The intersection of race, rhetoric and public policy, particularly pertaining to Latino politics, is a growing area of development. Albeit historically, most immigrants to America faced similar questions of cultural and linguistic allegiance, the case regarding Latinos is unique. Given their continual demographic growth, now occupying the nation’s largest “minority” group, much political debate and commentary has arisen regarding the nations state of national unity and identity. For instance, is there a negative correlation between increasing levels of Latino immigration and the stability of the English language as lingua franca? Alternatively, does increasing levels of Latino immigration threaten the sustainability of “American” values and beliefs? Named and defined as a policy “problem,” Latinos, Latino immigration and the Spanish language have become framed as policy “problems” needing solutions. In efforts to unpack this rhetorically rich debate over national identity, race, culture and language, the canon of invention is analyzed insofar as the creation of Latinos as policy “problems,” with close attention drawn also toward policy makers supposed “solutions.” Engaged in both past and present attempts toward declaring English the national language on both the state and federal level, this project largely concerns itself within the 2006 Senate English as the national language debate, along with the growth of one of the nation’s most out-spoken limited-immigration, English-only proponents, Tom Tancredo.

The goal of this diploma thesis is to describe the origin and development of the concept of national language in France and to analyze the meaning of this concept in the French environment. Task of the first part is to define the key concepts like "langue nationale", "langue officielle" and to explain their conception in the French environment. The next part pays attention to the relation between national language and dialects and describe the approach to dialects during the French revolution. The aim of the third chapter is to introduce the issue of "grammatisation" and to outline the proces of grammatization of the French language. Follows the chapter analyzing the chronological development of the French as the national language of France, the most important periods of the 18th century and the French revolution are described in particular chapters. The final chapter outlines the importance and role of the language policy and mentions some most significant institutional interventions into the development of the French.

Orientador: Suzy Maria Lagazzi-Rodrigues / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-13T05:16:51Z (GMT). No. of bitstreams: 1 Silva_MarisaGanancaTeixeirada_D.pdf: 959288 bytes, checksum: ee2f4a88829d2468d75ab38034a6c786 (MD5) Previous issue date: 2009 / Resumo: Nesta tese, busco compreender os modos de funcionamento da língua portuguesa, da língua brasileira e do internetês no espaço digital. O corpus do trabalho é composto de formulações de "donos" e "participantes" de comunidades do sítio de relacionamento orkut, que têm a questão da língua como foco central. Como dispositivo teórico-analítico, tomo a Análise do Discurso - AD - formulada por Michel Pêcheux, na França, e por Eni Orlandi, no Brasil. A História das Idéias Lingüísticas - HIL - a partir das pesquisas de Sylvain Auroux a respeito do desenvolvimento do saber metalingüístico, e de Eni Orlandi sobre a constituição da língua portuguesa no Brasil, também sustentam minha reflexão nesta tese, no sentido de compreender os processos de identificação do sujeito com a língua no espaço digital. A análise das formulações permitiu entrever a relação dos sujeitos com as línguas portuguesa e brasileira, em processos de identificação que remetem à língua institucionalizada, à imagem de língua portuguesa do Brasil que apresenta uma relação forte com a oralidade. O percurso da análise também deixou entrever a identificação do sujeito com o internetês, pela língua nacional do Brasil. As formulações que compreendem o internetês como uma variedade da língua, a presença da acentuação na grafia do internetês e a relação forte com a oralidade da língua são alguns lugares onde pude compreender essa relação. A análise das formulações sobre o internetês também permitiu observar um processo de identificação do sujeito com a língua materna. A brincadeira, na grafia do internetês junto à escrita do português, na proposta de uma das comunidades para a elaboração de um dicionário internetês/ português, na tradução de uma música e uma poesia para o internetês, na grafia do internetês que se aproxima da oralidade, são alguns lugares onde se materializa essa identificação. Sobretudo, a análise deixou entrever, nos gestos de identificação dos sujeitos com as línguas e linguagens em circulação no ambiente digital, regiões de deslizes de sentidos. Este trabalho foi então importante para compreender esses espaços como lugares onde o real da língua mostra, na possibilidade de seus deslizes, a sua constitutividade poética. / Abstract: Not informed. / Doutorado / Lingua Materna / Doutor em Linguística

