This paper deals with the concepts of language planning and language standardization which are in direct relation with the concept language policy. In line with the said, the stands of several linguists about the a/s phenomena are presented as the subject of their studies and beneficial in giving an account of this issue. Language planning encompasses changes in the language, changes of the relations among languages as well as human acting upon the languages and their interrelations. Language standardization means design of or search for orthographic and grammar rules which are common for all the users of a language thus aiming at expansion of its use in as many areas of human life as possible. The standard language is a planned and designed unitary referential variant the purpose of which is to provide cultural, political, and social cohesion on the territory on which it is official. By elaborating these concepts, man's attempt to act upon the language and the effects are presented.
This brief paper highlights the perspectives of those proposing and opposing the idea of Minority Language Right (MLR). Then, the paper relates this discussion to the context of bi/multilingualism in Indonesia by referring to cases of bi/multilingualism in different contexts. In particular, it is also discussed whether MLR is relevant to Indonesian, a national language of Indonesia, seen through historical, political, social, and economic perspectives of bi/multilingualism in Indonesia. In the end, the author's stance of MLR is asserted.
Penelitian ini adalah pergeseran bahasa pada bahasa Simalungun. Tujuan penelitian ini adalah untuk menekukan faktor – faktor dan alasan terjadinya pergeseran bahasa Simalungun. Penelitian ini dilakukan dengan penelitian kualitatif. Data penelitian ini adalah hasil interview dengan beberapa warga Simalungun. Berdasarkan analisis yang dilakukan ditemukan bahwa Bilingualisme dan monolingualsme adalah faktor-faktor pergeseran bahasa Simalungun. Faktor ekonomi, sosial, dan politik signifikan dalam menggeser bahasa Simalungun.
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.
With the exception of the Council for German Orthography, there is no German governmental institution with a political mandate to legitimately provide support for a linguistic standardisation of a national language. Against this backdrop, this article will examine the various non-governmental German-language linguistic institutions. In the German-speaking regions, the language academies of neighbouring countries have always served as a model; however, the linguistic societies and language associations that have been established have primarily been devoted to language cultivation.
While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell's cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.
In this contribution we review and assess the specificities of vitality and revitalization of sign languages in a context of atypical endangerment. The contribution focuses on concrete examples of revitalization measures, both implemented and not yet implemented, based on the Catalan Sign Language (LSC) community context, such as the important role of language documentation, the reasons of the precarious situation in education and a proposal to establish an inclusive educational model, and finally the potential of an open learning resource offering greater access to sign language education. ; This contribution has been possible thanks to the SIGN-HUB project, which has received funding from the European Union's Horizon 2020 research and innovation program under grant agreement No 693349, to the Spanish Ministry of Economy and Competitiveness and FEDER Funds (FFI2015-68594-P), to the Government of the Generalitat de Catalunya (2014 SGR 698), to Obra Social La Caixa (LSC Corpus, Institut d'Estudis Catalans), and to AGAUR-Govern de la Generalitat de Catalunya (MOOC funding: Resolució ECO/1247/2014, de 29 de maig).
The protection and promotion of Inuit culture was identified as one of the most important goals for the creation of Nunavut, and language is one of the most important elements of Inuit culture. In 2008, Nunavut adopted a groundbreaking language legislative package to protect the Inuit language in the most significant way. In order to respond to the pressures confronting the Inuit language, and to ensure that its quality and prevalence are protected and promoted, the Government of Nunavut presented in 2012 Uqausivut, a comprehensive plan to coordinate a number of government language programs and services. This article provides an overview of Nunavut's new language policy framework, and how the territorial government intends to take positive action to protect, revitalize and promote the Inuit Language across the Territory. La protection et la promotion de la culture inuite ont été identifiées comme parmi les plus importants objectifs pour la création du Nunavu
2013 Spring. ; Includes bibliographical references. ; The complex nature of language has interested me as long as I can remember: how we experience it and how it affects our lives in both personal and public ways. This fascination was the spark for a thesis body of work that considers Ludwig Wittgenstein's "language game" in the context of contemporary discourse. In his publication Philosophical Investigations, he first coins the term, noting that it is "meant to bring into prominence the fact that the speaking of language is part of an activity, or of a form of life." This idea that we activate language as we speak it, is the cornerstone of my personal exploration of the written and spoken word as a medium and the foundation of this thesis body.
