Heritage Languages Research Papers - Academia.edu (original) (raw)

2025, Bulgarian Studies and Modern Humanities

The paper examines the acquisition and maintenance of Heritage Bulgarian in North American contexts, focusing on findings in the domain of clitics and their significance in heritage language linguistics. It explores the underlying principles of heritage languages against the backdrop of the intricate and evolving experiences of heritage language bilinguals. The discussion addresses the interaction of key factors, including the extent of language exposure and use, the richness of linguistic input, and formal education, among others, as well as their impact on the variable proficiency outcomes of heritage language acquisition. The paper also advocates for the use of bilingual and bicultural heritage language curriculum that not only reflects but also fosters the intergenerational transmission of Heritage Bulgarian in diasporic communities in North America.

2025, Proceedings of Annunal conference of Korean Association of African Studies

언어구조의 유형을 일목요연하게 규정하기 위해서 전통적으로 단어구조의 복잡성 기준에 의존하여 주어진 언어를 고립어, 첨가어 혹은 굴절어로 유형화하곤 했다(Comrie 1981, 39-50). 하지만 1960년대 그린버그(Greenberg 1966) 등장 이후 문장의 구성성분 어순과 같은 통사 기준을 바탕으로 유형을 분류하는 것도 나름대로 효과적인 측면이 있다는 것이 증명되었다. 아프리카 언어들의 유형비교 연구에서 하이네(Heine 1976)는 기본 어순의 삼분법(VSO, SVO, SOV)을 더 발전시켜 구문의 어순뿐만 아니라 명사구, 부치사구 등의 영역까지 확대하여 아프리카 언어들을 네 가지 유형으로 분류하였다(권명식 2006: 24, 43). 단어구조와 구절구조는 언어유형에 따라 구분이 비교적 명료한 경우도 있지만 대개는 그 경계가 모호하여 통사기능의 경우 그 표시가 어휘와 문장에 두루 펼쳐져 나타난다. 그러므로 이 문법영역을 함께 묶어 형태-통사론으로 접근하는 것이 더 효과적이다(Haspelmath 2011). 언어연구는 형태와 의미를 함께 연구하는 것이지만 그 수행방향은 분석대상인 형태가 우선이고, 그 다음으로 의미와 기능을 설명해 나간다. 물론 그 반대의 경우로 보편 기능을 설정하고 그것이 구체적으로 어떻게 형태적으로 나타나는 지를 살펴보는 것도 언어연구의 또 다른 방법이기도 하다. 유형비교의 최종 대상은 형태와 구조의 차이로 귀결되는 데 비교의 근간이 되는 것은 보편적 혹은 비교범주이다. 이때 가장 빈번하게 논의되는 용어가 주어나 목적어와 같은 통사기능이다. 주어진 언어의 주어와 목적어가 어떻게 구체적으로 실현되는가를 보면 그 언어의 기본 구조와 함께 작동 메커니즘을 가장 잘 이해할 수 있다. 이런 맥락에서 우리는 가장 적은 언어자료로부터 주어진 개별언어의 핵심 구조를 이해하는 첩경에 이르게 된다.
통사기능은 형태-통사적으로 주어진 구문의 중심, 혹은 의존소 중 어느 곳에 표시되는가 하는 표시위치(Nichols 1987, 1992, Haspelmath 2018/9)에 따라 유형화 될 수 있다. 혹은 주어와 목적어 기능을 하는 핵심-논항들이 술어인 동사와 관련하여 어떤 순서로 배열되는가(Greenberg 1966, Heine 1976, Dryer 1992)에 따라 주어진 언어들의 유형이 분류될 수 있다. 아프리카 제 언어들은 이런 분류방식에 따라 VSO, SVO, SOV 혹은 V2, SmOVx 등으로 나뉜다(Dimmendaal 2005, 권명식 2018a). 혹은 중심표시-언어, 의존소 표시-유형 등으로 불리거나, 여기에 어순기준을 추가하여 중심선행과 중심후행으로 구분하기도 한다. 예컨대 스와힐리어는 SVO어순에 중심표시-유형이며(권명식 2017), 시다마는 SOV어순에 의존소-표시, 중심후행 언어이다(권명식 2016). 이런 맥락에서 주어와 목적어라는 통사기능이 어떤 패턴으로 실현되는 지는 주어진 언어구조를 이해하는 데 아주 중요하다 하겠다. 하지만 이와 같은 일반화로부터 벗어나는 다양한 변이와 변칙들이 실제 담화-텍스트 상은 물론이고 문장 단위 차원에서도 나타난다. 통사기능 표시의 변이와 다양성은 주어진 언어구조의 특이성을 이해하는데 중요할뿐더러 언어일반의 특성을 이해하는 데도 필수 불가결하다. 이 논문에서는 이미 알려진 유형의 언어들에서 변칙과 변이, 다양성들이 특히 주제화와 초점과 같은 담화-화용적 요인에 의해 어떻게 달리 실현되고 있는지를 몇몇 아프리카언어들, 예컨대 몇몇 반투어들과 서-나일어들을 중심으로 비교 고찰해 보고자 한다.

