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This paper introduces the concept of linguistic hijacking, the phenomenon wherein politically significant terminology is co-opted by dominant groups in ways that further their dominance over marginalized groups. Here I focus on hijackings of the words "racist" and "racism." The model of linguistic hijacking developed here, called the semantic corruption model, is inspired by Burge's social externalism, in which deference plays a key role in determining the semantic properties of expressions. The model describes networks of deference relations, which support competing meanings of, for example, "racist," and postulates the existence of deference magnets that influence those networks over time. Linguistic hijacking functions to shift the semantic properties of crucial political terminology by causing changes in deference networks, spreading semantics that serve the interests of dominant groups, and weakening the influence of resistant deference networks. I consider an objection alleging the semantic corruption model gets the semantic data wrong because it entails those who hijack terms like "racist" speak truly, whereas it's natural to see such hijacking misuses as false speech about racism. I then respond to this objection by invoking the framework of metalinguistic negotiation proposed by Plunkett and Sundell.

This paper investigates the diversity issue in business contexts in Switzerland from a linguistic perspective and reports the results of field activities in two multinational enterprises. Using a qualitative-empirical approach, the paper analyses two interviews with Heads of Communication in charge of the development and implementation of communication strategies for a culturally and linguistically diverse workforce. Particular attention is paid to the role of English as the corporate language, and to attitudes towards language. A methodological agenda will be proposed which is intended as a contribution to the field of Linguistic Diversity Management. ; Dieser Beitrag untersucht den Problembereich der sprachlich-kulturellen Diversität in multinationalen Unternehmen der Schweiz aus einer pragmatischen Perspektive. Ausgehend von Interviews mit Entscheidungsträgern aus den Kommunikationsabteilungen zweier multinationaler Firmen geht der Beitrag der Frage nach, wie und in welchen Zusammenhängen die kulturelle und sprachliche Diversität der Belegschaft in die Kommunikationspraxis solcher Entscheidungsträger einfliesst und die Sprachpolitik des Unternehmens bestimmt. Die Ergebnisse der Analyse werden von methodologischen Fragestellungen gerahmt, die aus der pragmatischen Betrachtungsweise hervorgehen. ; This paper investigates the diversity issue in business contexts in Switzerland from a linguistic perspective and reports the results of field activities in two multinational enterprises. Using a qualitative-empirical approach, the paper analyses two interviews with Heads of Communication in charge of the development and implementation of communication strategies for a culturally and linguistically diverse workforce. Particular attention is paid to the role of English as the corporate language, and to attitudes towards language. A methodological agenda will be proposed which is intended as a contribution to the field of Linguistic Diversity Management.

This paper distinguishes three phases in the popularization of linguistic relativity: the phase initiated by Benjamin Lee Whorf himself; a second phase during which linguistic relativity was formulated and tested as a research hypothesis; and the current phase during which language-relativistic assumptions have penetrated the mass media. To diagnose the spread of relativistic assumptions, 560 articles in both English and Greek print and electronic media were considered. The articles were published over the period 2010–2019. They fall, roughly, into eighteen categories. Some of the articles report explicitly on linguistic relativity research, while others presuppose language-relativistic ideas in handling issues as disparate as the effectiveness of managerial discourse, the appropriateness of political correctness, or the possibility of communicating with aliens. The large number of article categories as well as the tacit assumption of linguistic relativity in a growing number of articles are indicators of how popular linguistic relativity has become in folk-linguistic discourse.