Orientador: Tania Maria Alkmin / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-07T23:07:58Z (GMT). No. of bitstreams: 1 Borba_LiliandoRocio_D.pdf: 773417 bytes, checksum: ea4cc12ff828a1b85bec9bee361d38b1 (MD5) Previous issue date: 2006 / Resumo: As línguas são objeto de discursos cotidianos que podem ser tanto avaliativos quanto descritivos, este fato é reconhecidamente uma das preocupações da pesquisa sociolingüística. Neste trabalho, analisamos discursos do senso comum que se reportam à língua como elemento constituinte da nação brasileira. O que, consideramos, atua no processo de construção de identidade nacional. Empregando um viés diacrônico e qualitativo, tratamos de imagens presentes em Casa Grande & Senzala, de Gilberto Freyre 1933, tais como o português com açúcar - ou o abrandamento do português do Brasil -, além de enunciados do século XIX sobre como os brasileiros utilizam sua língua. O objetivo é ressaltar como em ambos os grupos de enunciados as representações sociais que emergem atuam tanto no imaginário sobre a língua como sobre os grupos que a utilizam. Tal processo concorre para a construção de identidade lingüística: como o indivíduo se reconhece na sua língua, como o indivíduo se refere a ela, o que se diz dela que é aceito como verdade / Abstract: Languages are everyday object of discourses that may be both evaluative and descriptive. This fact is an acknowledged concern in sociolinguistic research. In this work, we analyze commonsensical discourses on language as constitutive element of the Brazilian nation, which, we consider, operates in the process of national identity construction. Resorting to a diachronic and qualitative perspective, we deal with images in the classic Casa Grande & Senzala (by Gilberto Freire, whose first edition is from 1933), such as Portuguese with suggar ¿ or the softening of Brazilian Portuguese -, together with utterances from the 19th century on how Brazilian citizens use their language. The objective is to highlight how, in both utterance groups, the emerging representations operates both in the imaginary on language as in the social groups that use it. This process also works towards the linguistic identity construction: how does the individual recognizes herself in her language, how does the individual refers to it, what is said about it that is accepted as being true / Doutorado / Doutor em Linguística

Doctor Educationis / This research has sought to investigate the language policy of Namibian schools against the background of international literature on the advantages of mother tongue as medium of instruction during the initial years of school. The historical background of the formulation and implementation of the current policy is dealt with in Chapter 2. The theoretical aspects of language planning as explained in the literature will focus on aspects like the underlying principles for language planning. This chapter will furthermore discuss information regarding the status and the use of the mother tongue as medium of instruction in Namibia during the first three years of school. In Chapter 4 a literature review of Cummins's linguistic interdependence principle, as well as the different options or models for a bilingual language approach in education, is discussed in detail and compared to the Namibian situation to find the best possible model which could be adapted for Namibia. Chapter 5 investigates the results of a survey that has been conducted in Namibia to determine the level of English language proficiency of teachers. These findings are compared to find a relation between repetition rates of learners, Grade 10 examination results per region, as well as the teacher qualifications per region. Chapter 6 proposes a gradual bilingual language model for Namibia. First the rationale will be dealt with, followed by a detailed description of the model and how it is to be implemented. Chapters 7 and 8 deal with the research methodology that was undertaken in the form of a questionnaire and interviews with educationists regarding the use of the real medium of instruction, the perceptions of educationists on the language policy, and their proposals to change the language policy. Their perceptions of the proposed language model are discussed in order to identify ideas on how to streamline it. In Chapter 9 questions concerning the implications of implementing a bilingual language policy with regard to what is possible, practicable, and affordable will be dealt with. The last chapter, Chapter 10, will compare the current language policy, a policy proposed by NIED, and the model proposed here, before a number of recommendations are made.

