Notre thèse entend explorer de manière approfondie les modes de relation, problématiques et paradoxaux, de Barbey d’Aurevilly à l’aristocratie, en posant l’hypothèse que cette conscience identitaire est au fondement de sa conception et de sa pratique de l’écriture. Après avoir saisi l’idée que l’auteur se fait de l’identité aristocratique, dans une dynamique évolutive, et avoir décrit avec précision ce qui constitue pour lui les traits d’un aristocrate idéal, nous interrogeons plus particulièrement la manière dont il cherche à mettre en scène cette identité dans son style de vie et dans ses écrits. Comment concilier cette identité avec son statut d’écrivain ? Attaché à une posture aristocratique d’Ancien Régime qui privilégie la tradition de l’amateurisme et une esthétique de la négligence, Barbey d’Aurevilly légitime pourtant son écriture, de manière paradoxale, par le déploiement d’ethé aristocratiques, différents en fonction des genres abordés. Ces ethé donnent légitimité à ses prises de parole, en même temps que leur nature foncièrement ambivalente libère l’écrivain de contradictions personnelles en lui permettant de se réclamer de modèles prestigieux. Nous explorons enfin plus largement la manière dont une telle posture aristocratique influe sur sa conception de l’écriture et de la littérature, à travers une étude poétique et stylistique. / Our thesis intends to explore, through an extensive study, Barbey d’Aurevilly’s problematic and paradoxical ways of relationship to aristocracy, setting the hypothesis that this identity conscience lies at the basis of his conception and his experience of writing. After having grasped the idea that the author has developed about aristocratic identity, following evolutive dynamics, and having precisely described what constitutes for him the features of the ideal aristocrat, we mean to question more particularly the way he tries to assert this identity in his style of life and writings. How is it possible to conciliate this identity with one’s status of writer ? Attached to an aristocratic posture, dating back to the Ancient Regime, which privileges the amateurism tradition and aesthetics of negligence, Barbey d’Aurevilly legitimates nevertheless his writing art, paradoxically, by the display of aristocratic ethé, different according to the various genres involved. These ethé justify his discourses ; meanwhile their fundamentally ambivalent nature sets the writer free of his personal contradictions and enables him to invoke these prestigious models. Finally, we explore more largely the way such an aristocratic posture influences his conception of writing and literature, through a poetical and stylistic study.

This thesis deals with the influence of nazi ideology on language in the Sorbian press of the 1930s. The predominantly Upper Sorbian material presents lexemes that were associated with the terminology of the nazi regime. While some lexemes have persisted in the language and have not changed their form ever since, others are completely forgotten. Furthermore, some ideologemes of nazi propaganda and their adaptation in the Sorbian environment are presented. In particular, the areas of identity are unique to the Sorbian context, as they shift the meanings contained in the official conception of ideology. Furthermore literature which was published on the pages of the Sorbianpress is presented as a specific area where the language influenced by nazi ideology has penetrated. Key words: Sorbian press, Upper Sorbian, totalitarian language, propaganda, identity, ideology

