Errors or identity markers? A survey study on the use of and attitudes towards finlandisms and fennicisms in Finland Swedish

This study examines the use of and attitudes towards finlandisms and fennicisms in Finland Swedish. Finlandisms are words or structures typical of the Swedish variety spoken in Finland, while fennicisms are a category of finlandisms for which the source language is Finnish. Fennicisms are often discussed in context of Finnish influence and consequent Finland Swedish language loss, suggesting that the use of these features in Swedish is stigmatised. The study analyses survey responses from 126 Finland Swedish individuals in order to investigate the use of and perceptions regarding fennicisms. The responses indicate that although finlandisms and, in particular, fennicisms are often seen as erroneous, they can also be used to indicate a uniquely Finland Swedish linguistic identity. Additionally, responses regarding fennicisms provide examples of previously overlooked Finnish loanwords, while also indicating that loanwords with origins in other languages are often misidentified as stemming from Finnish. The implications of these findings are discussed.

GENDER DIFFERENCE IN LANGUAGE USE AND LANGUAGE ATTITUDES IN ONLINE FACEBOOK POSTS OF UKRAINIAN MIGRANTS IN GERMANY

This article studies the gender difference in language use and language attitudes of Ukrainian communities in Germany in online social media. Since 2014, the conflict in the East of Ukraine has led to a remarkably intense flow of Ukrainian migrants to Western Europe giving rise to longstanding issues of identity formation, language use, and attitudes both within Ukraine and inside Ukrainian diaspora communities. This article will examine the Ukrainian diaspora in Germany on the subject of language ideologies, language use, and attitudes by analyzing its linguistic online activity. To do so, our analysis will draw on a range of interdisciplinary methodologies, including studies of linguistic identity positioning, gender in migration, imagined migrant communities, and studies of discursive constructions of nationhood, which explore language indexing in relation to national identity.

A Collaborative Autoethnography on Raciolinguistic Experiences and the Construction of Linguistic Identities During an Intercultural Exchange

This research is a Collaborative Autoethnography based on personal experiences as Au Pairs in the United States. It aims to analyze the contributions of an intercultural exchange towards the construction of the teacher’s identity. It also seeks to analyze the current foreign language teaching practices in Colombia. We achieved more significant English teaching insights from our reflections, considering a flexible language structure, more comprehensive vocabulary, and English variety. Besides, this life-changing exposed ourselves to a target context that enriched our global notions and enhanced a new linguistic identity. Two years of living abroad made us think about a different teaching ideology founded on developing interest and sensibility for diverse cultures accepting broader linguistic features of the language. The results support the idea that educators shift those traditional strategies to more context-bound and intercultural ones to meet today’s needs and place the language as a means of co-construction of reality.

Speak Global, Sell Local? Digital Linguistic Landscape of Local Small Businesses in the Social Media

This paper focuses on the online presence of languages and linguistic patterns of local small businesses in a bilingual, Hungarian-Romanian ethnic community in Romania. By capturing linguistic diversity and creativity via netnographic research, patterns of linguistic landscape elements in the social media, such as marketing strategy of local small businesses, can be analysed. The findings suggest that despite the need to advertise by using the state language, Romanian, in order to maximize the target audience, the concentration of Hungarian landscape elements is the highest. Businesses construct their linguistic identity by their language choices and practices, aligned with the collective linguistic identity of a bilingual community and the need for a global representation, in order to secure a place in the local market.

The Emergence of an “Intersecting Circle” in Kachru’s Three Concentric Circles of World Englishes: A Case of Ethno-linguistic Neutrality in Central Nigeria

There is evidence that contemporary Nigeria is drifting towards a society of monolingual English users a component of which could be defined as lacking in ethno-linguistic identity. This trend is found among a generation of young Nigerian urban dwellers (between the age bracket of (12 and 25) who can neither communicate in their parents’ native language(s) nor indeed in any other Nigerian indigenous language; their only medium of communication is English. Although based on their childhood exposure to the English language and their relative competence in it, English can be described as their ‘‘mother tongue’’ but the fact that they are not native speakers given the socio-geographical circumstances of their birth excludes them from Kachru’s (1988) Inner Circle classification of native speakers. Consequently, these Nigerians are left without a clearly defined ethno-linguistic affiliation. This paper interrogates this emerging sociolinguistic phenomenon in especially Central Nigeria, with the aim of stimulating scholarly consciousness on the ethno-linguistic identity of this category of Nigerians, and its implications for English usage among them. The submission of the paper is that another circle, “the intersecting circle”, be created for them since they bestride both the inner circle in having English as their “mother tongue” and yet they are not native speakers of the language

Te Aukume o Taku Reo: He Aha nga Wheako ki ta te Akonga e whai Hua ai i roto i nga Wananga Rumaki?