2025, Bergen Language and Linguistics Studies

Previous studies of Toronto Heritage Cantonese have suggested the lack of a similar phonological contrast in English as the source of cross-linguistic influence on the phonetic production of the /y/ vs. /u/ contrast in Cantonese. By comparing both the English and Cantonese production of the same individual speakers in spontaneous speech recordings, this study addresses Chang's (2021) call for more bilingual studies focused on individual-level cross-linguistic interactions. Results show three distinct patterns of cross-linguistic interaction: P1) three distinct vowels, P2) Cantonese /u/ merged with English /u/, and P3) Cantonese /y/ merged with English /u/. While P1 was the most frequently occurring pattern, the occurrence of P3 exclusively among second-generation speakers, among those with lower Cantonese Production Scores, and among those with the lowest Pillai Scores suggest that cross-linguistic phonetic similarity is what drives decreased acoustic distance between /y/ and /u/ rather than direct transfer of phonological categories.

2025, The Phonetics and Phonology of Heritage Languages

The functional load hypothesis predicts that phonemes with lower functional load are more likely to merge than higher functional load phonemes. Using Cantonese spontaneous speech data from the Heritage Language Variation and Change Corpus (Nagy, 2011), this chapter addresses the functional load hypothesis in a heritage language context by comparing F1/F2 production patterns of two vowel pairs (i.e., /y/~/u/ and /a/~/ɔ/) across thirty-two speakers based on generational group (i.e., Gen0, Gen1, and Gen2) and dominant language (i.e., Cantonese versus English). An analysis of Pillai score values (Nycz & Hall-Lew, 2015) shows a significant decrease in the phonetic distinctiveness of /y/~/u/ for English-dominant speakers (i.e., all Gen2). The /y/~/u/ pair also has a lower functional load. Dominant language, however, was not a significant Pillai score predictor for /a/~/ɔ/. Overall, the results support the functional load hypothesis in a heritage language context and show how it can complement accounts of heritage languages based on dominant language transfer.

2025, POLÍTICAS LINGUÍSTICAS NA AMAZÔNIA OCIDENTAL: A PROMOÇÃO E PRESERVAÇÃO DAS LÍNGUAS INDÍGENAS

RESUMO: O presente artigo tem por objetivo fazer uma exposição das políticas linguísticas voltadas para as línguas indígenas existentes nos estados que compõem a Amazônia Ocidental, sendo eles: Acre, Amazonas, Roraima e Rondônia. Para tanto, o artigo expõe o que é a categoria políticas linguísticas por meio do aporte teórico de Calvet (2007), Lagares (2018), Neves (2023), dentre outros. Em seguida propomos a exposição e a discussão das políticas linguísticas existentes em cada estado. A metodologia utilizada foi a qualitativa, por meio de pesquisa documental e bibliográfica, e o corpus analisado no trabalho está constituído de três leis estaduais, duas leis municipais, três resoluções institucionais e um decreto nacional, resultado de busca virtual realizada no primeiro semestre de 2024. Concluiu-se que, apesar das iniciativas estaduais, municipais e por parte de universidades da esfera pública, seja de forma ampla ou menos abrangente, ainda existe um caminho a ser percorrido no que diz respeito à valorização e à promoção das línguas indígenas nesse território.

2025, Languages

Recent studies on agglutinative languages, such as Japanese, Finnish, and Turkish, have reported case marking deficits in children with developmental language disorder.In this study, we investigate case marking in bilingual children speaking Turkish as a heritage language in Germany in comparison to those in France and the U.S. and late successive bilinguals in Germany. The research focuses on the potential use of case marking to identify developmental language disorder in Turkish as a heritage language. In this study, we compare data obtained from 73 children with and without developmental language disorder (age 5;1–11;6) that speak Turkish as a heritage language to those obtained from 10 late successive bilinguals (age range 7;12–12;2) in Germany, France, and the U.S., analyzing case marking and the possessive markers included in genitive–possessive constructions and using both standard and heritage Turkish as reference varieties. The results show that the groups differ significantly (p < 0.05) regarding the use of case and possessive markers. Current first language use is the leading predictor of performance in case marker production in the TEDİL when using heritage Turkish as the reference variety in scoring. The results demonstrate that children with developmental language disorder that speak heritage Turkish produce fewer case markers and show higher rates of omission and substitution errors, particularly in accusative/dative and genitive markers, thus confirming the results of previous research. The omission of possessive and genitive markers in simpler structures may serve as a clinical marker of developmental language disorder, allowing for children with typical language development that speak heritage Turkish to be distinguished from those with a developmental language disorder.

2025, Language Contact. An International Handbook.

