Suchergebnisse

This paper explores ways in which language ideology is linked to maintenance of Korean as a heritage language by Koreans in America. The data for this ethnographic study come from three separate sources: 1) a Korean language program at an American university; 2) a community-based ESL program for Korean seniors; and 3) a recently immigrated Korean family. Data collection methods include participant observation; informal conversations with the participants; in-depth interviews; and on-site document analysis. Through regular and sustained interaction with participants in the three research sites over a period of three years, the findings provide insights into ways in which the participants' attitudes toward language learning and maintenance are continuously shaped and revised based on their life circumstances. This paper describes each participant's language attitudes as fluid entities operating on a continuum of assimilationist ideologies on the one end and pluralist ideologies on the other.

"Through an examination of the Irish language context this volume examines the changing value and function of minority languages and what this may mean for future efforts to revive the Irish language. It provides an account of four sites of minority language use including television, comedy, Hip Hop, and tourism. Each of these sites represents domains in which the use of Irish has changed significantly as a consequence of processes of globalization. Through an examination of these four areas, it becomes clear that they offer transgressive spaces for minority language ideologies and use"--

Preface; David E. DeMatthews, Elena Izquierdo -- Injustice and Redemption: The Education of Latinx Emergent Bilinguals; David E. DeMatthews, Elena Izquierdo -- Part I: Setting the "State": The Old and Subtractive Ways Haven't Worked -- Bilingual Education Policy in Texas: Promise and Lost Opportunities; David Hinojosa -- Compounded Inequities: Tracking School Finance Equity for Districts Serving Low-Income Emergent Bilingual Students; David S. Knight, Jesus Mendoza -- Assessment and English Language Learners in Special Education; Edgar M. Torres Ovando, Danika L. S. Maddocks, Angela Valenzuela -- To Want the Unwanted: English Language Learners on the Border; Reynaldo Reyes III -- Part II: Bilingualism, Biliteracy, and Dual Language Education -- Dual Language Education for All; Wayne P. Thomas, Virginia Collier -- A More Comprehensive Perspective in Understanding the Development and Learning in Dual Language Learners; Eugene E. García -- Biliteracy and Translanguaging in Dual Language Bilingual Education; Susana Ibarra Johnson, Ofelia García, Kate Seltzer -- Preparing Leaders for Latina/o Academic and Language Success: Frameworks, Perspectives and Strategies; Juan Manuel Niño, Enrique Alemán, Jr. -- Part III: Leading the Way to Dual Language Education -- Dual Language for All: Central Office Leadership in the El Paso Independent School District; Elena Izquierdo, David E. DeMatthews, David Knight, James Coviello -- Leading Dual Language: Twenty Years of Innovation in a Borderland Elementary School; Elena Izquierdo, David E. DeMatthews, Estefania Balderas, Becca Gregory -- A School Leadership Framework for Dual Language; David E. DeMatthews, Elena Izquierdo, Stephen Kotok -- The Challenges of Recruiting and Retaining Dual Language Teachers; Elizabeth Howard, Angela M. López-Velásquez -- Implications for the Future; Elena Izquierdo, David E. DeMatthews

This book constitutes the refereed proceedings of the international Joint Modular Languages Conference, JMLC 2003, held in Klagenfurt, Austria in August 2003. The 17 revised full papers and 10 revised short papers presented together with 5 invited contributions were carefully reviewed and selected from 47 submissions. The papers are organized in topical sections on architectural concepts and education, component architectures, language concepts, frameworks and design principles, compilers and tools, and formal aspects and reflective programming

