scholarly journals Polityka językowa w zakresie nauczania pierwszego języka obcego w wielojęzycznym kraju na przykładzie Szwajcarii – inspirujące doświadczenie

Neofilolog ◽  
1970 ◽  
pp. 215-227 ◽  
Author(s):  
Agnieszka Stępkowska
Keyword(s):  
Language Policy ◽  
Educational System ◽  
Language Planning ◽  
Language Model ◽  
Policy Language ◽  
The Social ◽  
Two Systems ◽  
Traditional Language ◽  
Social Distribution

The article analyses the Swiss language policy, language planning and the partner – language model offered by the Swiss educational system. The Swiss language policy is most focused on extra-linguistic aims dealing with the changes in the social distribution of languages, and the promotion of multilingualism. Switzerland oscillates between two systems: the traditional language – partner model, and the choice of a language of wider communication (English). Much is indicative of the fact that now Swit-zerland is getting ready for multilingual future with English at hand.

Pre- and post-conflict language designations and language policies

Target ◽  
2015 ◽  
Vol 27 (2) ◽  
pp. 238-272 ◽  
Author(s):  
Jim Hlavac
Keyword(s):  
Language Policy ◽  
Language Planning ◽  
Explanatory Power ◽  
Conflict Situation ◽  
Language Policies ◽  
Language Form ◽  
Post Conflict ◽  
The Social

This paper examines the reported actions and strategies of translators working in three closely related languages, Bosnian, Croatian and Serbian, which have recently undergone re-codification in countries that have greatly changed their language planning and language policy regulations. The legacy of former and unofficial designations such as ‘Serbo-Croatian’ or ‘Bosnian-Croatian-Serbian’ within the post-conflict situation is contextualised and translators’ decisionmaking processes and reported strategies in relation to language form and designation are examined. The paper seeks to demonstrate the explanatory power of Toury’s notion of norms as a framework to account for new regularities of practice. Texts identified to be different from their nominal code, or market requests to work from or into unofficial designations are now problematised and re-negotiated as secondary practices or a less commonly reported behaviour. The paper extends and applies the notion of norms to the social and occupational, macro-pragmatic role that translators occupy.

scholarly journals Wolof Terminology: Lexical Morphology and Sociolinguistic Implications

2020 ◽  
Vol 12 (5) ◽  
pp. 121
Author(s):  
Abibatou Diagne
Keyword(s):  
Language Policy ◽  
General Framework ◽  
Morphological Analysis ◽  
Social Impact ◽  
Language Planning ◽  
The Social ◽  
General Culture

In this paper, we study the lexical morphology of Wolof and tools for terminologization. We focus on prefixes and suffixes. We will apply morphological analysis using the NooJ tool for the identification and extraction of terms from a corpus. We will also discuss the modality of corpus constitution and sources.The lexicon and morphology of Wolof are pretexts for terminological work. Beyond the linguistic aspects, we are interested in the sociolinguistic implications of the development of terminological units in this language. This is part of the general framework of language planning which, to be effective, must be taken into account through a clear and accepted language policy. The social impact covers the fields of scientific and general culture, thus contributing to the vitality of the language, to its social consolidation and to a change in the perception of speakers towards Wolof.Terminologie wolof: morphologie lexicale et implications sociolinguistiques

Editorial

2000 ◽  
Vol 24 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Humphrey Tonkin
Keyword(s):  
Language Policy ◽  
Language Contact ◽  
Language Planning ◽  
Language Barriers ◽  
Language Choice ◽  
Policy Language ◽  
Principal Problem ◽  
Changing Times ◽  
Reader Comments ◽  
International Aspects

