the demands of growing education technology markets in underserved Indigenous and minority communities, localizing an app initially designed for maximum scalability is more feasible than investing significant resources converting apps custom designed for one language into new languages.
9
Darquennes, Jeroen. "Language policy and planning in indigenous language minority settings in the EU." Revue française de linguistique appliquée XVIII, no. 2 (2013): 103. http://dx.doi.org/10.3917/rfla.182.0103.
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10
Kelly, Barbara F., Evan Kidd, and Gillian Wigglesworth. "Indigenous children’s language: Acquisition, preservation and evolution of language in minority contexts." First Language 35, no. 4-5 (October 2015): 279–85. http://dx.doi.org/10.1177/0142723715618056.
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11
Vincze, Veronika, Ágoston Nagy, Csilla Horváth, Norbert Szilágyi, István Kozmács, Edit Bogár, and Anna Fenyvesi. "FinUgRevita: Developing Language Technology Tools for Udmurt and Mansi." Septentrio Conference Series, no. 2 (June 17, 2015): 108. http://dx.doi.org/10.7557/5.3473.
Повний текст джерелаАнотація:
Nowadays, digital language use such as reading and writing e-mails, chats, messages, weblogs and comments on websites and social media platforms such as Facebook and Twitter has increased the amount of written language production for most of the users. Thus, it is primarily important for speakers of minority languages to have the possibility of using their own languages in the digital world too. The FinUgRevita project aims at providing computational language tools for endangered indigenous Finno-Ugric languages in Russia, assisting the speakers of these languages in using the indigenous languages in the digital space. Currently, we are working on two Finno-Ugric minority languages, namely, Udmurt and Mansi. In the project, we have been developing electronic dictionaries for both languages, besides, we have been creating corpora with a substantial number of texts collected, among other sources like literature, newspaper articles and social media. We have been also implementing morphological analyzers for both languages, exploiting the lexical entries of our dictionaries. We believe that the results achieved by the FinUgRevita project will contribute to the revitalization of Udmurt and Mansi and the tools to be developed will help these languages establish their existence in the digital space as well.
12
Hinton, Leanne. "3. LANGUAGE REVITALIZATION." Annual Review of Applied Linguistics 23 (March 2003): 44–57. http://dx.doi.org/10.1017/s0267190503000187.
Повний текст джерелаАнотація:
This chapter surveys developments in language revitalization, a movement that dates approximately from the 1990s and builds on prior work on language maintenance (see Fishman, 1991; 2001) and language death (Dorian, 1981; 1989). Focusing on indigenous languages, it discusses the role and nature of appropriate linguistic documentation, possibilities for bilingual education, and methods of promoting oral fluency and intergenerational transmission in affected languages. Various avenues for language revitalization, a proactive approach to the continued use of a particular language, are then described (see Hinton & Hale, 2001). In contrast to the smaller minority languages of Europe that have long literary traditions, many indigenous languages in the Americas and elsewhere are solely or primarily oral languages; thus, revitalization efforts aim to promote conversational fluency among speakers in a community. Related literature falls into four main categories: (a) theoretical and empirical works on language revitalization; (b) applied works on revitalization in practice; (c) pedagogical and reference publications; and (d) legal documents that support or impede revitalization of languages. Recent examples of current literature in each category are reviewed.
13
Vallen, Ton, and Sjef Stijnen. "Language and educational success of indigenous and non‐indigenous minority students in the Netherlands1." Language and Education 1, no. 2 (January 1987): 109–24. http://dx.doi.org/10.1080/09500788709541215.
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14
Ishaq, Mohammed, Asifa Maaria Hussain, and Muhammad Ilyas. "Minority Viewpoint: Capturing Ethnic Minority Voices in Renfrewshire." Scottish Affairs 30, no. 3 (August 2021): 381–97. http://dx.doi.org/10.3366/scot.2021.0375.
Повний текст джерелаАнотація:
The research reported in this paper is an abridged version of a study exploring the views of ethnic minority communities in Renfrewshire. The study provided a voice to these communities in relation to their awareness of Renfrewshire Council's services and initiatives targeting ethnic minority groups. The study also surveyed the extent to which ethnic minorities engage with ethnic minority organisations designed to support their needs, the challenges they face and how they feel they are viewed by the indigenous ‘white’ community. Based on a series of focus groups, the findings reveal a lack of awareness among participants of Council services and initiatives aimed at ethnic minority communities. There is a varied level of engagement with ethnic minority voluntary and third sector organisations, a range of challenges including language barriers, perceived and actual racism, and some apprehension as to how ethnic minority groups are perceived by the indigenous white community. There are implications for key stakeholders such as the Council and others who should review their policies and practices to ensure that the needs and concerns of ethnically diverse communities in Renfrewshire are being addressed.
15
Kamwangamalu, Nkonko M. "14. SOCIAL CHANGE AND LANGUAGE SHIFT: SOUTH AFRICA." Annual Review of Applied Linguistics 23 (March 2003): 225–42. http://dx.doi.org/10.1017/s0267190503000291.
