In Conversations with Scholars on Contemporary Issues and Research Agendas in Language Ideologies

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Keys to indigenous youth and adult education in Latin America. Lessons learned in the pursuit of social literacy

The article summarises a study on the situation of the education of indigenous youths and adults in Latin America. Although its scope pretends to be regional and comprehensive seven case studies are taken as points of departure for the analysis; those of Bolivia, Peru, Ecuador, Guatemala and Mexico, traditionally regarded as the \u27most indigenous\u27 countries of the region, in contrast with other two - Brazil and Nicaragua -, where the presence of indigenous populations is less influential in everyday social life. The lessons learned through the implementation of youth and adult literacy programmes in these countries open up possibilities for an analytical display of relevant issues and conditions that ought to be taken into account in youth and adult educational programmes and by extension in the education of Indigenous populations in general, at a point in time where, as a result of their struggle towards social emancipation, Indigenous individuals and collectivities are gradually becoming subjects of law, and the times when they were merely considered as objects of Latin American public policy are being overcome. It is argued that in such a context a further step needs to be taken where the education of indigenous populations becomes a national issue and thus implies the concern of everybody. This move would imply the interculturalisation of all Latin American nation-states and consequently of their educational systems. (DIPF/Orig.)In seinem Beitrag analysiert der Autor die Ursprünge der zweisprachigen interkulturellen Bildung für indigene Kinder, Jugendliche und Erwachsene im lateinamerikanischen Kontext vor dem Hintergrund der verschiedenen nationalstaatlichen Versuche, assimilierende bzw. kompensatorische Ansätze in der Grundschul- und Erwachsenenbildung durch genuin zweisprachige und interkulturelle Ansätze zu ersetzen, was er spezifisch am Beispiel von Literacy-Programmen verdeutlicht. (DIPF/Orig.

The Relationship between Online Translanguaging Practices and Chinese Teenagers’ Self-identities

Translanguaging as an emerging theme in sociolinguistic studies refers to the meaning-making process by which people deploy various linguistic and semiotic resources at their disposal. This concept emphasises how personal history and experience are embedded in language practices, and thus enables researchers to understand how identities are rooted in and develop in contemporary contexts. Translanguaging in China is an under-researched area, and this study investigates the relationship between online translanguaging practices and Chinese teenagers’ identity. The study is located in contemporary metropolitan China, where teenagers have more access to global communication networks than ever before, but where free expression and information exchange is progressively restricted. It aims to find out how Chinese teenagers understand their identities, and how this relates to their multilingual and multimodal online expression. Based on the understanding of their language and identity, the study also hopes to draw some implications for general pedagogy and language education. Based on recent translanguaging studies (Simpson and Bradley, 2017; Zhu and Li, 2017), I adopt a linguistic ethnographic approach that interprets social and cultural life through situated language use (Creese and Copland, 2015). I followed their social networking sites and recorded their posts over the course of a year, with an analytical focus on posts involving translanguaging, and I interviewed them about their self-identities in order to understand how their language practices and identities are interrelated. The findings reveal that the participants’ are actively and critically developing their self-identities, regardless of geographical and cultural boundaries, or current political attempts to restrict their self-expression. The online translanguaging practices enable the teenagers to articulate their identities freely with the multimodal semiotic resources at their disposal, in a way they might not be able to do offline. I conclude that translanguaging is a valuable lens through which to understand Chinese teenagers’ identity construction, and the study offers some implications both for future research on translanguaging, and for school English language pedagogy

The reception and impact of Nollywood in France: a preliminary survey

Following a one-year pilot project on the reception of Nollywood in the London region, an international team headed by the Open University, UK, is now embarking on a wider project, which will widen the range of diasporic contexts to incorporate data collection from European cities outside the UK where Nigerian videos are distributed and consumed, such as Dublin, Paris and Berlin. This paper will report on our efforts to address the gaps in the present knowledge and evaluation of Nollywood in France, in response to Barrot's challenge that his book on Nollywood (2005:6) was but an "incomplete and subjective" study on a largely unknown phenomenon. It will consider the reception of Nollywood films, focusing on the Paris region and using Nigerian networks such as NIDO France and the Paris-based France-Nigeria Association. Based on questionnaire and interviews' analysis and survey of popular markets such as Chateau Rouge in Paris, it will focus on the reasons attracting viewers to Nollywood and the impact of Nigerian video-films on language learning and cultural practices

Operating Under Erasure: Race/Language/Identity

Based on a critical ethnographic research project, this paper is about the impact of becoming Black on ESL learning; that is, the interrelation between identity formation, identification, race, culture and second language learning. It contends that a group of French-speaking immigrant and refugee continental francophone African youths who are attending an urban Franco-Ontarian high school in south- western Ontario, Canada, enters, so to speak, a social imaginary, a discursive space in which they are already imagined, constructed, and thus treated as Blacks by hegemonic discourses and groups. This imaginary is directly implicated in whom they identify with (Black America), which in turn influences what and how they linguistically and culturally learn. They learn Black English as a second language (BESL), which they access in hip-hop culture and rap lyrical and linguistic styles. Conducted within an interdisciplinary framework, this critical ethnography shows that (ESL) learning is neither neutral nor without its politics and pedagogy of desire and investment. En se basant sur un projet de recherche ethnographique critique, l\u27auteur considère l\u27effet de devenir Noir dans l\u27étude d\u27anglais comme langue seconde (ESL), c\u27est-à-dire la corrélation entre la formation de l\u27identité, l\u27identification, la race, la culture, et l\u27étude de la seconde langue. Il s\u27agit d\u27un groupe de jeunes immigrants et réfugiés francophones venant d\u27Afrique et allant à une école secondaire de langue française dans un centre urbain du sud-ouest de l\u27Ontario, Canada. L\u27auteur soutient que ces jeunes, pour le dire, entrent dans un espace social, décousu, imaginaire dans lequel ils se sont déjà imaginés, composés, et donc traités comme des Noirs à cause d’un discours hégémoniques. Cet espace imaginaire est directement impliqué sur ceux avec lesquels ils s\u27identifient notament des Afro-américains et qui, à leur tour, influencent sur ce qu\u27ils apprennent en langue et en culture. Ils ont appris l\u27anglais des Noirs comme langue seconde (BESL) qu\u27ils ont appris par la culture hip-hop, les paroles et l\u27expression linguistique du Rap. Conduit dans un cadre interdisciplinaire, cette étude ethnographique critique souligne le fait que l\u27apprentissage de langue (ESL) n\u27est ni neutre, ni indépendant des politiques et de la pédagogie du désir et de l\u27investissement

