ZINĀTNISKĀS PIEREDZES STĀSTI PAR LATGALES CILVĒKIEM UN VALODĀM

Apmēram pēdējo desmit gadu laikā Rēzeknes Tehnoloģiju akadēmijā (RTA, līdz 2016. gadam – Rēzeknes Augstskola, RA), sadarbojoties ar ārzemju kolēģiem, ir veikti daudzveidīgi sociolingvistiski pētījumi, lai apzinātu Latgales valodas un to lietojumu, noskaidrotu iedzīvotāju lingvistisko attieksmi. Viens no plašākajiem pētījumiem („Valodas Austrumlatvijā“, 2009) ir bijis ar etnolingvistisku perspektīvu, noskaidrojot Latgales cilvēku iekšējo identitāti, valodu prasmi un attieksmi pret to lietojumu daudzveidīgās privātās un sociālās dzīves jomās (ģimenē, izglītības iestādēs, pašvaldībās, publiskās telpas uzrakstos u. tml.). Pētījums ir atklājis daudzveidīgu Latgales cilvēka identitāti, kā pamatu veido valoda, ticība un piederība noteiktai etniskai grupai. Detalizētāk kopā ar tā laika RA studentiem ir pētīta Rēzeknes lingvistiskā ainava, aplūkojot latgaliešu valodas vietu citu Latgalē lietoto valodu vidū. Šie dati ir salīdzināti ar citu Baltijas un plašāk – Eiropas – valstu reģionu pilsētām. Pēdējo desmit gadu laikā Latgales pilsētu lingvistiskā ainava ir kļuvusi krāsaināka, pateicoties ne tikai privāti veidotiem un lietotiem uzrakstiem, bet arī valodas zīmēm, kas tapušas institucionālas plānošanas līmenī. Lingvistiskās ainavas pētījumus RTA studenti ir aizsākuši arī Rēzeknes skolās, tomēr izglītības joma ir skatīta vēl daudzpusīgāk, proti, nosakot latgaliešu valodas vietu nacionālās valodas un svešvalodu mācīšanas kontekstā. Valodu mācīšanai RTA pētnieki ir piedāvājuši skolās arī jaunākos informācijas tehnoloģiju rīkus, lai valodu apguve skolēnam būtu tuvāka, ar viņa ikdienu ciešāk saistīta un tādā veidā rosinātu iepazīt un mācīties valodas ar prieku. Par valodām, īpaši retāk lietotām, mūsdienu valodniecībā tiek runāts arī ekonomikas jautājumu kontekstā, proti, mēģinot noteikt valodas ekonomisko vērtību. Attiecībā uz latgaliešu valodu ir bijis piedāvāts skatījums arī no utilitārās perspektīvas: reģionā lietotā valoda var tikt izmantota kā pievienotā vērtība kultūras tūrisma un citu uzņēmējdarbības virzienu attīstībā. Lai izzinātu pašu latgaliski runājošo cilvēku attieksmi pret latgaliešu valodu un tajā pašā laikā lai atspēkotu dažu labu publiskajā diskursā izskanējušu mītu, ir veikts pētījums, kas sociolingvistikā tiek apzīmēts ar terminu folklingvistika. Tā pamats ir bijis Baltinavas iedzīvotāju atbildes uz jautājumiem, kas galvenokārt ir devušas skatu uz latgaliešu valodu no iekšpuses – no pašu runātāju perspektīvas, salīdzinot ar latgaliešu valodas lietojumu padomju gados, neatkarības atjaunošanas posmā un 21. gadsimtā. Referātā visi iepriekšminētie RTA mācībspēku un studentu sociolingvistiskie pētījumi tiks ilustrēti ar galvenajām atziņām un daudzveidīgiem piemēriem

