Suchergebnisse

This is a thematic issue on the relation between multilingualism and social inclusion. Due to globalization, Europeanization, supranational and transnational regulations linguistic diversity and multilingualism are on the rise. Migration and old and new forms of mobility play an important role in these processes. As a consequence, English as the only global language is spreading around the world, including Europe and the European Union. Social and linguistic inclusion was accounted for in the pre-globalization age by the nation-state ideology implementing the 'one nation-one people-one language' doctrine into practice. This lead to forced linguistic assimilation and the elimination of cultural and linguistic heritage. Now, in the present age of globalization, linguistic diversity at the national state level has been recognized and multilingual states have been developing where all types of languages can be used in governance and daily life protected by a legal framework. This does not mean that there is full equality of languages. This carries over to the fair and just social inclusion of the speakers of these weaker, dominated languages as well. There is always a power question related to multilingualism. The ten case studies in this thematic issue elaborate on the relation between multilingualism and social inclusion. The articles in this issue refer to this topic in connection with different spaces, including the city, the island, and the globe; in connection with different groups, like Roma in the former Soviet-Union and ethnic Albanians in Macedonia; in connection with migration and mobility of Nordic pensioners to the south of Europe, and language education in Scotland; and finally in connection with bilingual education in Austria and Estonia as examples of successful practices including multilingualism under one and the same school roof.

""Cover""; ""Contents""; ""Acknowledgements""; ""Contributors""; ""1. Multilingualism and the Periphery""; ""2. Repositioning the Multilingual Periphery: Class, Language, and Transnational Markets in Francophone Canada""; ""3. What Makes Art Acadian?""; ""4. Tourism and Gender in Linguistic Minority Communities""; ""5. Heteroglossic Authenticity in Sámi Heritage Tourism""; ""6. Linguistic Creativity in Corsican Tourist Context""; ""7. �Translation in Progress�: Centralizing and Peripheralizing Tensions in the Practices of Commercial Actors in Minority Language Sites""

Presented at the ICMME (International Conference on Multilingualism and Multilingual Education) May 2017 in Braga, Portugal. The spread of foreign languages and local people's motivation and resistance to learn them are not new phenomena in Uzbekistan. In fact, as a result of various political, social, and economic changes, the language reform in Uzbekistan has gone through several major changes within the last hundred years, including Romanization of Arabic-based alphabet in 1923 (Mehmet, 2009), dissemination of the Russian language in the Uzbek lexicon in the early 1900s (Fierman, 1991), adoption of the Cyrillic script in 1940, replacement of the Cyrillic alphabet with modified Latin script in 1993, disempowerment of the Russian language after the collapse of the Soviet Union (Hasanova, 2007), and the wide spread of the English language in the educational system in the late 1990s. This study, the first of its kind, uses qualitative methods to investigate the linguistic landscape of pre and post Soviet Uzbekistan. The study specifically examines the social, political, and educational contexts to illustrate the rise and fall of the Russian, Uzbek, and English languages before and after Uzbekistan declared its independence. The study also looks into local people's attitude toward Uzbek, Russian, and English languages after the collapse of the Soviet Union. The study was specifically provoked by the linguistic chaos that happened in formerly Soviet republics, including Uzbekistan, in the wake of the collapse of the Soviet Union. With the downfall of the Iron Curtain in 1991, Russian, the lingua franca of the Soviet people and one of the dominant languages of the 20th century lost its influence and status as the language of power and prestige, and Uzbek, the abandoned language with ambiguous role during the soviet time became the one and only official language of power and politics. Moreover, English, once considered the language of western capitalism and bourgeoisie (Dushku, 1998) became the most popular foreign language in the educational sectors. References Dushku, Silvana. 1998. 'English in Albania: Contact and convergence.' In World Englishes 17(3), pp. 369–379. Fireman, W. 1991. Language Planning and National Development: The Uzbek Experience. Mouton de Gruyter. Berlin- New York. Hasanova, D. 2007. Teaching and learning English in Uzbekistan. English Today 23(1). 3-9. Mehmet, U. 2009. Romanization in Uzbekistan past and present. JRAS (3). 1-12. ; Not peer reviewed ; Conference presentation ; Post-Soviet Uzbekistan