The purpose of the study is to determine the status of the Kypchak language in the political, social and intellectual history of Egypt during the period of Mamluks' rule.To clarify the situation, we have made an overview of the few primary and secondary sources that deal with the functioning of the Turks' language and the analysis of its role and place in the Egyptian medieval society from the historical, religious and cultural positions. Metaphorically, the Kypchak language was the barrier language separating the social group of former slaves from the local population of Egypt and providing the right to a special position, up to the possibility of occupying the highest office of power. It also helped not to dissolve in a much larger society of Egyptians and to maintain the identity, the main component of which it was. However, the dominance of the military caste of the Mamluks did not engender language conflicts in medieval Egypt. Despite the cultural differences between the social groups - the Turkic military elite and the bulk of the Egyptian population, the devaluation of local dialects and languages has not occurred. Moreover, the Mamluk rulers have even strengthened the status of the Classical Arabic by their strong support of the material and spiritual Islamic culture and infrastructure. However, the Kypchak language did not lose its positions remaining the language of communication not only of the Turks but also of the Türkicized Caucasian and Mongolian ethnic groups.We believe that the study of the language of the medieval Turkic world can be more productive if we include an interdisciplinary approach to the methodology of its study and not only Eastern but European sources as well. ; The purpose of the study is to determine the status of the Kypchak language in the political, social and intellectual history of Egypt during the period of Mamluks' rule.To clarify the situation, we have made an overview of the few primary and secondary sources that deal with the functioning of the Turks' language and the analysis of its role and place in the Egyptian medieval society from the historical, religious and cultural positions. Metaphorically, the Kypchak language was the barrier language separating the social group of former slaves from the local population of Egypt and providing the right to a special position, up to the possibility of occupying the highest office of power. It also helped not to dissolve in a much larger society of Egyptians and to maintain the identity, the main component of which it was. However, the dominance of the military caste of the Mamluks did not engender language conflicts in medieval Egypt. Despite the cultural differences between the social groups - the Turkic military elite and the bulk of the Egyptian population, the devaluation of local dialects and languages has not occurred. Moreover, the Mamluk rulers have even strengthened the status of the Classical Arabic by their strong support of the material and spiritual Islamic culture and infrastructure. However, the Kypchak language did not lose its positions remaining the language of communication not only of the Turks but also of the Türkicized Caucasian and Mongolian ethnic groups.We believe that the study of the language of the medieval Turkic world can be more productive if we include an interdisciplinary approach to the methodology of its study and not only Eastern but European sources as well.

As demand for proficient English speakers increases worldwide, there is growing concern about the standard of English achieved by students during their schooling. With English teachers (rightly or wrongly) receiving much of the blame for a perceived decline in language standards, policy-makers are increasingly interested in the language-related competencies of English teachers: both their language proficiency (or 'communicative language ability', CLA) and their 'knowledge about language' (or Teacher Language Awareness, TLA). As a result, the assessment of English teachers' language-related competencies has become more widespread. In any attempt to measure those competencies, however, several important interrelated issues have to be confronted. Some relate to the precise nature of the knowledge/awareness that English teachers have of the language they teach, and the difficulties inherent in setting/measuring standards of Teacher Language Awareness. Others concern the language model(s) of which English teachers are expected to be aware, and about which teachers themselves feel they should be aware. The present paper examines some of these issues. It begins by exploring the nature of TLA, and some of the challenges in TLA measurement. It then considers questions relating to the varieties of English which form models for TLA, with particular reference to Hong Kong.

This book contains 17 studies by leading international scholars working on a wide range of topics in Arabic socio-linguistics, divided into four parts. The studies in Part 1 address questions of national language planning in a diglossic situation, with a particular focus on North Africa. Part 2 explores the relationship of identity and language choice in different Arabic-speaking communities living both within and outside the Arab World. Part 3 examines language choice in such diverse contexts as popular preaching, humour and Arab women's writing. Part 4 contains 5 papers in which variation

The close relation between language and politics was noted by George Orwell many years ago. Undoubtedly, no other political phenomenon brings this relationship more sharply into focus than that of nationalism."In our time, the national community has assumed paramount power," notes Frederick Hertz. Along with this development, "the national language has become one of the idols of a new religion. All nations regard it as a symbol of their independence and honour, as the supreme expression of their personality, and they esteem its exclusive domination within their national territory more highly than obvious spiritual and material advantages." Indeed, language has been widely (though in some cases erroneously) accepted as one of the prime indicators of national identity.