Mobility, growing urbanization and increasingly complex ways of communication in today's world urge language teachers to develop an understanding of language as semiotic practice in social life and question the ideological underpinnings of language use in multilingual contexts. The article discusses how linguistic landscape research can help pre-service English language teachers engage in reflection on their own multi/plurilingual ecologies, challenge monolingual/monocultural language education policies and potentially move towards more inclusive pedagogical practices in their future teaching contexts. The article reports on the findings attained from a linguistic landscape research, comprising İstanbul-based photographic corpora of 300 visuals from the lens of 72 Turkish-speaking prospective teachers of English, their written reflections on self-gathered data and 7-hour audio recording of focus group interviews where the student teachers engaged in evidence-based and identity-sensitive discussion on the multilingual ecology of İstanbul. The paper concludes with a discussion of if, and to what extent self-reflection and dialogic engagement among prospective English language teachers on societal multilingualism, as anchored by critical reflexivity, contribute to professional identity development and offer future directions for linguistic landscape research in teacher education. ; Mobilität, zunehmende Urbanisierung und immer komplexer werdende Wege der Kommunikation in der heutigen Welt fordern Fremdsprachenlehrkrӓfte auf, ein Verständnis der Sprache als eine semiotische Gestaltung des sozialen Lebens zu entwickeln und die ideologischen Grundlagen des Sprachgebrauchs in mehrsprachigen Kontexten in Frage zu stellen. Der Artikel beschreibt, wie sprachliche Landschaftsforschung dazu beitragen kann, dass angehende Englischlehrkrӓfte über ihre eigenen mehr- bzw. vielsprachigen Wechselbeziehungen nachdenken und durch diesen Denkprozess die vorherrschende einsprachige bzw. monokulturelle Sprachenpolitik in Frage stellen, um in ihrem zukünftigen Unterrichtskontext integrativere pӓdagogische Praktiken zu entwickeln. Der Korpus der Untersuchung besteht aus 300 Fotografien, die die sprachliche Vielfalt der Stadt Istanbul visuell reprӓsentieren. Hierfür haben im Rahmen der sprachlichen Landschaftsforschung 72 angehende türkische Englischlehrkrӓfte Straßen- und Ladenschilder, Plakate, Leuchtreklamen usw. fotografiert und den Versuch unternommen, ihren Blick auf Sprache widerzuspiegeln. Dieser Korpus wurde zusätzlich durch die schriftlichen Reflexionen zu den Fotografien und einer 7-stündigen Audioaufnahme eines Fokusgruppeninterviews erweitert, in dem die Lehramtsstudierenden eine evidenzbasierte und identitätssensible Diskussion über die mehrsprachige Vielfalt der Stadt Istanbul führen. Abschließend wird in der Arbeit diskutiert, ob und inwieweit Selbstreflexion und dialogisches Engagement von angehenden Englischlehrkrӓften zur gesellschaftlichen Mehrsprachigkeit, die durch kritische Reflexivität verankert ist, zur beruflichen Identitätsentwicklung beitragen und zukünftige Richtungen für Arbeiten im Bereich der Sprachlandschaft in der Ausbildung von Fremdsprachenlehrkrӓften bieten kann. ; Peer Reviewed

International audience This paper mainly focuses on the commitment of some Prague Linguistic Circle members (Mathesius, Havránek, Jakobson, Weingart, Mukařovský) during the years between the Two World Wars. The author particularly draws attention to their reactions to the purists' aggressive views published in the review Našeřeč and to the "1932 theses" (the principles according to which language should have been treated) they formulated in addition. ; Savina Raynaud est professeur de philosophie du langage à l'Université Catholique de Milan. Ses travaux portent sur la philosophie du langage, la sémantique, l'histoire et l'épistémologie des théories linguistiques. Dernière publication (2014) : « Un objet bipolaire, des épistémologies imbriquées. Langues et langage face aux techniques, aux arts, aux sciences, à la philosophie », in Les sciences du langage en Europe, Actes du colloque 2011 de l'ASL, Limoges, Lambert Lucas, p. 23-40 [ http://hdl/handle.net/10807/53738 ]. - Savina Raynaud is professor at the Catholic University of Milan. Her works are about Philosophy of language, Semantics, History and Epistemology of linguistic theories. Last publication (2014): "Un objet bipolaire, des épistémologies imbriquées. Langues et langage face aux techniques, aux arts, aux sciences, à la philosophie", in Les sciences du langage en Europe, Actes du colloque 2011 de l'ASL, Limoges, Lambert Lucas, p. 23-40 [ http://hdl/handle.net/10807/53738 ]. Le présent article traite de l'engagement de certains membres du Cercle Linguistique de Prague (Mathesius, Havránek, Jakobson, Weingart, Mukařovský) durant l'entre-deux-guerres. L'auteur attire particulièrement l'attention sur les réactions de ces membres aux thèses agressives publiées par des puristes dans la revue Našeřeč, ainsi que sur les « thèses de 1932 » (les principes selon lesquels la langue aurait dû être traitée) qu'ils formulèrent par ailleurs.