This is a thematic issue on the relation between multilingualism and social inclusion. Due to globalization, Europeanization, supranational and transnational regulations linguistic diversity and multilingualism are on the rise. Migration and old and new forms of mobility play an important role in these processes. As a consequence, English as the only global language is spreading around the world, including Europe and the European Union. Social and linguistic inclusion was accounted for in the pre-globalization age by the nation-state ideology implementing the "one nation-one people-one language" doctrine into practice. This lead to forced linguistic assimilation and the elimination of cultural and linguistic heritage. Now, in the present age of globalization, linguistic diversity at the national state level has been recognized and multilingual states have been developing where all types of languages can be used in governance and daily life protected by a legal framework. This does not mean that there is full equality of languages. This carries over to the fair and just social inclusion of the speakers of these weaker, dominated languages as well. There is always a power question related to multilingualism. The ten case studies in this thematic issue elaborate on the relation between multilingualism and social inclusion. The articles in this issue refer to this topic in connection with different spaces, including the city, the island, and the globe; in connection with different groups, like Roma in the former Soviet-Union and ethnic Albanians in Macedonia; in connection with migration and mobility of Nordic pensioners to the south of Europe, and language education in Scotland; and finally in connection with bilingual education in Austria and Estonia as examples of successful practices including multilingualism under one and the same school roof.

This book addresses the meanings and implications of multilingualism and its uses in a context of rapid changes, in Europe and around the world. All types of organisations, including the political institutions of the European Union, universities and private-sector companies must rise to the many challenges posed by operating in a multilingual environment. This requires them, in particular, to make the best use of speakers' very diverse linguistic repertoires.The contributions in this volume, which stem from the DYLAN research project financed by the European Commission as part of its Sixth Framework Programme, examine at close range how these repertoires develop, how they change and how actors adapt skilfully the use of their repertoires to different objectives and conditions. These different strategies are also examined in terms of their capacity to ensure efficient and fair communication in a multilingual Europe.Careful observation of actors' multilingual practices reveals finely tuned communicational strategies drawing on a wide range of different languages, including national languages, minority languages and lingue franche. Understanding these practices, their meaning and their implications, helps to show in what way and under what conditions they are not merely a response to a problem, but an asset for political institutions, universities and business.

"Multilingualism is a meaningful and capacious idea about human meaning-making practice, one with a promising, tumultuous, and flawed present - and a future worth caring for in research and public life. In this book, David Gramling presents original new insights into the topical subject of multilingualism, describing its powerful social, economic and political discourses. On one hand, it is under acute pressure to bear the demands of new global supply-chains, profit margins, and supranational unions, and on the other it is under pressure to make way for what some consider to be better descriptors of linguistic practice, such as translanguaging. The book shows how multilingualism is usefully able to encompass complex, divergent, and sometimes opposing experiences and ideas, in a wide array of planetary contexts - fictitious and real, political and social, North and South, colonial and decolonial, individual and collective, oppressive and liberatory, embodied and prosthetic, present and past."--

HOW DO LANGUAGES LIVE AND DIE? WHAT ROLE DOES TRANSLATION PLAY IN HELPING LANGUAGES TO THRIVE? ARE POLYGLOTS VIEWED WITH SUSPICION, GIVEN THE LINKS BETWEEN LANGUAGE AND IDENTITY? IS THE MAINTENANCE AND REVIVAL OF FLAGGING LANGUAGES WORTH THE EFFORT? CAN A LANGUAGE REMAIN ''PURE''? IF LANGUAGE PATTERNS CONSTANTLY ALTER, WHAT DOES THIS SAY ABOUT IDENTITY? Multilingualism is everywhere in a globalized society. This book looks at the origins and development of languages, at language contact and competition, and at the emergence and the consequences of multilingualism. Edwards also examines

Post-Soviet countries have emerged as a contested linguistic space, where disagreements over language and education policies have led to demonstrations, military conflicts and even secession. This collection offers a comparative analysis of language and education policies and practices in post-Soviet countries