Suchergebnisse

The (dis)empowerment of languages through language policy in multilingual postcolonial communities often shapes speakers' identification with these languages, their attitude towards other languages in the community, and their choices in interpersonal and intergroup communication. Focusing on the dynamics of Cameroon's multilingualism, this book contributes to current debates on the impact of politic language policy on daily language use in sociocultural and interpersonal interactions, multiple identity construction, indigenous language teaching and empowerment, the use of Cameroon Pidgin English in certain formal institutional domains initially dominated by the official languages, and linguistic patterns of social interaction for politeness, respect, and in-group bonding. Due to the multiple perspectives adopted, the book will be of interest to sociolinguists, applied linguists, pragmaticians, Afrikanists, and scholars of postcolonial linguistics.

Part I: Approaches of multilingualism in the past. -- Codes, routines and communication: forms and meaning of linguistic plurality in Western European societies in former times / Willem Frijhoff -- Capitalizing multilingual competence: language learning and teaching in the Early Modern period / Pierre Swiggers -- Part II: Multilingualism in Early Modern times: three examples. Plurilingualism in Augsburg and Nuremberg in Early Modern times / Konrad Schröder -- Multilingualism in the Dutch Golden Age: an exploration / Willem Frijhoff -- Literacy, usage, and national prestige: the changing fortunes of Gaelic in Ireland / Joep Leerssen

This book introduces a framework for examining bilingual identity and presents the cases of seven individual children from a study of young students' bilingual identities in an Australian primary school. The new Bilingual Identity Negotiation Framework brings together three elements that influence bilingual identity development - sociocultural connection, investment and interaction. The cases comprise individual stories about seven young, bilingual students and are complemented by some more general investigations of bilingual identity from a whole class of students at the school. The framework is explained and supported using the students' stories and offers readers a new concept for examining and thinking about bilingual identity. This book builds upon past and current theories of identity and bilingualism and expands on these to identify three interlinking elements within bilingual identity. The book highlights the need for greater dialogue between different sectors of research and education relating to languages and bilingualism. It adds to the increasing call for collaborative work from the different fields interested in language learning and teaching such as TESOL, bilingualism, and language education. Through the development of the framework and the students' stories in this study, this book shows how multilingual children in one school in Australia developed their identities in association with their home and school languages. This provides readers with a model for examining bilingual identity in their own contexts, or a theoretical construct to consider in their thinking on bilingualism, language and identity. Ruth Fielding is Assistant Professor of TESOL and Foreign Language Teaching at the University of Canberra. She is the Course Convener for the Master of Arts in TESOL and Foreign Language Teaching program. She previously worked for over eight years as a Lecturer in Languages Education and TESOL at the University of Sydney where she coordinated the single method Languages Curriculum units within the pre-service teacher education courses and a unit within the MEd TESOL program. Ruth began her career as a secondary teacher of French and German. She completed her PhD in 2009 with a thesis exploring bilingual identity. Ruth's current research focuses upon four bilingual programs introduced in NSW, and explores the pedagogies in these contexts and the assessment of language and content achievement in these programs. Her postdoctoral research has included: an exploration of the implementation of four new bilingual programs; an examination of language and literacy programs for recently arrived school students in Australia; exploration of the use of a variation to the IRE turn as a potential intercultural pedagogical tool; and exploration of the transition of language learners from school into university. Ruth has been involved with languages education through the national and State language teacher associations. She co-convened the AFMLTA's 17th Conference in Sydney in 2009. She served as Secretary of the national language teacher association - AFMLTA from 2012 -2013 and is an executive committee member of the State language teacher association - MLTA NSW. Ruth teaches and researches in the areas of primary and secondary languages education, language teacher education, bilingualism and bilingual identity.

Abstract
This paper is devoted to several ways in which the language of instruction in Czech universities is managed. One of the key issues in this context is the fact that programs accredited in the Czech language are tuition-free, while those in foreign languages are paid. On the one hand, it is deemed desirable by certain actors to integrate greater numbers of students from abroad, conform to the discourse of internationalization, and even earn money through courses in English. On the other hand, it is also viewed as necessary by other actors to cultivate the Czech language and provide a solid education for local students. These multiple and often opposing interests, as well as a number of language ideologies, guide individual management acts. Utilizing the language management framework (Jernudd/Neustupný 1987; Fairbrother/Nekvapil/Sloboda 2018), I explore three selected examples of the management of the language of instruction. In the first, I show how many Czech university programs are accredited in the Czech language, but offer many classes in English. In the second, I examine one case of financial motivation for foreign-language courses through university teaching development projects. In the third, I point to the differences between the language of accreditation of some Ph.D. programs and the languages actually used in their realization. Finally, I consider the fact that all of these cases of management involve some sort of compromise between the interests of certain groups, which means that the only way forward is an increased awareness of all aspects of the management processes.

Europe is a continent of different and a big number of cultures, and on those basis is founded the European Union, as a unity of different nationalities, religions, cultural background, and a fundamental and the most important part of every ones identity is the language. Today Europe is home of millions of people which not only have their origins from Europe, but also is a home of many people who are forming two main groups of minorities, the emigrant minority and the regional minority. A functional multilingual and multicultural society requires willingness on the behalf on the linguistic participating groups to make compromises and to accept some linguistic standardization. Plurilingualism and intercomprehension are concepts of particular importance in the multilingual and multicultural European context. These are the main aims and requirements of the European Union when identifying and pursuing the fundamental objectives, which are done by promoting the definition of respecting cultural diversity and establishing a single 'European identity'. Inter comprehension, plurilingualism, intercultural communicative competence and democratic citizenship are concepts of particular importance in the multilingual and multicultural European context also. The European Union and the Council of Europe have identified and pursued the political objectives of social cohesion, by promoting the definition of a European social identity, which respects the diversity of national identities. DOI:10.5901/ajis.2012.v2n4p39