12. Contacts of Yiddish in Estonia and Lithuania: a state of the art 1. Introduction 2. Theoretical points of departure 3. Differences and similarities between the case studies

2025, Grond, A. Helling; O. Herengröter & D. Unger-Ulmman (eds.) Voicing Plurality in an Open World. Wiesbaden: Reocjert Verlag

Herein, language policy and planning is described and accounted for as interdisciplinary and transdisciplinary field of research which has to take into account numerous factors that impact decisions made about language status, its structure and its use in different communicative domains, such as identity (social, ethnic, racial, national, etc.), history, culture, epistemology, social hierarchies, discursive constructions of public and private spheres, as well as geography, economy and politics. The model of language leadership (Filipović, 2015), designed within the framework of complexity theory leadership (Uhl-Bien et al, 2007), is applied in combination with the sociocultural linguistic framework of collective identity construction through interpersonal relations (Bucholtz & Hall, 2005) in order to illustrate the mechanisms operative in design and implementation of the decision-making process at the level of institutionalized language policy and planning in Serbia.

2025

The increase in the number of Brazilian emigrants in the last thirty or so years has led to the development of the teaching of Brazilian Portuguese as a community language abroad. In other words, this type of teaching is new and, consequently, the teachers working in community schools tend to have been trained only to work with monolingual pupils in Brazil. In this article, we reflect on the experience of one of these teachers and who works with intermediate and upper-intermediate pupils aged 11 to 15 in London. The class that caters for this group of learners was initially created with the aim of preparing them to take mainstream examinations, i.e. GCSE and A-levels in Portuguese. In this article, we describe the contextual background for these lessons and contrast it to the teacher’s expectations of teaching in this context. We then consider the few teaching courses available for teachers of Portuguese as a community language in London. Anderson’s (2008) perceived 8-strand profess...

2025, Bilinguismo e Línguas de Herança

In the last decade, there has been a significant increase in interest and research in the field of Portuguese as a heritage language. Almost simultaneously, there has been a growing number of requests for help from families and teachers struggling to engage children or students in educational or even entertainment activities involving the language and culture they have inherited from their parents. With the intention of offering support and suggesting possibilities for parents and educators on this journey, we conducted a brief study to understand what teenagers enjoy doing while using the Portuguese language. In this article, we share the results of this research, which highlight some paths and resources that may be useful for developing new strategies or educational materials for use at home and/or in school. We hope this text also serves as inspiration to remind parents of the beauty of the bond built with their children through their linguistic and cultural roots, as well as the powerful role that a sense of belonging plays in shaping young people's identities.

2025, The Harvest

Educational policy is a key factor to reinforce quality education in every nation. The policy always grows under the influence of global and local trends and needs. This article explores policy formation mechanisms and concentrates on the relationship between teacher professional developments with educational policy. It highlights major strategies of teacher professional development in the educational policy of Nepal. It uses thematic articles and research articles to discuss the policy issues from the global and local levels with issues like language policies and educational policy. It uses National Educational Policy 2076 and SSDP 2016-2023 for a detailed analysis of teacher professional development strategies projected and secured at the national level. It has used interpretive mode to discuss the teacher professional development strategies projected in national educational policy 2076.

2025, JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT

The main aim of this paper is to analyse the role of family micro-Language
Policies (LP’s) in the context of the Moroccan Diaspora in urban and semiurban areas in Spain by examining and contrasting different cases of
language transmission within transnational migrant families of Moroccan
origin. The paper answers the following questions: How are heritage
languages constructed by transnational Moroccan families and in what
context and under what sociolinguistic regime(s) are families’ LPs
developed, negotiated and decided upon? How can LPs develop a
functional and practical status of heritage languages or linguistic
varieties as well as increase children’s opportunities to construct
multilingual repertoires? What proactive agency do parents display for
these purposes? Data were collected in three projects using a
qualitative, ethnographic sociolinguistic approach.

2025, Frontiers in Language Sciences

Metalinguistic awareness is considered by many to be a crucial ingredient for successful adult foreign-language acquisition. Researchers further suggest that it helps bilinguals learning a third language (L3) even more than it does monolinguals learning their second language (L2). In response to a recently proposed hypothesis that differences in metalinguistic awareness may be responsible for the variation in L3 grammatical development often witnessed amongst bilingual university students, and that teaching methods should accordingly be modified as a result, research that actually measures these varying levels of metalinguistic awareness has now become urgently needed. However, due to a lack of standardized assessments and an inability to converge on how best to measure this set of abilities in adults, few studies have yet attempted to operationalize this variable in the US-based L3 context, and those that did adopted diverse methods, raising issues of comparability. For multilingual language learners, especially those who grew up speaking a heritage language, the challenge that researchers face is whether to measure metalinguistic awareness in a native language, a prior-learned L2 (if one such language exists), the learner’s current target language, or a language unknown to the learner entirely. This article highlights these methodological complexities and calls for a principled approach to measuring metalinguistic awareness before implementing any pedagogical changes in terms of how third languages are taught.