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Made available in DSpace on 2017-07-21T14:54:00Z (GMT). No. of bitstreams: 1 Simone Sousa Borges.pdf: 1211213 bytes, checksum: f41f93bedfacd5553c5cce07aa4623f7 (MD5) Previous issue date: 2012-09-14 / This work aims at discussing believes in the (re/de)construction of identity in language teachers in formation process from a Language Licentiate course at Universidade Estadual de Ponta Grossa. Firstly, we start from the hypothesis that the analysed subjects: Língua e Texto (LT) and Introdução aos Estudos Linguisticos (IEL), both from the first year of the course, are responsible for (de/re)construction of some believes which some students bring with them when we come to the University concerning to what is language, grammar etc, as the subjects give opportunity to make important reflections for their formation. On the other hand, other believes seem to be quite resistent to the formation process. For data gathering in this qualitative basied research, we used four instruments: observations, documental analysis, semi-structured interview and daily records (LÜDKE; ANDRÉ, 1986). The participants of the research were teachers from a Language Licentiate Portuguese/Spanish, Portuguese/ English and Portuguese/France course in formation process. With the research results we concluded that observing teachers in formation process believes allows us to widely discuss their identity (de/re)construction, once we understand identity as being flexible and always in construction, as they are pervaded by new and different experiences which will confront other identities. We also notice that the teachers are strongly influenced by the academic environment, at least theorically, and is responsable for some changes in the believes related to the concepts of language, grammar, and teacher/student roles etc. / Este trabalho tem por objetivo discutir as crenças na (des/re)construção das identidades dos professores de língua em formação no curso de Licenciatura em Letras da Universidade Estadual de Ponta Grossa (UEPG). Para tanto, partimos da hipótese de que as disciplinas analisadas de Língua e Texto (LT) e Introdução aos Estudos Linguísticos (IEL), ambas do primeiro ano do curso, têm responsabilidade na (des/re)construção de algumas crenças que os alunos trazem consigo a respeito do que seja língua(gem), gramática etc. quando de sua entrada no ensino superior e, consequentemente, na (des/re)construção identitária deste, visto que as disciplinas oportunizam a realização de reflexões relevantes para sua formação. Por outro lado, outras crenças parecem ser mais resistentes ao processo de formação. Para a coleta dos dados desta pesquisa, de base qualitativa, utilizamos quatro instrumentos: observações, diário de campo, análise documental e entrevistas semiestruturadas (LÜDKE; ANDRÉ, 1986), o que permitiu que realizássemos uma coleta de dados mais ampla (SILVA, 2005). Os participantes da pesquisa eram professores em formação do Curso de Licenciatura em Letras português/espanhol, português/inglês e português/francês. Como resultados da pesquisa, concluímos que a observação das crenças dos professores em formação permite que se discuta mais amplamente sua (des/re)construção identitária, partindo de uma perspectiva de que suas identidades estão sempre em movimento, se (des/re)construindo, uma vez que são perpassadas por novas e diferentes experiências que se confrontaram/confrontarão com outras já existentes. Notamos também que os professores sofrem grande influência da academia, pelo menos teoricamente, e que esta tem responsabilidade na mudança de algumas crenças relacionadas às noções de língua(gem), gramática, papel do professor/aluno etc.

<p>The present thesis addresses the relationship between the structure and social functions of language through the study of an Afro-Brazilian Portuguese speech community. The adopted methodological, analytical, and theoretical standpoints have their origin in linguistic anthropology, social psychology of language and discourse analysis. A set of data was collected during extensive fieldwork in Salvador (Brazil), and consists of recordings of informal conversations with and between followers of Candomblé, an Afro-Brazilian religion.</p><p>Focusing on the communicative process in a specific communicative setting, the linguistic analyses illustrate the relationship between language and identity by examining theway in which expressions of African origin function as identity markers. In order to connect such Africanisms used by Candomblé followers in their everyday speech with the linguistic attitudes and ideologies found in Brazilian society throughout history, an interdisciplinary approach was called for and factors that affect the speech community’s ethnolinguistic vitality were explored. Linguistic attitudes and ideologies that have influenced group vitality were analyzed in the socio-political context (or macro-context). At the same time, the purpose was to understand communication within the sacred space of Candomblé by examining issues such as changes in linguistic forms and functions in the communicative situation (or microcontext).</p><p>Apart from revealing patterns of communication in Candomblé communities, the results of the analyses show how linguistic changes such as re-Africanization are triggered by changes of attitudes in society. These changes affect speakers’ identities and language use within speech communities.</p>

The present thesis addresses the relationship between the structure and social functions of language through the study of an Afro-Brazilian Portuguese speech community. The adopted methodological, analytical, and theoretical standpoints have their origin in linguistic anthropology, social psychology of language and discourse analysis. A set of data was collected during extensive fieldwork in Salvador (Brazil), and consists of recordings of informal conversations with and between followers of Candomblé, an Afro-Brazilian religion. Focusing on the communicative process in a specific communicative setting, the linguistic analyses illustrate the relationship between language and identity by examining theway in which expressions of African origin function as identity markers. In order to connect such Africanisms used by Candomblé followers in their everyday speech with the linguistic attitudes and ideologies found in Brazilian society throughout history, an interdisciplinary approach was called for and factors that affect the speech community’s ethnolinguistic vitality were explored. Linguistic attitudes and ideologies that have influenced group vitality were analyzed in the socio-political context (or macro-context). At the same time, the purpose was to understand communication within the sacred space of Candomblé by examining issues such as changes in linguistic forms and functions in the communicative situation (or microcontext). Apart from revealing patterns of communication in Candomblé communities, the results of the analyses show how linguistic changes such as re-Africanization are triggered by changes of attitudes in society. These changes affect speakers’ identities and language use within speech communities.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 258-270).

