The recognition of the right to language under international human rights is still an ongoing debate. By examining the nature, extent and adequacy of the protection according to linguistic rights in international human rights laws, this paper offers solutions for this ongoing debate. In addition to resolving the issues in international law, it also discusses the extent of protection accorded to linguistic rights in Mauritius as well as under the express linguistic and ethnic form of Ethiopian federalism. Compares the practice and language policies of Ethiopia and Mauritius in light of international standards and identifies further issues to be addressed. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2009. / Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Bissessur Pramod, Faculty of Law and Management, University of Mauritius. / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

Solicitud de envío manuscrito de artículo científico. / Diversas iniciativas desde el Estado y la sociedad civil proponen el uso de herramientas para asegurar los derechos lingüísticos de los hablantes de lenguas originarias en el Perú. Este estudio cualitativo analiza El quechua en la función policial: Manual para el empleo del quechua en las comisarías, herramienta diseñada por Wilfredo Ardito y Gavina Córdova para facilitar el servicio que brinda la Policía Nacional del Perú (PNP) en contextos plurilingües. El objetivo principal del estudio es identificar en qué medida la teoría sobre traducción e interpretación como mediación lingüística se reflejan en el manual, entendido como un material para formar mediadores lingüísticos. De esta manera, se identifica y analiza los principales alcances y limitaciones del desarrollo y contenido del manual, y se proponen estrategias de mejoras. Para ello, se analizó el contenido del manual y se entrevistó a los autores; finalmente, se compararon los resultados con los discursos teóricos sobre interpretación comunitaria e interculturalidad. La investigación concluye que la interpretación comunitaria aún no es percibida por el Estado ni por la sociedad como la respuesta al reto de la comunicación intercultural, a pesar de que existe un marco normativo que respalda su uso. Esto se refleja en el manual y la ausencia de habilidades de interpretación, interpersonales y técnicas. Por lo tanto, se plantea un modelo de mejora que presenta recomendaciones basadas en un diálogo con teorías de la interpretación e interculturalidad aplicables al contexto peruano. / Peru has diverse governmental and social initiatives that propose the use of different tools to ensure linguistic rights of indigenous languages speakers. This qualitative research analyzes El quechua en la función policial: Manual para el empleo del quechua en las comisarías (Quechua in the police work: Handbook of Quechua for Police Officers), a tool created by Wilfredo Ardito and Gavina Córdova aiming to facilitate Peruvian National Police (PNP) service in plurilingual contexts. The main objective of this study is to identify how theories about translation and interpreting as language mediation are shown in the handbook, understood as a training material for PNP officers to work as language mediators. In this manner, the aim is to identify and analyze the main accomplishments and limitations of the development and content of this handbook, so as suggesting strategies to possible improvements. To do so, the handbook was analyzed, and its authors were interviewed. Thereafter, their discourses were compared with theories of community interpreting. This research discovered that community interpreting is not yet perceived by the State as the main tool to address the need for a proper linguistic mediation within the intercultural communication challenge. Although there is a regulatory framework supporting the use of this discipline, there are no public policies nor any measures that assure it or regulate it. Therefore, an improvement model with recommendations based on translation and interpreting theories and localized in at a Peruvian context is proposed. / Tesis

This study seeks to support the thesis that African indigenous languages in South Africa should enjoy equal treatment in terms of the South African Constitution. Therefore, it will explore and find ways and means of how the South African government can reach out to rural communities with inadequate English proficiency, in an English-dominated South Africa, by breaking down the existing language barriers and curbing social inequalities. Language rights, like any other human rights, should be protected, as enshrined in the new democratic Constitution of South Africa.

This thesis analyses linguistic policies in Bulgaria, during the Ottoman, monarchical, communist and post-communist periods and its effects on the Turkish minority in Bulgaria. The linguistic policies in Bulgaria did not follow consistent policies / on the contrary, it followed different policies in different periods. The aim of this thesis is to analyse how the Turkish minority experiences and perceives linguistic rights in the post-communist period, such as study of and in Turkish language, Turkish minority media, use of minority personal names, naming of topographical places and the status of Turkish language in official and administrative institutions. For this purpose, in-depth interviews were carried out in ISiklar (Samuil) municipality in Bulgaria, where Turks constitute the absolute majority of the population. As a result of the analyses of the experiences of the Turkish minority, it was observed that (Turkish) linguistic rights and language were experienced by the Turkish minority in terms of ethnolinguistic identity. It is concluded that symbolic power and diglossia relationships between Turkish and Bulgarian languages affected the ways of perception of (Turkish) linguistic rights by the Turkish minority in Bulgaria.