Повний текст джерелаАнотація:
Studies of social change and language maintenance and shift have tended to focus on minority immigrant languages (e.g., Fishman, 1991; Gal, 1979; Milroy, 2001; Stoessel, 2002). Very little is known about language shift from a demographically dominant language to a minority but economically dominant one (e.g., Bowerman, 2000; de Klerk, 2000; Kamwangamalu, 2001, 2002a,b, & in press; Reagan, 2001). This chapter contributes to such research by looking at the current language shift from majority African languages such as Sotho, Xhosa, and Zulu to English in South Africa. In particular, it examines to what extent the sociopolitical changes that have taken place in South Africa (i.e., the demise of apartheid and its attendant structures) have impacted everyday linguistic interaction and have contributed to language shift from the indigenous African languages to English, especially in urban Black communities. It argues that a number of factors, among them the economic value and international status of English, the perceived lower status of the indigenous African languages, the legacy of apartheid-based Bantu education, the new multilingual language policy, the linguistic behaviors of language policy makers, etc., interact in complex ways to accelerate language shift in urban Black communities. In conclusion, the chapter explores ways in which the observed language shift can be curbed to prevent what Skutnabb-Kangas (2000) has termed “linguistic genocide,” particularly in a country that has a well-documented history of this phenomenon (Lanham, 1978; Prabhakaran, 1998).
16
Edwards, John. "Language Minorities and Language Maintenance." Annual Review of Applied Linguistics 17 (March 1997): 30–42. http://dx.doi.org/10.1017/s0267190500003263.
Повний текст джерелаАнотація:
The position of minority groups and the maintenance of their languages are very much in the news today. For (largely) indigenous minorities, consider the case of continental Europe: As it moves—sometimes erratically—towards federalism, its minorities and its “stateless” peoples are pressing for increased and improved recognition. In October 1981, the European Parliament adopted the Arfé resolution, providing such recognition. A number of further developments have occurred, important among which was the establishment in 1982 of the Dublin-based Bureau for Lesser Used Languages. Its Secretary-General recently observed that:If our languages have been ignored in the past by European institutions this is no longer the case. The European Community is positive towards the cause of our languages and now includes in its budget a provision of 3.5 million ECU to promote regional and minority languages and cultures (Breathnach 1993:1). (See also Baetens Beardsmore 1993; 1994, Edwards 1994a, Sikma and Gorter 1991.)
17
Ferguson, Jenanne, and Laura Siragusa. "Introduction: Language Sustainability in the Circumpolar North." Anthropologica 59, no. 1 (April 24, 2017): 1–5. http://dx.doi.org/10.3138/anth.591.t01.
Повний текст джерелаАнотація:
This introduction serves to situate this special theme within the broader fields of language sustainability and language revitalisation and maintenance. It aims to highlight both the unique aspects of linguistic situations in the Circumpolar North as well as to present the under-theorised and practical concerns that speakers of Indigenous and minority languages in this broad region share with each other and speakers in similar linguistic ecologies worldwide.
18
Arraiza, José-María. "Blueprints for Babel: Legal Policy Options for Minority and Indigenous Languages." European Public Law 17, Issue 1 (March 1, 2011): 111–38. http://dx.doi.org/10.54648/euro2011009.
Повний текст джерелаАнотація:
Questions of language are questions of power. Legal policy decisions on minority languages reflect concrete ethno-national political struggles, which use culture as a platform. They also reflect a global policy shift towards multiculturalism, which legitimizes diversity. Choices in the key parameters of territoriality, recognition, institutional scope, and obligations for newcomers balance competing interests of majority and minority individuals while pursuing the stability of state structures. European regional standards offer a menu of options for this end. A comparison of the cases of Spain, where Basque, Galician, and Catalan enjoy territorially defined co-officialdom, Bolivia, where a constitutional reform has entrenched indigenous language rights, and the mixed case of Finland, where minorities and indigenous peoples enjoy protection, demonstrate the need for complex arrangements to address historical and cultural specificities. It also exposes the vulnerability of migrants and weaker minorities not mobilized in ethno-national terms. Sharp nostalgia, infinite and terrible, for what I already possess. Juán Ramón Jiménez
19
Arzoz, Xabier. "Accommodating Linguistic Difference: Five Normative Models of Language Rights." European Constitutional Law Review 6, no. 1 (February 2010): 102–22. http://dx.doi.org/10.1017/s1574019610100066.
Повний текст джерелаАнотація:
Five language rights models: human rights model, ‘old’ minority rights model, ‘new’ minority rights model, indigenous peoples rights model, and official-language rights model – Different philosophical and legal foundations and very different concerns: personal autonomy and development, social integration and cohesion, ethnocultural preservation, and political integration – Sociological and historical context of each state is key factor in the type of linguistic accommodation sought by minorities
20
Greenwood, Margo. "Language, Culture, and Early Childhood: Indigenous Children’s Rights in a Time of Transformation." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 3, no. 1 (November 24, 2016): 16–31. http://dx.doi.org/10.22215/cjcr.v3i1.85.
Повний текст джерелаАнотація:
Article 30 of the United Nations Convention on the Rights of the Child (UNCRC) sets out the rights of Indigenous and minority children to learn about and practice their own culture, religion, and language in countries where these practices are not shared by the majority of the population. The provisions of Article 30 are particularly relevant in nations such as Canada that are built upon a history of colonization, where for generations Indigenous children have been dispossessed of their cultures, languages, territories, family and community ties—all of the foundational elements of healthy and whole Indigenous identities. The colonization of the life-worlds of Indigenous children represents, in short, a primary mechanism through which nations have attempted to eliminate and assimilate the Indigenous populations within their borders, with devastating multi-generational consequences for surviving Indigenous peoples.
21
Sartor, Valerie. "Teaching English in Turkmenistan." English Today 26, no. 4 (November 3, 2010): 29–36. http://dx.doi.org/10.1017/s0266078410000313.