Between 1884 and 1900, Germany established protectorates in large areas of the South Pacific. The authorities assumed that the linguistically extremely diverse areas would pose communication problems. Thus the question arose whether German should become the lingua franca in the South Pacific. After a controversial discussion; the German government implemented language policies to promote the German language in the colonies. This chapter shows why, on the one hand, German language policies were doomed to failure and why, on the other, they unintentionally supported other linguistic developments such as the introduction of borrowing from German into indigenous languages, the development of German settler varieties, and the spread of pidgin languages.
Language legislation aims to protect or promote the status and use of one or more specified languages. Official language legislation relates to the according of official status to a language or languages, while liberal language legislation pertains to the recognition of language rights and linguistic minorities. Regarding the latter category, a distinction is drawn between the right to the language and the right to a language. The former refers to the right to use one or more specified languages, particularly in an official context, whereas the right to a language refers to the universal right to use one's mother tongue, or any language, particularly in unofficial contexts. Diversity, including linguistic diversity, is an asset that should be acknowledged and preserved — also in a judicial context.
Languages users may cause violence and racism: in 1976, protests against the imposition of Afrikaans at South African schools became a massacre when the police killed 172 native protesters. But, which language to choose as language of instruction since South Africa counts eleven official languages. Therefore, this paper discusses whether English should be South Africa's sole language of instruction, to stimulate the native population's presence at universities. To support the research, governmental documents on language policy and education have been examined. Also, the linguistic diversity of South African English through language contact has been described. South Africa's language policy underlines education in vernacular languages at public schools, whereas English is used at universities. This generates a low proficiency in English; therefore, many native South Africans do not enroll at universities. The result is once again an Apartheid-like segregation, which calls for the use of English as the sole language of education.
Americans are among the least likely in the world to speak another language, and this lack of foreign language skills has a negative impact on the economic and national security of the U.S. and on the careers of individuals. In the U.S. the need for foreign language skills in the workforce is predicted to increase, and many positions requiring foreign language skills cannot always be filled. The need for an increase in foreign language skills in the U.S. and across the Anglophone world has been clearly demonstrated by a series of reports. A strategic social marketing campaign is needed, and in order for the campaign to be effective, the Language Enterprise, defined as the partnership of academe, government, and private enterprise, must play an active role. The "Many Languages One World" Essay Contest and Global Youth Forum is a noteworthy example of a high-profile event made possible by a Language Enterprise collaborative partnership. Languages for Specific Purposes (LSP), especially Business Language Studies (BLS) represent an approach to foreign language education with the potential to transform both our classrooms and the future professional lives of our students
This study examines the language attitudes of members of three (formerly) Afrikaans-speaking congregations of the multilingual Moravian Church in South Africa (MCSA) with regard to current language practices within the Church and their ideas for a future language policy. It is based on interviews held with members of these congregations, while concepts of identity serve as a theoretical framework. Through these, it is shown that the MCSA could neither pursue a monolingual nor a consistently multilingual language policy in order not to aggravate the identification of its members with the Church.
This article examines state institutions with a political mandate to standardise and to regulate the standardisation of a national language, along with non-state-mandated associations (e. g. linguistic societies, language or cultural associations) that have dedicated themselves to this cause. Against this backdrop, the highly prestigious language academies in Italy, France and Croatia, which have long been active in the establishment of standards, are compared with the linguistic-political activities being pursued in countries where there are no such institutions. All institutions and associations, regardless of their state or social ties, have one thing in common: they all want, as regards self-attribution, they all want to contribute to their individual societies through the cultivation of their languages.
