The purpose of this study is to investigate how and if the intercultural approach is visible in three Swedish curricula, and if and how there are signs of or lack of the translanguaging perspective in the analyzed curricula. The analyzed material is Lpo94 revised 1996, Lgr11 revised 2019 and Lgr11 revised 2021.The result indicates that there are some signs of a positive attitude towards multilingualism and the translanguaging perspective in Lpo94 revised 1996. However, multilingualism is sometimes implicitly formulated as an obstacle, which designates lack of translanguaging. There are also signs of assimilation in Lpo94 which cannot be identified in the revised versions of Lgr11. The result shows a change towards a more positive viewpoint about multilingualism.In all three syllabi, the students are encouraged to use their whole linguistic repertoire while learning Swedish. This indicates signs of both translanguaging and interculturality. There is also a focus on mutual learning in the revised versions of Lgr11, which is a central aspect in translanguaging. The result also shows lack of translanguaging in all curricula since the students are urged to make comparisons between their first and second language.In conclusion the result identifies a change regarding the three curricula since there is a greater focus on the intercultural approach and the translanguaging perspective in the later curricula compared to Lpo94.

No description available.

Yes / Employees’ participation in professional international business (IB) communication has important consequences for knowledge transfer and processing, a crucial function for multinational enterprises (MNEs). Research suggests that participation is shaped by language, but prior research has focused on firm-internal language dynamics, meaning that less is known about the influence of external context. We help redress this balance by drawing on the sociolinguistic concept of “language ideologies”. Language ideologies, or shared sets of beliefs about language(s) amongst social groups, are societal-level phenomena that employees bring with them to work. As such, they are part of the external social, political and historical context of IB activities. Our analysis of 82 interviews in three countries indicates that some language ideologies block participation and create friction, while others support participation. Implications for the conceptual understanding of language in IB and the management of internationally active firms are discussed. / - Add New Charity (Rest of World) Funder -

Focusing on a series of multiparty recordings carried out between the months of October and March 2012 and drawing on a theoretical framework based on work of linguists such as Auer (1999), Backus (2005), Bakker (2000), Maschler (2000) and Matras (2000a and 2000b), this thesis traces the evolution of a continuum of language alternation phenomena, ranging from simple code-switching to more complex forms of 'language alloying' (Alvarez- Càccamo 1998) such as mixed codes and fused lects in multilingual Mauritius. Following Auer (2001), the different conversational loci of code-switching are identified. Particular emphasis has been placed upon, amongst others, the conversational locus of playfulness where, for instance, participants' spontaneous lapses into song and dance sequences as they inspire themselves from Bollywood pop songs and creatively embed segments in Hindustani within a predominantly Kreol matrix are noted. Furthermore, in line with Auer (1999), Backus (2005) and Muysken (2000), emerging forms of language mixing such as changes in the way possessive marking is carried in Kreol and instances of semantic shift in Bhojpuri/ Hindustani words like nasha and daan have been highlighted and their pragmatic significance explained with specific reference to the Mauritian context. Finally, in the fused lect stage, specific attention has been provided to one key feature namely phonological blending which has resulted in the coinage of the discourse marker ashe and its eventual use in the process of discourse marker switching. In the light of the above findings, this thesis firstly critiques the strengths and weaknesses of the notion of the code switching (CS) continuum (Auer 1999) itself by revealing the difficulties encountered, at the empirical level, in assigning the correct label to the different types of language alternation phenomena evidenced in this thesis. In the second instance, it considers the impact of such shifts along the language alternation continuum upon language policy and planning in contemporary Mauritius and advocates for a move away from colonial language policies such as the 1957 Education Act in favour of updated ones that are responsive to the language practices of speakers. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)

Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The aim of this study is to identify factors that affect the language choices and patterns of language use of multilingual speakers in the Western Cape, focusing particularly on emotional language. It is an exploratory study, taking a purely quantitative methodological approach. Data was collected by means of a web-based Multilingualism and Emotions Questionnaire available online for six months. The questionnaire was based on Dewaele and Pavlenko‟s Bilingualism and Emotions Questionnaire (see Pavlenko, 2005) and included multiple choice and Likert scale questions regarding participants‟ language use preferences, as well as their perceptions of each of their languages. Data analysis was split into two stages: firstly the response data was illustrated by means of frequency tables, and secondly the statistical method of Correspondence Analysis was used to show the patterns of variation among the factors investigated. Two hypotheses were proposed, based on previous research: firstly, that the sociolinguistic factors would play a bigger role than the socio-demographic factors in determining language choices and patterns of use, and secondly that there may be differences in patterns of use for speakers of African languages versus speakers of Western languages. The analysis confirmed both hypotheses, while also showing some deviation from the results of previous research, which is attributed to the context in which this study was conducted. The main findings of this study were that English was generally the preferred language even when not the L1, and also that Xhosa tended to follow an entirely different pattern of use in comparison with most other languages in the sample. These findings are attributed to the unique language contact situation in the Western Cape, showing that the widely accepted L1-primacy ideology does not quite hold true across all contexts. An English-bias in the implementation of the language and education policy is also identified as a possible contributing factor to the patterns of language use and language attitudes revealed in this study, hence it is suggested that methodological and practical changes to the language and education policy could lead to a realization of the true multilingual and multicultural potential of South Africa. / AFRIKAANSE OPSOMMING: Hierdie studie handel oor die identifisering van faktore wat die taalgebruikspatrone en keuses van veeltaliges in die Wes-Kaap affekteer. Die fokus is hoofsaaklik op emosionele taalgebruik. Die studie is verkennend, en volg „n suiwer kwantitatiewe benadering. Data is ingesamel deur die gebruik van „n web-gebaseerde Veeltaligheid en Emosies Vraelys wat ongeveer ses maande op die internet beskikbaar was. Die vraelys is gebaseer op dié van Dewaele en Pavlenko (verwys na Pavlenko, 2005) en sluit in veelvoudigekeuse- en Likertskaal-vrae oor die deelnemers se taalgebruik keuses asook hul taal-persepsies. Data-analise is in twee verskillende fases voltooi: eerstens is die data deur die gebruik van frekwensie tabelle geïllustreer, en tweedens is die patrone van variasie onder die faktore getoon deur die gebruik van die statistiese metode van Korrespondensie Ontleding. Twee hipoteses is voorgestel, gebaseer op vorige navorsing; eerstens, dat sosiolinguistiese faktore „n groter rol as sosio-demografiese faktore sou speel in die bepaling van taal-keuses en gebruikpatrone; en tweedens dat daar dalk verskille sou wees tussen Afrika-taal sprekers en Westerse-taal sprekers in verband met patrone van taalgebruik. Beide van die hipoteses is deur die analise bevestig, terwyl daar ook afwyking was van die bevindings van vorige navorsing, waarvoor die konteks waarin hierdie studie plaasvind as rede voorgestel is. Die studie se hoofbevindings dui daarop dat Engels oor die algemeen die voorgekeurde taal is, selfs wanneer dit nie die eerstetaal is nie, en ook dat Xhosa „n gebruikspatroon volg wat van die ander tale in die studie verskil. Hierdie bevindings word toegeskryf aan die uniekheid van die taal-kontak situasie in die Wes-Kaap, en dui daarop dat die algemeen aanvaarde ideologie van die eerste-taal-voorrang nie noodwendig van toepassing is op alle kontekste nie. „n Vooroordeel ten gunste van Engels in die implementering van die taal- en onderwysbeleid word ook uitgewys as „n moontlike bydraende faktor tot die patrone van taalgebruik en taalhoudings wat in hierdie studie ontdek is. Daar word gevolglik voorgestel dat metodologiese- en praktiese- veranderinge aan die taal- en onderwysbeleid groot bydrae sal kan lewer tot die vervulling van Suid-Afrika se volle veeltalige en multikulturele potensiaal.