2024, Neuphilologische Mitteilungen

Im Beitrag wird der Zusammenhang von Identität und Sprache
anhand von Aussagen untersucht, die 31 Personen in Interviews über ihre
sprachliche Identität und das Thema Heimat getätigt haben. Allen befragten Personen ist gemein, dass sie aus Familien stammen, deren einer Elternteil Finnisch und deren anderer Elternteil Deutsch als Muttersprache hat. Nach der Einführung folgt ein Abschnitt über den Forschungsstand zum Thema sprachliche Identität im Zusammenhang mit Migration, danach ein Abschnitt über die Datenerhebung und Analysemethode. Die Analyse erfolgt mit der Methode der qualitativen Einstellungsanalyse, die international vor allem in der Tradition von Goffmans Frame analysis sowie den Forschungsarbeiten von
Billigs und Kärkkäinens stance/stand taking steht. Zentrale Forschungsfragen sind, wie sich die Interviewten zu ihren Sprachen positionieren, welche Begründungen sie dafür liefern und mit welchen Einschränkungen. Eines der zentralen Ergebnisse ist, dass eine selbst zugeschriebene finnische Identität nicht unbedingt finnische Sprachkenntnisse erfordert, jedoch um so wahrscheinlicher ist, desto bessere Finnischkenntnisse vorliegen. Subjektiv fehlende Finnischkenntnisse erschweren es den Befragten, sich selbstbewusst
eine finnische Identität zuzuschreiben. Grund dafür könnten die Konzepte einer idealisierten Muttersprache und eines idealisierten Native speaker sein. Einige der Befragten verwenden große Mühe darauf, Finnischkenntnisse zu erwerben.

2024, EDiLiC 2019: Interculturalidade e Sensibilização à diversidade linguística: desafios e oportunidades para os contextos de educação formal e não formal. Livros de resumos

Keynote: Do contacto de línguas à educação para a diversidade linguística: que possibilidades nas vozes dos educadores e professores?

2024

Starting from the significance of' pollen in the control of' hybridisation, we studied pollen germinntion of Serbian spruce test-trees in several half-sib lines incorporated in a 20•ycar seed orchard. The selection of half-sib lines and genotypes in them was based on long-term analysis, which confirmed the production mainly of microstrobiles.. i.e. their predominantly "male" function.

2024, Journal of Phonetics

This study examines cross-generational transmission of a sociophonetic variable in a heritage language context. Voiceless stop aspiration is a sociophonetic variable in Calabrian Italian, indexing socio-cultural values about the speaker's social and geographical origin. We investigate the production of voiceless stops by three generations of Calabrian Italians (immigrants and the next two generations) in Toronto, via acoustic and auditory analysis of nearly 5000 tokens from conversational speech in Calabrian Italian. Both Italian and English use long-lag VOT, but they differ in its phonological distribution: long-lag VOT is preferentially associated with pre-tonic, wordinitial stops in English and with post-tonic, post-sonorant or geminate stops in Calabrian Italian. We show that, in heritage Calabrian Italian in Toronto, both phonetic implementation (cued by VOT duration) and phonological distribution of aspiration (as cued by perceived aspiration rate across phonological contexts) change crossgenerationally, but some changes are non-linear, as third generation speakers appear to reproduce some patterns attested in the speech of first generation speakers. External variables such as the sex of the speakers modulate the cross-generational effects, with males producing more aspirated stops and exhibiting a more conservative behavior in certain phonetic contexts.

2024, Rethinking the Asian Language Learning Paradigm in Australia

Australia is a multicultural and multilingual country, with more than 685,000 people using Chinese at home. Home language maintenance and development (HLM&D) has thus become an important issue in Australia. This chapter statistically analyses Australian Census data to illustrate the use of different varieties of Chinese language among the Chinese-Australian community as well as a significant shift towards English. In contrast to this linguistic complexity, the Australian Curriculum mandates the teaching of Modern Standard Chinese (MSC) and emphasises teaching Chinese as an economic resource. The curriculum therefore does not accurately reflect the state of Chinese in the Chinese-Australian community and is not designed to facilitate HLM&D. This chapter argues for a move away from the economic rationale for teaching Chinese, increasing teachers' knowledge of the complexity of Chinese students' linguistic backgrounds, and incorporation of other varieties of Chinese into the curriculum to help address language shift in the Chinese-Australian community.

2024

Proefschrift ter verkrijging van de graad van doctor aan de Katholieke Universiteit Brabant, op gezag van de rector magnificus, prof.dr. L.F.W. de Klerk, in het openbaar te verdedigen ten overstaan van een door het college van decanen aangewezen commissie in de aula van de Universiteit op dinsdag 2 december 1997 om 16.15 uur door Petra Henrica Francisca Bos geboren op 7 april 1965 te Alphen aan den Rijn .

2024, Heritage Language Journal

The present study examined whether heritage speakers (HSs) of European Portuguese (EP) who were born or moved to a German-speaking country before the age of eight years were perceived as native speakers of EP. In particular, this study intended to determine whether a change of linguistic environment, length of residence in a migrant context, length of residence in the country of origin before migration and after remigration, and age at return could predict the degree of (non)native accent in the heritage language. Thirty native Portuguese speakers assessed the global accent of 20 Portuguese-German bilinguals, five Portuguese monolinguals and five highly proficient German speakers of Portuguese as a second language (L2). The group of HSs comprised 17 speakers who returned to Portugal. The results revealed that listeners perceived a strong global foreign accent in the speech of the L2 learners, while the monolingual Portuguese speakers were clearly perceived as being native speakers o...