Nesta tese, investiga-se a construção do projeto didático de duas antologias escolares do Império Brasileiro e da Primeira República, analisando as concepções de língua nacional que, aí materializadas, nortearam o ensino de português nesses contextos de construção da identidade nacional brasileira. Para constituição dos corpora estabeleceram-se quatro critérios: a) nível escolar: ensino secundário; b) épocas: Segundo Reinado e Primeira República; c) gêneros da emoldura: textos que contextualizam as obras; e d) subjetividade autoral: obras assinadas por autores. Assim, selecionamos Iris Classico (1873), do conselheiro português José Castilho, e Autores Contemporaneos (1917), do Acadêmico João Ribeiro. A fundamentação teórico-metodológica concentrou-se na abordagem dialógica da linguagem de Bakhtin e o Círculo, nos conceitos de gênero discursivo, dupla orientação do gênero na realidade, discurso do outro e emoldura. Assim, nesta tese, depreendeu-se as antologias escolares como gêneros discursivos, compostas por coletâneas de excertos que configuram modelos linguístico-ideológicos da língua nacional. Sendo a abordagem das orientações dialógicas do gênero correspondente à articulação dos seus elementos exteriores (interlocutores previstos e especificidades das condições de realização e percepção do gênero) e interiores (conteúdo temático), então compreendeu-se que esse seria um modo apropriado de apreensão dos projetos didáticos das obras. Orientada para determinados interlocutores (D. Pedro II; mestres e amiguinhos estudiosos; opositores intelectuais) em uma polêmica atmosfera axiológica em torno da representação da língua nacional, Iris Classico (1873) compõe-se de 181 excertos, a maioria do cânone português dos séculos XVII e XVIII, período vinculado às ascensões da nação e literatura portuguesas. Aqui, predominaram quatro temas: i) exaltação à língua portuguesa; ii) exploração de países, povos e costumes ultramarinos; iii) firmação de princípios cristãos e morais; iv) representação de homens históricos, sobressaindo quatro elementos ideológicos da história da nação portuguesa: i) língua literária nacional clássica; ii) passado histórico glorioso; iii) religião cristã; iv) homens históricos. Assim, a obra representa um projeto de firmação da língua nacional clássica, pelo prisma da identidade nacional portuguesa, ou seja, um projeto linguístico-ideológico europeu. Também orientada para destinatários específicos (professores e alunos do Ginásio Nacional, candidatos aos exames de preparatórios; opositores do autor) em um tenso contexto axiológico em torno da representação da língua nacional, Autores Contemporaneos (1917) constitui-se de 71 fragmentos de autores, maiormente brasileiros, do século XIX, época atrelada à construção da identidade nacional brasileira. Na coletânea, predominaram dois temas: i) prosa literária; ii) crítica histórica; homens históricos e fatos históricos, destacando-se dois elementos ideológicos da construção da nacionalidade brasileira: língua literária nacional contemporânea e história do Brasil. Portanto, a obra constitui-se em um projeto de firmação da língua nacional contemporânea, sob a ótica da identidade nacional brasileira, isto é, um projeto linguístico-ideológico nacional. / In this dissertation, it\'s researched the construction of an education project of two anthologies from the Brazilian Empire and First Republic, analyzing the national language conceptions that, materialized on this, guided the Portuguese teaching in these contexts of Brazilian national identities\' construction. For the corpora compilation, it was established four criteria: a) school level: secondary school; b) periods: Second Empire and First Republic; c) frame genres: texts which contextualize the works; and d) author\'s subjectivity: works signed by authors. Thus, we selected Iris Classico (1873), of the Portuguese adviser José Castilho, and Autores Contemporaneos (1917), of the Academic João Ribeiro. The theoretical and methodological foundation was based in Bakhtin and his Circle\'s language dialogic approach, in the conceptions of discourse genre, double genre orientation in the reality, the discourse of the other and frame. Therefore, in this dissertation, it was considered the school anthologies as discourse genres, composed by collections of excerpts that appears as linguistic and ideological models of national