"Internet universality": Human rights and principles for the internet

This paper details proposals by UNESCO to manufacture and draft a concept of “Internet Universality” that adopts a human-rights framework as a basis for articulating a set of principles and rights for the Internet. The paper discusses various drafts of this concept before examining the Charter of Human Rights and Principles for the Internet put forward by The Internet Rights & Principles Dynamic Coalition based at the UN Internet Governance Forum, and the working law Marco Civil da Internet introduced by Brazil

No. 04: Silenced by Nation-Building: African Immigrants and Language Policy in the New South Africa

All people in South Africa have constitutionallyguaranteed language rights. To what extent do these rights apply to non-citizens and are they actually observed by various state departments and officials? This report presents the results of a preliminary investigation into this question by focusing on the rights and treatment of foreigners in South Africa, particularly foreigners from other African countries. The report was commissioned by the Southern African Migration Project (SAMP) as part of a broader programme to understand the reception and treatment of non-South Africans in the new South Africa. Our aim, as authors, is to encourage government departments and nongovernmental organisations (NGO’s) to continue to work towards policies which enhance the guarantee of multilingualism enshrined in the Constitution, and which enable marginalised constituencies to be recognised and heard. The report focuses on the national departments of Home Affairs, Safety and Security, and Justice. These are the main points of immigrant and migrant contact with the state, and therefore the most likely to require policy guidelines. Other departments dealing with immigrants – such as Correctional Services, Defence, Health, Education and Welfare, as well as their provincial counterparts – will also require investigation in order to get a comprehensive picture account of current language policies and practices. To this end, the report includes recommendations for further research. Two assumptions inform this report. Firstly, we assume that the interests of structures like the Pan South African Labour Board (PanSALB) as well as NGOs are distinct from the interests vying for power within government and state structures. We therefore conclude that various civil society groups and possibly the PanSALB will actively defend the Constitution and advance a progressive and inclusive approach to language policy that benefits everyone. In a country where language has been used to divide and undermine certain political, social, economic and cultural interests, it would seem necessary for language policy to become central in the elaboration of democracy and human rights. Secondly, we assume that it is in the long term interests of the new political order in South Africa to use sensible language planning to maintain peace (by promoting tolerance of diversity), and prosperity (by using linguistic resources effectively). It should be possible for nongovernmental interests to forge a consensus with government on the use of language policy to promote and sustain democracy (through promotion of diverse voices, in an inclusive and participatory political system). However, the research for this report provided a striking reminder that few state officials have considered the impact of language policy (and its absence) on broader issues of transformation. Although faced daily with language capacity problems, and the visible manifestation of contested uses of language, state officials interviewed tend not to see a link between their immediate concerns and the role of language policy in providing solutions in both the short and long term. Furthermore, senior civil servants are not necessarily aware of the link between language policy at departmental level, and national priorities of reconstruction and development. Administrative justice and state bureaucratic procedures concerning migrants and immigrants are currently not informed by an explicit, coherent language policy. In some cases there may be violations of constitutionally guaranteed language rights, particularly in situations involving detained persons where their rights, including the written provision of reasons for negative administrative action, are not adequately communicated; and in courts where inadequate language facilitation discriminates against individuals on the basis of language and place of origin. Reasons for the lack of a coherent policy include: Absence of co-ordination between legislative and bureaucratic decision-making on language issues; Inadequate understanding in most government departments of the role and function of language policy; Poor co-ordination within and between departments on language issues; Lack of consultation, negotiation and transparency in decision-making within departments; Inadequate human resource management, including the management of linguistic resources which exist within departments; Avoidance of multilingual policy due to the current power struggle between newly appointed, English speakers in the civil service, and existing Afrikaans speakers; The weak capacity of African migrants and immigrants to advocate on their own behalf; and Increasing xenophobia against, and exclusion of, African immigrants, which is partially an expression of the ambiguity of nation-building. The nature of internal departmental policies and practice, including that of language, directly impacts on public service delivery. The absence of language policy in general contributes to the lack of policy regarding language facilitation for immigrants. This contributes to an overall governmental silence about the legitimate linguistic and cultural presence of other Africans in South Africa. This silence has the potential to obscure real and potential human rights abuses by government, civil society and South African citizens. It is in the interests of democracy and the integrity of the new Constitution to reach into the silence and make apparent the presence and rights of speakers of officially unacknowledged languages of African provenance. The actions taken to make this policy area explicit and to ensure the upholding of the Constitution for marginalised constituencies, can contribute to making language policy and practice part of inclusive democratic state building rather than exclusive nation- building. Redress and correction of the current situation would provide an opportunity to replace the idea of “language as a problem” with “language as a resource”. Hence, immigrants’ linguistic and cultural resources could be recognised as contributing to South African reconstruction and development, and the multilingual abilities of civil servants would be acknowledged, promoted and rewarded. Owing to the complex power dynamics within the state bureaucracy, it is necessary to assign particular responsibility within government and state departments for redress and corrective action, and for organisations of civil society to be made aware and become vigilant on the issue of language access