As a result of various historical, political, economic and sociocultural factors, English today witnesses a unique situation as its non-native speakers represent a clear majority in the world. This has implications for the ownership of the English language as such, the linguistic rights of its speakers and the points of departure for English Language Teaching (ELT) worldwide. The study of the use of English as a Lingua Franca (ELF) challenges nativespeakerist norms through research in a wide range of linguistic fields such as lexicogrammar, phonology and pragmatics, suggesting various pedagogical alterations. Although ELF is now a prolific area of research, studies in Swedish upper secondary language education from an ELF perspective, remain a scarcity in the literature. The present paper engages in surveying teaching attitudes toward ELF in Swedish upper secondary education among Swedish and Anglophone International Baccalaureate (IB) teachers and in two contemporary syllabi, namely Swedish (ELT) and IB syllabi. The questionnaire given to the two aforementioned groups of teachers suggest that ELF-friendly teaching descriptions best suit their students even though both groups believe that teaching descriptions based on native speaker norms and varieties represent the most appropriate approach. The critical discourse analysis of the two syllabi suggests that ELF is approached in different ways in the two systems: the Swedish ELT curricula may be perceived as rather ELF-friendly because native speaker norms, deviations and errors, grammaticality and idiomaticity are almost non-existent, whereas the IB revolves around linguistic prescriptivism and native speaker norms to a larger extent. The present study argues that English language curricula in Sweden should be informed by research on ELF.

Em virtude da diversidade linguística e cultural presentes no Brasil, provenientes de processos migratórios (europeu, asiático, etc.) de colonização, ocorrem os contatos dessas línguas com a língua oficial nacional, o português, dando origem a um intercâmbio linguístico e cultural num contexto de bilinguismo. No caso do município de Caxias do Sul, inserido na Região de Colonização Italiana-RS, o contexto é de bilinguismo do português/dialeto italiano passivo e restrito. Diversos autores afirmam a necessidade de assegurar os direitos linguísticos aos grupos descendentes de imigrantes que, historicamente, vêm sofrendo alternância nas políticas linguísticas por parte do governo que ora aceita, ora repudia sua língua de origem, e de suprir uma carência de pesquisas nessa área. Este estudo apresenta bases teóricas para uma política lingüística adequada à situação de bilingüismo do grupo ítalo-descendente de Caxias do Sul, RS/Brasil. A exemplo do que já vem sendo feito em outros municípios, defende-se o ensino e uso da língua italiana como forma de caracterização de um território, e não apenas como marca de um grupo étnico, evitando assim, o preconceito lingüístico. O instrumento adotado foi o das entrevistas semi-estruturadas visando obter informações para a análise do processo de escolha das línguas estrangeiras introduzidas nas Escolas do município de Caxias do Sul, bem como considerar o papel da universidade nesse processo e destacar a importância do italiano como língua de trabalho. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-21T19:43:17Z No. of bitstreams: 1 Dissertacao Luciana Santos Pinheiro.pdf: 3730519 bytes, checksum: 917a413b68cc5c32cee27ce29b82bead (MD5) / Made available in DSpace on 2014-05-21T19:43:17Z (GMT). No. of bitstreams: 1 Dissertacao Luciana Santos Pinheiro.pdf: 3730519 bytes, checksum: 917a413b68cc5c32cee27ce29b82bead (MD5) / Linguistic contacts between the national official language, Portuguese, and the ones from migration settlements are due to linguistic and cultural diversity presents in Brazil, leading to a linguistic and cultural exchange in a bilingual context. In the case of Caxias do Sul city, inserted in the Italian Colonization Region of Rio Grande do Sul (ICR), the context here found is of a passive and restrict bilingualism of Portuguese/Italian dialect. Many different authors reinforce the importance of ensuring to the group of immigrant descendants their linguistic rights that historically has been suffering with the alternation of linguistic policies from the government, which sometimes accepts it, other times repudiates their original language, and also addressing to a lack of research in this area. The aim of the present study is to put together the conceptual basis to be used by an adequate linguistic policy towards the Italo-descendants group of Caxias do Sul - RS/Brazil - bilingual situation. As an example of what is already been done in other cities, we defend the introduction of the teaching and the use of the standard Italian language as a way to characterize a territory, and not only as a mark of an ethnic group, avoiding any kind of linguistic prejudice. Semi-structured interviews were conducted in search of gaining substantial information to the analysis of the introduction process of the chosen foreign language in Caxias do Sul city (public and private) schools, as well as considering the University role in this process, and finally, highlighting the importance of Italian as a working language. In possession of the collected data and it analysis, the importance of teaching/learning the Italian standard language is raised as an indispensable part to the community both in the cultural and economic sphere to the ICR.

