scholarly journals Multilingualism and Mobility as Collateral Results of Hegemonic Language Policy

2018 ◽  
Vol 41 (2) ◽  
pp. 234-259 ◽  
Author(s):  
Nathan John Albury

AbstractThis article shows, with Malaysia as a case study, that an ethnonationalist language policy need not have disempowering consequences for minorities. Malaysia politicizes ethnic difference between Malaysians of Malay, Chinese, and Indian descent. Ethnic Malays enjoy economic concessions unavailable to others, law defines Malaysia as Islamic and speaking Bahasa, and Malay ethnonationalism constructs Chinese– and Indian–Malaysians as perpetual visitors. Nonetheless, Bahasa has only added to the multilingual repertoires of non-Malays, rather than replaced it. This article analyses survey data about the multilingual practices of Malaysian youth and their folk linguistic talk about what guides their multilingualism. By drawing on critical language policy, it appears that policy may be so ethnonationalist that it has caused disassociation, especially amongst Indian–Malaysians, and sustained multilingualism. The Chinese–Malaysian experience, however, is better explained by a posthumanist perspective whereby language choices appear guided by material and immaterial resources within the Chinese–Malaysian community, rather than by matters of power or politics. In any case, the relative greater multilingualism of Chinese– and Indian–Malaysians was perceived as empowering non-Malay mobility despite ethnonationalist policy.

2020 ◽  
Vol 17 (4) ◽  
pp. 1158-1177
Author(s):  
Diah Royani Meisani ◽  
◽  
Fuad Abdul Hamied ◽  
Bachrudin Musthafa ◽  
Pupung Purnawarman

2021 ◽  
pp. 204275302110229
Author(s):  
Rhett Loban

This article explores the use of modding as a formal tool for learning history. The article examines data from a formal analysis of Europa Universalis IV (EUIV), a survey of 331 EUIV forum participants and a case study of 18 university participants. Significant quantitative survey data indicated that 45% (149/331) of participants had modified EUIV, and of the 125 participants who responded with comments about modding, a significant number (86/125 responses or 68.8%) explained how they had learnt about history, geography or other subjects through the modding process. Closer analysis of survey and case study responses and mods reveals the variety of ways participants learnt and critiqued history through the modding process. The article discusses the data and the pedagogical affordance of modding in a few steps. First, the article briefly explores the evidence that indicates modding is popular within the EUIV gaming community. In this instance, it examines whether given the popularity of gaming practice, modding might also be seen as a new casual form of engagement with games. Second, the article reviews the modding process in EUIV and examines how both playing and creating mods may be beneficial for learning history. Modding is examined in terms of its pedagogical importance and the unique educational opportunities it may offer that are not otherwise accessible through other forms of game-based learning. Finally, the article explores how and what the case study participants learnt when they were tasked with creating and implementing playable mods to demonstrate their understanding of history. Overall, the article considers the growing importance of mods, how learners can create and represent history using mods and how mods can provide a platform for learners to develop their own critique and analysis of official history.


2011 ◽  
Vol 2011 ◽  
pp. 1-7 ◽  
Author(s):  
Ahmad Nazari

This paper is an attempt to analyse one of the documents which may affect the classroom activities of English as a Foreign Language (EFL) teachers, namely teachers' guides. It also explores the context at which the document is aimed and critiques how EFL teachers are advised to teach as well as how EFL is taught. As such, the paper stands where critical discourse analysis and language policy come together in the study of language policies in education. The teachers' guide chosen and the analysis carried out here are not necessarily concerned with their representativeness and typicality but with the opportunity they provide to the researchers and teachers to learn about such language policy documents and how language and language teaching objectives are represented in them. The issues raised in this paper will have relevance to the EFL teachers' guides and EFL education in other contexts, as these issues are likely to be true of other EFL milieux.


2018 ◽  
Vol 56 (4) ◽  
pp. 1447-1491 ◽  
Author(s):  
Olivier Coibion ◽  
Yuriy Gorodnichenko ◽  
Rupal Kamdar

This paper argues for a careful (re)consideration of the expectations formation process and a more systematic inclusion of real-time expectations through survey data in macroeconomic analyses. While the rational expectations revolution has allowed for great leaps in macroeconomic modeling, the surveyed empirical microevidence appears increasingly at odds with the full-information rational expectation assumption. We explore models of expectation formation that can potentially explain why and how survey data deviate from full-information rational expectations. Using the New Keynesian Phillips curve as an extensive case study, we demonstrate how incorporating survey data on inflation expectations can address a number of otherwise puzzling shortcomings that arise under the assumption of full-information rational expectations. (JEL D04, E24, E27, E31, E37)


2018 ◽  
Vol 2018 (64) ◽  
Author(s):  
Elena Vedernikova

Language choice is a core value of language policy that consists of three elements: management, or direct efforts to manipulate a language situation: practice, a sum of sound, word and grammatical choices that an individual speaker makes; and ideology, a set of beliefs about appropriate language practice (Spolsky 2004). Motives are related to the last component. As stated by researchers, language usage within a family can be determined by even one of these factors. This article presents the results of an analysis of quantitative and qualitative data collected during my fieldwork in Mari El (Russia). Comparative analysis of the survey data confirmed the process of weakening of intergenerational language transmission among rural Maris and the fact that the linguistic behavior of family members varies by generation. Usage of Russian or Mari within a family is mainly the result of different values attached to each language and their social roles among certain sectors of society.


Author(s):  
Rita El Hajj ◽  
Nabil Nemer ◽  
Wadih Skaff ◽  
Nathalie Estephan

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