2024

Detta dokument hålls tillgängligt på Interneteller dess framtida ersättareunder 25 år från publiceringsdatum under förutsättning att inga extraordinära omständigheter uppstår. Tillgång till dokumentet innebär tillstånd för var och en att läsa, ladda ner, skriva ut enstaka kopior för enskilt bruk och att använda det oförändrat för ickekommersiell forskning och för undervisning. Överföring av upphovsrätten vid en senare tidpunkt kan inte upphäva detta tillstånd. All annan användning av dokumentet kräver upphovsmannens medgivande. För att garantera äktheten, säkerheten och tillgängligheten finns lösningar av teknisk och administrativ art. Upphovsmannens ideella rätt innefattar rätt att bli nämnd som upphovsman i den omfattning som god sed kräver vid användning av dokumentet på ovan beskrivna sätt samt skydd mot att dokumentet ändras eller presenteras i sådan form eller i sådant sammanhang som är kränkande för upphovsmannens litterära eller konstnärliga anseende eller egenart. För ytterligare information om Linköping University Electronic Press se förlagets hemsida . The publishers will keep this document online on the Internetor its possible replacementfor a period of 25 years starting from the date of publication barring exceptional circumstances. The online availability of the document implies permanent permission for anyone to read, to download, or to print out single copies for his/her own use and to use it unchanged for noncommercial research and educational purpose. Subsequent transfers of copyright cannot revoke this permission. All other uses of the document are conditional upon the consent of the copyright owner. The publisher has taken technical and administrative measures to assure authenticity, security and accessibility. According to intellectual property law the author has the right to be mentioned when his/her work is accessed as described above and to be protected against infringement.

2024, Critical Literary Studies

The ongoing increase in the population of Kurdish as Heritage Language (HL) learners encouraged the present study to explore the learners’ motivations as well as the influential factors on its development. Second Language Motivational Self-System (L2MSS) was adopted as the theoretical framework wherein, the subscales of the Ideal-self, Ought-to self and Motivational Intensity were explored. The study drew on a mixed-methods design in which semi-structured interviews were conducted with four undergraduate participants and a total number of 213 undergraduate Iranian learners of Kurdish participated in a survey. The qualitative results indicated that the interviewees had a positive experience of learning Kurdish in the classroom and were more enthusiastic to get engaged in the process of learning in the future. Furthermore, the quantitative results indicated that the participants more often pursued Kurdish in terms of the Ideal self and that learning Kurdish revealed to be an opportunity to fulfill the learners’ wishes. It was also found that the male participants were propelled by stronger motivational force which was more probably due to stronger sense of identity among male participants.

2024

Practice focuses on how artistic practices are used to increase literacy and language abilities with multilingual learners. It includes voices from the field that explore how the arts intersect with sociocultural ways of knowing and advocacy, while promoting multilingual practices in schools, community settings, and higher education. Throughout this special issue, we refer to English language learners (ELLs) as "emergent bilingual learners" (EBs) to honor the assets that multilingual students bring to our schools and communities (García, 2009). Since those who speak English as their first language began as, and still are, English language learners, this work benefits all students. Being able to speak, read and write in more than one language is significantly advantageous in our increasingly global society.

2024, Nordic Journal of Linguistics

In this article, we report on a number of violations of (or exceptions to) the so-called V2 constraint in different variants of Icelandic. The main purpose is to investigate what these violations can tell us about the nature of the V2 constraint, its vulnerability, the limits of syntax, and about children's ability to sort out what is relevant and what is not in the input they hear during the acquisition period. Three main explanatory possibilites are taken under consideration: the use and acceptance of sentences with V2 violations in Icelandic (i) is due to English influence, (ii) indicates an expansion of patterns existing in the language for language-internal reasons, (iii) is due to a task effect. In brief, our results support (i) for heritage Icelandic but not for non-heritage Icelandic, while different subsets of our data are best accounted for in terms of either (ii) or (iii).

2024, Polish as a Heritage Language around the World, Romanowski &Seretny (eds)

2024

The publication of the new Common National Curricular Base on December 22, 2017, stimulated several discussions in the academia of the area of language education in additional languages regarding the change of the component "Modern Foreign Languages" in the Law of Directives and Bases of Education (LDB) (Brasil, 1996), which allowed states and cities to choose the language according to their specific contexts, to the curricular component "English Language", as the only additional language of compulsory teaching in Basic Education. Such discussions, in turn, encourage national movements such as "Fica Espanhol" (Stay Spanish) and "Moveplu" (Movement in Support of Multilingual Education). At the same time, we see the emergence and expansion of initiatives such as the project of bilingual schools of the Municipal Department of Education of Rio de Janeiro, offering the teaching of English, Spanish, French and German in public schools in the city. Still, in favour of multilingualism, we also have 51 cities across the country that have achieved the coofficialization of several indigenous languages, in addition to German and Italian immigration languages. Considering all the factors above, this article discusses ways for a linguistic education that may promote the maintenance and development of plurilingualism in Brazil. To this end, the text revisits the literature on multilingualism and language education in the country, bringing to discussion the concept of intercultural language education and the proposal implemented in Rio de Janeiro, focusing more specifically on the teaching-learning of German in municipal bilingual schools.