The Mind’s Eye: A Culturally Relevant Pedagogy in College English with Multilingual Populations

This dissertation study explores the relationship between Ladson-Billings’ (1992, 1994, 2006) early scholarship and work with Culturally Relevant Pedagogy (CRP) frameworks and the literacy practices of the multilingual students in my community college classroom. This qualitative, interpretive case study draws upon CRP and sociocultural frameworks to specifically investigate the visual, media, and technological literacy (multimodal) practices in a community college developmental English class for multilingual students. When visual, media, and technological literacy practices are purposefully included in a CRP framework and curriculum, it helps to reposition both teachers’ and students’ conceptual understanding of language acquisition. Two important aims of this study are to fill an existing gap of literature around the CRP theoretical framework and strengthen it with the specific inclusion of college-level, multilingual student’s use of visual and technological literacy practices for the acquisition of English literacy. This in turn helps to legitimize the inclusion of visual and technological literacies into curriculums designed especially for multilingual students which are also adaptable for any class. In this study, my classroom serves as the primary unit of analysis (Merriam, 2009). I present the multimodal practices of four student participants as “cases” or portraits to illustrate the study’s findings. I am interpreting/defining the multimodal productions my students create as their observable literacy events (Barton & Hamilton, 2000; Heath, 1992) and their literacy practice is the ongoing act of creating and engaging with visual, media, and other related technological literacy practices. The act of students creating multimodal productions, “visual interpretation,” is the specific visual literacy practice this study investigates triangulated with students’ interactions on a group Facebook page and digital story compositions. Using a reflexive model (Luttrell, 2010b) of research and additional grounded theory methods (Charmaz, 2008, 2010; Corbin & Strauss, 2008) to analyze data, findings for this study reveal that a curriculum utilizing multimodal literacy practices promote Ladson-Billings’ (1992, 2006) three tenets of CRP: academic excellence, cultural competence, and sociopolitical consciousness in the following ways: First, the curriculum acknowledges students' multiple literacies and cultural backgrounds. Second, the curriculum enables students to become personally invested and more engaged in their academic participation, productions and achievement. Third, the curriculum raises students' competencies in reading/writing comprehension, deconstruction, and production of subsequent multimodal texts as it privileges students’ own literacy practices. Therefore, visual literacy practices should be a mechanism for achieving and representing these tenets of a Culturally Relevant Pedagogy inside college classrooms with curriculums designed for multilingual students

A Sociolinguistic Approach to Security Challenges and Sustainable National Development in Nigeria

