Thesis (M.A.)--University of Hong Kong, 1991.

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 85-91).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 85-91) Also available in print.

Thesis (M.A.)--University of Hong Kong, 1991. / Also available in print.

published_or_final_version / English / Master / Master of Arts

This thesis concerns the economic dimensions of second language knowledge and acquisition and the economic implications of language policies. The value of the ability to speak and understand a second language depends on the extent to which it enlarges one's communicative sphere which, in turn, depends on the language abilities of others. This implies that second language acquisition decisions are associated with strategic considerations and spillover effects. Consequently, the equilibrium distribution of language skills may not be socially efficient and policy remedies may be called for. The first essay of the thesis investigates the relationship between earnings, second language knowledge and the distribution of language skills in local labour markets in Canada using census data. We estimate the elasticity of local language complementarity in earnings: a parameter that measures the importance of the linguistic environment in the earnings of the individual as well as the importance of language in the economy generally. The second essay addresses the efficiency of second language acquisition decisions in a theoretical model where bilingualism is rewarded with a higher wage for two reasons. First, language skills constitute a form of human capital in the sense that a worker's productivity is positively related to the proportion of the population with whom she shares a language. Second, language skills serve as a signal of productivity to employers. In general, the private and social benefits of bilingualism do not align due to counteracting network and signalling welfare effects. The third essay concerns the role of language policy in improving social outcomes. A tax-subsidy system is considered under various assumptions about the ability of the government or planner to discriminate between individuals and groups. A Pareto improvement is possible if the government can condition the tax-subsidy system on language acquisition costs but not otherwise. The fourth essay considers the optimal provision of public services when individuals' effective consumption of the services depends on their proficiency in the language they are provided in. The planner faces a trade-off between compensating minority language speakers for their lower wages and encouraging their integration by rewarding higher levels of dominant language proficiency. / Thesis (Ph.D, Economics) -- Queen's University, 2013-06-06 12:06:34.747

M. Tech. Language Practice / Eleven languages were accorded official status at the start of the democratic dispensation in South Africa in 1994, nine of which are Black South African languages. These languages do not appear to be treated equally in most settings, and the linguistic rights of ethnic minorities, especially, seem to be neglected, although the constitution protects them. This study set out to find out how ethnic minorities feel about the state of language practice in South Africa, with regard to their linguistic rights. Ethnic minorities in this country comprise of Tsonga, Swati, Venda, and Ndebele groups. The main aims of this study were to: investigate whether ethnic minorities perceive their languages as treated equally, in relation to other official languages in South Africa; assess whether a multilingual society can exist without ethnic minorities being 'neglected' or sidelined; and, survey views on the effectiveness of language policy and implementation in South Africa in different domains of life.

ABSTRACT In South Africa there appears to be no published work on language policy in immigrant African families. This thesis, therefore, aims to understand the language policies and language practices of four immigrant families from the Democratic Republic of Congo (DRC) living in South Africa (SA). These four families are presented as case studies and were chosen on the basis of their different ‘family language policies’: English-only, French-only, French-Tshiluba, Multilanguage. The study explores the underlying reasons for the choice of language/s in each family. The main research question is: What are the current language policies and practices of selected DRC immigrant families, and their implications for children’s schooling, for relations within the family and the DRC immigrant community, and for relations outside of these? This research is based on observations and recorded semi-structured interviews with the immigrant parents and children, principals, teachers, and the peers of two children from each family. A theoretical framework based on the work of Bernard Spolsky (2004) is used to understand and analyse the data in relation to: external forces such as power relations within and outside the family, the choice of language for the family, its regulation, and its identity effects. The analysis of data indicated four main findings. First, in all the research families, gender and patriarchy, together with ethnicity and external forces, play a crucial role in the choice of languages for a family’s chosen language policy. Second, the family language policy (FLP) emerges mainly as a consequence of anxiety regarding the marginalisation of immigrant families in their struggle to fit into the host society and to acquire material resources. Third, in three families whose policies restrict which languages may be used, other languages are spoken or heard in addition to the language(s) stated in the policy; only the Multilanguage family has a policy which allows members of the family to communicate in any language within the household. Fourth, this research confirms earlier research (Peirce 1995; Krashen 1982) on the importance of affective factors such as motivation, investment, self-confidence, and optimism, on the one hand, and fear or anxiety on the other, on learning the host society’s languages. In South Africa, ethnic enclosure and xenophobia prevent most immigrant family members (especially the mothers) from learning local African languages and English. Their exclusion (also self-imposed), together with unequal relations of power in South Africa, plays a crucial role in their interactions, thus limiting opportunities for learning local African languages. However, schooling enables immigrant children to integrate into the South African society. Regardless of the FLP, the immigrant children in the research families speak more English than the DRC languages which are showing signs of disappearing in their language repertoires. Based on these findings, my research contributes to a deeper understanding of the experience of immigration and sheds light on foreigner identities. As well, the present study is significant in that it contributes to the emerging scholarship on language policy in immigrant African families, given the dearth of information on language choice and use among immigrants in South Africa. This research also adds to the burgeoning literature on the relationship between language and ethnicity in the diaspora.

The purpose of this thesis was to determine the role of Europeanization, described as a convergence process, including the supremacy of EU law, as well as non-binding instruments, on French language policies from the adoption of the Treaty on European Union (1993) onwards, and its impact on the long-lasting relationship between language and identity in France. The study starts by investigating the development of nationalism in Europe in general and in France in particular. From a historical perspective, France is usually defined as a civic nation. Yet the French language became the most distinctive feature of national identity, with a view to bring about the cultural homogenization of all citizens, leading to the repression of regional languages. In the second half of the 20th century, the specter of globalization and Americanization influenced the development of protective language policies in France such as laws restricting foreign loanwords in French and banning the use of English in the public sphere. The most representative of these policies is the Toubon law (1994), which can also express the fear of European integration, bringing about the use of English, especially through the free movement of goods. After the signature (but no ratification) of the European Charter for Regional or Minority Languages from the Council of Europe in 1999, measures more in favour of regional languages were adopted in France, even if mostly symbolic. At the same time, the fight against English seemed to have subsided somewhat. In a broader framework, the vitality of a particular language always seems to be linked to cultural, political and economic power. The conclusion of the thesis shows that Europeanization was associated with globalization in the beginning of the 1990’s and that this process has gradually questioned the exclusive relationship between the French language and national identity. Yet it seems that today, the European Union is more conceived as a new arena in which France can build a positive identity for itself by being active on the international stage, and by defending multilingualism. If France seems to have gradually developed a more pluralistic view on language, mirroring the motto “United in diversity”, the European Union should still find a balance between unity and diversity and give a tangible content to the concept of multilingualism.

Thesis (M.Phil (R)) -- University of Glasgow, 2008. / M.Phil(R) submitted to the Department of Curriculum Studies, Faculty of Education, University of Glasgow, 2008. Includes bibliographical references. Print version also available.