Since LMLP, the precursor of LPLP, began publication over thirty years ago, the field of sociolinguistics and language policy has changed. Dedicated to the study of the terrain where languages intersect, the journal began in an environment in which the principal problem was the failure of information to flow across language barriers; today the issue is not porosity but homogeneity: English has pulled ahead of its competitors as globalization continues. LPLP has had mixed success over the years in promoting the study of international aspects of language contact and policy. What can it do today to increase that success? Should it be renamed, to take into account a shift in overall scholarly interest from language planning to language choice? Should it continue to encourage submission of manuscripts in languages other than English? Should the content of the journal change to match changing times? Should the journal be linked with other means of communication, e.g. a website for updates and reader comments? Above all, what can it do to stimulate more research and writing in its chosen fields of language policy, language choice, and multilingualism?

scholarly journals Notas para uma política de ensino de línguas

2015 ◽  
Vol 8 (1) ◽  
pp. 124-136
Author(s):  
José Carlos Paes de Almeida Filho
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Language Teaching ◽  
Language Planning ◽  
Foreign Language Teaching ◽  
Language Policies ◽  
Policy Language ◽  
Teaching Development ◽  
Development Index

RESUMO:O espectro de fatores coadjuvantes da formação de agentes para um ensino profissional e desenvolvido de línguas inclui uma política linguística que, por sua vez, abriga o campo das Políticas de Ensino de Línguas (Estrangeiras e Segundas) que nos interessam particularmente neste trabalho. Quando examinamos o índice obtido para o desenvolvimento do Ensino de PLE no Brasil, por exemplo, o quesito Políticas (oficiais) merece uma das mais baixas pontuações entre os catorze tomados em conta no trabalho de Almeida Filho (2007). Por que isso acontece? A situação é a mesma ou próxima a essa com referência às outras línguas de oferta no currículo escolar? O que é uma política de Ensino de Línguas e de PLE no arco de uma projetada política linguística no país? Quais os contornos de uma política de que precisamos para uso oficial e das instituições? Neste trabalho serão propostas respostas fundamentadas para essas questões atinentes a um nó que lentifica o desenvolvimento do Ensino de Línguas no país.PALAVRAS-CHAVE: Índice de desenvolvimento do ensino de uma língua estrangeira. Política linguística. Política de ensino de línguas. Políticas para o Ensino de PLE. Contornos de uma política de ensino de línguas.ABSTRACT: The range of supporting factors in the education of agents for a professional and developed teaching of languages includes language planning whose scope is wider and shelters important second and foreign language policies. For example, when the index for the development of Portuguese as a Foreign Language in Brazil is considered, the topic of official policies deserves one of the lowest scores among the fourteen criteria taken into consideration in the paper by Almeida Filho (2007). Why does this happen? Is the prospect similar for the languages most commonly taught at schools? What is a language teaching policy in the realm of a supposed language policy enforced in the country? Which are the contours of a policy needed for official purposes and by the institutions? In this article some answers are attempted for these questions associated to a cause that slows the development of Foreign Language Teaching in the nation.KEYWORDS: Foreign Language teaching development index. Language policy. Language teaching policy. Policies for the teaching of Portuguese as a foreign language. Requirements for a language teaching policy.

scholarly journals Politics of citizenship during the COVID-19 pandemic: what can educators do?

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Adeela Arshad-Ayaz ◽  
M. Ayaz Naseem
Keyword(s):  
Public Health ◽  
Social Justice ◽  
Educational System ◽  
Citizenship Education ◽  
Environmental Stewardship ◽  
Death Rates ◽  
New Normal ◽  
The Public ◽  
The Social ◽  
Fault Lines

AbstractAs a once in a 100 years emergency, the COVID-19 pandemic has resulted in repercussions for the economy, the polity, and the social. Also, the ongoing pandemic is as much a teaching moment as it to reflect on the lack of critical citizenship education. The fault lines of the health system have become visible in terms of infection and death rates; the fault lines of the educational system are now apparent in the behavior of the citizens who are flouting the public health guidelines and, in certain cases, actively opposing these guidelines. The main objective of this commentary is to initiate a dialogue on the social contract between the state and the subjects and to see how education and educators can respond to the challenge of the new normal. It is contended that education under the new normal cannot afford to keep educating for unbridled productivity education under the new normal. It must have welfare, human connections, ethical relationships, environmental stewardship, and social justice front and center.

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