Em virtude da diversidade linguística e cultural presentes no Brasil, provenientes de processos migratórios (europeu, asiático, etc.) de colonização, ocorrem os contatos dessas línguas com a língua oficial nacional, o português, dando origem a um intercâmbio linguístico e cultural num contexto de bilinguismo. No caso do município de Caxias do Sul, inserido na Região de Colonização Italiana-RS, o contexto é de bilinguismo do português/dialeto italiano passivo e restrito. Diversos autores afirmam a necessidade de assegurar os direitos linguísticos aos grupos descendentes de imigrantes que, historicamente, vêm sofrendo alternância nas políticas linguísticas por parte do governo que ora aceita, ora repudia sua língua de origem, e de suprir uma carência de pesquisas nessa área. Este estudo apresenta bases teóricas para uma política lingüística adequada à situação de bilingüismo do grupo ítalo-descendente de Caxias do Sul, RS/Brasil. A exemplo do que já vem sendo feito em outros municípios, defende-se o ensino e uso da língua italiana como forma de caracterização de um território, e não apenas como marca de um grupo étnico, evitando assim, o preconceito lingüístico. O instrumento adotado foi o das entrevistas semi-estruturadas visando obter informações para a análise do processo de escolha das línguas estrangeiras introduzidas nas Escolas do município de Caxias do Sul, bem como considerar o papel da universidade nesse processo e destacar a importância do italiano como língua de trabalho. / Linguistic contacts between the national official language, Portuguese, and the ones from migration settlements are due to linguistic and cultural diversity presents in Brazil, leading to a linguistic and cultural exchange in a bilingual context. In the case of Caxias do Sul city, inserted in the Italian Colonization Region of Rio Grande do Sul (ICR), the context here found is of a passive and restrict bilingualism of Portuguese/Italian dialect. Many different authors reinforce the importance of ensuring to the group of immigrant descendants their linguistic rights that historically has been suffering with the alternation of linguistic policies from the government, which sometimes accepts it, other times repudiates their original language, and also addressing to a lack of research in this area. The aim of the present study is to put together the conceptual basis to be used by an adequate linguistic policy towards the Italo-descendants group of Caxias do Sul - RS/Brazil - bilingual situation. As an example of what is already been done in other cities, we defend the introduction of the teaching and the use of the standard Italian language as a way to characterize a territory, and not only as a mark of an ethnic group, avoiding any kind of linguistic prejudice. Semi-structured interviews were conducted in search of gaining substantial information to the analysis of the introduction process of the chosen foreign language in Caxias do Sul city (public and private) schools, as well as considering the University role in this process, and finally, highlighting the importance of Italian as a working language. In possession of the collected data and it analysis, the importance of teaching/learning the Italian standard language is raised as an indispensable part to the community both in the cultural and economic sphere to the ICR.

Made available in DSpace on 2017-07-10T18:55:47Z (GMT). No. of bitstreams: 1 DISSERTAcaO-2015-CORRECAO FINAL.pdf: 1677095 bytes, checksum: a24d8fc63a584e58bd872354d5e3c8d4 (MD5) Previous issue date: 2015-03-16 / This study has the objective of analyzing, based on the theory of Discourse Analysis, the functioning of the discourse materialized on the Universal Declaration of Linguistic Rights (1996), with special focus on the linguistic right and the label of official language. The second step is to verify the resignification of these terms and processes on the Brazilian Law, indeed the Inventário Nacional da Diversidade Linguística (2010) and the Política Estadual de Apoio as Comunidades Indígenas do Paraná (2004). The objects have been chosen because of their recognized importance for the linguistic policies in Brazil. According to this, this research consists in the analysis of these laws from the materialist discourse perspective, analyzing the ideological and symbolical processes that compose them. The study considers, in the same way, the relations of power and the historic conditions that are mise en scène. This process helps to identify the ruptures of signification and the Vergessen in each document that shows a continuity of linguistic policies practices since the colonial period and also the inscription of an economic model throw the diversity discourse. The research is based mainly on studies of Pêcheux (1980; 1993[1969]; 2008[1983]; 2009[1988]; 2010[1975]), Orlandi (2001; 2007; 2008; 2012), Zoppi Fontana( 2009) and Mariani (1993; 2003; 2004; 2008), in the theoretical part of Discourse Analysis, as well as in authors from Linguistic Policies as Altenhofen (1996; 2013; 2014) and Oliveira (2003; 2013). With this organization, we seek to articulate the political and ideological forms that appear in laws, desmystiying the transparency of language on the legal documents about linguistic rights / Este trabalho visa a analisar, com suporte da Análise de Discurso de linha francesa, o funcionamento do discurso presente na Declaração Universal dos Direitos Linguísticos de 1996, sobre o conceito de direito linguístico, a sua relação com a oficialização de línguas, bem como sua ressignificação no Decreto n° 7.387/2010, Inventário Nacional da Diversidade Linguística, e na Lei estadual paranaense n° 14.453/2004, a Política Estadual de Apoio às Comunidades Indígenas do Paraná de 2004. O trabalho consiste, portanto, na análise dessas leis a partir da perspectiva materialista do discurso, buscando a inscrição de processos ideológicos e simbólicos, considerando ainda as relações de poder e as condições históricas em que estão compreendidos os discursos. Com isso, a pesquisa identifica possibilidades de deslocamento de alguns sentidos e os esquecimentos de cada documento, ilustrando um quadro de continuidade de práticas de políticas linguísticas do período colonial e a inscrição de um modelo econômico por meio do discurso da diversidade. De forma complementar, o trabalho traz ainda algumas relações de resistência a esse modelo. A fundamentação da pesquisa está apoiada na parte teórica da Análise de Discurso, especialmente nos estudos de Pêcheux (1980; 1993[1969]; 2008[1983]; 2009[1988]; 2010[1975]), Orlandi (2001; 2007; 2008; 2012), Zoppi Fontana( 2009) e Mariani (1993; 2003; 2004; 2008), bem como em estudiosos da área de políticas linguísticas, como Altenhofen (1996; 2013; 2014) e Oliveira (2003; 2013). Dessa forma, busca-se articular as formas políticas e ideológicas que se inscrevem nas leis, desmistificando a transparência da linguagem e dos documentos jurídicos nas relações entre as línguas

