博士（学術） / 115p / 一橋大学

This thesis treats the subject of French language policy for regional languages. Even though the position of French as the only official language of French state is undeniable the question of regional languages and its support is still a topical problem of French society. The evolution of French language policy for regional languages is the main subject of this thesis as well as all elements that have been influencing it. One part of this language policy is the European Charter for Regional or Minority Languages, which France signed in 1999 but remains unratified. Despite the flexibility of commitments deriving from the Charter ratification of this document remains to be seen as a menace for the roots of the French republic . Therefore France can't/doesn't want to ratify the European Charter for Regional or Minority Languages. This thesis analyses main obstacles for ratification of the treaty which is especially important for its strong symbolic meaning. These obstacles are defined as juridical, ideological and political.

Problemformulering och syfte: Syftet med denna studie är att undersöka hur de nationella minoriteterna synliggörs på ett svenskt folkbibliotek samt hur bibliotekets arbete kan förstås utifrån R. David Lankes teoretiska ramverk för The New Librarianship. Enligt tidigare studier är det flera av Sveriges folkbibliotek som idag inte uppfyller det lagstadgade uppdraget gentemot de nationella minoriteterna. Uppdraget ska realiseras av olika aktörer i samhället, däribland biblioteken och bibliotekarier. Hur uppdraget utförs verkar vara beroende av resurser men framförallt av professionens kunskap och kompetens vilket sannolikt är något som påverkar målgruppens synliggörande på biblioteken. Det avser både på individnivå och institutionell nivå. Det skapar en ojämlikhet i samhället och är problematiskt ur flera aspekter men främst på grund av att man inte uppfyller lagstiftningen om demokratiska, mänskliga rättigheter. Lisa Hussey (2010) menar att det sätt som professionella inom biblioteks-och informationsvetenskap tillhandahåller tjänster kan stärka positiva sociala strukturer men det kan också förstärka orättvisor.  Metod och teori: Undersökningen är en kvalitativ fallstudie av Upplands Väsby biblioteks arbete gentemot de nationella minoriteterna i Sverige. Det empiriska materialet består av en semistrukturerad intervju med två respondenter, en observationsstudie av biblioteksrummet och en textanalys av Upplands Väsby kommuns biblioteksplan 2021–2024. För analys av studiens resultat, används utvalda delar av R. David Lankes teoretiska ramverk The New Librarianship. Material och resultat: Genom studier av den semistrukturerade intervjun, observationsstudien och närläsning av Upplands Väsby biblioteksplan framkom det sju teman som resultatet delades in i. I undersökningen framgår det att den enskilda bibliotekariens engagemang, kunskap och kompetens spelar en viktig roll för bibliotekets arbete med att stärka och främja de nationella minoriteterna. Det framgår även att det är en politisk fråga och en fråga om resurser som påverkar hur målgruppen synliggörs i samhället. I resultatet lyfts även vikten av samverkan fram, dels med minoriteterna själva, dels med andra aktörer i samhället. Slutsatser: På Upplands Väsby bibliotek drivs det ett medvetet och riktat arbete för de nationella minoriteterna. Det kan ses som en utveckling av uppdraget och en ny bibliotekarieroll, som med rätt kompetens och kunskap har utrymme att bedriva ett värderingsstyrt biblioteksarbete. Med begränsade resurser behöver prioriteringar göras och man kan även med små medel synliggöra och samverka på olika sätt. Genom omvärldsbevakning och att vara i samtal med andra kan man vidga sin kunskap. De delarna tillsammans och att verka för mångfald av människor, litteratur och programverksamhet kan ändå åstadkomma viss skillnad i bibliotekens arbete gentemot de nationella minoriteterna. / Problem and purpose: The purpose of this study is to investigate how the national minorities are made visible in a Swedish public library and how the library´s work can be understood from R. David Lankes theoretical framework The New Librarianship. According to previous studies, several of Sweden’s public libraries do not fulfill their statutory mission towards the national minorities. The mission must be realized by various actors in society, including libraries and librarians. How the assignment is carried out seems to depend on resources, but above all by the librarian’s knowledge and competence, which is likely something that affects the visibility of the target group in the libraries. This applies both at the individual level and at the institutional level. It creates an inequality in society and is problematic from several aspects, but mainly due to not complying with the legislation on democratic, human rights. Lisa Hussey (2010) argues that the way library and information science professionals provide services can reinforce positive social structures but also reinforce injustice. Method and theory: The survey is a qualitative case study of Upplands Väsby library’s work towards the national minorities in Sweden. The empirical material consists of a semi structured interview with two respondants, an observation study of the library room and a text analysis of Upplands Väsby municipality library plan 2021-2024. For analysis of the study’s result, selected parts of R. David Lankes theoretical framework The New Librarianship are used. Materials and results: Through studies of the semi-structured interview, the observation study and a close reading of Upplands Väsby’s library plan, seven themes emerged which the result were divided into. The survey shows that the commitment, knowledge, and competence of the individual librarian play an important role in the library’s work to strengthen and promote the national minorities. It also appears that it is a political issue and a matter of resources that affect how the target group is made visible in society. The result also highlights the importance of cooperation with the minorities themselves and with other actors in society. Conclusions: At Upplands Väsby’s library, a conscious and targeted work is carried out for the national minorities. It can be seen as a development of the mission and a new librarian role, which with the right skills and knowledge has room to carry out value-driven library work. With limited resources, priorities need to be set, but even with small funds you can collaborate with and make the national minorities visible in different ways. By observing the world around you and being in conversations with other, you can expand your knowledge. Those parts together and working for a diversity of people, literature and program activities can still make a certain difference in the work of the libraries for the national minorities.