2024, Migrations and Diaspora

In this paper we share narratives from our personal experiences with a shared focus on the relationships between personal identities and family language. The acquisition of a family language is said to be accompanied by a specific 'intercultural burden' (Kagan 2012), which is manifested at the intersection of different influences and psychological tensions. This psychosocial and cultural reality has the potential for the development of a true intercultural identity that brings together contradictions and conflicts of inherited cultural differences. Here, through a prism of three personal narratives, we create a series of questions and reflections in relation to the family language. The three voices are articulated through three auto-ethnographic accounts of individuals-two linguists and a theatre scholar who are both personally and professionally invested in the topic of postmigration. The common thread of the three narratives is the experience of Serbian as the first language. As an aspect of personal identity, the idealised concept of family language affects one's identity and makes a decisive impact on investment and potentially life-defining decisions.

2024, Heritage Briefs

In community-based heritage language schools there is a clear purpose in using the language of the community during instructional and informal times. Valuing and developing the language that the students speak at home and in the community are the reasons the school was founded in the first place. But what is the experience of these multilingual students in other educational contexts, for example in public schools, and how can the teachers in those contexts value and promote use of those languages? This Brief describes the challenges that these teachers and students face with language use and language instruction and some strategies teachers can use.

2024

Sound and Fury is a documentary following the decisions two sets of parents make regarding their deaf children and cochlear implants, a device implanted through surgery that can help deaf children to perceive sounds. Two brothers, one... more

2024, Glasnik Šumarskog Fakulteta: Univerzitet u Beogradu

The comparative analysis of productive effects realised in black walnut plantations and the effects reached in natural stands of autochthonous tree species in the same forest types in Srem, taking into account also the ecological stability of stands of different origin, shows clearly that artificially established black walnut stands should be substituted by stands of pedunculate oak. The restitution of stands of high productivity and good potential assortment structure should be undertaken only after the end ofthc rotation. Biological and economic reasons indicate that this management treatment should be performed as soon as possible in the stands of poor health condition and low productivity.

2024, Journal of Ethnic and Migration Studies

Drawing on an evaluation of statistics on language provisions and self-declared language practice, and on longitudinal ethnographic observations, we examine the role of the Polish language in shaping single transactions and durable social bonds and in demarcating interaction spaces among Polish immigrants in a UK metropolitan area. Language choice can be essential, in that it cannot be replaced by a substitute. Therefore, it is either constitutive of an action routine in the sense that it lends a particular performative character to a practice; or casual, in that it accompanies a routine but is of little symbolic function and contributes little to performing belonging. We identify a spread of features of language across different practices, prompting reflection on the role of language as a co-defining indicator of diaspora communities.

2024

This study presents an analysis of contact-induced language change process concerning clausal subordination in the Turkish variety spoken in the Netherlands (henceforth, Dutch Turkish). This study also aims at investigating whether the converbial constructions are prone to language change in the speech perception and production of the first and second generations of Dutch-Turkish speakers within the framework of usage-based linguistics (Barlow & Kemmer, 2000). According to usage-based linguistics, there is an “intimate relation between linguistic structures and instances of use of language” (Kemmer & Barlow, 2006, p. 2) which suggests that a more direct relation is considered to exist between one’s language experience and abstract representations in grammar. In other words, linguistic representations are strongly connected to ‘usage events’ in the speaker’s linguistic system. The study aims to answer the following research questions: Is the use of converbial constructions by the 2nd...

2024, HAL (Le Centre pour la Communication Scientifique Directe)