What is it? Decolonising the languages curriculum is a radical requirement to critically re-examine the way in which the languages curriculum has been formed in any context. It requires the examination of the power dynamics which have led to the dominance of certain languages over others and which languages are and are not accorded resources in schools, universities, and colleges by the state, by the military, by community programmes, and in families. Decolonising the languages curriculum requires what is known as a phenomenological double break.

Forschungen zu Linguistic Landscapes stellen ein relativ junges Feld der Soziolinguistik dar, das sich der Präsenz geschriebener Sprache im öffentlichen Raum widmet. Grundlegend für die Etablierung dieser Forschungsrichtung war der Aufsatz von Landry & Bourhis (1997), der sowohl die Bezeichnung Linguistic Landscapes einführte (LL) als auch den Forschungsgegenstand definierte [.] Ausgehend von Landry & Bourhis widmeten sich zahlreiche Studien der LL aus den verschiedensten thematischen Perspektiven, unter denen Mehrsprachigkeit, Minderheitensprachen, Sprachideologie, Kommodifizierung und Tourismus eine zentrale Rolle spielten. [.] Im Folgenden soll die Bedeutung der historischen sozio-ökonomischen Entwicklung für die LL ausführlicher beschrieben werden, um so zu zeigen, dass ohne die entsprechenden sozio-ökonomischen Prozesse eine LL im modernen Sinne nicht existieren würde, womit gleichzeitig auf die Kritik an den üblicherweise urbanen Erhebungsorten eingegangen wird. Im Anschluss daran soll eine kurze Darstellung der historischen Konfliktlagen der häufigsten Zielregionen von LL-Studien aufzeigen, in welcher Weise diese die LL-Perspektive möglicherweise einseitig geprägt haben. Die Präsenz vergleichbarer Strukturen in fast allen Forschungsregionen von LL-Studien wird ebenfalls aufgezeigt und die sich daraus ableitende Problematik für die Auswahl neuer Forschungsorte und -themen beschrieben. ; This paper introduces Linguistic Landscape research as a field of sociolinguistic. Its foundations going back to the late 1990s, Linguistic Landscape studies focuses on the presence of written language in public space and its political, economic and societal meaning – often touching on the relationship of minority and majority languages. I will present the historical foundations of Linguistic Landscapes and present applications of Linguistic Landscape research. Within this context I will also address methodological and theoretical issues and problems such as the implications deriving from the definition of the basic unit of analysis (sign) or the missing differentiation of the term "minority" (allochtonous vs. autochtoneous).

Drawing on fieldwork conducted between 2002 and 2012 in Switzerland, Catalunya and different zones of francophone Canada in sites related to heritage and cultural tourism, we argue that tourism, especially i n multilingual peripheries, is a key site for a sociolinguistic exploration of the political economy of globalization. We link shifts in the role of language in tourism to shifts in phases of capitalism, focusing on the shift from industrial to late capitalism, and in particular on the effects of the commodification of authenticity. We examine the tensions this shift generates in ideologies and practices of language, concerned especially with defining the nature of the tourism product, the public and the management of the tourism process. This results in an as yet unresolved destabilization of hitherto hegemonic discourses linking languages to cultures, identities, nations and States.