language. Regarding the dialogic orientations of genre approach related to the articulation of its external elements (predicted interlocutors and specificities of the the performing conditions and genre perception) and internal (thematic content), so it was understood that this would be an appropriate way of grasping the works\' education projects. Recommended for certain interlocutors (D. Pedro II; teachers and \"studious little friends\"; intelectual opponents) in a polemic axiologic atmosphere around the national language representation, Iris Classico (1873) is formed by 181 excerpts, in which the most part is from the Portuguese canon of the 16th and 17th centuries, period related to the nation rising and Portuguese literature. Here, four themes are prevailing: a) exaltation to the Portuguese language; b) countries, peoples and overseas habits exploration; c) christian and moral principles establishing; c) representation of historical men, highlighting four ideological elements of the Portuguese nation\'s history: 1) classical national literary language; 2) glorious historical past; 3) christian religion; 4) historical men. Thus, the work represents an establishing project of classical national language, by the Portuguese national identity perspective, in other words, an European linguistic and ideological project. It is also oriented by specific recipientes (Ginásio Nacional\'s teachers and students, candidates to the preparatory exams; author\'s opponent) in a tense axiologic context in relation to the national language representation, Autores Contemporaneos (1917) is constituted by 71 excerpts of 19th century authors, mainly Brazilian ones, moment related to the construction of the Brazilian national identity. In this collection, two themes were prevailing: a) literary prose; b) historical criticismo; c) historical facts; and historical men, emphasizing two ideological elements of the Brazilian nationality construction: contemporary national literary language and Brazil\'s history. Therefore, the work constitutes an establishing of the contemporary national language project, under the perspective of the Brazilian national identity, i.e., a national linguistic and ideological project.

Philosophiae Doctor - PhD (Linguistics, Language and Communication) / Among others, the current study had been conceived due to the fact that, although Namibia is endowed with multiple languages, their development throughout the long colonial history, had been unequal. That is, some languages received more attention than others and some were hardly developed at all. After independence, Namibians had legitimate expectations that all their (different) languages would be developed equitably throughout all the regions, and among all ethnic groups or speech communities. In the post-apartheid era, however, Namibians have been subjected to a limited and unequal language and literacy development which encouraged me to conduct a research to critically evaluate the development of Rumanyo or lack of thereof. The focus of this study is on understanding the disparities in language and literacy development in Namibia with particular emphasis on ethno-regional disparities and what precipitates these inequalities. The reason for the emphasis on region and ethnicity in researching language and literacy development was due to Namibia's multi-ethnicity and the over-lapping of regions and ethnic groups.

This paper examines issues that emerge in the attempts that have been made to develop the national language terminology in kenya by committees, Kiswahili enthusiasts and Kiswahili scholars. Attention is drawn to the fact that the problematic national language policy that emerges from the national language`s social history is an important backround to the issues that are discussed. The issues emerging in these attempts are examined in the prism of an encompassing terminology development framework that is synthesised from terminology development literature from different areas of the world. This framework views terminology development as a process that entails: formation of a language institute, setting up of goals, the actual engineering of the terms, the mode of dissemination and evaluation. The case of Kenya demonstrates that the attempts have so far consisted of isolated steps of terminology development rather than the whole set of required action.

