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Neither a language nor a society remains unchanged. Change is both inevitable and natural. Similarly attitudes towards speakers of different languages change over time. When more than one language is spoken in a community their relative distance from one another influences attitudes within it, since speech is a particularly sensitive instrument for gauging stereotyped attitudes present in a community. The affective aspect has created much research interest among those working in the area of language acquisition and is of primordial interest to teachers and educationalists, especially those concerned with primary and secondary education where most formal language learning starts. The context of the present study is the Basque Country where two languages, Castilian and Euskera, the Basque language, are spoken. They are studied with reference to the attitudinal and affective aspects, with the main emphasis on the minorised language, Euskera. The history of Euskera is examined in the light of other selected minority languages. An investigation into language attitudes towards Euskera using the 'matched-guise' technique is described and the conclusion drawn that a process of constant community accommodation is required to bring a positive resolution to the situation.

No description available.

The present research describes the sociolinguistic situation in the minority indigenous community of San Juan Ozelonacaxtla in the state of Puebla, Mexico. Both Ozelonacaxtla Totonac and Spanish are spoken in the speech community. However, some bilingual parents use only Spanish in the home, ceasing the transmission of their native language to their children and placing the community in the early stages of language shift. Spanish is seen as the language of opportunity in the context of recent and significant social, political, educational, and economic changes in San Juan Ozelonacaxtla. Parents claim they teach their children Spanish because it is more useful than Ozelonacaxtla Totonac, it enables their children to avoid discrimination associated with speaking an indigenous language, it is necessary for their children to do well in school, and it allows for more economic mobility. These factors are accelerating the integration of the community into majority Mexican society. / Applied Linguistics

This thesis explores the current situation of the minority language, Veneto, in the bilingual Italo-Mexican community, Chipilo, located close to Puebla, in central Mexico. The study analyzes the attitudes of bilingual Spanish-Veneto speakers of Italian descent towards their language and the attitudes of monolingual Spanish speakers towards the former group. Using quantitative and qualitative data, particularly the interviews and the questionnaires, the study seeks to determine the possible outcomes of these attitudinal relations and the affect they have on the future of the Veneto language.

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Minority languages, bilingualism and linguistic integration among youth have gained a great dealof attention in research especially in times of migration, globalization and other activities crossingthe borders of nation-states. In this thesis the aim is to investigate different meanings associatedwith the mother tongue when this language is another than the majority language in the place ofresidence. This task is approached from a social geographical perspective. In the study, the termmother tongue is used in its widest sense, mostly defined by the choice of the informant. In the introduction the concept mother tongue is on the one hand, looked upon and discussedin terms of a minority language in regard to the nation state and on the other, seen as a bordercrossing transnational speech community. In this way, a wide range of meanings can be illuminated.The analytical framework is discourse analysis, inspired by the work of Potter and Wetherellamong others, in the field of discursive psychology. The empirical data is made up by the transcriptsof semi-structured interviews with 13 students at two schools in the area of Stockholm,Sweden. The result of the study is presented as five interpretative repertoires, showing the mother tongueas (1) belonging, (2) background, (3) heritage, (4) carrier and (5) everyday practice. The fiverepertoires are later analyzed for their spatial content in four spatial contexts: the national, themulticultural, the transnational and the diasporic context. They are defined and used as discursivelandscapes in which the different meanings of the repertoires are identified. The five repertoires areidentified in all spatial contexts except for the national context. The findings show that the different meanings of the mother tongue represented by a certainindividual are negotiated in sometimes quite contradictive pieces of discourse. One implication isthat a specific meaning of the language does not equal an individual’s personal attitude or belief.The students seem to be very flexible in the association of different meanings to their mother tongue.The result further shows the value of a multi-scalar approach to investigations of the socialgeography of language. The ignorance of one social or spatial context will lead to the loss of a vitalpart of the language. This is crucial when discussing the mother tongue as a minority language oras a transnational speech community. Finally, there are reasons to be attentive of putting bilingualyouth in any social or spatial trap: national, multicultural, transnational or diasporic.