As a multilingual and multicultural island, Cyprus has been segregated based on religion, identities, communities, and nationalities. In 1974, this segregation became a physical division of the island. After twenty-nine years of division, in 2003 April 23rd , the borders or in other words, the check-points were opened, and the two biggest communities of the island; Greek Cypriots and Turkish Cypriots, have been put in contact again. The phenomenon that the both communities were put in contact again also brought the question of language along with. This thesis investigates the evolution of the language policies and planning (LPP) in Cyprus. This research has found that since the beginning of the first crossings, English language has been functioning as Lingua franca, and being spread across the divide. The research analyzes the evolution of the LPP under three categories; A) Politics and Language Policies and Planning in Cyprus, B) Civil Society and Language Policies and Planning in Cyprus, C) Education and Language Policies and Planning in Cyprus. The results of the research have shown that the both sides (North and South) are willing to achieve a Greek and Turkish bilingual Cyprus, whereas the current situation points out that the lack policies and planning along with cooperation between the two...

The last two decades have set the global trend of internationalized education on a new course. Besides the usual flow of international students from their home countries to Western universities, an opposite flow emerged. In the Middle East, for instance, the number of international campuses nearly doubled between 2000 and 2009, and Egypt has been no exception. Starting 2003, Egypt has witnessed a remarkable surge of private international universities that use English as a medium of instruction, adopt foreign curricula and have partnerships with universities in Europe, North America, and recently Asia. This trend has raised identity loss concerns among many intellectuals and educational researchers whose worries mainly revolved around national, religious, and linguistic identities. This longitudinal qualitative study, thus, aimed to understand how Egyptian freshman students at an international University in Cairo construct and negotiate their national, religious and linguistic identities. A semi-structured interview was conducted with 12 students at three different points of their first year at the university, and a focus group was organized at the beginning of their second year. Results revealed a more complex picture than the widespread simplistic rhetoric about international universities’ influence on students’ identity construction. The participants’ social and academic backgrounds and unique life experiences were an important factor in their identity construction and negotiation; they seemed to determine the ranking of those identities on their hierarchy of identities, which in turn shaped how they constructed and negotiated them. Moreover, participants realized and used their agency to negotiate their identities and resolve identity crises when these happened. They also resorted to other identity agents, particularly family and students’ clubs. This study contributes to the Egyptian debate on educational reform and adds to the literature on English as a medium of instruction, identity formation, and internationalized education by shedding light on the intricate ways in which students navigate through international education, and by suggesting pedagogical and policy implications applicable not only to liberal-education institutions in the region, but perhaps also to other universities in Europe and North America that attract international students, particularly with the recent waves of refugees from the Middle East.

abstract: The dissertation focuses on one Truku (Indigenous) village in eastern Taiwan and aims to understand the processes and possibilities of bottom-up language revitalization. In 2012, the National Geographic Genographic Legacy Fund supported the village to start a community-driven language revitalization initiative. Drawing on scholarship guided by critical Indigenous research methodologies, critical sociocultural approaches to language policy and planning, and sociocultural approaches to learning, this study is an attempt to generate qualitative ethnographic research to facilitate local praxis. The major findings are four: Firstly, after decades of colonialism, villagers' lived experiences and language ideological standpoints vary significantly across generations and households, which constraints the possibility of collective endeavors. Secondly, building on previous scholars' emphasis on "ideological clarification" prior to language revitalization, I identify the dimension of embodied ideological differences, using cultural historical activity theory to illustrate how certain "mainstream" artifacts (e.g. orthography) can confine orally dominant elders' capacity to contribute. In a similar vein, by closely examining children's voices and language performances, I highlight children's theory of language as relationship-building and a theory of learning as participation in communities of participation, which stand in stark contrast to adult educators' constructs of acquisition and proficiency in traditional SLA. Finally, inspired by children and elders' voices, methodologically I argue for a relational conceptualization of agency and propose a relationship-oriented language revitalization framework. Such framework values and incorporates existing social relationships in praxis, and requires researchers and practitioners to humbly recognize the work of power in social relations and develop a trusting, reflective bond with the villagers before rushing to impose agendas. This dissertation contributes to the scholarship of language policy and planning by incorporating sociocultural learning theories designed to generate praxis-oriented analysis. By contextualizing identity and SLA processes in an Indigenous context, the study also illuminates the affective dimension of language learning and education. Overall this study offers valuable insights for scholars, educators, and practitioners interested in community-based language education. Equally important, this research represents the voices of multiple generations of Truku people, deeply committed to ensuring that future generations remain connected to their heritage language, knowledge system, and ways of being. / Dissertation/Thesis / Ph.D. English 2014