Language, immigration and ethnicity: The choice of language in DRC immigrant families

ABSTRACT In South Africa there appears to be no published work on language policy in immigrant African families. This thesis, therefore, aims to understand the language policies and language practices of four immigrant families from the Democratic Republic of Congo (DRC) living in South Africa (SA). These four families are presented as case studies and were chosen on the basis of their different ‘family language policies’: English-only, French-only, French-Tshiluba, Multilanguage. The study explores the underlying reasons for the choice of language/s in each family. The main research question is: What are the current language policies and practices of selected DRC immigrant families, and their implications for children’s schooling, for relations within the family and the DRC immigrant community, and for relations outside of these? This research is based on observations and recorded semi-structured interviews with the immigrant parents and children, principals, teachers, and the peers of two children from each family. A theoretical framework based on the work of Bernard Spolsky (2004) is used to understand and analyse the data in relation to: external forces such as power relations within and outside the family, the choice of language for the family, its regulation, and its identity effects. The analysis of data indicated four main findings. First, in all the research families, gender and patriarchy, together with ethnicity and external forces, play a crucial role in the choice of languages for a family’s chosen language policy. Second, the family language policy (FLP) emerges mainly as a consequence of anxiety regarding the marginalisation of immigrant families in their struggle to fit into the host society and to acquire material resources. Third, in three families whose policies restrict which languages may be used, other languages are spoken or heard in addition to the language(s) stated in the policy; only the Multilanguage family has a policy which allows members of the family to communicate in any language within the household. Fourth, this research confirms earlier research (Peirce 1995; Krashen 1982) on the importance of affective factors such as motivation, investment, self-confidence, and optimism, on the one hand, and fear or anxiety on the other, on learning the host society’s languages. In South Africa, ethnic enclosure and xenophobia prevent most immigrant family members (especially the mothers) from learning local African languages and English. Their exclusion (also self-imposed), together with unequal relations of power in South Africa, plays a crucial role in their interactions, thus limiting opportunities for learning local African languages. However, schooling enables immigrant children to integrate into the South African society. Regardless of the FLP, the immigrant children in the research families speak more English than the DRC languages which are showing signs of disappearing in their language repertoires. Based on these findings, my research contributes to a deeper understanding of the experience of immigration and sheds light on foreigner identities. As well, the present study is significant in that it contributes to the emerging scholarship on language policy in immigrant African families, given the dearth of information on language choice and use among immigrants in South Africa. This research also adds to the burgeoning literature on the relationship between language and ethnicity in the diaspora

Qualifying number restrictions in concept languages

We investigate the subsumption problem in logic-based knowledge representation languages of the KL-ONE family. The language presented in this paper provides the constructs for conjunction, disjunction, and negation of concepts, as well as qualifying number restrictions. The latter ones generalize the well-known role quantifications (such as value restrictions) and ordinary number restrictions, which are present in almost all KL-ONE based systems. Until now, only little attempts were made to integrate qualifying number restrictions into concept languages. It turns out that all known subsumption algorithms which try to handle these constructs are incomplete, and thus detecting only few subsumption relations between concepts. We present a subsumption algorithm for our language which is sound and complete. Subsequently we discuss why the subsumption problem in this language is rather hard from a computational point of view. This leads to an idea of how to recognize concepts which cause tractable problems

Scenarios for Description Logic

Description logics form a family of knowledge representation languages for modeling ontologies. Model-finding is a technique for analyzing a first-order theory T by constructing and querying the models of T. This project develops a translation from description logic theories to first-order theories, enabling the use of the Razor model-finder. We provide an implementation of the translation algorithm, and a proof of correctness of the algorithm. As a case study, we explore a sample role-based access control policy formalized in description logic and show how to reason about using Razor

First-Order Rewritability and Complexity of Two-Dimensional Temporal Ontology-Mediated Queries

Aiming at ontology-based data access to temporal data, we design two-dimensional temporal ontology and query languages by combining logics from the (extended) DL-Lite family with linear temporal logic LTL over discrete time (Z,<). Our main concern is first-order rewritability of ontology-mediated queries (OMQs) that consist of a 2D ontology and a positive temporal instance query. Our target languages for FO-rewritings are two-sorted FO(<) - first-order logic with sorts for time instants ordered by the built-in precedence relation < and for the domain of individuals - its extension FOE with the standard congruence predicates t \equiv 0 mod n, for any fixed n > 1, and FO(RPR) that admits relational primitive recursion. In terms of circuit complexity, FOE- and FO(RPR)-rewritability guarantee answering OMQs in uniform AC0 and NC1, respectively. We proceed in three steps. First, we define a hierarchy of 2D DL-Lite/LTL ontology languages and investigate the FO-rewritability of OMQs with atomic queries by constructing projections onto 1D LTL OMQs and employing recent results on the FO-rewritability of propositional LTL OMQs. As the projections involve deciding consistency of ontologies and data, we also consider the consistency problem for our languages. While the undecidability of consistency for 2D ontology languages with expressive Boolean role inclusions might be expected, we also show that, rather surprisingly, the restriction to Krom and Horn role inclusions leads to decidability (and ExpSpace-completeness), even if one admits full Booleans on concepts. As a final step, we lift some of the rewritability results for atomic OMQs to OMQs with expressive positive temporal instance queries. The lifting results are based on an in-depth study of the canonical models and only concern Horn ontologies