The research project takes a hard look into the attitudes or perceptions of speakers of African languages towards the new language policy of South Africa. The question answered in this regard is, `What do people say?' The research project explores the extent of radical shift in African consciousness giving impetus to the resurgence of African languages so that they carry philosophical and scientific discourse to unprecedented heights. Maintaining the primordial language policy that is dominated by English and Afrikaans is like putting new wine into old skins. Thus, the research also seeks to establish strategies that could be implemented in order to ensure the revitalisation and rejuvenation of African languages so that all the languages take their rightful place. In other words, the research explores ways of injecting a new kind of consciousness that integrates language and content in schools so as to replace the primordial "telescopic philanthropy" type of approach existing currently in education and other major domains. / African Languages / D. Litt. et Phil. (African Languages)

L’arménien occidental est classé comme langue en danger depuis 2010, mais il est enseigné dans un réseau d’écoles arméniennes à travers une diaspora mondiale, crée par un génocide en 1915. Les inscriptions sont en déclin dans les écoles du Moyen-Orient depuis quatre décennies, alors qu’en France on observe un développement des écoles privées. Toutes les écoles sont confrontées à une culture éducative en évolution. Les données sont collectées à Beyrouth, Amman, Paris et Marseille, et des participants venant d’Alep. L’approche est interdisciplinaire, poststructuraliste et constructiviste, dans le but de comprendre le rôle des politiques scolaires dans l’attractivité des écoles et dans la transmission linguistique et dans la promotion de la vitalité de la langue dans chaque contexte. L’analyse de discours est employée pour analyser les représentations de la langue et des écoles aux niveaux personnel et structurel. Les théories de la vitalité ethnolinguistique et de la socialisation linguistique aident à éclairer les liens entre la politique, le choix des parents, et la vitalité de la langue. Le choix des parents est approché du point de vue de la psychologie de la consommation, et finalement c’est la notion de l’habitus (de Bourdieu) qui éclaire le mieux les dynamiques de ce choix et pourquoi il constitue souvent une rupture définitive avec l’institution. L’étude montre que les politiques au-delà de l’institutionnel ont moins d’influence sur le maintien de la langue que l’inscription à l’école et les discours dominants. Des préconisations sont formulées pour des changements de la politique scolaire et de la pédagogie. / Western Armenian was declared “definitely endangered” in 2010, although the language is taught in private Armenian schools across a global diaspora created by a genocide in 1915. Enrollment in Armenian schools in the Middle East has been declining for four decades, while the Armenian schools of France are growing & evolving & all are facing a rapidly changing educational climate. Conducted in Beirut, Amman, Paris & Marseille, and involving participants from Aleppo, this study analyzes data from more than 100 diasporan Armenians and a dozen schools. An interdisciplinary, post-structuralist & constructivist approach is taken to understanding the roles of school policies in attracting parents to Armenian schools, in effectively transmitting the language to students, & promoting the vitality of the language in each of the four contexts. Discourse Analysis is applied to both structural & personal representations of the language & of the schools. Ethnolinguistic Vitality & Language Socialization theories are used to understand the connections between policy, parent school choice & the wider vitality of the language. Parent school choice is looked at in terms of consumer psychology, and ultimately Bourdieu’s concept of habitus is the most apt for explaining why Armenian parents choose non-Armenian schools, & why this often becomes a definitive family break from the institution. Policy above the school level is found to have less impact on vitality than school enrollment & dominant discourses on language maintenance. Recommendations are made for policies & pedagogy.