Повний текст джерелаАнотація:
The English language has fast become a global language. In Asia, from the far steppes of Mongolia to the beaches of Thailand, to the shores of the Caspian Sea, English print, music, and along with language, Western values, have spread and multiplied. New technology and media, especially the Internet (Crystal, 1996/2003), have helped carry English to people of all nationalities and economic classes. But many scholars feel that the rise of English is connected with the downfall of indigenous languages (Fishman, 1996; Crawford, 1996; McCarty, 2003). Minority languages face extinction as English rides the wave of increasing globalization (Romaine, 2001). Since 2007, Newsweek, The China Daily, and other international media sources have been citing English as the language of economic success in China. Adherents of English claim that it brings positive social change, economic opportunities, consumer goods, and new technologies (Castells, 2001). Such materialistic temptations cause some minority youth to discount the value of their languages and traditions. In Native America, for example, a small minority of Native Americans youth may feel that exchanging, dismissing, or even abandoning their native language and culture for English and a Western lifestyle represents progress and success in the form of material goods and a modern lifestyle (Crawford, 1996; McCarty, 2003). Similarly, in China, English is viewed as the language of economic success by many young Chinese. Opponents of the rise of English view the language, and its underlying cultural messages, as imperialistic. Phillipson (1992) accuses ESL educators of making a negative cultural impact upon unsuspecting indigenous peoples all over the world. Skutnabb-Kangas (2000) asserts that English can be used as a tool by Western nations for global dominance.
22
Tabasum Niroo, Woloyat. "Language Revitalisation in Gaelic Scotland." Journal of International Students 11, no. 3 (June 15, 2021): 765–67. http://dx.doi.org/10.32674/jis.v11i3.3744.
Повний текст джерелаАнотація:
Through their native languages, certain groups of people claim political, social, geographical, and ethnic identity and a legal base for their existence. Colonialism, however, has vanished minority spoken languages in many parts of the world. Additionally, despite claims of a “global village,” the advent of internationalization has further isolated indigenous languages in some parts of the world. Revitalizing and preventing those languages from dwindling from their spoken communities is crucial for scholars of linguistics, sociology, cultural studies, and education. Dunmore, in the book Language Revitalisation in Gaelic Scotland: Linguistic Practice and Ideology, offers profound perspectives on preventing the potential loss of Gaelic language in Scotland drawing from empirical research.
23
Jhatial, Zeeshan, and Jasia Khan. "Language Shift and Maintenance: The Case of Dhatki and Marwari Speaking Youth." Journal of Communication and Cultural Trends 3, no. 2 (October 28, 2021): 59–76. http://dx.doi.org/10.32350/jcct.32.03.
Повний текст джерелаАнотація:
Many languages are endangered or facing extinction in this rapidly globalized world. A major cause of language death across the world is language shift (Dweik & Al-Refai, 2015; Campbell, 1994). Pakistan is home to various ethnicities and languages. Many indigenous languages are spoken in Pakistan; however, with English being the official language and Urdu being the national language, many minority languages face the risk of extinction, as language shift towards the more dominant languages occurs in the indigenous communities of the country. This paper aims to investigate the process of language shift and language maintenance among Dhatki and Marwari speaking youth living in Hyderabad, Pakistan. The participants were students and recent graduates of the University of Sindh, Jamshoro. A total of 10 Dhatki speakers and 10 Marwari speakers were interviewed for this study. Semi-structured interviews were administered to collect in-depth information about their language proficiency, language use in various domains, language representation and language attitude. The findings of the study revealed that Dhatki and Marwari languages are used in home settings for various functions. These indigenous languages, however, are not used in educational institutions. Moreover, traditional and digital media representation of these languages is quite limited. Dhatki and Marwari speaking youth, nonetheless, are proud of their ethnic and linguistic heritage and continue to make efforts to maintain their language in various domains.
Keywords: Dhatki, language maintenance, language shift, Marwari, youth
24
Bachner, Andrea. "At the Margins of the Minor." Journal of World Literature 2, no. 2 (2017): 139–57. http://dx.doi.org/10.1163/24056480-00202002.
Повний текст джерелаАнотація:
Taiwanese indigenous literatures, the literatures of the Austronesian, indigenous cultures of Taiwan, mainly written in Chinese, constitute ultraminor literatures at the margins of Taiwanese culture which is itself at the margins of Chinese-language culture. This essay uses the case of Taiwanese indigenous literatures as the basis for a reflection on the notion of literary minority. It argues that the example of Taiwanese indigenous literatures draws attention to the importance of thinking minority as a radically comparative category, one that makes sense only with reference to complex, dynamic constellations. As such, minority needs to be understood with regard to three vectors in dynamic interaction: scalarity, relationality, and translation. To probe the margins of the minor means not only to theorize forms of the ultraminor but instead to put pressure on the very concept of the minor from a variety of directions.
25
Darquennes, Jeroen. "Onderwijs in de Minderheidstaal als Middel Tegen Taalverschuiving." Toegepaste Taalwetenschap in Artikelen 74 (January 1, 2005): 111–21. http://dx.doi.org/10.1075/ttwia.74.11dar.
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After briefly situating the state of indigenous language minorities within the present European Union, this article investigates the role of minority language education in language maintenance efforts in present-day Hungary. A sketch of Hungary's contemporary policy on minority education is followed by a description of the daily praxis in minority education. The confrontation of policy and praxis leads to a critical evaluation that mainly focuses on structural shortcomings. To conclude, some statements are formulated on further requirements of sociolinguistic and contact linguistic research in the multilingual Hungarian setting.