IS THERE POLYPHONY ONLY IN MUSIC: PLANNING LANGUAGE EDUCATION IN THE CONTEXT OF GLOCALIZATION

Multilingualism in Latvia, as in many other countries, is observable best in a diverse range of linguistic practices: in formal and informal oral communication, in social media, etc. At the same time, this coexistence of codes and registers is increasingly reflected also in formalized educational contexts. Partially replacing the traditional instruction of languages and subjects which took place largely separately (monoglossic ideology), multilingual and multidisciplinary instruction have become more frequent in recent times. In such contexts, the participants of speech acts apply their plurilingual repertoires, depending on situations. The monoglossic ideology in bilingualism is, in this sense, also contrasted to views “based on Bakhtin’s (1981) use of heteroglossic as multiple voices. A heteroglossic ideology of bilingualism considers multiple language practices in interrelationship” (García 2009: 7). This heteroglossic ideology (see also Blackledge Creese 2010; De Korne 2012) has also been described as part of processes of translanguaging (Adamson Fujimoto-Adamson, 2012). This article discusses these issues in the context of contemporary multilingual pedagogy (e.g., as part of a pluriliteracies approach) and in the context of the ESF project “A Competence-Based Approach to Learning Processes”, conducted by the National Centre for Education of Latvia.

PROBLEMS OF MASTERING LATVIAN AS A SECOND LANGUAGE IN THE CONTEXT OF THE DEVELOPMENT OF APPLIED LINGUISTICS

The objective of the paper is to illuminate the interpretation of the term „Applied Linguistics” in Latvia and abroad (in Western Europe, the USA and Russia), and thereby identifying possibilities and grounds for the research of Latvian as a second language in the context of the development of applied linguistics in Latvia. Apart from theoretical literature, the author also uses data from observations of classroom discussions, which were obtained in three secondary schools and one elementary school (two schools in Rezekne, one in Rezekne region and one in Balvi). The author of the paper conducted a discourse research of Grade 9 pupils who learn Latvian as a second language (LAT 2). These research data are also important for problems of the development of methodology of applied linguistics in Latvia, because they enable the identification of new data and research methods. Applied linguistics as a field is based on the research of language and its role in human activities. Modern research of applied linguistics in Western Europe shows that attention is paid to areas such as second language acquisition (SLA), cognition, language policy and planning, lexicography, translation theory, corpus linguistics, etc. In Russia, when defining the areas and functions of applied linguistics, emphasize is put on the close connection of linguistics with information technology, artificial intelligence and logics. Russian linguists link the emergence of applied linguistics to the development of science and technology, which have made it necessary to observe language in action. The term „Applied Linguistics” is usually opposed to theoretical linguistics, which studies language in a system under a particular condition. To identify the interpretation of the term „Applied Linguistics” in Latvia, two sources were used for the paper: The „Interpretative Dictionary of Basic Terms of Linguistics” (IDBTL), published in 2007, and the description of the branches and sub-branches of science available on the home page of the Latvian Council of Science (LCS). The comparison of these sources reveals two differences in the definition of „applied linguistics”. IDBTL does not mention sociolinguistics among the areas of applied linguistics. Sociolinguistics is mentioned separately in the dictionary, but there is no link to applied linguistics. The second difference is that IDBTL does not refer to language teaching or learning – neither in the definition of applied linguistics, nor in the description of its areas, whereas it is mentioned in the LCS description of sub-branches. These findings show a lack of consistency in introducing the problem of second language acquisition into the context of the development of applied linguistics. The second part of the paper gives an insight into the research of the Latvian language as a second language. The research data were obtained through structural observations of class discourse and by analyzing them with the help of check lists and tables. The data of the class discourse research is important for the research of the actual situation of language acquisition. The task of an applied linguist is to be a mediator between the theory of linguistics and language pedagogy (linguodidactics). Even for studying problems of mastering the Latvian language as a second language, there is still a lack of systemic research which would provide a deeper analysis of the difficulties that LAT2 pupils deal with while learning Latvian, as well as while studying other subjects bilingually or in Latvian. There is an on-going need for class discourse research and for research of a individual language acquisition processes by means of interviews, questionnaires, and pupils’ reports about the accomplishment of some cognitive or linguistic tasks, as well as by other methods

