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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).

Notre recherche propose une analyse sociolinguistique comparée des contextes, des modalités de l’intégration du berbère dans l’enseignement en Algérie (de 1995 à 2015) et au Maroc (de 2003 à 2015) consécutives de modifications des politiques linguistiques institutionnelles. Ces transformations sont intervenues sur une période de temps assez courte (une décennie), pour réguler et/ou anticiper la pression revendicative. L’examen de chacun des champs considérés comporte chacun un volet descriptif et un volet analytique. En partant du constat empirique immédiat de l’existence de points de convergence et de divergence entre les deux pays dans cette « nouvelle politique scolaire berbère », nous proposons une description de la structuration des écoles, des choix de la langue à enseigner : sa standardisation-normativisation, sa codification graphique et les choix d'élaboration didactique retenus. La description confirme les continuités et les discontinuités entre les deux États. Notre objectif est de rechercher une signification sociolinguistique à cette offre éducative différenciée. Les sources et les matériaux diversifiés issus d’une investigation sur les deux terrains sont analysés dans une tentative comparative et évaluative transdisciplinaire, à la lumière de l’apport conceptuel : du champ des études berbères, de la sociolinguistique « périphérique », de l’aménagement linguistique et de la socio didactique. L’examen des données synchroniques et diachroniques et de matériaux institutionnels et extra institutionnels conduisent à identifier les niveaux de convergences et les divergence entre les deux États et d’affirmer le caractère institutionnalisé de la minoration du berbère. / Our work consists of a comparative sociolinguistic analysis of the contexts, methods of integration and implementation of Berber language teaching in Algeria (from 1995 to 2015) and Morocco (from 2003 to 2015) following changes to institutional linguistic policies.These changes were brought in, over quite a short period of time (a decade), to regulate and/or anticipate social pressure in favour of the introduction of Berber in state schools. The examination of each of the three contexts consists of : a descriptive and an analytical angles. Departing from the empirical observation of the existence of points of convergence and divergence between the two countries in this “new Berber education policy”, we describe the structuration of teaching, the choices in relation to which language to teach, its standardisation, its graphic codification, as well as the objectives and didactic techniques implemented. This description confirms and discerns the continuities and discontinuities between the two states’ experiences and language policies. Our objective has been to seek out a sociolinguistic signification to this differentiated education. Diverse sources and materials resulting from fieldwork in the two countries are analysed with the aim of creating a transdisciplinary evaluation in light of conceptual work developed in the field of Berber studies, namely “peripheral” sociolinguistics, « language planning » and institutional tools. The interrogation of synchronic and diachronic data allows us to identify the essential points of convergence and divergence between the two States and to affirm the institutionalised nature of the minoration of the Berber language. / Anadi-ya, d tazrawt d wesleḍ di tmettsnilest** tasmenyifant ɣef tegnatin d iberdan tuɣ Lezzayer d Lmerruk deg usekcem n uselmed n tmaziɣt ɣer iɣerbazen. Tagnit-a yewwi-tt ubeddel d-imlen tasertit d-iglan s tsertiyin tisnilsanin timaynutin.Tineḍra-ya myezwarent-d s wazal n 10 iseggasen. Usant-d ad semsawint annar n tutlayin neɣ ahat ad sifessent ddeṛk isers fell-asent umennuɣ d usuter isertanen n Imussuyen idlesanen imaziɣen. Ihi ad nessenqed 3 inurar di tezrawt-a. Yal annar ila sin iswiren : Aswir uglim* : seg wayen d yufraren deg wennar n unadi, iban-aɣ d kra n ukanzi d umgirredger snat agi n tmura, deg wayen umi neqqar « Tasertit tasegmant i tmaziɣt»**. Ad d-nessifer : asbeddi n uselmed, abraz n tutlayt, afran ugemmay d wamek ttwafernen isufar d iswiyen n uselmed. Aglam n yal annar isseflali-d ifṛez-d kra seg tmuɣliwin-nneɣ ɣef wayen issemlalen turmilin n uselmed di tmura-ya. Aswir usliḍ : Iswi ameqqran d-yufraren, d asegzi n inumak d lǧeṛṛa n wayen akk uqment tmura-a deg wennar n uselmed n tmaziɣt, ulamma mgarradent di kra n tsetwilin*. Nnnuda anamek imettilesi ila uselmed n tmaziɣt di yal tamurt, acimi d wamek d-myezgant tmura-ya. Isufar d isenfaṛen nesseqdec di tezrawt-nneɣ d ayen d-nhawec, d-nessukkes achal d aseggas aya. Nesbedd tazrawt-agi ɣef tezrawin tismazaɣin d wayen akk d nessmed si tmettsnilest tunnaḍt** akked tafernutlayt**. Nuna daɣen ayen akk d-iwwi umezruy, tasnamta*, tasertit d tantrupulujit akken ad aɣ-d-iban wadeg n tmaziɣt d wayen tt-issawden akka tella deg uselmed.Nessaweḍ, nessafer-d kra n yigmaḍ : tamaziɣt mazal d-teffiɣ seg waddad*-ines, mazal d tarbibt n iduba n tmura-ya. Anekcum is deg wennar uselmed ur yelli d asnerni i as d-yewwi, d asḍerref i tt-isḍerrif. S waya timura nessbent addag adday n tmaziɣt

This study investigates the role of the Ethiopian Evangelical Church Mekane Yesus (EECMY) in the development of the Oromo language. The main aim of the study is to provide an account of the contribution of this particular church to the maintenance and development of Oromo, which is spoken by the largest speech community in Ethiopia. The study draws on theoretical and methodological frameworks from the field of language planning and development. The main source of data was interviews and focus group discussions conducted with church leaders at different organisational levels and other members of the church community. In addition, documents found in the church archives were analysed. The findings indicate that a number of church activities have contributed to the maintenance and development of the language. These activities include translation and transliteration work of the Bible and other religious literature, literacy and educational programmes, media work as well as use of Oromo in the liturgy and church services. This study also examined the obstacles that hindered the development of Oromo. The main obstacle was the conflict within the EECMY that arose in 1995 over the use of the language. The study unearths the roots of the controversy through a brief historical examination of the church’s attempts to develop the language, despite opposition from the Ethiopian Orthodox Church and earlier regimes, which proscribed the use of the vernacular languages in Ethiopia. Thereafter it focuses on the internal conflict after the change to a democratic government when the situation in Ethiopia became more favourable towards use of vernacular languages. It identifies the causes of the conflict, the way in which it was resolved and the effects which it had on the development of the language. Recommendations are made for further research and some suggestions are given regarding ways to promote the future development of the Oromo language. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)