Diversidade lingüística e identidade : as microdecisões na manutenção/perda de uma língua materna minoritária

Based on the bilingualism and ethnolinguistic identity research, this study aims to observe the role identity and linguistic attitudes play in a minority mother language’s maintenance or shifting process in early bilingualism cases in a societal bilingualism situation. The analyzed context comprises native speakers of essentially bilingual communities that migrate to an urban center like Porto Alegre, where the opportunities for minority mother language use are drastically restrained by the monolingual Portuguese context. It’s asked how this language was maintained and what is the identity and linguistic attitude after the removal of the original context identified as more rural, isolated and ethnic and culturally different. The data collection derives from semi-structured interviews, recorded and subsequently transcribed. The data analysis suggests that the ‘geographic’ factor isn’t so relevant to the maintenance/shifting of a minority language than the speaker’s ‘micro-decisions’ to preserve the cultural and affectionate ties with their origin group, the family. Besides family group, community, school and government should be called to come together to construct new ways for the linguistic and cultural preservation of the bilingual community in Brazil. In that sense, this research intends to contribute to a wider understanding of the identity and linguistics attitudes’ role in the languages’ teaching and learning in general

Non-Standard and Minority Varieties as Community Languages in the UK: Towards a New Strategy for Language Maintenance

Supplementary schools (also referred to as complementary or Saturday schools) play a key role in teaching community heritage languages. In this way they contribute to strengthening awareness of cultural identity and confidence among pupils of migrant and minority backgrounds. The diaspora setting poses a number of challenges: parents and pupils expect supplementary schools to provide instruction in formal aspects of the heritage languages (reading and writing, and ‘correct’ grammar), but also to help develop competence in using the language in everyday settings, not least in order to enable intergenerational communication. Where the formal language differs from non-standard speech varieties (such as regional dialects), gaps may emerge between expectations and delivery. Most schools do not equip teachers to address such issues because the traditional curricula (including textbooks and teacher training packages that are often imported from the origin countries) fail to take them into consideration. The paper draws on recent research by specialist sociolinguists working in various UK settings and on a discussion among researchers and practitioners that was hosted by the University of Westminster in April 2019, co-organised by the Multilingual Manchester research unit at the University of Manchester as part of the Multilingual Communities strand of the AHRC Open World Research Initiative consortium ‘Cross- Language Dynamics: Re-shaping Communities.’ Research has shown that teachers, parents and pupils attribute importance to the teaching of standard languages, not least as a way of gaining additional formal qualifications and increasing prospects of university admission and employment. However, pupils also show an interest in everyday speech varieties and often challenge the prevailing language ideologies that fail to recognise their importance in informal communication. Teachers tend to be aware of this tension but lack the training and resources to address it in the classroom. The workshop findings suggest that failure to take non-standard speech varieties into consideration can discourage pupils from attending supplementary schools and so it also risks having an adverse effect on the transmission of standard heritage languages. Pupils’ motivation can be boosted if they are offered more tools and opportunities to communicate in everyday speech varieties. To that end, non-standard varieties must be valorised and teachers should be equipped with the skills to address language variation and pupils’ multilingual repertoires and to promote them as valuable communicative resources. The paper recommends that supplementary schools should explore ways to take into account pupils’ multilingualism and use of non-standard varieties. Curricula should be adjusted to recognise non- standard varieties as valuable resources while continuing to teach the formal (standard) varieties. Teacher training modules should be designed that take pupils’ multilingual repertoires into account and equip teachers to understand and address sociolinguistic issues such as structural variation, multilingualism and language ideologies. The paper also recommends public engagement to address the inequality that underpins the use of the terms ‘community’ versus ‘modern languages’, and calls for collaboration between mainstream (statutory) schools and supplementary schools when it comes to celebrating diversity in their pupils’ backgrounds. Academics should play a greater role in providing advice, support and training to practitioners. They should work with practitioners and stakeholders to raise public awareness of the contribution that supplementary schools make and to develop policies and pedagogical approaches to support them