I HAVE NOTHING TO DO WITH LANGUAGE TEACHING – LANGUAGE PRACTICES, IDEOLOGIES AND LANGUAGE MANAGEMENT IN EDUCATION

The aim of this article is to identify links observable in social practice between the process of multilingualism and the teaching of language and other subjects in school, as well as associated opportunities and models which are supported by the strengthening of interdisciplinary aspects.The article consists of five sections: the first two mainly theoretical, the last three – supported by empirical evidence. The first section is devoted to a theoretical explanation of the basic elements of language policy referenced by the title (language practices, ideology, and language management). Two approaches in modern education – the so-called monoglossic and heteroglossic approach – which reflect certain ideology about language teaching methods, are described in the second section. The third section provides insight into Content and Language Integrated Learning (CLIL) and the realization of this method in Latvia, while the fourth details the planning and practice of “Regional Studies” as a subject of study from the perspective of the heteroglossic approach. The fifth chapter outlines the experience of multilingual education in the European context, analyzing language education policies in the province of Friesland.The questions raised in the article have been evaluated in practice by: 1) preparing a publication on the CLIL approach internationally and in Latvia, and cooperating with teachers in all Latvian regions who utilize this approach in their schools; 2) leading teacher training courses on the use of digital tools in the teaching of Regional Studies and other subjects (conducted in Rēzekne in March and April of 2015); 3) collecting evidence from trilingual schools in the Dutch province of Friesland (lessons in six schools were observed in October 2015; additionally, interviews were conducted with teachers, schoolchildren and principals).In Latvian schools, both the monoglossic and heteroglossic approaches are observable. However, these different approaches are not mutually exclusive; rather, they exist on a continuum. It is recommended that schools in Latvia be given greater autonomy to choose their own language policies, in a similar fashion to the Frisian schools previously described in the ethnographic observations; this is not to speak against state language policy, but merely to highlight a need for school language policy to reflect regional specifics and context

THE LATGALIAN LANGUAGE AS A REGIONAL LANGUAGE IN LATVIA: A CHARACTERISATION AND IMPLICATIONS IN THE CONTEXT OF LANGUAGES IN EUROPE

This article looks at Latgalian from a perspective of a classification of languages. It starts by discussing relevant terms relating to sociolinguistic language types. It argues that Latgalian and its speakers show considerable similarities with many languages in Europe which are considered to be regional languages – hence, also Latgalian should be classified as such. In a second part, the article uses sociolinguistic data to indicate that the perceptions of speakers confirm this classification. Therefore, Latgalian should also officially be treated with the respect that other regional languages in Europe enjoy

