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This edited volume is a collection of studies guided by theoretical and practical interdisciplinary approaches to family and school involvement in multilingual education and heritage language development featuring contributors with expertise in applied linguistics, sociolinguistics, language policy and education. The authors of this volume discuss multilingualism and multiculturalism in various geographical areas, settings, and levels of education, from a theoretical and practical point of view. They present a wide variety of theoretical perspectives, teachers, and students’ views as well as other stakeholders such as policy makers, authorities and parents on family and school involvement in multilingual education and heritage language development.
From ‘Restsprachen’ to Contemporary Endangered Languages
Volume Editors: and
The book deals with the concept of fragmentation as applied to languages and their documentation. It focuses in particular on the theoretical and methodological consequences of such a fragmentation for the linguistic analysis and interpretation of texts and, hence, for the reconstruction of languages. Furthermore, by adopting an innovative perspective, the book aims to test the application of the concept of fragmentation to languages which are not commonly included in the categories of ‘Corpussprache’, ‘Trümmersprache’, and ‘Restsprache’. This is the case with diachronic or diatopic varieties — of even well-known languages — which are only attested through a limited corpus of texts as well as with endangered languages. In this latter case, not only is the documentation fragmented, but the very linguistic competence of the speakers, due to the reduction of contexts of language use, interference phenomena with majority languages, and consequent presence of semi-speakers.
As the importance of cultural diversity for the survival of humanity is increasingly acknowledged and the central role language plays in culture is understood, it has become vital to preserve the linguistic diversity of the world for future generations. The Endangered Languages Yearbook provides a forum for scholars to publish the results of research on endangered and minoritized languages. It is published in collaboration with the Foundation for Endangered Languages (FEL), which celebrated its 25th anniversary in 2021. FEL was set up to respond to the disappearance of the world’s languages, and collaborates with academics, communities, institutions, and organisations to support and assist the documentation, protection, and promotion of endangered languages. Volumes of The Endangered Languages Yearbook consist of selected, peer-reviewed, and edited papers presented at the annual FEL conferences, as well as articles submitted by other authors on the relevant topic.
This book series covers the entire African continent on a national scale in order to provide a holistic overview of multilingualism and the language policies. Due to its country-by-country structure all African countries receive the same attention and space. For usability purposes, the countries are grouped in the different regional economic communities (RECs):
- Volume I: SADC
- Volume II: EAC & ECCAS
- Volume III: ECOWAS
- Volume IV: AMU & COMESA
These volumes of the series focus primarily on language-in-education policies (LiEP). The book series aims to describe and analyse the diverse challenges of LiEP for the entire African continent using a standard structure for each chapter to ensure readability. Book chapters will be mainly contributed by authors based in Africa.
Language is not neutral; it determines, and is determined, by perspective. This volume explores the role of an influential vocabulary of war, sanitised language, the language that seeks to clean up the appearance of events through euphemism, abstract words and opaque phrases. Critical discourse analysis of the language of recent military campaigns shows that the public authorities do not explain events as clearly as they might. Despite social, political and strategic incentives to use sanitised language, its use appears to undermine the democratic process and reduce public authorities’ freedoms, possibly emboldening adversaries and turning away potential partners.
In: Who Benefits from the Sanitized Language of Violence?
In: Who Benefits from the Sanitized Language of Violence?
In: Who Benefits from the Sanitized Language of Violence?
In: Who Benefits from the Sanitized Language of Violence?
In: Who Benefits from the Sanitized Language of Violence?