Cette recherche a été développée au sein de la communauté linguistique tolpan dans la Montagne de la fleur au Honduras. Son but est décrire leur situation sociolinguistique et se demander si elle réunit des éléments de menace, voire de danger pour la langue tol, ou au contraire de vitalité pour l'avenir. La mise en place d'un dispositif de recherche, par entretiens et observations empiriques nous a conduit aux résultats suivants : il s'agit d'une langue qui vit encore, son mécanisme de transmission est générationnel, les représentations des locuteurs sont positives sur leur langue, elle est perçue comme un des traits représentatifs de leur culture, elle même organisée autour d'un imaginaire collectif bien vivace. Nonobstant, nous avons mis au jour certains éléments qui semblent ne pas favoriser cette langue: l'envahissement de l'espace linguistique par l'espagnol langue officielle, le comportement non verbal qui paradoxalement semble nier le discours de fierté des Tolpans, les échanges asymétriques de communication, entre autres. Ce panorama évoque une situation diglossique où la langue tol est la langue dominée et l'espagnol la langue dominante.Donc, le tol, langue locale hondurienne fortement menacée malgré certains indices qui comptent en sa faveur. Des mesures urgentes seraient à prendre pour sa vitalisation: la scolarisation en langue tol, sa reconnaissance par un statut d'officialité et l'intégration de sa communauté tolpan comme égale aux autres Honduriens en termes sociaux, politiques, économiques et surtout culturels. Ce travail n'aurait pas pu être réalisé sans la collaboration des médiateurs tolpans, ou l'aide des amis qui partagent la passion pour les langues. / This research develops within the linguistic community Tolpán in The Flower Mountain in Honduras. Its purpose is to describe the sociolinguistic situation by identifying signs of threat or danger to the Tol language, or conversely of vitality for the future of this language.For the last three years we have been involved in an investigation that through interviews and empirical observations has lead to the following results: Tol is a language that is still alive, the transmission mechanism is generational, representations of the speakers about their language are positive, Tol is regarded as a representative feature of their culture, which is organized around a strong living collective imagination.However, we have also identified some elements that do not sustained the perpetuation of this language: the invasion of its physical area by the Spanish language area, nonverbal behavior that paradoxically denies the discourse of tol speakers, and asymmetrical communication exchanges, among others. This picture evokes a situation of diglossia, where Tol language is Spanish- language dominated and the dominant language.We take responsibility to say that tol is seriously threatened despite some evidence in its favor in order to revitalize the language, some urgent measures could be taken: tol schooling, recognition to official status, and community integration of Tol as equal to other Honduran languages in the social, political, cultural and economic field as a whole.This study could have not been possible without the collaboration of the Tolpan mediators, the help of friends who in the area of their possibilities, and the love and passion they share for languages have lent a helping hand and to whom I gratefully thank / Esta investigacion se desarrolla al seno de la comunidad lingüistica tolpan de la Montana de la Flor en Honduras. El proposito es describir su situacion sociolingüistica mediante la identificacion de indicios de amenaza o peligro para la lengua tol, o por el contrario de vitalidad para el futuro de ésta lengua.La investigacion a través de entrevistas y observaciones empiricas nos conducen a los resultados siguientes: strata de una lengua que vive aun, su mecanismo de transmision es generacional, las representaciones de los hablantes acerca de su lengua son positivas, el tol es considerado coma un rasgo representativo de su cultura, la que se organizan en torno a un imaginario colectivo viviente y solido.No obstante, se han identificado algunos elementos que no favorecen esta lengua: la invasion del espacio lingüistico del espanol lengua oficial, el comportamiento no verbal que paradojicamente niega el discurso de los hablantes tol, los intercambios asimétricos de comunicacion, entre otros. Es evidente entonces una diglosia donde la lengua tol es la lengua dominada y espanol la lengua dominante.El tol es pues una lengua hondurena seriamente amenazada a pesar de algunos indicios en su favor. Con el fin de vitalizar esta lengua, se podrian tomar algunas medidas urgentes: la escolarizacion en tol, el reconocimienta un estatus de oficialidad, y la integracion de la comunidad tolpan como igual a otros Hondurenos en el campo social, politico, economico y sobre toda cultural. Este trabajo no hubiese sida posible sin la colaboracion de los mediadores tolpans, o la ayuda de amigos que comparten la pasion par las lenguas, cada uno desde su area y sus posibilidades.