Orientador: Eni de Lourdes Pulcinelli Orlandi / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-06T07:23:42Z (GMT). No. of bitstreams: 1 Fragoso_ElcioAloisio_D.pdf: 403369 bytes, checksum: b26284d49aa7fe11e1ab3968b0a18fd1 (MD5) Previous issue date: 2006 / Resumo: Filiando-nos ao quadro teórico da Análise de Discurso de linha francesa, nossa pesquisa constitui-se em um material em que se encontra de um lado, uma análise do discurso da estilística (sobre o estilo) na produção gramatical do final do século XIX, em relação ao processo de constituição da língua nacional e de outro, uma análise da estilística em relação aos estudos da língua portuguesa, no século XX. Partindo do discurso da estilística (sobre o estilo) na produção gramatical do final do século XIX, procuramos principalmente descrever dois processos diferentes, relativamente à constituição da língua nacional. O primeiro, refere-se ao discurso da estilística (sobre o estilo) enquanto um efeito de sentido que vai nos individualizar em relação à nossa língua. O segundo, trata-se de compreender o discurso da estilística (sobre o estilo) em relação à constituição de uma estilística da língua nacional (um campo de saber sobre a língua), isto é, buscamos descrever a estilística em relação a uma estilística da nossa língua. Como veremos esta estilística é definida enquanto algo individual. Desse modo, as alterações na sintaxe regular são remetidas à ênfase dada pelo indivíduo para reforçar o pensamento. Essa é a estilística que vai se configurar em nossas gramáticas. No caso, esta estilística é o modo que a gramática encontra de anular o que não estaria em sintonia com o seu discurso lógico, garantindo assim a sua hegemonia. Dessa forma, essas alterações dizem respeito ao estilo e não à língua, ao pensamento racional, à gramática. Estas alterações aparecem ¿domesticadas¿ pela noção de estilo. O estilo torna-se necessário para evitar que se visualize que a lógica gramatical não é uma ¿verdade absoluta¿. A gramática delimita o estilo para compreender a língua. Por outro lado, este discurso sobre o estilo nessas gramáticas constitui-se em um esboço de um estudo do modo singular de falar e escrever a língua no Brasil. No entanto, é o discurso tradicional sobre o estilo que vemos se sobressair nessas gramáticas e que constituirá a referência para o desenvolvimento de um estudo (e do ensino) estilístico no Brasil. As gramáticas vão trabalhar com esta concepção tradicional de estilo. Ou seja, é esta concepção de estilo que vem ¿sobrevivendo¿ aos tempos pela tradição gramatical. Nessa direção, o ensino do estilo ¿combina¿ com o ensino da gramática. Mostraremos também outros estudos estilísticos realizados no Brasil que vêm de outras filiações (que não pela gramática tradicional). Ou seja, partindo do final do século XIX, em que procuramos descrever a relação entre o discurso da estilística e a gramática, no processo histórico de constituição da língua nacional, nosso trabalho seguiu em frente com a análise de algumas obras sobre estilística, no Brasil, no século XX, visando observar o desdobramento desta relação (entre o discurso da estilística e a gramática), apontando para uma independentização da estilística. E, para finalizar, queremos dizer que o discurso da estilística na produção gramatical do final do século XIX, mobilizava as figuras de sintaxe para realçar a materialidade lingüístico-histórica da língua nacional. Em outras palavras, o discurso da estilística de que estamos falando era fundamentalmente figuras de sintaxe. Portanto, procuramos caracterizar o discurso sobre o estilo nessas gramáticas. Que discurso é este, de que ele fala? Como veremos, ele vai mobilizar as figuras de sintaxe para o seu domínio / Abstract: Starting from the theoretical perspective of the French School of Discourse Analysis, this research is constituted in a material that it is on a side, an analysis of the discourse of the stylistic (about the style) in the grammatical production of the end of the 19th century, in relation to the process of constitution of the national language and other, an analysis of the stylistic in relation to the studies of the portuguese language, in the 20th century. Taking the discourse of the stylistic (about the style) in the grammatical production of the end of the 19th century, we tried mainly to describe two different processes, relatively to the constitution of the national language. The first, refers to the discourse of the stylistic (about the style) while a sense effect that will individualize us in relation to our language. The second, is understood the discourse of the stylistic (about the style) in relation to the constitution of a stylistic of the national language (a field of knowledge on the language), that is, we looked for to describe the stylistic in relation to a stylistic of our language. As we will see this stylistic it is defined while something individual. The alterations in the regular syntax are remitted to the emphasis given by the individual to reinforce the thought. This is the stylistic that will configure in our grammar. In the case, this stylistic is the way that the grammar finds of ¿annulling¿ what it would not be in syntony with your logical/rational discourse, guaranteeing the your hegemony. Thus, those alterations concern to the style and