LINGUISTIC LANDSCAPE OF THE BALTIC STATES: DATA, RESULTS, FUTURE RESEARCH PERSPECTIVES

This paper gives an overview of activities which have been carried out in the fi eld of Linguistic Landscapes (LL) at Rēzekne University College (Rēzeknes Augstskola, RA) since 2008. Between 2009 and 2012, LL research was carried out within the framework of one of the work groups of the TILRA project funded by the European Social Funds (ESF). TILRA has had the overarching aim to support research in the humanities which may be helpful for understanding local identity and contribute to the regional development of Latgale. In this light, LL research has proven to be of high value for triggering effects in education at all levels, academic research and for enhancing discussions within politics and regional development. The paper fi rst provides a summary of the basic principles of the LL approach as they have been developed in the international linguistic community throughout the past decade. It addresses how the method has gained more and more popularity world-wide and moved from mostly quantitative and descriptive reports of the languages on signs in the public sphere to by far more interdisciplinary studies. Today, scholars in the fi eld of LL do research on signs of all kinds with regard to aspects such as functions of languages, semiotics, or the negotiation of and confl icts on ownership of and power in a territory. After this general introduction, the paper reports of how the LL method has been taken to the Baltic States, at fi rst in education and research at RA. The first of these activities were limited to Latvia (Rēzekne, Ventspils), but soon research was also taken to Lithuania (Alytus, Druskininkai) and Estonia (Pärnu, Narva). The paper then provides examples of the results of the research. On the one hand, a data base with almost 5,000 signs from the 6 towns in the Baltic States where research was carried out has been created. This data base allows for a detailed contrastive analysis of signs in the public sphere with regard to aspects such as the number and hierarchies of languages on the signs and their locations and functions. In cases of, for instance, signs at shops, also the type of shop is included. The research found 23 different languages, of which the titular languages of the Baltic States (Estonian, Latvian, Lithuanian) dominated, followed by English and Russian. English appears mostly as a language of high prestige, often with predominantly symbolic value. Other languages were rare, and also the regional language of Latgalian was identified on only a small proportion of the signs in Rēzekne. In total, about one third of the signs in the data base is multilingual, the other two thirds displaying only one language (most often, but not always, the respective titular language). On the other hand, the data base has been supplemented by qualitative data obtained through 46 interviews (conducted in Rēzekne, Narva and Druskininkai) with people working in the field of tourism, but also with passers-by in the streets. The interviews focus on e.g. roles of languages in tourism, reflections of regional identities in the LL or connections between the LL and language policies. With regard to tourism, English was found to be of highest importance as a lingua franca, but also Russian plays an important role. The research also asked explicitly whether small private signs may reflect linguistic or ethnic conflicts, but no such examples were found, and interviews confirmed that on a small, local level, the LL is not a place where such conflicts take place. The paper then reports of impacts which the LL activities have had with regard to the popularization of linguistic topics in society at large. By now, several schools in Latvia have used the LL approach in their activities and adapted it to their individual purposes. Other debates to which the LL research has contributed and where LL research and the publications created during the project have proven to have an impact on broader societal developments, are e.g. the relation between language use in private and in public domains, the functions of different languages in the internet, reflections of paralinguistic notions and the economic potential of languages, the latter in particular with regard to the Latgalian language. Finally, the paper highlights directions of future research. This includes the analysis of language contact in micro situations such as on specific notice boards or the use of LL data in discourse analytical studies. More broadly speaking, it is envisaged also to analyse existing LL patterns in the Baltic States in contrast to LL studies in other parts of the world, e.g. the role of Latgalian in the LL vis-à-vis other regional or minority languages in Europe. The paper also provides an overview of important publications which have been prepared or triggered as a result of the LL research, including several master theses and an on-going PhD project. In total, the paper thereby shows how the TILRA project has contributed to establishing research and awareness of the LL approach in the Baltic States, and how it at the same time has given LL research in the Baltic States a recognized standing among international LL researchers. The paper is supplemented by a list of LL publications, including many of those publications published by the project’s participants both in Latvian and international contexts, and by the questionnaire which served as a point of departure for the semi-structured interviews during the research

Die Analyse von Linguistic Landscapes im Kontext des Verhältnisses von Sprache und Migration

Linguistic Landscapes (LL) sind in der internationalen Soziolinguistik und verwandten Disziplinen in aller Munde. Seit Mitte der 2000er Jahre sind Studien, die sich als Teil dieses Ansatzes verstehen, wie Pilze aus dem Boden geschossen. Seit 2008 hat es in fast jährlichem Rhythmus gut besuchte Tagungen gegeben, die sich ausschließlich mit Linguistic Landscapes beschäftigen - sowohl mit Fallstudien aus aller Welt als auch mit theoretischen und methodologischen Fragen. Folgerichtig sind nicht nur eine Vielzahl von Einzelaufsätzen erschienen, es hat auch mehrere Sammelveröffentlichungen gegeben, und seit 2015 erscheint ein eigenes Journal unter dem Titel „Linguistic Landscapes“ (vgl. Gorter 2013 für einen Überblick über die Entwicklung des Ansatzes). Obwohl auch Wissenschaftler, die im deutschsprachigen Raum tätig sind, sich in den letzten Jahren den Linguistic Landscapes gewidmet haben, hat die Methode in deutschsprachigen Publikationen jedoch bisher nur einen vergleichsweise geringen Stellenwert eingenommen. Dieser Beitrag möchte somit zum einen Grundlagenarbeit leisten, indem er die Idee der Linguistic Landscapes noch einmal vorstellt und seine Entwicklung der vergangenen Jahre nachzeichnet. Zum anderen soll im Kontext dieses Bandes der Nutzen des Ansatzes für die Analyse von Sprachen von Migrantengruppen diskutiert werden. Schließlich wird der Beitrag durch einige Bemerkungen dazu abgerundet, in welchem Maße die Untersuchung von LL einen Nutzwert haben kann, der über wissenschaftliche Kreise hinausgeht. Grundlage für diesen Beitrag sind internationale Veröffentlichungen der letzten Jahre, vor allem aber gehen Erfahrungen aus eigenen Studien mit ein, die wir seit 2007 mit unterschiedlichen Zielsetzungen im Baltikum und in Deutschland durchgeführt haben

