No description available.

No description available.

No description available.

Canada actively promotes itself as a multicultural nation. Seeing that in the 2001 census, almost half of all Canadians reported an origin other than British, French, or Aboriginal, it can be said that Canada truly contains the globe within its borders. As the global economy becomes increasingly interdependent, and as linguistic and cultural diversity rapidly increase, it is as important as ever to address how Canada can fulfill its desire to become a multilingual and multicultural society. The 1971 federal policy of multiculturalism positioned the retention of heritage languages [HLs] as integral to maintaining cultural diversity. Yet, since the early nineties, HLs have been neglected by both federal and provincial governments. For many communities, language is at the core of ethnic identity. It has been Iong argued that the two are inextricably linked. Though the relationship between language and culture is a contentious issue, few deny the benefits of a multihngual society. Th~s thesis asks whether the government's laissez-faire approach to linguistic diversity has impaired cultural diversity and its maintenance. It investigates how the language policies of the Canadian government and three of its provinces, British Columbia, Ontario, and Alberta, have supported the maintenance of HLs, in talk and action, over the past thirty years. Through a critical analysis of federal and provincial discourse, it is demonstrated that government policy and action have excluded and diminished the value of languages and their role in sustaining multiculturalism. What is more, the lack of support for HLs, at both levels of government, has demonstrated an attack on culture and the core value of multiculturalism; the creation of an inclusive society that ensures all Canadians access to and participation in Canada's social, cultural and economic institutions. The goal of this study is to develop a policy framework which works to decelerate the loss of one of Canada's most valuable assets -- its hguistic and cultural mosaic.

Thesis advisor: C. Patrick Proctor / English immersion education policies in the United States deprive immigrant-origin bilingual students from using their home languages to learn. However, a growing body of research emphasizes the importance of promoting heteroglossic classroom language practices to enhance bilingual students’ learning. Drawing on translanguaging pedagogy (García, 2009; Lewis, Baker & Jones, 2010), this study explored the flexible use of English and Spanish in bilingual students’ language and literacy development. To achieve this, translanguaging instructional strategies were infused into an English language and literacy curriculum to investigate how a group of third grade bilingual students, with varied proficiencies in English and Spanish, used their entire linguistic repertoire to engage in the literacy practices proposed in the curriculum. These literacy practices encompassed reading and discussing culturally-relevant texts, and participating in explicit text-based language instruction in the areas of semantics, morphology, and syntax. Conversation and discourse analysis techniques were used to analyze the lesson videos, and to understand the role of translanguaging in participants’ interactions, and in their discourse about semantics, morphology, and syntax. Findings regarding the role of translanguaging in participants’ interactions, indicate that they strategically and pragmatically used their languages to ensure their meaningful engagement in these lessons, and to perform their bilingual identities. In terms of the role of translanguaging in participants’ discourse about the linguistic constructs targeted in the reading curriculum, results indicate that bilingual language instruction engaged students in cross-linguistic analyses that enhanced their linguistic awareness. Based on these findings, a model for translanguaging pedagogy in language and literacy instruction is proposed, and implications for translanguaging theory, pedagogy, social justice, and future research are discussed. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The thesis is an attempt to apply procedures of descriptive linguistic analysis to a body of material phonetically transcribed by Leo J. Frachtenberg in the Mary's River dialect of the central Kalapuyan language. In 1913-14 Frachtenberg collected thirteen volumes of myth texts in Mary's River, twelve from William Hartless and one from Grace Wheeler; in addition, there were notes to the texts, three volumes of grammatical notes, and some ethnographic material. The phonetic transcription was carried out in the pre- phonemic tradition of recording everything the speaker said as accurately as possible. There was no attempt to elicit forms in a manner which would establish which sounds were "the same" to the speaker, resulting in a considerable proliferation of variations of forms. The main methodological problem, therefore, has been to sort out phonetic variation and phonemic contrast. This task was more difficult because no complete morphemic analysis exists as yet, so that morphophonemic alternations created additional complications. My method consisted first of tallying the forms that occurred, to establish those variants found most frequently (modal forms). The modal forms were examined to discover patterns of contrast and complementary distribution; those variants of forms which were not modally distributed, and single examples, were then compared to help confirm or modify the emerging phonemic patterns. I arrived at a system of 21 consonants, six vowels, four diphthongs, and phonemic stress. This includes two obstruent series, glottalized and unglottalized, five fricatives, three resonants; and two glides. The vowels are high to mid front, low center, and high to mid back, with length distinctive. One pair of diphthongs is also distinguished by length; the others involve non-phonemic length. Consonant clusters are limited to two members initially and finally. A number of uncertainties remain. These include the behavior of glottal stops and aspiration in final and medial position, the variation in vowel length, the distribution of velars, the distribution of diphthongs, and the relationships between /w/ and / u / , /y/ and /i/, and /f/ and /w/. These may be clarified when the morphemic analysis is complete. The phonemic system appears to resemble most closely that of the neighboring Molala, although the lexicon and grammar show only slight similarities; the related Takelma also seems quite similar phonologically. Since phonological features can be borrowed by one language from another, and in the Northwest frequently have been, further examination of such resemblances may shed light on former historical contacts between Kalapuyan speakers and other groups.