Cet article aborde la question des erreurs (et fautes) dans des tâches d'expression libre en L2. Nous avons systématiquement analysé les fautes trahissant des déficits de savoir et de savoir-faire ainsi que les erreurs purement accidentelles, dans les textes publiés par 50 bêta-testeurs du MOOC français (projet MOOC2move), sur deux forums de discussion (« Mon rapport à la France » et « Prononciation de mon prénom ») et avons trié les éléments susceptibles de faire l'objet d'un enseignement structuré, intéressant non seulement les étudiants en question, mais d'autres apprenants de FLE ou de FOU Mots-clés : analyse des erreurs, FOA, MOOC2move, REL « Je ne suis pas bien savante. (…) Mais qu'on me laisse chercher, trébucher, faire mes faux pas. Je finirai par suivre toute ma route. » (Georges Duhamel, Cécile parmi nous, p. 60) À l'horizon de cet article, nous proposons une réflexion sur la performance du groupe d'étudiants roumanophones en FLE (licence, L2) et en LEA 1 (option traduction-interprétation comprise) à l'Université de Bucarest, qui ont été des testeurs (volontaires) du MOOC français (projet MOOC2move). Nous avons soumis systématiquement à une analyse des erreurs, les messages postés par 50 testeurs roumanophones, sur deux forums de discussion (« Mon rapport à la France » et « Prononciation de mon prénom ») et avons trié les éléments susceptibles de faire l'objet d'un enseignement structuré, intéressant non seulement les étudiants en question, mais d'autres apprenants de FLE ou de FOU. Ces éléments ont été à l'origine de la conception d'outils pédagogiques intégrés aux REL élaborées par notre équipe dans le cadre du projet MOOC2move : fiches grammaire ou fiches lexique intégrées, comme ressources, à des micro-séquences pédagogiques autour d'un point particulier de lexique ou de grammaire. Les micro-séquences ont été opérationnalisées pendant des TD de traduction ou d'expression écrite (activités d'enseignement conventionnel, réalisé à distance pour des raisons de confinementsur Cisco WEBEX et sur ZOOM), en octobre-novembre 2020. Cela nous aura permis d'en évaluer la pertinence pour une démarche d'enseignement à distance tutoré (enseignement à distance conçu d'entrée de jeu en tant que forme d'e-learning 2) et de les améliorer dans une double perspective de feedback correctif (Mangenot 2017)visant y compris à la réécriture des textes concernés-et de prévention de l'erreur (dans les productions futures). Après une brève présentation du cadre théorique (§1.1) et de la méthodologie de la recherche, insistant sur la typologie des erreurs prise comme hypothèse d'observation pour l'analyse des messages publiés sur les deux forums par les bêta-testeurs (§1.2), nous illustrerons d'exemples chaque type d'erreur effectivement rencontrée dans les productions écrites analysées (§2.1) et nous dresserons un bilan chiffré de ces diverses erreurs (§2.2). Cette analyse quantitative minimale débouchera sur des pourcentages contrastés selon divers critères et sur des moyennes indicatives des compétences de communication écrite des bêta-testeurs, mais aussi de leur motivation (ou selon le cas absence de motivation) intrinsèque (au sens de Deci & Ryan 1985) pour la participation au bêta-testcombien de fautes sur combien de mots par étudiant, toutes catégories confondues. Les stratégies de remédiation mises en place dans le cadre des enseignements conventionnels à distance évoqués seront illustrées d'un seul exemple (remédiation d'une faute d'interférence relative à la construction passive) sous §3. Sous §4 on retrouvera l'interprétation des données tant qualitatives que quantitatives recueillies et des conclusions, dont quelques remarques sur l'intégration des outils proposés, à des REL en marge du MOOC français construit par l'équipe de l'UGA 3 .. 1 En roumain : langues modernes appliquées LMA. 2 A distinguer de l'enseignement à distance opportuniste auquel nous avons été contraint.e.s pendant la dernière année, pour cause de pandémie.

2024, Pandaemonium Germanicum

Áustria presente! Levantamento e Análise de Referências à Áustria no livro DaF kompakt neu [Austria is here!-Compilation and analysis of Austrian references in the DaF kompakt neu textbook]

2024

This paper explores transfer of parasitic gap (p-gap) constructions from English into German by heritage speakers in Wisconsin. Kathol (2001) argues that German lacks 'true' p-gap constructions compared to English. Engdahl (1983:73/2001) introduces an accessibility hierarchy of domains in which p-gaps are accepted: (1) Engdahl's accessibility hierarchy for occurrence of MGCs (partial) most accessible least accessible manner adv. > temp. adv. > purpose clauses > that, than > when, because > relative clause [untensed domains] [tensed domains] The licensing of p-gaps may thus be variable in several regards, including across complement vs. relative vs. adjunct clauses, and more basically between tensed and untensed domains. We probe whether the licensing strategies for p-gaps of a dominant L2 (English) can affect an incompletely-acquired L1 (German) that does not license such gaps and, if so, whether such strategies follow Engdahl's hierarchy. The presence of p-gaps would support the work of Grosjean (2008), whose view predicts that English syntax may surface (i.e., 'seep through') in spoken German if English has become the dominant language for an individual. Our results support the theory of 'grammatical seeping', and our speakers in general behave in accordance with the predictions of Engdahl's hierarchy. They produce p-gaps in English-to-German translations relatively frequently in manner clauses, often in temporal clauses and rarely in relative clauses. In temporal clauses we find considerable syntactic restructuring. In the least accessible context, relative clauses, speakers restructure more fundamentally, in order to eliminate the gapping environment altogether.

2024, LLT Journal: A Journal on Language and Language Teaching

Speakers of heritage languages do not universally achieve advanced levels in the language. We present evidence that three barriers are responsible: (1) lack of access to comprehensible, interesting reading material in the heritage language. (2) The use of traditional language teaching methods in heritage language classes, and (3) the reactions of elders who scold young heritage language speakers for their “errors.”

2024, Linguistic Approaches to Bilingualism

Bimodal bilinguals sometimes use code-blending, simultaneous production of (parts of) an utterance in both speech and sign. We ask what spoken language material is blended with entity and handling depicting signs (DS), representations of action that combine discrete components with iconic depictions of aspects of a referenced event in a gradient, analog manner. We test a semantic approach that DS may involve a demonstration, involving a predicate which obligatorily includes a modificational demonstrational component, and adopt a syntactic analysis which crucially distinguishes between entity and handling DS. Given the model of bilingualism we use, we expect both DS can be produced with speech that occurs in the verbal structure, along with vocal gestures, but speech that includes a subject is only expected to be blended with handling DS, not entity. The data we report from three Codas, native bimodal bilinguals, from the United States and one from Brazil conform with this prediction.

