Die folgende Dissertation, die im Mai 2016 verteidigt wurde, beschäftigt sich mit sprachlichen Manifestationen von Genderkonzeptualisierungen im aktuellen schriftlichen Sprachgebrauch in Kroatien. Die Bedeutung von Genderzuschreibungen für die Benennung von Menschen wird sowohl aus synchroner als auch aus diachroner Perspektive auf Sprache betrachtet und analysiert. Das Material dieser Studie besteht neben sprachlichen und präskriptiven Quellen aus Tageszeitungen und linguistischem Material aus der kroatischen feministisch-queeren Gemeinschaft auch aus den Ergebnissen einer umfassenden Perzeptionsstudie und Expert*inneninterviews. Die Arbeit befasst sich mit drei zentralen Fragen: 1. Wie beeinflussen soziale Gendervorstellungen Fragen linguistischer Standardisierungsprozesse und wie werden diese Vorstellungen zudem in dominante Diskurse über Korrektheit im Sprachgebrauch eingeschrieben? 2. Welche Wirkung auf Genderkonzeptionen haben Sprachnormen im Bereich der personalen Appellation und welche kognitive Wirkung haben alternative Benennungsformen? 3. Welche Bedeutung haben Fragen des geschlechtergerechten Sprachgebrauchs bei politischen und aktivistischen Bemühungen von Genderexpert*innen in Kroatien und welche Strategien verwenden kroatische Genderexpert*innen, um eine diskriminierende Sprachnutzung zu vermeiden? / This dissertation thesis, which was defended in May 2016, deals with linguistic manifestations of gender conceptualizations in current written language usage in Croatia. The importance of gender for the linguistic naming of people is considered and analyzed from both a synchronic and a diachronic perspective on language. In addition to linguistic and prescriptive sources, the material of this study consists of daily newspapers and material from the Croatian feminist-queer community as well as oft he results of a perception study and expert inteviews. The thesis deals with three central questions: 1. How do social gender conceptions influence questions of linguistic standardization processes and how are these conceptions inscribed in dominant discourses about correctness in language use? 2. What effect do linguistic norms have on gendered conceptions of people and what is the cognitive effect of alternative naming practices? 3. What meaning is allocated to questions of gender-fair language use in political and activist efforts of gender experts in Croatia and what strategies do Croatian gender experts use to avoid discriminatory language use?

This thesis presents a research of a family language management in four Czech-English families in Lancashire. Using in-depth semi-structured interviews, it examines various aspects of language ideology and language policy, language use, and the way of teaching and language acquisition of Czech language within the families. The first chapter introduces theoretical findings and essential ideas for the research. The second chapter describes the process of the research, provides information on the examined families, and presents the research questions. The third chapter describes the processing and analysis of interviews, and the fourth presents research results and answers the research questions. The aim of this thesis was to describe and analyse the mentioned aspects of family language management and based on this analysis show how the families approach bilingual education of their children.

博士課程単位取得論文(社会学研究科) / 2冊 / 一橋大学

The study deals with the purism as language ideology. After critical analysis of basic concepts (language cultivating, ideology, language ideology) there are standard language ideology and purism ideology presented. The crucial part of the study consists of: 1. analysis of the evaluation of purism in the contributions on language cultivating in the journals Slovo a slovesnost and Naše řeč from 1949 to 1968, 2. analysis of purism ideology in these contributions.

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This thesis aims to explain the ideological characteristics of China’s language laws. Using theoretical definitions of language ideology, the study analysed two language provisions, China’s national language law and the language law of Guangdong province, with the goal of understanding the ideology of China’s language policy. The strong status of Cantonese and its role as a marker of identity in Guangdong can be seen as standing in contrast to the overall language goals of the state, as part of a possible struggle between localism and nationalism. The analysis found that both regulations contain articles that are indicative of nationalist language ideology, although differences between the regulations and the different forms of ideologies exist.

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No description available.