Living with diversity and change: Intergenerational differences in language and identity in the Somali community in Britain

The Somali community in Britain has been portrayed as largely homogenous and rather problematic, unwilling to integrate into mainstream British society, a perception that is reinforced by the media and government policies. The government policies tend to ignore the internal diversity and change that the community is experiencing. Drawing on data from a family language policy project, this paper aims to explore intergenerational changes in language preference and use and associated issues of identity within the Somali community in Britain. We look at how the changes in language preference and practice manifest themselves through reported language use and language policies at home, how the changes are affecting the British Somali youths in particular, and how ideas of Somaliness and Britishness are negotiated on an individual level, as well as on a community-wide level through Somali-led organisations. And we highlight the work that the community is doing to tackle issues of intergenerational language shift and Somali identity building. The study aims to contribute to a better understanding of the struggles of the Somali community in Britain in dealing with diversity and change, an understanding that is crucial to the development of appropriate policies regarding the community

Multilingualism in Computer mediated communication. A study of language choice among youngsters in rural Tanzania.

Mastergradsoppgave i digital kommunikasjon og kultur, Høgskolen i Innlandet, 2019.African youth linguistic practices have merely been regarded as an urban phenomenon that has nothing to do with rural areas. They have sometimes been labelled as urban vernaculars, a label that excludes creative linguistic practices of rural youths. This thesis aims to study how linguistic practices of Tanzania’s multilingual rural based youngsters are reflected in Computer mediated communication by examining to what extent are their linguistic practices fixed in the sense that they orient to the monolingual system and standard varieties or fluid in the sense that their whole linguistic repertoire is involved in the meaning-making process. I also examine which languages these youngsters use. I introduce multilingualism by considering its historical background regarding its evolution during the last six decades as well as a brief explanation of Computer mediated communication in general and in Africa. I have chosen to briefly introduce and explain language situation in Tanzania because its awareness will ensure understanding of the aim of research topic and the analysis of the youngsters’ linguistic practices in Computer mediated communication. Throughout the theory chapter, there will be a discussion of multilingualism’s central concepts such are language choice and code-switching. However, data in this thesis will be analyzed in the light of fixity and fluidity, and theories that suppose fluid linguistic practices, such as metrolingualism and translanguaging are also introduced in the theory. This study is done through a qualitative research design. Data used in this thesis is based on individual interviews and observation collected from six rural based Tanzania’s youths. There is a total of 22 examples of both interviews and observation selected to represent the main tendencies in the data. Findings of this study shows how youths’ linguistic practices in computer mediated communication challenge the monolingual approach to language emphasized by once but no longer hegemony state that is Tanzania. Online youth linguistic practices appear in many different shapes characterized by both local and global practices witnessed in many various social networking sites. Such linguistic diversity in computer mediated communication is contributed by various motives

Portraits of Three Language Activists in Indigenous Language Reclamation

In an approach inspired by portraiture and ‘history in person,’ this paper portrays three women Indigenous language activists engaged in language reclamation, highlighting the mutually constitutive nature of language and the enduring struggles of Indigenous peoples that are crucibles for forging their identities. Neri Mamani breaks down longstanding language and identity compartmentalisations in Peru by assuming a personal language policy of using Quechua and engaging in Indigenous practices in public, urban, and literate spaces. Nobuhle Hlongwa teaches a university course on language planning through isiZulu medium and is a key figure in advocating for, negotiating, and implementing multilingual language policy at her university and in South Africa. Though discouraged by the politics of language policy, Hanna Outakoski stays in the fray for the sake of Sámi language, as university teacher of Sámi, activist for Sámi at the municipal level, and researcher in a cross-national multilingual literacy assessment of Sámi youth. Though the portraits give only a glimmer of the rich and complex lives, scholarship, and commitment of the three women, they demonstrate the power of individuals in shaping language landscapes, policy, and assessment; and the implementational and ideological paths and spaces for language reclamation opened up as they do so

Attitude towards Javanese Language: A Case Study of English Department Students in Brawijaya University, Indonesia

This study aims to scrutinize the attitude of Javanese youth towards their use of local language. There are two research questions proposed in this study such as namely: 1) how is the attitude of Javanese youth towards their local language, 2) what are the factors that effect on their attitudes. The objectives of this study are to define the attitude of Javanese youth towards their local language and to discover why they are behaving so. Furthermore, this study adopted qualitative method applying descriptive analysis and selected the students of English Department of Batch 2014 Batch in Brawijaya University as the participants. The results showed that the subjects indicated showed both positive and negative attitudes towards the use of Javanese language depending on the context. The positive attitude was frequently revealed on questions related to their efforts in conserving Javanese as the local language, while the negative attitude was mostly reflected on the statements associated with their language preference in daily life. Moreover, there are several factors affecting their language attitudes namely the Javanese language internal system, social and traditional, and the prestige and the power of language

Bahasa Melayu dan literasi global

Akademika82225-3