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Malcolm, Ian G. "Embedding cultural conceptualization within an adopted language." Cultural Linguistic Contributions to World Englishes 4, no. 2 (December 14, 2017): 149–69. http://dx.doi.org/10.1075/ijolc.4.2.02mal.
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Abstract Although a minority of Indigenous Australians still use their heritage languages, English has been largely adopted by Aboriginal and Torres Strait Islander people as their medium of communication both within and beyond their communities. In the period since English first reached Australia in 1788, a dialect has emerged, drawing on English, contact language, and Indigenous language sources, to enable Aboriginal and Torres Strait Islander speakers to maintain cultural conceptual continuity while communicating in a dramatically changed environment. In the perspective of Cultural Linguistics it can be shown that many of the modifications in the lexicon, grammar, phonology, and discourse of English as used by Indigenous Australians can be related to cultural/conceptual principles, of which five are illustrated here: interconnectedness, embodiment, group reference, orientation to motion, and orientation to observation. This is demonstrated here with data from varieties of Aboriginal English spoken in diverse Australian locations.1 The understanding of Aboriginal English this gives has implications for cross-cultural communication and for education.
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Ivanishcheva, Olga Nikolajevna. "Dictionaries of Critically Endangered Languages: Focus on Users." Journal of Linguistics/Jazykovedný casopis 67, no. 1 (June 1, 2016): 73–86. http://dx.doi.org/10.1515/jazcas-2016-0012.
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Abstract The article describes specific features of dictionaries of endangered languages from the perspective of their user. Dictionaries of the Saami language – the language of the indigenous minority of the North – are used to describe the anthropocentric, cognitive and pragmatic approach to lexicographical description of culture. The article shows that the focus on the dictionary user becomes especially critical for the endangered languages. It proves that the purpose of such dictionaries is not only to preserve the knowledge that the speakers of the endangered language and bearers of the culture still keep, but also to revitalize this knowledge. The article states that contemporary lexicography must consider several factors for making an endangered language dictionary: the present state of the language in the language community and the scope of background knowledge of a language speaker that represents everyday level of the world cognition by indigenous minority. The article shows that the most relevant type of dictionary for the endangered languages is both a learner’s dictionary and a linguoculturological dictionary (active type). We emphasize that on the one hand the Saami dictionaries describe a culture that is often unknown even to most Saami culture bearers and on the other hand, the dictionaries are also intended for Saami who have no command of the native language. The peculiarities of the relevant dictionary comprise the fact that alongside the translation in the basic part of the dictionary there is a culturological commentary that as fully as possible reflects the knowledge of language speakers.
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Renganathan, Sumathi, and Inge Kral. "Exploring language and education policies for the indigenous minorities in Australia and Malaysia." International Journal of Multicultural Education 20, no. 1 (February 28, 2018): 138. http://dx.doi.org/10.18251/ijme.v20i1.1530.
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This paper examines the implication of language and education policies for the indigenous minority populations in two contrasting multicultural and multilingual post-colonial nations, Australia and Malaysia. By comparing and contrasting ethnolinguistic and educational policies in these two diverse nations, this paper explores how indigenous minorities have been positioned within each nation’s quest for meeting the challenges of becoming multilingual and multicultural nations. The authors argue that although both countries promote multicultural ideals, they fall short in their acknowledgement of the dignity of difference for their indigenous communities. Thus, the authors assert that educational and language policies for indigenous peoples must acknowledge the importance of difference and therefore include indigenous cultural ways of knowing, being and doing to achieve successful educational outcomes.
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Kroon, Sjaak, and Jan Sturm. "Eigen Taal." Thema's en trends in de sociolinguistiek 4 70 (January 1, 2003): 147–59. http://dx.doi.org/10.1075/ttwia.70.13kro.
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The Dutch discussion on immigrant minority language teaching, which has been going on for three decades now, shows a remarkable lack of conceptual clarity. This not only includes the content of the subject, but also its aims and its operationalisation in classroom practice. In creating this unclarity, not only the ministry of education and its advisors but also scholars and opinion leaders are involved, irrespective of their position against or in favour of this type of language teaching. This is shown on the basis of a reconstruction of the different versions of eigen taal (litt.: 'own language', i.e. the object of immigrant minority language teaching) in a number of central policy papers of the ministry of education, and on the basis of an analysis of the linguistic, pedagogic and public discourse that developed in this context. In order of appearance, three main versions of eigen taal are distinguished: offiaéle taal van het land van herkomst (official language of the country of origin), allochtone levende taal (non-indigenous living language) and gekomen taal (chosen language). The analysis shows that the recent 2002 decision of the Dutch government to do away with immigrant minority language teaching and give priority to the teaching of Dutch, should not be considered a surprise: without a fundamental change in societal power relationships, immigrant minority languages have little prospect of becoming a legitimate part of the dominant curriculum.
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Alizai, Kinza. "Language Endangerment and the Need for Technology for Language Empowerment: Case Study of the Brahui language in Balochistan." International Journal of Pedagogy, Innovation and New Technologies 8, no. 1 (June 16, 2021): 37–50. http://dx.doi.org/10.5604/01.3001.0014.9140.