<p>The perilous state of the Maori language in Aotearoa continues to have an impact on the social, cultural and linguistic identity of Maori. Despite this critical state, Maori have been at the forefront of language revitalisation amongst Indigenous peoples globally. For over 30 years Maori have worked towards reversing language shift through different language revitalisation movements. These diverse language revitalisation initiatives recognise the importance of immersion wananga in not only the acquisition of language and culture but also in understanding and appreciating Maori identity. This thesis will examine the significance of immersion wananga and how this uniquely Maori pedagogical paradigm extends the student's learning experience beyond just the acquisition of language.</p>

Te Aukume o Taku Reo: He Aha nga Wheako ki ta te Akonga e whai Hua ai i roto i nga Wananga Rumaki?

<p>The perilous state of the Maori language in Aotearoa continues to have an impact on the social, cultural and linguistic identity of Maori. Despite this critical state, Maori have been at the forefront of language revitalisation amongst Indigenous peoples globally. For over 30 years Maori have worked towards reversing language shift through different language revitalisation movements. These diverse language revitalisation initiatives recognise the importance of immersion wananga in not only the acquisition of language and culture but also in understanding and appreciating Maori identity. This thesis will examine the significance of immersion wananga and how this uniquely Maori pedagogical paradigm extends the student's learning experience beyond just the acquisition of language.</p>

L’harmonie de la musique et l’identité linguistique : l’a/r/tographie avec des futurs enseignants

By adopting an a/r/tography lens, this text will explore the relationship between music, linguistic identity and education. Through my experiences teaching high school French immersion classes and later my transition to teaching at the Faculty of Education, I will explore the risks and possibilities associated with this methodology. Bringing music into the classroom through a/r/tography can contribute to a heightened interest in the French language and a reinforcement of the francophone identity among students. My own identity journey shows the diversity of dynamic spaces in the field of education and presents the potential for positive exchanges within these spaces for the development of linguistic identity among future teachers and professors.

For what reason does Raskolnikov laugh?

This article analyzes the resources of application of computer technologies for the purpose of visualization of the text semantic field &ldquo;laughter&rdquo;. The concept of &ldquo;laughter&rdquo; holds a special place in the works of F. M. Dostoevsky, as well as in one of the central semantic fields in the text semantic space of the novel &ldquo;Crime and Punishment&rdquo;. Examination of the semantic field within the space of a particular literary text allows determining the peculiarities of the authorial thesaurus within the structure of his linguistic identity. The subject of this article is the concept of &ldquo;laughter&rdquo; as the core of the corresponding text semantic field; determination of saturation of the text with the words belonging to a certain semantic field. Despite the fact that multiple questions related to the theory of semantic field are well studied, the scholars take interests in studying the linguistic material, denoted in field linguistics, namely development of the techniques for visualization of the semantic &nbsp;network through creating cloud tags, semantic text markup, synoptic patterns, rendering, etc. The article offers one of the techniques &ndash; visualization based on construction of a plot using a specifically developed computer software. The graphic image illustrates the distribution of units of the semantic field &ldquo;laughter&rdquo; in the novel, which enables new interpretations of the content of Dostoevsky&rsquo;s novel.

Linguistic Identity: Between Multilingualism and Language Hegemony

Summary A priori accepting multilingualism as a value, we must understand that it is not permanent. It is empowered by our mother tongue, which creates an essential opportunity as well as a precondition for the acquisition of competences of other languages. However, the language itself, being a tradition, i.e., a living process, is affected by other languages, so the identity of a language cannot be understood without an understanding of its curriculum vitae. The historical path of the Lithuanian language comes from the world of multilingualism. Urban life in the Grand Duchy of Lithuania is unimaginable without the people speaking Polish, Belarusian, Ruthenian, Latin and Yiddish. Real multilingualism did not separate people into “us” and “other; this phenomenon emerged later, after some centuries, with the disappearance of urban multilingualism in the urban culture and manifesting as a certain opposition against the “others’, as efforts to create a natural for many people identity-divide which has impact and unities on the basis of a language. In the multilingual world the perception prevailed that we are all “us” but different. The real, conversational and every day multilingualism enabled the dissemination of contextual meaning, reception of different thinking and nuances of a global outlook rather than only communicating information. The emergence of one, the most important and rational, “global” language hegemony determines a new communication which does not require the competence of several languages (even the knowledge of the neighbors’ language), as communication proceeds through a certain mediator and in the long turn embraces various areas of life. However, bilingualism is not the final result; the hegemonic language trespasses the boundaries of the purpose of the lingua franca and aims at overtaking the functions of the native language. So, what is the role and destiny of the latter? This is what the study aimed at discovering.