The Grizzly, November 10, 1998

Financial Aid: Who Here Gets It? • President Pleased with Success of Roundtable • Upperclassman Mentors • Opinion: Letter to the Editor; New Athletic Facility; Reflection on Mid-term Elections; U.S. Policy Makers, Look Before you Leap; Cashing in on the Past • Betting, Off-Track and On-Campus • Kidnapped? Grizzly Uncovers Surprising Truth About Missing Corson Statue • War Years Classes Dedicate Promise-Anthem • Remembering War Years Life at Ursinus • Eden Cinema at Ursinus • Waiting for the World to Catch Up • Swimming Takes First Plunge • UC Field Hockey Finishes Strong • Bears\u27 Future: Contenders or Pretenders? • NCAA Sets to Control Wrestling Tragedies • Men\u27s Basketball Prepares for Tough Schedule • Ursinus Athletes Honored • UC Soccer Finishes Season with Tough Losshttps://digitalcommons.ursinus.edu/grizzlynews/1428/thumbnail.jp

Realist social theory and multilingualism in Europe

This paper outlines a theoretical approach to multilingualism in Europe that draws on recent work in realist social theory (RST). It sets out the key concepts of culture, structure and agency, and develops a view of language as a cultural emergent property - that is, as an outcome of the dynamic interplay between these ontological components of the world. The paper provides an indication of the relevance of these ideas for language policy and planning in Europe and explores the methodological implications of our particular account of RST. It also provides an introduction to the subsequent papers, which discuss empirical examples of various European contexts where multilingualism is a feature

Social cartographies as performative devices in research on higher education

In this article, we review social cartography as a methodological approach to map and collectively engage diverse perspectives within the study of higher education. We illustrate the uses of this approach by drawing on our own experiences engaging it as part of an international research project about the effects of the convergence of globalization and economic crises in higher education. We offer several examples of how social cartography can enable agonistic collaboration amongst existing positions, as well as open up new spaces and possibilities for alternative futures in higher education

OPEN Introduction: Address as Social Action Across Cultures and Contexts

This is the introductory chapter of Address Practice as Social Action: European Perspectives. It is open access under a CC BY license.How we address one another says a great deal about our social relationships and which groups in society we belong to. This edited volume examines address choices in a range of everyday interactions taking place in Dutch, Finnish, Flemish, French, German, Italian and the two national varieties of Swedish, Finland Swedish and Sweden Swedish

Bilingualism for the Minor or the Major? An Evaluative Analysis of Parallel Conceptions in China

This paper is an analysis of two conceptions of bilingualism that exist in parallel in China. One is traditional bilingualism referring to the use of a native minority language and standard Chinese by minority groups and the other, seen as bilingualism with modern characteristics, is a modern-day phenomenon in which the majority Han group aspire to produce bilinguals with a strong competence in mother tongue Chinese and a foreign language, primarily English, by using Chinese and the foreign language as mediums of instruction in teaching school subjects. The focus of the analysis is on the latter for the simple reason that current literature on the new phenomenon is mostly available only in Chinese. An equally important aim of this paper is to explore the impact of the new phenomenon on minority education and to examine the reason why this impact is largely ignored in bilingualism discussions, despite obvious consequences with respect to ethnic identity, personality development and academic performance of minority students. Thus, the traditional conception is briefly reviewed at the start

Medium of instruction ideologies: accommodation of multilingualism in the bilingual regime of Navarre

The management of bilingualism in the Spanish autonomous community of Navarre is a source of tension. The implementation of English medium of instruction in the public educational system has clashed with attempts to break with the linguistic territoriality regime by promoting Basque schooling. This paper brings together ideologies on English and minority languages and explores how political practice is intertwined with language policy and planning and language ideology. More specifically, it examines the institutionalization of language ideologies through language policy-making in education and, particularly, through medium of instruction. The paper begins with a description of the bilingual regime in Navarre and an examination of how ideologies have shaped and legitimized language policy in education. It then moves on to an analysis of both Basque and English medium of instruction ideologies that inform policy-making. This paper shows that the dynamics introduced by multilingualism in education have had a reinforcing effect on previous language ideologies on bilingualism and, ultimately, have aggravated the language dispute. Finally, it discusses how medium of instruction serves as a terrain for language competition and as part of a broader struggle for language policy and institutional power