not to the language, to the rational thought, to the grammar. These alterations appear ¿domesticated¿ for the notion of style. The style becomes necessary to avoid that is visualized that the grammatical logic is not a ¿absolute true¿. The grammar delimits the style to understand the language. On the other hand, this discourse about the style in those grammars is constituted in a sketch of a study in the singular way of to speak and to write the language in Brazil. However, it is the traditional discourse about the style that we see it stands out in those grammars and that will constitute the reference for the development of a study (and of the teaching) stylistic in Brazil. The grammars will work with this traditional conception of style. In other words, it is this conception of the style that is ¿surviving¿ the times for the grammatical tradition. In that direction, the teaching of the style ¿combines¿ with the teaching of the grammar. We will show other stylistic studies also accomplished in Brazil that they come from other filiations (that not for the traditional grammar). That is, starting of the end of the 19th century, in that we tried to describe the relationship between the discourse of the stylistic and the grammar, in the historical process of constitution of the national language, our work went straight ahead with the analysis of some works on stylistic, in Brazil, in the 20th century, seeking to observe the unfolding of this relationship (between the discourse of the stylistic and the grammar), appearing for an independence of the stylistic. And, to conclude, we want to say that the discourse of the stylistic in the grammatical production of the end of the 19th century, mobilized the syntax figures to enhance the linguistic-historical materiality of the national language. In other words, the discourse of the stylistic that are speaking it was fundamentally syntax figures. Therefore, we tried to characterize the discourse about the style in those grammars. What discourse is this, that it speaks? As we will see, it will mobilize the syntax figures for your domain / Doutorado / Doutor em Linguística

L’affirmation que les médias constituent le « quatrième pouvoir » semble appartenir à ces évidences que l’on ne questionne pas toujours tant de la part des professionnels des médias que de certains intellectuels. Vérité qui semble d’autant plus évidente que les médias en démontrent l’effectivité par leur capacité à mobiliser les publics autour d’un événement ou encore d’une série télévisuelle. Pour ne pas transformer une telle assertion en un « concept mou », il fallait la mettre à l’épreuve en l’appliquant à un contexte (le Sénégal) et à une époque (1960-2000), et surtout à un groupe particulier, celui des intellectuels. L’avantage de ce groupe est qu’il est doté de compétences (savoir et savoir-faire) lui donnant un « pouvoir » symbolique. C’est ainsi que dans le contexte sénégalais, ces derniers consolideront au fil du temps leur « puissance » par l’intermédiaire des divers supports (revues, romans, essais, etc.), mais aussi par les débats publics et les grandes manifestations intellectuelles (congrès, symposiums, festivals, etc.). Ces divers modes de légitimation et de consécration qui prouvent leur degré d’engagement, seront confrontés aux médias qui, en se multipliant à partir des années 80, développent des stratégies d’influence fondées sur la visibilité et l’utilisation accrue des langues nationales. Ce qui aura comme effets émergents non seulement de faire émerger de nouvelles légitimités sociales, mais encore de dégager de nouvelles configurations socioculturelles, politiques, intellectuelles et publiques, notamment une figure intellectuelle plus attentive aux créations culturelles locales. / The assertion that the medias have become the “fourth power” seems to be part of the self-evident facts that the professionals of the medias as well some intellectuals need not always question. A truth that is all the more obvious because the medias regularly prove it through their capacity to mobilize people around an event or even a televised series. In order not to turn such an assertion into a “soft concept”, it has been worth putting it to the practical test within the context of Senegal during the period (1960-2000) by chiefly applying it to the particular group of the intellectuals. The advantage of such a group lies on its competences (knowledge and know-how) that have given it a symbolic “power”. Thus, in the Senegalese context the intellectuals have consolidated, in the long run, their “strength” through various means of publications (journals, novels, essays, etc.), as well as through public debates and important intellectual gatherings (congresses, symposiums, festivals etc.). Those various ways of official recognition and consecration, that have proven their level of commitment, have confronted the medias which, by growing in large numbers in the 80s, have developed influential strategies based on visibility and the increased use of the national languages. The consequent emerging effects have not only made new social legitimacies rise up, but have also caused new sociocultural, political, intellectual and public configurations come out, especially an intellectual figure that has been more attentive to the cultural creations.