Focusing on a series of multiparty recordings carried out between the months of October and March 2012 and drawing on a theoretical framework based on work of linguists such as Auer (1999), Backus (2005), Bakker (2000), Maschler (2000) and Matras (2000a and 2000b), this thesis traces the evolution of a continuum of language alternation phenomena, ranging from simple code-switching to more complex forms of 'language alloying' (Alvarez- Càccamo 1998) such as mixed codes and fused lects in multilingual Mauritius. Following Auer (2001), the different conversational loci of code-switching are identified. Particular emphasis has been placed upon, amongst others, the conversational locus of playfulness where, for instance, participants' spontaneous lapses into song and dance sequences as they inspire themselves from Bollywood pop songs and creatively embed segments in Hindustani within a predominantly Kreol matrix are noted. Furthermore, in line with Auer (1999), Backus (2005) and Muysken (2000), emerging forms of language mixing such as changes in the way possessive marking is carried in Kreol and instances of semantic shift in Bhojpuri/ Hindustani words like nasha and daan have been highlighted and their pragmatic significance explained with specific reference to the Mauritian context. Finally, in the fused lect stage, specific attention has been provided to one key feature namely phonological blending which has resulted in the coinage of the discourse marker ashe and its eventual use in the process of discourse marker switching. In the light of the above findings, this thesis firstly critiques the strengths and weaknesses of the notion of the code switching (CS) continuum (Auer 1999) itself by revealing the difficulties encountered, at the empirical level, in assigning the correct label to the different types of language alternation phenomena evidenced in this thesis. In the second instance, it considers the impact of such shifts along the language alternation continuum upon language policy and planning in contemporary Mauritius and advocates for a move away from colonial language policies such as the 1957 Education Act in favour of updated ones that are responsive to the language practices of speakers. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)

PhD (African Languages) / Centre for African Languages / See the attached abstract below

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D.Litt. et. Phil. / Despite the prevailing perception, multilingualism and not unilingualism, is the worldwide norm on the political level. However, bi- and multilingualism have been shrouded in controversy over centuries - especially in respect of minority languages. Research done since the 1960s shows, however, that bi- and multilingualism hold several advantages for cognitive processing and other mental functions if present in an additive context ...

This thesis examines the relationship between language and Roman identity, defined in the broadest sense as the political and cultural practices involved in being Roman. It focuses on evidence of multilingualism: Roman identity was defined through opposition and interaction, and it is at points of contact that these debates are cast into relief. It looks predominantly at evidence of Greek-Latin bilingualism, but also considers evidence of other languages to consider how their relationship to Roman identity differs. It combines historical and sociolinguistic approaches to multilingualism. Understanding bilingual language practices requires close sociolinguistic reading of evidence to understand how languages interrelate and analysis of the historical factors and contexts that determine language choices and their social, cultural and political implications. The thesis responds especially to the use of bilingualism as a model for Roman cultural relations, arguing that a closer engagement with sociolinguistic terminology and with linguistic evidence is necessary if we are to use language and bilingualism as a way into broader issues of politics and identity. Language is simultaneously a model for identity that works across ancient and modern thought and a central part of this identity. It frequently plays into other markers of Roman identity and a range of themes and concerns surrounding it including integration, migration and citizenship. The thesis examines three case studies in detail: the different layers of bilingualism in Suetonius' biographies; Greek in the graffiti of Pompeii; epigraphic and literary evidence for different languages in the city of Rome. These case studies demonstrate the politics of language in different types of practice and at different levels of society: the thesis argues that the overlaps between them are greater than has sometimes been appreciated. The case studies also show that the boundaries of Roman identity did not develop in a progressive or linear fashion but were continually defined and redefined through ongoing processes of absorption and rejection.