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Diaspora and indigenous speech communities are under the threat of extinction in Balochistan. Local inhabitants with a lower economic and commercial value symbolize cultural and ethnic genocide in western Pakistan. In my study, I investigate the scope of technology for the documentation and maintenance of the Brahui language in the province of Balochistan. Also, I discuss how language policy and the digital divide are creating unfamiliar pedagogical, socio-cultural and linguistic practices, along with putting minority speech communities in danger of losing their identity and bringing about linguistic extinction. Drawing on the work of critical theorists, perceptions of indigenous Brahui community are recorded to understand the influence of digital technology for language survival. The study identifies that digital divide and flawed educational policies in Balochistan are potent instruments of Brahui endangerment. I call for inclusive and unbiased language policies and uniform access to technology for linguistic empowerment of the Brahui speech community in Balochistan.
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Duff, Patricia A., and Duanduan Li. "Indigenous, Minority, and Heritage Language Education in Canada: Policies, Contexts, and Issues." Canadian Modern Language Review 66, no. 1 (September 2009): 1–8. http://dx.doi.org/10.3138/cmlr.66.1.001.
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Ní Bhroin, Niamh. "Social Media-Innovation: The Case of Indigenous Tweets." Journal of Media Innovations 2, no. 1 (March 9, 2015): 89–106. http://dx.doi.org/10.5617/jmi.v2i1.974.
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Twitter presents new opportunities for individual communication. Consequently, it may be a relevant arena in which to address the social need of minority language maintenance. The Indigenous Tweets website presents a directory of minority language users on Twitter (www.indigenoustweets.com). It aims to create new opportunities to use these languages, thus to address a social need through media innovation. In this article, I draw on a theoretical framework from Media Innovation- and Social Innovation Studies, to delineate the concept of Social Media-Innovation. I propose three distinguishing attributes. Firstly, users of these innovations must consider them relevant to address identified social needs. Secondly, the communication capabilities they present must support addressing these needs. Thirdly, they should facilitate mediated interaction that enhances society’s capacity to act. Having delineated the concept I explore how its attributes are manifest in practice with reference to the case of Indigenous Tweets. I find that the relevance of Indigenous Tweets is negotiated with regard to culturally specific needs in different social contexts. The development and use of its communication capabilities are supported by incremental experimentation and learning. Furthermore, while it facilitates mediated interactions that are designed to enhance society’s capacity to act, these occur in a hybrid media context and are influenced by the range of agents involved. This article makes two important contributions to the field of Media Innovations Studies. It delineates the concept of Social Media-Innovation according to three central attributes. It also analyses how these are manifest in practice with reference to the case of Indigenous Tweets.
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Mestnikova, Akulina. "Civilian Initiatives of Indigenous Peoples in the Sphere of Language Policy." Sibirica 17, no. 3 (December 1, 2018): 83–91. http://dx.doi.org/10.3167/sib.2018.170308.
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The article provides an overview of recent initiatives spearheaded by indigenous peoples in the Sakha Republic (Yakutia) that seek to improve the existing language policy put forth by the state government. Although there has been some research conducted on the activities of public organizations and associations of indigenous peoples in the region, more must be done to better understand activities specifically related to language policy. The article presents a history of indigenous and minority organizing in the republic since the end of the Soviet era, with special attention paid to the campaigns regarding the status of native language and its presence within the educational sphere. It then analyzes the results of a 2011 sociological study regarding people’s beliefs about responsibility for native language maintenance and revitalization.
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Riekkinen, Mariya. "International Developments 2015: Cultural Activities and Facilities, Including the Media." European Yearbook of Minority Issues Online 14, no. 1 (September 12, 2017): 90–119. http://dx.doi.org/10.1163/22116117_01401005.
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This section gives an overview of international developments from the perspective of minority rights concerning cultural activities and cultural facilities, as well as the issues of the media and, more broadly, freedom of expression. In dealing with cultural activities and facilities, it departs from the provisions of Article 12 of the European Charter for Regional and Minority Languages (ETS No. 148). Although the provisions of the European Charter for Regional or Minority Languages provide the conceptual point of departure, this section does not limit its analysis to only language issues but addresses a wider framework of cultural rights of persons belonging to minorities. International developments in the said fields are tracked not only at the European level of minority rights regulation but also at the level of the United Nations. By examining the UN praxis in the area of minority rights, we remain focused on minority issues, including indigenous issues, within the European legal context. This section starts with the analysis of the 2015 developments inside the un, and continues to address those of the OSCE, the EU, and the Council of Europe.
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Mulík, Stanislav, Haydée Carrasco-Ortíz, and Mark Amengual. "Perceptual Categorization of Hñäñho-Specific Vowel Contrasts by Hñäñho Heritage Speakers in Mexico." Languages 7, no. 2 (March 24, 2022): 73. http://dx.doi.org/10.3390/languages7020073.
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For a large proportion of Mexican Indigenous speakers, it is common for the use of their native languages to shift across generations towards Spanish, the majority language in Mexico. This specific population can be defined as heritage speakers (HS) of their indigenous language, since many of them are Spanish-dominant bilinguals with a strong connection to their minority native language and culture, both of which they might only maintain in their family home where they were raised. The present study investigates the perceptual sensitivity of HS of Santiago Mexquititlán Otomi (Hñäñho) towards sounds of their native language to examine if these HS can accurately categorize Hñäñho vowels or whether their categorization is influenced by their dominant Spanish vowel system. Twelve Hñäñho HS (HHS) and twelve Mexican Spanish monolinguals (MSM) listened to the Hñäñho-specific vowel contrasts /a – ɔ/ and /ɔ – o/ and categorized them among the vowels of their respective mother tongue. Our results indicate that HHS correctly categorize vowels /a/ and /o/, which exist in both Hñäñho and Spanish, but do not accurately categorize the Hñäñho-specific vowel /ɔ/. Moreover, HHS and MSM showed similar patterns in terms of the proportion of /ɔ/ categorized as either /a/ and /o/. These results have implications for the maintenance of language-specific vowel contrasts and the vowel system of a minority language, such as Hñäñho, in the context of language shift towards Spanish in Mexico.