Orientador: Marilda do Couto Cavalcanti / Tese (doutorado) - Universidade Estadual de Campinas. Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-04T08:11:56Z (GMT). No. of bitstreams: 1 Silva_IvaniRodrigues_D.pdf: 1667970 bytes, checksum: a03c9bf847e80ac57e234baac17c7b9e (MD5) Previous issue date: 2005 / Resumo: A presente tese aborda a produção das identidades no contexto escolar e focaliza a representação que pais, professores e os próprios alunos surdos fazem da surdez, da língua de sinais e do processo de escolarização dentro do ensino regular. Sendo uma pesquisa de cunho etnográfico, o corpus é proveniente de registros compostos por diário de campo, gravações em vídeo das conversas com os alunos surdos e das atividades realizadas em um programa desenvolvido em um centro de estudos ligado a uma universidade pública do interior do Estado de São Paulo que atende a escolares surdos. Além disso, também fazem parte do corpus gravações em áudio das reuniões com professores da rede regular de ensino, das reuniões com os pais dos alunos surdos, ¿ e de textos produzidos pelos alunos surdos no centro de estudos, na escola comum e em casa, além de documentos que nos foram enviados pela escola e pela família. A fundamentação teórica da pesquisa se alicerçou nas contribuições da Etnografia Escolar (Erickson, 1987, 1989, Bortoni-Ricardo, 1993 e 2000; Cavalcanti, 1996, 2003; Maher, 1998; Moita-Lopes, 1999, 2002 e 2003) para a geração de registros e também para a análise dos dados. Baseou-se, ainda, em conceitos como ¿representação¿ proveniente da Análise Crítica do Discurso (Fairclough, 1995, 1999) e outros conceitos de outras áreas de conhecimento como o de ¿assimilação/resistência¿, da Antropologia (De Certeau, 2003), de identidades fragmentadas, provenientes dos Estudos Culturais (Bhabha, 2000, Hall, 2000, Silva, 2001), e da noções de ¿estabelecidos¿ e de outsiders ligadas à Sociologia (Elias & Scotson, 2000), além do conceito de ¿normalização¿, discutido por Canguilhem (1943/1992) e retomado por Foucault (1975/2000) e seus seguidores. Foram utilizadas ainda para a análise as teorias de letramento comprometidas com a perspectiva histórico-social (Street, 1984 e Barton, 1994). Os resultados deste trabalho mostram que as representações construídas sobre o aluno surdo estão sempre sendo negociadas e redefinidas nos contextos sociais focalizados, embora ainda persista a busca da (in)visibilidade da surdez em favor ora da construção da identidade do surdo enquanto ¿deficiente¿, ora de sua identidade construída na assimilação/normalização / Abstract: This dissertation addresses the production of identities in the school environment and focuses on the representations parents, teachers and the deaf students themselves have of deafness, sign language and the educational process in the regular school system. Since this is a study built on an ethnographic approach, the corpus comes mainly from records from field notebooks, video tapes of interviews with deaf students, tapes of activities occurring in a program offered by a public university in the State of São Paulo for deaf school children, audio tapes of meetings with teachers of the regular school system, tapes of meetings with the deaf students¿ parents, written texts produced by the deaf students at the Research Center, at school and at home, as well as various documents sent by the schools and by the deaf children¿s families. The theoretical bases for both generating the data as well as for data analysis were the contributions of the School Ethnography approach (Erickson, 1987, 1989; Bortoni-Ricardo, 1993 and 2000; Cavalcanti, 1996, 2003; Maher, 1998; Moita-Lopes, 1999, 2002 and 2003). For the data analysis, some theoretical constructs were also important. These constructs are the concepts of ¿representation¿ as put forward in Critical Analysis of Discourse (Fairclough, 1995, 1999) and some other concepts from other fields of knowledge such as ¿assimilation/resistance¿ from Anthropology (De Certeau, 2003), fragmented identities from Cultural Studies (Bhabha, 2000, Hall, 2000, Silva, 2001), the notions of ¿established¿ and ¿outsiders¿, connected to Sociology (Elias & Scotson, 2000) and the concept of normalization, discussed by Canguilhem (1943/1992) and taken up by Foucault (1975/2000) and his followers. For the purposes of analysis, I also lean on theories of literacy from the socio-historical perspective (Street, 1984 e Barton, 1994). The results of this study show that representations constructed about deaf students are constantly being negotiated and redefined in the social contexts examined, despite the constant search for the (in)visibility of deafness in favor of the deaf person¿s identity sometimes as ¿disabled¿, sometimes as assimilated / normalized. / Doutorado / Educação Bilingue / Doutor em Linguística Aplicada

Using transcribed data from six Spanish-English bilingual children (1;8 to 3;3) from the Perez corpus in the CHILDES database, this thesis examines Parental Discourse Strategies (PDS) used to influence child language use in a minority language context (Spanish in the United States). PDS (Lanza, 1992; 1997) are situated within a language socialization framework (Ochs & Schieffelin, 2011) and can be viewed as part of the emerging field of family language policy (King & Fogle, 2013; Schwartz, 2010). This study looked at the overall language use, including the frequency and complexity, of English, Spanish, and mixed utterances by each parent and child in the corpus. The presence and rate of use of the PDS was calculated, as well as their successfulness in encouraging the children to use the minority language, as measured by the language of response to each PDS found. These strategies have been placed on a monolingual to bilingual continuum (Lanza, 1992) based on their expected success in influencing a child to use the language preferred by their parent. Results from a descriptive quantitative analysis of the data at the group and individual levels generally support the Parental Discourse Hypothesis, that is, the claim that certain strategies are more effective than others. Interestingly, it was found that the more successful strategies were used less frequently by the parents, while the less successful ones were more common. This apparent contradiction can be explained by conflicting pressure on parents to promote minority language use while also keeping fluid communication and preserving family harmony. This is discussed and further supported by some qualitative observations of child responses within discourse samples, highlighting children’s role as agents capable of negotiating their own linguistic socialization.