L’arménien occidental est classé comme langue en danger depuis 2010, mais il est enseigné dans un réseau d’écoles arméniennes à travers une diaspora mondiale, crée par un génocide en 1915. Les inscriptions sont en déclin dans les écoles du Moyen-Orient depuis quatre décennies, alors qu’en France on observe un développement des écoles privées. Toutes les écoles sont confrontées à une culture éducative en évolution. Les données sont collectées à Beyrouth, Amman, Paris et Marseille, et des participants venant d’Alep. L’approche est interdisciplinaire, poststructuraliste et constructiviste, dans le but de comprendre le rôle des politiques scolaires dans l’attractivité des écoles et dans la transmission linguistique et dans la promotion de la vitalité de la langue dans chaque contexte. L’analyse de discours est employée pour analyser les représentations de la langue et des écoles aux niveaux personnel et structurel. Les théories de la vitalité ethnolinguistique et de la socialisation linguistique aident à éclairer les liens entre la politique, le choix des parents, et la vitalité de la langue. Le choix des parents est approché du point de vue de la psychologie de la consommation, et finalement c’est la notion de l’habitus (de Bourdieu) qui éclaire le mieux les dynamiques de ce choix et pourquoi il constitue souvent une rupture définitive avec l’institution. L’étude montre que les politiques au-delà de l’institutionnel ont moins d’influence sur le maintien de la langue que l’inscription à l’école et les discours dominants. Des préconisations sont formulées pour des changements de la politique scolaire et de la pédagogie. / Western Armenian was declared “definitely endangered” in 2010, although the language is taught in private Armenian schools across a global diaspora created by a genocide in 1915. Enrollment in Armenian schools in the Middle East has been declining for four decades, while the Armenian schools of France are growing & evolving & all are facing a rapidly changing educational climate. Conducted in Beirut, Amman, Paris & Marseille, and involving participants from Aleppo, this study analyzes data from more than 100 diasporan Armenians and a dozen schools. An interdisciplinary, post-structuralist & constructivist approach is taken to understanding the roles of school policies in attracting parents to Armenian schools, in effectively transmitting the language to students, & promoting the vitality of the language in each of the four contexts. Discourse Analysis is applied to both structural & personal representations of the language & of the schools. Ethnolinguistic Vitality & Language Socialization theories are used to understand the connections between policy, parent school choice & the wider vitality of the language. Parent school choice is looked at in terms of consumer psychology, and ultimately Bourdieu’s concept of habitus is the most apt for explaining why Armenian parents choose non-Armenian schools, & why this often becomes a definitive family break from the institution. Policy above the school level is found to have less impact on vitality than school enrollment & dominant discourses on language maintenance. Recommendations are made for policies & pedagogy.

La Charte européenne des langues régionales ou minoritaires de 1992 est la seule convention internationale ayant pour objet exclusif la diversité linguistique présente dans les Etats. La manière dont le traité se saisit de cet objet consiste à prévoir plusieurs obligations qui sont interprétées tant par les Etats parties que par le Comité d’experts, organe chargé du contrôle du respect de la Charte. Or, l’addition de ces obligations prévues par la Charte équivaut à l’existence d’une politique publique linguistique ayant pour objectif la protection et la promotion des langues régionales ou minoritaires. Ainsi, à travers leur interprétation des obligations, les Etats et le Comité d’experts construisent d’une manière concertée cette politique publique linguistique. Dans cette configuration, nous assistons au contact entre l’opération d’interprétation des normes juridiques, question centrale de la science du droit, et l’existence d’une politique publique, modalité d’intervention de l’Etat intéressant la science politique. Ce contact entre les deux éléments n’est pas neutre. En effet, la politique publique linguistique utilise les obligations de la Charte comme des instruments afin de parvenir à l’objectif qu’elle s’est fixée : la protection et la promotion des langues régionales ou minoritaires. Cette instrumentalisation a un impact sur l’interprétation de ces obligations que celle-ci soit fournie par les Etats ou par le Comité d’experts. En ce qui concerne l’interprétation des Etats, l’influence se manifeste par une certaine transformation de la substance des actes étatiques relevant de la mise en œuvre des obligations de la Charte. Pour ce qui est du Comité d’experts, les exigences des obligations, telles qu’elles résultent de son interprétation, sont également surdéterminées par l’objectif de la politique publique linguistique. Par conséquent, la construction concertée de la politique publique linguistique par l’interprétation des États et par l’interprétation du Comité d’experts nous invite à réfléchir, d’une manière plus générale, sur les transformations subies par le droit lorsqu’il entend s’emparer et transformer des réalités sociales complexes. / The European Charter for Regional or Minority Languages adopted in 1992 is the only international treaty dealing exclusively with linguistic diversity. It lays down obligations which are interpreted by the State parties and by the Committee of Experts, a monitoring body established by the Charter. Adding up the Charter’s obligations amounts to the existence of a language policy aiming for the protection and the promotion of regional or minority languages. Therefore, when interpreting these obligations, both the States and the Committee define the framework of the language policy. In so doing, the interpretation of legal norms and the existence of a public policy become connected. This connection is not neutral as the language policy uses the Charter’s obligations in order to achieve its objective : the protection and the promotion of regional or minority languages. This « instrumental » conception of the obligations layed down by the treaty does have an impact on their interpretation. It influences the States’ interpretation by transforming the content of the acts they adopt when implementing the treaty. As for the Committee of Experts, the requirements resulting from its interpretation are also influenced by the language policy’s objective. Thus, the common construction of the language policy by the interpretation provided by the States and by the monitoring body of the Charter involves a more general reflection on the changing nature of law when it aims to deal with and transform complex social realities.