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Braselmann, Silke, Katharina Glas, and Laurenz Volkmann. "Ecology, Cultural Awareness, Anti-Racism and Critical Thinking." Ecozon@: European Journal of Literature, Culture and Environment 12, no. 1 (March 24, 2021): 8–24. http://dx.doi.org/10.37536/ecozona.2021.12.1.3961.
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This paper aims at presenting a critical approach to teaching ecological, postcolonial and ethnic minority topics in the (foreign language) classroom, describing the need to interrelate these three issues in both research and teaching. It illustrates how Western utilitarian perspectives on both humans and nature must be counterbalanced with alternative stances, such as those provided by indigenous views of reciprocity. With regard to teaching scenarios, it suggests the use of multi-text selections in line with the principle of presenting multiple perspectives on global issues. It suggests that two seemingly contradictory teaching/learning objectives can be combined: bolstering up students’ empathetic skills in understanding ecological and interculturally relevant issues on the one hand and becoming critically aware of textual strategies employed to manipulate readers. We use the hitherto less frequently observed example of the demands of the Chilean indigenous minority of the Mapuche to illustrate how different positions published in the English language on the Internet can be used in the foreign language classroom to discuss the issues at stake here: the inextricable interrelatedness of ecological exploitation of natural resources with processes of sociocultural and economic marginalisation and oppression of ethnic minority groups and their worldviews across the globe.
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Morris, Wayne. "Towards a Liberation Theology of Indigenous Minority Language Groups: A Case Study on the Welsh Language." Practical Theology 9, no. 1 (January 2, 2016): 58–70. http://dx.doi.org/10.1080/1756073x.2016.1162998.
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McDermott, Philip. "Language rights and the Council of Europe: A failed response to a multilingual continent?" Ethnicities 17, no. 5 (June 30, 2016): 603–26. http://dx.doi.org/10.1177/1468796816654725.
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Debates on language rights as integral elements of human rights have gathered momentum since the early 1990s. International organisations such as the Council of Europe (CoE) and the United Nations (UN) have advocated linguistic rights through various charters and conventions, albeit with wavering levels of success. This article focuses specifically on the European context and the manner in which the CoE has dealt with language rights in the continent. The European Convention on Human Rights (ECHR), the European Charter for Regional and Minority languages (ECRML) and the Framework Convention for the Protection of National Minorities (FCPNM) are discussed in light of the region’s contemporary linguistic makeup. Current inequalities in the application of language recognition provide an area of special concern. For example, while speakers of ‘indigenous’ (or autochthonous) minority languages have apparently enjoyed an improving status in recent decades, the position of immigrant (or allochthonous) languages is less clear and current approaches largely ignore linguistic diversity which has been brought by recent mass migration patterns, leading to a somewhat exclusionary system. Through the discussion possible pathways for better inclusion of immigrant languages within current international frameworks, especially those of the CoE, are explored.
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Chevalier, Joan F. "Multilingual Education in South Siberia: National Schools in the Republics of Altai and Tyva." Heritage Language Journal 9, no. 2 (June 30, 2012): 139–55. http://dx.doi.org/10.46538/hlj.9.2.1.
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Subtractive bilingualism is widespread throughout Siberia, with indigenous youth often more proficient in Russian than in their non-Russian local languages. Siberia’s national schools, which are secondary schools offering instruction in local languages of Russia, provide critical institutional support for minority languages. The goal of this interdisciplinary regional study is to present an overview of national schools’ development in two neighboring southern Siberian republics, Altai and Tyva, up to the present, and to evaluate the role of national schools’ local language programs in promoting language vitality. The study examines a shift in priorities and challenges in local language education since 1991, the factors contributing to the shift, particularly federally-enacted educational reforms, and what has been done in these regions to meet these challenges.
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Bhattacharjee, Bidisha. "Language revitalization and community initiatives." Language Ecology 3, no. 2 (December 31, 2019): 233–54. http://dx.doi.org/10.1075/le.19001.bha.
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Abstract Language is an integral part of the social identity and ethnicity of a community apart from being its mode of communication. Language plays a key role to preserve the history, culture and identity of a community. In this era of globalization, cultural and linguistic homogenization is a common trend. The state and dominant linguistic communities expect ‘others’ or the minority groups to assimilate into the dominant culture and language. Arguments for the maintenance and revitalization of minority and endangered languages have been made by many linguists around the world. Language rights, language planning and language documentation programmes are some steps taken by government and externally-funded organizations to protect endangered and indigenous languages. Besides the initiatives taken by the non-members of the community, the future of an endangered language and culture has been decided by the role and attitude of the community towards its community-specific linguistic and cultural identity. India is a very diverse country as far as its linguistic and cultural heritage is concerned. This project is enriched with insights from field experience in various districts of West Bengal, a state in India, where the speakers of endangered linguistic communities are aware of their linguistic rights and are highly engaged in the language and cultural revitalization, and in that their degree of progress and success is commendable. This paper aims at demonstrating the major role played by the communities themselves in language-revitalization programmes.