El fenomen de la globalització que vivim actualment ha provocat canvis lingüístics molt importants a escala mundial. L'anglès ha esdevingut la llengua internacional, del poder econòmic i polític, i s'està convertint en la llengua de les classes socials altes i el jovent. Paral·lelament, però, les llengües regionals també estan experimentant una gran difusió, gràcies a les noves interaccions socials i al suport econòmic dels governs que les representen. Alhora, i com a resultat d'aquestes dues tendències, sorgeix el sentiment d'arrelament de les comunitats locals, que veuen la llengua local com a marca d'autenticitat que cal defensar davant del fenomen de la globalització i la regionalització. Ens dirigim, doncs, cap a una societat multilingüe, en què cada llengua ha de tenir les seves pròpies funcions socials distintives, encara que sigui inevitable que es generin conflictes entre les llengües en contacte. En vista d'aquesta situació, l'autor anticipa una pèrdua de l'hegemonia de l'anglès a favor de l'augment de les llengües regionals i una futura extinció de les llengües més minoritàries. ; The globalisation phenomenon that we are currently seeing has lead to major linguistic changes on a worldwide scale. English has become the leading international language, in economic and political spheres, and is becoming the language of high society and of the young. At the same time, however, regional languages are also making considerable headway, thanks to new social interaction and economic backing from their governments. In turn, and as a result of these two trends, there is impetus for feelings of belonging to local communities which see their language as a sign of their own authenticity, one that has to be defended against the phenomena of globalisation and regionalisation. We are thus heading towards a multilingual society, in which each language has its own, distinct social functions, even though it is inevitable that there will be conflict between the languages that come into contact. In this scenario, the author predicts a loss of hegemony for English, in favour of regional languages, and the future extinction of the least spoken minority languages. ; El fenómeno de la globalización que vivimos actualmente ha provocado cambios lingüísticos muy importantes a escala mundial. El inglés se ha convertido en la lengua internacional, del poder económico y político, y se está convirtiendo en la lengua de las clases sociales altas y la juventud. Paralelamente, sin embargo, las lenguas regionales también están experimentado una gran difusión, gracias a las nuevas interacciones sociales y al apoyo económico de los gobiernos que las representan. A su vez, y como resultado de estas dos tendencias, surge el sentimiento de arraigo de las comunidades locales, que ven la lengua local como signo de autenticidad que hay que defender frente al fenómeno de la globalización y de la regionalización. Nos dirigimos, pues, hacia una sociedad multilingüe, en que cada lengua debe tener sus propias funciones sociales distintivas, aunque sea inevitable que se generen conflictos entre las lenguas en contacto. Ante esta situación, el autor anticipa una pérdida de la hegemonía del inglés a favor del aumento de les lenguas regionales y una futura extinción de las lenguas más minoritarias.

Educational institutions, whether privately owned or state funded, are a meeting place for students coming from diverse linguistic and cultural backgrounds. Educational institutions as learning environments and spaces not only play a fundamental role in the development of an individual, but also perpetuate various ideologies related to languages, politics, cultures, and society among others. In relation to language ideology, linguistic landscape is a novel field which allows sociolinguists to analyze how spaces are constituted through the language(s) employed in public signage as signs enable a dynamic process in which the language(s) used in these signs and those who pass by said signs influence each other to shape the landscape of their community. It enables the identification of the relative power and vitality of the language(s) in a particular community that may or may not appear in public signage. Language(s) displayed in public spaces can also be interpreted as a reflection of the ideological conflicts within a community. Respectively, there is a growing interest towards the study of the linguistic landscape in educational spaces, also known as schoolscape. School, a central civic institution, represents a deliberate and planned environment where learners are subjected to powerful messages about language(s) from local and national authorities. Accordingly, by reviewing past studies, this paper proposes to initiate discussion and investigation of the practices and the language(s) utilized in signs within educational spaces in the United States as institutions can perpetuate language ideologies, which can either foster or hinder bilingual education.

The article deals with the linguistic characteristics of political discourse. It analyzes the dialogues and monologues presented in the political fable "Animal Farm" written by George Orwell. The author of the article argues that the linguistic characteristics of this work are: various forms of vocative expressions, rhetorical questions, interrogative, imperative and exclamatory sentences. The latter is often presented in the form of slogan. These linguistic characteristics are frequently used in the novel and make the work emotionally charged. The author says that vocative expressions are usually presented with the words: comrade, friend, fountain, lord, gentlemen, etc. In some cases we see personal names as well. Repetition of words is also characteristic for these expressions. What concerns to interrogative sentences, they are usually answered by the speakers themselves.