Why do Russian-speaking families in Latvia choose Latvian-medium education? Three narratives about critical events

Our paper discusses family language policies among multilingual families in Latvia with Russian as home language. The presentation is based on three case studies, i.e. interviews conducted with Russophones who have chosen to send their children to Latvian-medium pre-schools and schools. The main aim is to understand practices and regards among such families “from below,” i.e. which family-internal and family-external factors influenced the choice of Latvian-medium education and what impact this choice has on linguistic practices. The paper shows that there have been critical events which both encouraged and discouraged the choice of Latvian-medium education. The wish to integrate into mainstream society has been met by obstacles both from ethnic Russians and Latvians. Yet, the three families consider their choices to be the right ones for the future development of their children in a multiethnic Latvia in which Latvian serves as the unifying language of society

Mehrsprachigkeitsdiskurse im Bildungskontext in Lettland zwischen Populismus und Weltoffenheit

Unser Aufsatz diskutiert aktuelle Debatten zu Sprachen und Mehrsprachigkeit im Bildungssystem in Lettland. Theoretischer Hintergrund sind Debatten zur Mehrsprachigkeit, zu Spracheinstellungen und zur heteroglossischen Ideologie. Nach einer kurzen historischen Einführung in Fragen des sprachlichen Ökosystems Lettlands stellen wir Beispiele aus der aktuellen Reform der Schulcurricula vor, die Mehrsprachigkeitsansätze aufgreifen. Diese Reformversuche werden allerdings durch weit verbreitete Diskurse in der lettischen Gesellschaft abgelehnt. Anhand von Reaktionen von Bildungspolitikern und in journalistischen Texten zeigen wir, wie einflussreich traditionelle Vorstellungen vom Sprachlernen nach wie vor sind und wie eine Modernisierung des Lettischunterrichts mit Fragen von nationaler Identität verbunden wird, in denen bisweilen sogar offen xenophobisch argumentiert wird. Gleichzeitig wird deutlich, wie im Diskurs im Interesse der „Rettung der lettischen Sprache“ mit Mythen und Halbwahrheiten operiert wird. Der dritte Teil des Aufsatzes stellt in diesem Kontext zwei Studien unter Lehrern in Lettland vor, in denen explizit nach Einstellungen und Praktiken zu Code-Switching, Translanguaging und ähnlichen Phänomenen gefragt wurde. In den Antworten zeigt sich die Spaltung der Gesellschaft; jedoch zeigen die Ergebnisse auch, dass Perspektiven für einen modernen und mehrsprachigen Sprachunterricht in Lettland durchaus vorhanden sind

Multilingualism, language contact and majority–minority relations in contemporary Estonia, Latvia and Lithuania

This chapter introduces readers to the context and concept of this volume. It starts by providing an historical overview of languages and multilingualism in Lithuania, Estonia and Latvia, highlighting the 100th anniversary of statehood which the three Baltic states are celebrating in 2018. Then, the chapter briefly presents important strands of research on multilingualism in the region throughout the past decades; in particular, questions about language policies and the status of the national languages (Estonian, Latvian and Lithuanian) and Russian. It also touches on debates about languages in education and the roles of other languages such as the regional languages of Latgalian and Võro and the changing roles of international languages such as English and German. The chapter concludes by providing short summaries of the contributions to this book