Mgr. Lenka Picková Vitality of the current Galician language Abstract: Never in the field of human history has the dying out of languages been as intense as it is in the present day. The goal of this paper is to assess the vitality of the one of the co- official languages in Spain, the Galician language. After an indispensable definition of the social-historical context, a deep, qualitative and quantitative analysis of nine factors is performed: inter-generational language transmission, education, the absolute and relative number of speakers, trends in existing language domains and media, governmental and institutional language attitudes, and, above all, the attitudes of Galician citizens toward their languages. In the final chapter, a summary of the results of these individual factors, as well as an assessment of their influence on the vitality of the Galician language, is provided. Key words: endangered languages, assessment of language vitality, Galician, language attitudes, minority languages, diglossia, languages in contact, national identity, speaker's attitudes.

The research project takes a hard look into the attitudes or perceptions of speakers of African languages towards the new language policy of South Africa. The question answered in this regard is, `What do people say?' The research project explores the extent of radical shift in African consciousness giving impetus to the resurgence of African languages so that they carry philosophical and scientific discourse to unprecedented heights. Maintaining the primordial language policy that is dominated by English and Afrikaans is like putting new wine into old skins. Thus, the research also seeks to establish strategies that could be implemented in order to ensure the revitalisation and rejuvenation of African languages so that all the languages take their rightful place. In other words, the research explores ways of injecting a new kind of consciousness that integrates language and content in schools so as to replace the primordial "telescopic philanthropy" type of approach existing currently in education and other major domains. / African Languages / D. Litt. et Phil. (African Languages)

Na década de 80, um programa intitulado Language Awareness (Conscientização Linguística) surgiu na Inglaterra a fim de contribuir com a aprendizagem da língua materna. Porém, logo em seguida, passou a ser integrado também no ensino de L2. O termo “Conscientização Linguística”, de acordo com Donmall (1985, p. 7) refere- se à sensibilidade e à consciência do individuo sobre a natureza da linguagem e seu papel na vida humana. O presente estudo visa a discutir o conceito de Conscientização Linguística (CL) como uma possível prática de ensino em aulas de alemão como língua adicional em contextos bilíngues. Através de embasamento teórico, foram desenvolvidas e adaptadas atividades pedagógicas com foco na promoção da conscientização e da pluralidade linguística, para, em seguida, testá-las em duas escolas de comunidades bilíngues português-hunsrückisch da região serrana do Rio Grande do Sul. Além da própria testagem, foram instrumentos metodológicos da pesquisa: observações em sala de aula, realizadas previamente, para uma sondagem do contexto pesquisado e entrosamento com os participantes e questionários, para a coleta de dados, a fim de traçar um perfil dos alunos e professores envolvidos na pesquisa, observar os efeitos imediatos das aulas de CL, bem como envolver a participação da família, tendo em vista que foi solicitado aos alunos o preenchimento do questionário em casa. O objetivo deste trabalho é apontar caminhos que contribuam para o desenvolvimento de atitudes positivas do aluno diante da diversidade linguística em que se encontra (incluindo, neste caso, as línguas minoritárias) e para a formação de uma pedagogia de conscientização linguística, que permita se partir das línguas e culturas locais, para alcançar o aprendizado de outras línguas que lhes venham a despertar interesse. / In the 1980's, a program entitled Language Awareness emerged in England in order to contribute to the learning of the mother tongue. However it began shortly thereafter to be integrated also in L2 teaching. The term "language awareness" (LA), according to Donmall (1985, p. 7) refers to the individual’s sensitivity and awareness about the nature of language and its role in human life. The present study aims at discussing the concept of Language Awareness as a possible practice of teaching German as an additional language in bilingual contexts. Based on theoretical grounding, educational activities focusing on promoting awareness and linguistic plurality have been developed, adapted and tested in two bilingual schools of Portuguese-Hunsrückisch communities in the mountain region of Rio Grande do Sul. Besides the testing itself, the following methodological tools of research were employed: previously conducted classroom observations, in order to assess the context researched and rapport with participants, as well as questionnaires to collect data in order to draw a profile of the students and teachers involved in the research, observe the immediate effects of LA classes and engage family participation, given that students were asked to complete the questionnaire at home. The objective of this paper is twofold: to present ways that contribute to the development of positive attitudes of students with linguistic diversity (including, in this case, minority languages) and the formation of a pedagogy of language awareness which, starting from the local languages and cultures, enables the learning of other languages that might arouse their interest.