The paper draws upon the findings of an analysis carried out in the period October 2014-February 2015 by a team of researchers from the University of Westminster with support from colleagues from across the EU. The analysis identified the linguistic communities across the 28 EU member states as recognized (or not) by the country's legislation and the linguistic rights of these communities in education, judiciary and public services. The findings present a complex picture of different linguistic traditions, as well as different levels of minority language use. Education and media appear as the two areas where these minority languages are most used. The article highlights the diversity of national policies across the EU towards minority languages. At the same time it identifies a number of factors that influence the use of minority languages in one context and not in another. Finally, the paper proposes a policy approach that would enhance education in minority languages, strengthen community cohesion and diversity in a globalizing world.

The article describes the specific methods used in various areas of linguistic expertise. The question of how effective the methods can be in the process of linguistic examination is explained. In cases of extremism, authorization of anonymous letters, and levels of insults, forensic linguistic expertise has long grouped methods. The issue of developing a single scientific-methodological system and identifying universal methods in the activities of linguistic expertise centers in governmental and non-governmental organizations will be clarified.

National language policy which is implemented from the top is perceived as official legislation designed to influence people's linguistic lives. In the Castilian-dominated Galician linguistic landscape, this paper examines the impact of last thirty years' top-down language policies on the "linguistic culture" (Schiffman 1996) of the Galicians and analyses the role of grassroots level actors or agents who play a significant role in interpreting and implementing language policy on the ground. Linguistic culture, as Schiffman (2006: 112) describes it, is the "sum totality of ideas, values, beliefs, attitudes, prejudices, myths, religious strictures, and all the other cultural 'baggage' that speakers bring to their dealings with language from their culture". This will inevitably lead us to an examination of the essential macro level linguistic and non-linguistic variables such as socio-political, socio-economic, socio-cultural, sociolinguistic factors present in the Galician society influencing the ideological construct and revitalisation practices of the community. Concurrently, this article offers a brief overview of the sociolinguistic history of Galician, as a means of contextualising existing debates related to language policies since the outset of the Galician Autonomy. It starts with a discussion on the significance of the 1983 Linguistic Normalisation Act, the immediate effects it had on Galician and on its public visibility which will be further related to the various understandings of notions such as linguistic normalisation and societal bilingualism which have been an integral part of LPP discourse over the course of last three decades. To conclude, the chapter will also offer a critical account of the recent developments in grassroots level Galician language activism such as the creation of Galician medium pre-primary immersion schools through co-operative mobilisations and crowd-sourcing; these schools came about as a reaction to the contemporary state-imposed language policies from the present centre-right wing government (2009-present).

Linguistic differences between groups of co-ethnic and/or co-national migrants in diasporic contexts can become grounds for constructing and displaying identities that distinguish (groups of) migrants on the basis of differences in the sociohistorical circumstances of migration (provenance, time of migration) and/or social factors such as class, socioeconomic status, or level of education. In this article, I explore how language became a source of ideological conflict between Greek Cypriot and Greek migrants in the context of a complementary school in north London. Analysing a set of semi-structured interviews with teachers, which were undertaken in 2018 as part of an ethnographically oriented project on language ideologies in Greek complementary schools, I show that Greek pupils and parents, who had migrated to the UK after 2010 pushed by the government-debt crisis in Greece, positioned themselves as linguistic authorities and developed discourses that delegitimised the multilingual and multidialectal practices of Greek Cypriot migrants. Their interventions centred around the use of Cypriot Greek and English features, drawn from the linguistic resources that did not conform with the expectations that "new" Greek migrants held about complementary schools and which were based on strictly monolingual and monodialectal language ideologies. To these, teachers responded with counter-discourses that re-valued contested practices as products of different linguistic repertoires that were shaped by different life courses and trajectories of linguistic resources acquisition.