The study is a sociolinguistic approach to solving security challenges and enhancing sustainable national development in Nigeria. It argues that language and society influences each other and as such language could be used to solve societal problems. In doing so, the paper x-rays the functions of language in human society as propounded by Halliday and Stubbs. It discusses the multilingual nature of Nigeria, the concept of national development as well as security challenges facing the country. The paper notes that the dominant use English language against the indigenous languages in nearly all communicative domains in Nigeria has failed the nation in its bid to overcome numerous security threats. This may not be unconnected with the low literacy level in the country. As a result, the paper recommends a tripartite language policy vis-à-vis the use of English language, the indigenous languages as well as the Nigerian Pidgin depending on the contextual demand. The paper also advocates the adoption of more indigenous languages, apart from the three major ones- Hausa, Igbo and Yoruba, for use. This will imply a revision of Nigeria's language policy and the constitutional provisions on language

The scope of intercultural communication in a military-specific language learning program

In a global geopolitical scenario Spanish soldiers are faced with the strategic challenge of developing linguistic and intercultural communication competence. This paper provides an account of the design process of military-specific materials which seek to equip these learners to become interculturally competent speakers of English. Drawing on a previous needs analysis of the profession, the design of materials discussed here seeks to integrate an intercultural dimension to an ESP- oriented program for military students. A genre- and task-based approach was adopted with a view to engage military learners in a dual rhetorical and intercultural consciousness raising process which equips them with linguistic and intercultural skills. The goal was to select written and oral texts and to design tasks which foster critical thinking skills acquisition and to promote awareness of intercultural communication challenges. The approach taken lends credence to the view that authentic resources and tasks are loaded with the values of the discipline along with those of the culture it represents. Further, it illustrates how an ESP program can contribute to help learners raise awareness of the linguistic and cultural diversity involved in the use of English as an international language of professional communication in multilingual and multicultural contexts

Interpreting

What do community interpreting for the Deaf in western societies, conference interpreting for the European Parliament, and language brokering in international management have in common? Academic research and professional training have historically emphasized the linguistic and cognitive challenges of interpreting, neglecting or ignoring the social aspects that structure communication. All forms of interpreting are inherently social; they involve relationships among at least three people and two languages. The contexts explored here, American Sign Language/English interpreting and spoken language interpreting within the European Parliament, show that simultaneous interpreting involves attitudes, norms and values about intercultural communication that overemphasize information and discount cultural identity. The default mode of interpreting shows a desire for speed that suppresses differences requiring cultural mediation. It is theorized this imbalance stems from the invention and implementation of simultaneous interpreting within a highly charged historical moment that was steeped in trauma. Interpreting as a professional practice developed in keeping with technological capacities and historical contingencies accompanying processes of industrialization and modernity. The resulting expectations about what interpreting can and cannot achieve play out in microsocial group dynamics (as inequality) and macrosocial policy (legalized injustice). Interpreting invites an encounter with difference: foreignization is embedded within the experience of participating in simultaneous interpretation because interpreting disrupts the accustomed flow of consciousness, forcing participants to adapt (or resist adapting) to an alternate rhythm of turn-taking. This results in an unusual awareness of time. Discomforts associated with heightened time-consciousness open possibilities for deep learning and new kinds of relationships among people, ideas, and problem-setting. An analysis of the frustrations of users (interpretees) and practitioners (interpreters) suggests the need for other remedies than complete domestication. Reframing training for interpreters, and cultivating skillful and strategic participation by interpretees, could be leveraged systematically to improve social equality and reduce intercultural tensions through a balanced emphasis on sharing understanding and creating mutually-relevant meanings. This comparative cultural and critical discourse analysis enables an action research/action learning hypothesis aimed at intercultural social resilience: social control of diversity can be calibrated and contained through rituals of participation in special practices of simultaneously-interpreted communication

Social Sciences and Cultural Studies

This is a unique and groundbreaking collection of questions and answers coming from higher education institutions on diverse fields and across a wide spectrum of countries and cultures. It creates routes for further innovation, collaboration amidst the Sciences (both Natural and Social) and the Humanities and the private and the public sectors of society. The chapters speak across socio-cultural concerns, education, welfare and artistic sectors under the common desire for direct responses in more effective ways by means of interaction across societal structures