This study provides evidence for the warranted assertion that classroom practices will be enhanced by awareness of how non-linguistic modalities of the face, hands and vocal intonation contribute to cohesive and cooperative strategies within social groups. Both the history and observations of non-linguistic communication presented by this study suggest that visual, kinesic, and spatial comprehension create and influence social fields and common spaces, yet our language for these fields and spaces is impoverished. This knowledge has been submerged and marginalized through history. At the same time, through time, despite this submersion and marginalization, interrelational and intrarelational synchrony and dis-synchrony, centered on and by the communicative body, occur in social settings in ways that can be considered from both historical and observational perspectives. Building on recent theory by Damasio, Donald, Noddings, Grumet, Terdiman, and Nussbaum, the historical concepts and classroom observations presented here evidence that social values such as caring, loyalty, and generosity are sometimes understood, implicitly and explicitly, through the exchange, perception, and interpretation of non-linguistic signs. By understanding how the face and hands and rhythm and pitch of the voice create cohesive and cooperative social values in learning spaces - separate from racial, ethnic, and intellectual differences - this investigation recovers a submerged knowledge in order to offer a new logic for understanding social process. In turn, this new logic hopes to further transformational practice in the learning and teaching arts and sciences.

Language is at the center of much debate in l’Acadie, a Francophone community in what has always been a peripheral region of, first, European Empires, and next, the North American market. Now, mobilizing neoliberal ideologies, Acadian community leaders and the Canadian federal government are striving to develop the global commodification of Acadian culture, through arts and tourism, as a way to ensure the reproduction of Acadian identity in a global economy. The Acadian art scene, first institutionalized as a space for the protection of Acadian culture and the French language by community organizations and the State, has long been a privileged space for the production and reproduction of nationalist understandings of Acadian culture. The commodification of culture is a site of ideological tensions on questions of nationalism as, simultaneously, increased urbanization and the democratization of the media is challenging the nationalist understanding of Acadian identity, as artists and community organizations claim a space of multilingualism in their work. In this presentation, I will draw on data I collected in a multisited ethnography, to show how the push for commodification is a source of tension for the Acadian community. I track ideologies of language from the government decision-making to the production and circulation of Acadian art, to analyze the tensions Acadian artists and community organizers experience as they try to enter or maintain themselves in the global economy, through the use of web-based media, alterglobalizing networks or government and private sponsorships. I will show how the institutionalization of languages as homogeneous is constraining the field of Acadian art, as actors are deploying diverse strategies to participate within or critique the existing networks.

Language is at the center of much debate in l’Acadie, a Francophone community in what has always been a peripheral region of, first, European Empires, and next, the North American market. Now, mobilizing neoliberal ideologies, Acadian community leaders and the Canadian federal government are striving to develop the global commodification of Acadian culture, through arts and tourism, as a way to ensure the reproduction of Acadian identity in a global economy. The Acadian art scene, first institutionalized as a space for the protection of Acadian culture and the French language by community organizations and the State, has long been a privileged space for the production and reproduction of nationalist understandings of Acadian culture. The commodification of culture is a site of ideological tensions on questions of nationalism as, simultaneously, increased urbanization and the democratization of the media is challenging the nationalist understanding of Acadian identity, as artists and community organizations claim a space of multilingualism in their work. In this presentation, I will draw on data I collected in a multisited ethnography, to show how the push for commodification is a source of tension for the Acadian community. I track ideologies of language from the government decision-making to the production and circulation of Acadian art, to analyze the tensions Acadian artists and community organizers experience as they try to enter or maintain themselves in the global economy, through the use of web-based media, alterglobalizing networks or government and private sponsorships. I will show how the institutionalization of languages as homogeneous is constraining the field of Acadian art, as actors are deploying diverse strategies to participate within or critique the existing networks.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.