Based on the accounts by four elder speakers of the Swedish minority language Meänkieli, given in October 2020, this study investigates the attitudes and sentiments among elder speakers of Meänkieli towards the languages they speak. The participants have migrated as young adults from the Torne Valley, where Meänkieli is traditionally spoken, to places in Sweden where their language use has been restricted by the lack of Meänkieli domains. The testimonies have been collected via semi-structured interviews and analysed through thematic analysis, taking perspectives from theories on language ideology, linguistic identity and linguistic biography, revealing how the participants' linguistic personas and repertoires have taken form throughout their lives, alongside their life experiences.  The results show that the participants highly value their multilingualism, and that their language use is a deliberate as well as subconscious tool for expression and affirmation of identity and belonging. It is also shown that the languages often are associated with discrete chronological and geographical parts of the participants' lives. Furthermore, have the participants not passed Meänkieli on to their children, due to the lack of parental strategies and learner motivation, showcasing the importance of linguistic context and child agency in language acquisition. Future research would benefit from inclusion of a wider spectrum of social class, and from testimonies of the children of migrated Meänkieli speakers to complement the parental perspective, in order to further investigate the factors behind language shift outside of a minority language's domains. / Baserat på berättelserna från fyra äldre talare av det svenska minoritetsspråket meänkieli, givna i intervjuer i oktober 2020, undersöker denna studie äldre meänkieli-talares attityder och känslor gentemot de språk de talar. Som unga vuxna har studiens deltagare flyttat från Tornedalen, där meänkieli traditionellt talas, till platser i Sverige där användandet av meänkieli begränsats av förlusten av språkdomäner. Berättelserna är inhämtade genom semi-strukturerade intervjuer, och är analyserade med hjälp av tematisk analys med perspektiv hämtade från språkideologier, språklig identitet och språklig biografi, för att påvisa hur deltagarnas språkliga personor och repertoarer har formats under deras liv och genom deras upplevelser. Resultaten visar att deltagarna sätter stort värde på sin flerspråkighet, och att de både medvetet och undermedvetet använder språken för att uttrycka och befästa språklig identitet och tillhörighet. Vidare visas hur språken ofta associeras med väldefinierade kronologiska och geografiska delar av deltagarnas liv. Deltagarna har inte fört meänkieli vidare till sina barn med anledning av brist på strategier från föräldrarna och barnens motivation att lära, vilket belyser relevansen av den språkliga omgivningen och barnets delaktighet i språkinlärningen. För att ytterligare förstå drivkrafterna bakom språkskiften utanför ett minoritetsspråks domäner skulle framtida undersökningar gynnas av att ett bredare spektrum av sociala klasser inkluderas, och av att barn till utflyttade meänkielitalare får komplettera sina föräldrars perspektiv med sina egna skildringar.

This dissertation examines effects of globalization on language, identity, and education through the case of four Korean jogi yuhak (early study abroad) students attending Toronto high schools. Resulting from a 2.4-year sociolinguistic ethnography on the language learning experiences of these students, the thesis explores how globalization--and the commodification of language and corporatization of education in the new economy, in particular--has transformed ideas of language, bilingualism, and language learning with respect to the transnational circulation of linguistic and symbolic resources in today‘s world. This thesis incorporates insights from critical social theories, linguistic anthropology, globalization studies, and sociolinguistics, and aims to propose a "globalization sensitive" Second Language Acquisition (SLA) theory. To better grasp the ways in which language learning is socially and politically embedded in new conditions generated by globalization, this new SLA theory conceives of language as a set of resources and bilingualism as a social construct, and examines language learning as an economic activity, shaped through encounters with the transnational language education industry. The analysis examines new transnational subjectivities of yuhaksaeng (visa students), which index hybrid identities that are simultaneously global and Korean. In their construction of themselves as "Cools" who are wealthy and cosmopolitan, yuhaksaeng deployed newly-valued varieties of Korean language and culture as resources in the globalized new economy. This practice, however, resulted in limits to their acquisition of forms of English capital valued in the Canadian market. As a Korean middle class strategy for acquiring valuable forms of English capital, jogi yuhak is caught in tension: while the ideology of language as a skill and capital to help an individual‘s social mobility drives the jogi yuhak movement, the essentialist ideology of "authentic" English makes it impossible for Koreans to work it to their advantage. The thesis argues that in multilingual societies, ethnic/racial/linguistic minorities‘ limited access to the acquisition of linguistic competence is produced by existing inequality, rather than their limited linguistic proficiency contributing to their marginal position. To counter naturalized social inequality seemingly linguistic in nature, language education in globalization should move away from essentialism toward process- and practice-oriented approaches to language, community, and identity.