|
Dòng
|
Nội dung
|
|
1
|
From ethnocultural pride to promoting the Texas Czech vernacular: current maintenance efforts and unexplored possibilities / Lida Cope
// Language and education 2011, Vol25, N.3 2011p. 361-383 Texas Czech is a product of over a century and a half of contact between Moravian Czech and English in Texas. While Texans of this descent have largely maintained a sense of distinctive ethnic identity and have creatively re-authenticated their ancestors’ traditions into a unique Texas Czech culture, their language is now on the verge of disappearing. Having a healthy counterpart in Europe, Texas Czech may not appear to face as dire a fate as endangered Indigenous languages do. However, when this variety dies, so will a distinct blend of the nineteenth-century Moravian dialects, literary Czech and English spoken in Texas, which bears little resemblance to modern European Czech. This paper analyzes, through the lens of a participant observer trained as an applied linguist, the insiders’ views expressed in attitudinal questionnaires on the importance of the heritage language ability to ethnic self-identification and to maintaining their ethnic culture. It then explores the apparent detachment between one’s self-perceived ability in Texas Czech and ethnic self-perception, the current state of teaching of Texas Czech and the ways in which well-established Czech-related organizations could attract more attention to both language documentation and language teaching while the interest and resources still exist
|
|
2
|
Language attitudes, use, and competences of students of immigrant origin in Catalan secondary education: a moderated mediation model / Maria Adelina Ianos
// Language and education Vol. 33-No 3/2019 2019p. 244-262 Following the arrival of a large number of immigrants in Catalonia (Spain), a series of language and educational policies focused on language uses, competences, and attitudes have been implemented with the aim to promote newcomers’ social integration and to protect and maintain the regional language, Catalan. This study examines these key factors and how they relate to each other in the case of secondary education students of immigrant origin, also considering their L1 (Spanish or non-Spanish). Specifically, a comparison of the language attitudes, language uses, and competences in Catalan and Spanish of L1 Spanish and L1 non-Spanish participants revealed different patterns between the two groups, largely characterized by a preference for Spanish on the part of the former group. Furthermore, a moderated mediation model is proposed to explain how attitudes influence language competences through language use, as well as how these relationships vary depending on the L1.
|
|
3
|
|
|
4
|
When ‘Prof’ speaks, who listens? The African elite and the line of African languages for education and development In African communities / Barbara Trudell
// Language and education 2010, Vol24, N.4 2010p. 337-352 The role of African languages in formal and non formal learning is Ihe subject oflucreas ing local, national and international interests. Cognitive and pedagogical reason* abound for using the language best understood by the learner. However, mans uoupedagogieal factors related to politics, economics, language attitudes ami colonial history aie also extremely influential as decisions are made regarding language of instruction Among the various stakeholders in this issue of language choice for education, an important interest group is the African elite. Members of the elite are able to access resources, marshal arguments that promote their values and ultimately influence the toimulalton and implementation of policy in ways that the average local community mem he t cannot do. This paper examines the influence of international, national and local contests upon the perspectives of the African elite where language ami education are concerned It argues that organized, intentional action by concerned members of the African elite can have significant impact on language-and-education choice
|
|
5
|
|
|
|
|
|