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Bahry, Stephen A. "China’s assimilationist language policy: The impact on indigenous/minority literacy and social harmony." Frontiers of Education in China 10, no. 1 (March 2015): 153–63. http://dx.doi.org/10.1007/bf03397057.
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Lindholm-Leary, Kathryn, and Fred Genesee. "Student outcomes in one-way, two-way, and indigenous language immersion education." Language Immersion Education 2, no. 2 (September 12, 2014): 165–80. http://dx.doi.org/10.1075/jicb.2.2.01lin.
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This article examines international research on student outcomes in one-way, two-way, and indigenous language immersion education. We review research on first and second language competence and academic achievement in content areas (e.g., math) among both majority and minority language students. We also discuss the relationship between bilingualism and student outcomes and whether more exposure to the first or second language is associated with better outcomes. In addition, we highlight student background, methodological, and assessment issues and concerns, and suggest additional avenues of research on student outcomes
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Hossain, Kamrul. "Hunting by Indigenous Peoples of Charismatic Mega-Fauna: Does Human Rights Approach Challenge the Way Hunting by Indigenous Peoples is Regulated?" International Community Law Review 10, no. 3 (2008): 295–318. http://dx.doi.org/10.1163/187197308x346823.
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AbstractTwo International Covenants (the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights) in common Article 1 highlighted that 'all peoples' have the right to self-determination to freely determine their 'political status' and freely dispose of their 'natural wealth and resources'. The International Covenant on Civil and Political Rights, in Article 27 provides protection of the rights belonging to minority cultures, religion and language. The idea of 'indigenous peoples' was apparently an underdeveloped area at the time of the adoption of the Covenants. The concept of indigenous peoples' rights has developed relatively recently. Thus, whether indigenous peoples are 'peoples' within the meaning of the Covenant, and thereby may be capable of enjoying the right to self-determination has been an unsettled case. When in many countries indigenous peoples form a minority, they are, however, identical as distinct from other minority groups in those countries because of their own way of livelihood and preservation of traditional culture and knowledge. Recent normative development pronounced by the Human Rights Committee suggests that indigenous peoples should be treated as 'peoples' within the meaning of Article 1 of the Covenant and as 'people' they have right to enjoy their traditional way of livelihood including right to enjoy their culture. Thus, the main focus of the article is to examine whether a human rights approach to indigenous peoples' rights has evolved to challenge the international regulatory approach currently applicable to the management of Whale and Polar Bear regime and their traditional hunt by the indigenous peoples.
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Buckingham, Louisa. "Race, space and commerce in multi-ethnic Costa Rica: a linguistic landscape inquiry." International Journal of the Sociology of Language 2018, no. 254 (October 25, 2018): 1–27. http://dx.doi.org/10.1515/ijsl-2018-0031.
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Abstract Costa Rica officially became a multi-ethnic, pluricultural nation in 2015. Representatives from the principal minorities, in particular Afro-Costa Ricans and indigenous peoples, played an important role in contesting the erstwhile dominant narrative of Costa Rican’s white European settler heritage. One of the intended consequences of the constitutional amendment was to ensure greater salience of ethnic minorities in public policy and social life. This study investigates the public display of linguistic and cultural diversity on commercial and community signage in six urban centres of Limón, the most ethnically diverse province. Undertaken in the same year as the constitutional amendment, the study examines the inclusion of languages and cultural references attributable to three main minority groups (Afro-Caribbean, Chinese and indigenous), and more recent migrant settlers, in public space. Greater salience was found in locations appearing to target a local readership; references to indigenous cultures were almost completely absent, however. Changes in the public narrative on Costa Rican identity may gradually encourage greater salience of official minority groups on public signage. An immediate challenge entails the effects of the expanding tourism sector, as this appears to favour a proliferation of decontextualized international cultural references rather than an appreciation of locality and historical rootedness.
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Naydenova, Elena A. "Motivation factors for schoolchildren of the indigenous small-numbered peoples of the North, Siberia, and the Far East of the Russian Federation to study native languages." Revista Tempos e Espaços em Educação 14, no. 33 (December 21, 2021): e16913. http://dx.doi.org/10.20952/revtee.v14i33.16913.
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The extent to which a language is used affects its level of vitality. If a language is not included in a variety of spheres of human interaction, it joins the ranks of minority languages – the endangered languages (as opposed to the majoritarian languages, which are not threatened). In this regard, of serious concern is the state of the languages of the indigenous small-numbered peoples of the North, Siberia, and the Far East, the population of which does not exceed 50 thousand people. The number of speakers of these languages is decreasing rapidly every year. As part of the state assignment of the Ministry of Education of the Russian Federation on the topic “Development of a didactic system and methodology for creating a developing speech environment in a native language in the educational organizations located in the areas inhabited by the indigenous small-numbered peoples of the North, Siberia, and the Far East of the Russian Federation”, the author surveyed the representatives of three social groups from 12 rural settlements in six regions of the Russian Federation. The purpose of the survey was to determine the extent to which they use their native languages, the place of these languages in the ranking of languages they know, and their motivation for learning them.
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Bonnin, Juan Eduardo, and Virginia Unamuno. "Debating translanguaging." Language, Culture and Society 3, no. 2 (November 5, 2021): 231–54. http://dx.doi.org/10.1075/lcs.20016.bon.