The Ukrainian society has gone through vast changes since independence in 1991 and in this thesis some of these social changes are discussed through the prism of language policy. The main topic of the study is language policy (conceptualised as language practices, language beliefs, and language management) in the eastern Ukrainian city Kharkiv. This topic is examined within a framework focusing on motivation, allowing for a study of how people in Kharkiv describe, explain and rationalise language policy in the context of change in society. Ukrainian is the only state language in Ukraine, but Russian is widely used in Ukrainian society, and in Kharkiv Russian is the predominantly used language. One specific topic of the study is how young Ukrainians perceive the role granted the Ukrainian language in on-going processes of nation-building, related to the formation of a national identity. This is contrasted with discussions on individual linguistic rights and what is considered reasonable to demand from the Ukrainian population in terms of language practices. Further, the study examines the concept of language conflict, notably what kinds of conflict can be identified in and extracted from discussions on the role of language in society. This examination shows that it is not necessarily a case of potential conflict between groups or individuals, but also that individuals may struggle with internal conflict. This study demonstrates how language conflict is not about language, but rather about social positions, interests and value systems. This also illustrates the fact that the three components of language policy are not necessarily interrelated and consistent. Especially language practices and language beliefs are often at odds. Fieldwork was carried out in Kharkiv 2003-2005 and the study relies on a combination of methods (in-depth individual interviews, group interviews and a large-scale questionnaire).

This thesis explores the meaning and content of s. 41 of the Official Languages Act of Canada, which imposes certain duties on all federal institutions towards French- and English-language minority communities. While vitally important as a component of Canada's language rights archictecture, the nature and content of s. 41 as a legal norm remain woefully unclear. The immediate aim is to determine: (1) whether s. 41 confers a right to specific measures in particular cases; (2) whether such rights are individual or collective; and (3) if collective, what sort of interests are protected. Section 41 presents a number of interpretive challenges. First, it uses terminology which is undefined in the Act and yet has no self-evident meaning. Thus, the nature of the primary legal subject, 'linguistic minority communities' (LMCs), is unclear, as are the nature of the protected interests, 'vitality' and 'development'. Second, the interpretive principles developed by the case-law for official language rights rely on a conceptual framework that is vague and under-theorized. Key components of that framework, like the concept of a necessary link between language and culture, have yet to be fully explored, either in the case-law or in legal scholarship. This presents an acute problem in the case of s. 41, where the content of these concepts will likely prove dispositive. In order to grapple with these challenges, this thesis develops an account of language rights as collective rights. Drawing on the philosophical literature and existing case-law, I argue that LMCs should be conceived of as collectivities rather than mere aggregates of individuals, and that a number of language rights, such as s. 41 of the OLA, and ss. 16.1 and 23 of the Charter, aim to protect the collective interests of these collectivities. I then define some of these interests from both an empirical and a normative perspective. I conclude by arguing that s. 41 of the OLA protects an 'autonomy interest', which both prohibits federal institutions from interfering with existing LMC autonomy, and provides a basis for claiming enhancements to that autonomy, within the confines of the statutory mandate of the institution in question.