2024, Sign Language Studies

Ronice Müller de Quadros is a Coda and a professor of linguistics at the Universidade Federal de Santa Catarina (Brazil) where she also coordinates the Sign Language Acquisition Center.

2024, Frontiers in Psychology

This study delves into the heritage language experiences of Australian-born Chinese immigrant children under the framework of family language policy. Storytelling as a narrative inquiry method is used to reveal the lived experiences of the protagonists in relation to heritage language and culture. The three family stories involved for case studies reveal different levels of parent agency in Chinese immigrant families regarding their children’s home language use and heritage language education. It is noted that the level of child agency corresponds with the level of their parent agency. Where parents strongly advocate and practice heritage language maintenance, stronger agency is observed in their children to continue the use and learning of their heritage language. In addition, maintaining harmony while parents are implementing family language policies and providing children with formal instruction in heritage language are conducive to heritage language development, particularly in ...

2024, International Journal of Bilingualism

Purpose: The purpose of the present study was to document the out-of-home exposure to English and Spanish experienced by children from Spanish-speaking homes in the United States during the preschool years. Methodology: Primary caregivers of 149 children from Spanish-speaking homes in South Florida reported on their children’s language exposure. Data and analysis: Descriptive statistics and paired-samples t-tests described and compared children’s exposure to English and Spanish outside the home. Multi-level modeling described trajectories of change and the influence of family characteristics on English and Spanish out-of-home exposure. Findings: Children heard more English than Spanish outside of their homes. Grandparents were the primary out-of-home source of exposure to Spanish. Language exposure in preschool and extracurricular activities was primarily English. From 30 to 60 months, English exposure increased, while Spanish exposure decreased. Within this general pattern, there w...

2024

Bilingual language acquisition and bilingual competence have often been identified as showing different effects leading to instability in bilingual speakers’ competence in one or both languages at play, specifically when they are compared to monolinguals. Heritage language speakers have normally been identified as child learners of a language that is not the dominant language of the larger society. The competence of heritage speakers has very often been identified as showing deficits when they are compared to monolingual speakers, which have been identified in the literature as evidence of incomplete acquisition and/or attrition of the heritage language. I have instead attempted to analyze some of these effects as resulting from natural linguistic processes involving the interaction between language acquisition and change. In this talk I expand the perspective on heritage language competence to discuss evidence regarding Bengali-English bilingualism, a situation in which the home la...

2024

This paper is a sociolinguistic profile of English in Brazil. It explains how English operates in Brazil through a brief discussion of the history of English in Brazil, the Brazilian variety of English, users and uses of English, and attitudes towards English. The history of English is traced from the 16th century to today, highlighting the development of English language teaching throughout the years. The Brazilian variety of English is delineated through a focus on several features of loanwords that are present in the Portuguese language. In addition, a discussion of Brazilian-Portugueseaccented English outlines the phonological, syntactic, morphological, semantic and lexical differences, and pragmatic levels that exist within this language variety. In examining the users and uses of English, emphasis is placed on the symbolic and innovative functions played by English in Brazil as well as how it is presently used in schools. Furthermore, in imparting the attitudes that Brazilians...

2024, Frontiers in Psychology

2024

A critical analysis of the dominant quantitative methodologies used to analyze international terrorism reveals serious flaws in the conceptualization of key terms, the measurement of key variables and the statistical estimation of key relationships, all of which lead to unsubstantiated results. I deconstruct these issues, and extend the literature on the relationship of regime type and acts of terrorism in the following ways: I add to the quantitative literature on the subject; I use an updated database on global terrorist events (START--Global Terrorism Database) which includes domestic and international events; and I analyze rates of terrorism by a variety of categories of system types across both space and time (all countries, 1970-2012). I demonstrate that democracies are not the primary targets of terrorists, and that much more work needs to be done to understand the causes of extreme political violence, given its non-random, yet highly stochastic nature. Brief Biography Dr. Br...

2024, “Day one in Europe” European Erasmus+ Project

2024, Baltische Erzähl- und Lebenswelten

2024, Heritage Language Education

This chapter provides a brief overview of heritage language education and its potential role in supporting heritage language learners' bi/ multilingualism. We begin by considering the multifaceted nature of heritage language education programs and courses to address heritage language learners' goals and needs. The chapter then outlines five major dimensions that currently contribute to the design and implementation of curricula for heritage language learners: grammar properties, pedagogical models, critical language awareness, policies, program development and institutionalization. The remainder of the discussion focuses on future directions by examining four critical areas that can help advance the effectiveness of education programs for heritage language learners. The overview of the chapter stems from scholarly perspectives, initiatives, and efforts with diverse heritage language learner populations across a number of international settings.