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Abstract In this article, we discuss the concept of translanguaging by showing how theoretically unhelpful it is to account for language dynamics among Indigenous speakers leading revitalization projects in the Southern Cone of Latin America. We show how clear-cut distinctions between Spanish and Indigenous languages are crucial for minority speakers’ socio-political struggles against Spanish cultural, political, and social hegemony. We open our discussion by reviewing the different definitions of translanguaging in sociolinguistics and applied linguistics. We examine how the term sometimes overlaps with other previously established concepts such as code-switching and code-mixing and show the importance of inscribing any concepts in the historical and socio-political context in which they are used. We illustrate how Indigenous peoples’ understanding of multilingualism challenges linguists’ discourse on translanguaging. Our analysis aims at prompting scholars to reflect on the ideologies and practices we describe here to understand and attend more responsibly to Indigenous peoples’ political concerns.
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Yitzhaki, Dafna. "Attitudes to Arabic language policies in Israel." Language Problems and Language Planning 35, no. 2 (October 12, 2011): 95–116. http://dx.doi.org/10.1075/lplp.35.2.01yit.
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The paper reports the findings of a survey study which examined attitudes towards a range of language policies for the Arabic language in Israel. Arabic is an official language in Israel as a result of a Mandatory Order (1922) which dictates comprehensive Hebrew-Arabic bilingual conduct by state authorities. In practice, Arabic’s public position in Israel is marginal, and Hebrew is the dominant language in Israeli public spheres. Arabic speakers, a national indigenous minority, and Jewish immigrants from the Former Soviet Union, form the two largest language-minority groups in Israel. The study explored attitudes concerning (1) the use of Arabic in three public domains (government services, public television, and teaching of Arabic in Jewish schools), (2) a Hebrew-Arabic bilingual model, and (3) a multilingual model addressing language minorities in Israel in general. Respondents were 466 university and college students, Jews and Arabs, divided into five subgroups along linguistic, ethnic and religious lines. The main findings indicated (1) a clear hierarchy of language policy domains among all five subgroups, with ‘government services’ being the most favored domain; (2) a tendency among Jewish respondents to favor a multilingual policy over a Hebrew-Arabic bilingual one; and (3) a language minority element (non-native Hebrew speakers), overshadowed by the ethnic-religious (Jewish-Arab) element.
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Chen, Chun-Mei. "Public health messages about COVID-19 prevention in multilingual Taiwan." Multilingua 39, no. 5 (September 25, 2020): 597–606. http://dx.doi.org/10.1515/multi-2020-0092.
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AbstractIn this paper, I explore multilingual preventative public health messages against the spread of COVID-19 in Taiwan between January and April 2020. Based on empirical data, the symbolic and substantive content of multilingual top-down and bottom-up public health strategies was analyzed and discussed. Findings suggest that the voices of indigenous people have largely been excluded from top-down efforts and strategies in public health communications. Top-down communication did not address the actual concerns of indigenous populations who relied on tourism to bolster their economy. Bottom-up efforts emerged from social exclusion and the inaccessibility of public health information to indigenous populations; such efforts were over-communicated, and the problems of indigenous populations remained unaddressed. I conclude by relating multilingualism and the needs of minority groups, and suggest an inclusive approach to social challenges and solutions for future pandemic preparedness.
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O'Rourke, Bernadette, and Fernando Ramallo. "Competing ideologies of linguistic authority amongst new speakers in contemporary Galicia." Language in Society 42, no. 3 (May 14, 2013): 287–305. http://dx.doi.org/10.1017/s0047404513000249.
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AbstractWhile in many indigenous minority-language situations traditional native speaker communities are in decline, new speakers are emerging in the context of revitalization policies. Such policies, however, can have unforeseen consequences and lead to tensions between newcomers and existing speakers over questions of ownership, legitimacy, and authenticity. This article examines these tensions in the case of Galician in northwestern Spain, where “new speakers” have emerged in the context of revitalization policies since the 1980s. The subsequent spread of the language outside traditional Galician strongholds and into what were predominantly Spanish spaces complicates the traditional ideology about sociolinguistic authenticity and ownership and raises questions about who are the legitimate speakers of Galician, who has authority, and the potential tensions that such questions generate. To illustrate the tensions and paradoxes thatnewandnativespeakers face in this postrevitalization context, we draw on three discussion groups consisting of sixteen young Galicians. (New speakers, authority, authenticity, minority languages, Galician)*
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Atnashev, Vadim, Art Leete, Natalya Komelina, Arina Bildyug, and Elena Eltc. "Language rights and education of the small numbered indigenous peoples of the European North of Russia: from the Soviet period to modern time." SHS Web of Conferences 112 (2021): 00035. http://dx.doi.org/10.1051/shsconf/202111200035.
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The article examines the experience of Russian constituent entities (Murmansk region, Nenets Autonomous Okrug, Archangelsk Oblast) in the support of indigenous ethnocultural rights in the context of current models for protection of minority languages and initiatives in the field of education. The contemporary scene of interaction between the state and indigenous minorities in the region is considered from a historical perspective. Special attention is paid to the early decades of the Soviet regime when key discussions concerning the status, way of integration with the state and direction of cultural development were established. The cultural bases and boarding schools, collectivization, forced relocations contributed to the construction of social reality of indigenous peoples which we can observe in the post-Soviet period. The specificity of modern transformation in the sphere of language and life of the reindeer herders are discussed in the context of the everyday practices of the interethnic relations of the Nenets and the Pomors of the Kanin peninsula and the northern parts of Mezen Region.