O jeziku u Pučkome prijatelju, glasilu Hrvatskoga katoličkog pokreta u Istri

Enhancing Language Services to Native American Children: A Look From the Inside

The study analyzes the level of national identity of Russian-speaking citizens of Ukraine within certain time frames, namely before and after the events of the Revolution of Dignity 2013-2014. The issue of national identity in Ukraine has been studied since independence, and the events of 2014 related to Euromaidan, the occupation of Crimea and the war in Donbas have become an additional catalyst for studying the creation and change of national identity in Ukrainian society. One of the most important aspects of studying the identity of Ukrainians is the analysis of the identity of Russian-speaking citizens of Ukraine, who are an integral part of Ukrainian society and on which Russian propaganda, pro-Russian politicians and organizations in Ukraine worked purposefully. But the events that began in 2014 in Ukraine could have an even more significant impact on Russian-speaking citizens and therefore it is important to analyze this impact on the identity of Russian-speaking citizens, because certain changes in national identity in this group affect the political and social life of Ukraine. Sociological monitoring data from the Kyiv International Institute of Sociology (KIIS) were used for the analysis. Sociological results published by the institute in free access were analyzed through the method of descriptive statistics. For the analysis, three indicators were selected that are relevant for determining the national identity of Russian-speaking citizens in Ukraine. Among them: “attitude to the independence of Ukraine”, “interpretation of one's own national identity”, “assessment of the status of the Russian language in the state”. As for the attitude to independence, in 2007 in the South and East, Russian-speaking citizens treated independence quite differently. In the south of Ukraine there was a slight advantage in support of independence, and in the east on the contrary in anti-support. In 2017, the vast majority of citizens in both the East and the South supported independence. At the point of self-identification, Russian-speaking respondents began to identify more as Ukrainians and less as Russians, but in 2014 there was uncertainty about the self-identification of Russian-speaking citizens. In relation to the status of Russian language in Ukraine until 2014, there was greater support for the status of the second state language, but after 2014, Russian-speaking citizens did not consider the status of Russian as a second state language.

The article reveals the importance of culture in a modern, changeable, uncertain and multicultural world. It is consider the possibility of further development of the psychology of culture associated with the role of culture and language in a multicultural space in which majoritarian and minority cultures and languages intersect. It analyzes a new understanding of the correlation of language, culture, thinking in the situation of a digital society. Cultural and linguistic identities are considered as key factors determining positive socialization in a multicultural situation. The connection of emotional experience with knowledge about another culture and people is reflected as the most important condition for intercultural communication. A study of the relationship between the native and Russian majoritarian languages was carried out in the Komi and Karelia republics in large cities and small settlements of these republics. The study participants were schoolchildren, students and their parents. The results show that the status of a minority language decreases in urban residents, as well as in young people. At the same time, young people communicate in their native language mainly with elderly family members, but they think mainly in Russian. But beside the spoken language, mainly all respondents identify themselves with native ethnos. New tendencies are shown that determine the formation of a picture of the world in a new digital space. The influence of a generalized and devoid of a specific medium way of transmitting information on changing communication and user identity is revealed.

Immigrant multilingualism is a very complex topic. It is at the crossroads of multiple disciplines that have fundamentally different perspectives on the topic. Depending on the ideological approach taken, immigrant multilingualism is seen either as a deficit or as a resource. Immigrant minority (IM henceforth) languages are most often associated with problems of poverty, underachievement in schools, social and cultural problems, as well as lack of integration into the society of residence. Even though policy makers make a sharp distinction between national, regional minority, and immigrant minority languages, these languages have much in common. Depending on the status of national and minority languages, there are rigid boundaries between them. On their sociolinguistic, educational, and political agendas, we find issues such as their actual spread; their domestic and public vitality; the processes and determinants of language maintenance versus shift toward majority languages; the relationship between language, ethnicity, and identity; and the status of minority languages in schools, in particular in the compulsory stages of primary and secondary education. In line with the aims of this volume, issues surrounding immigrant multilingualism are discussed in this chapter. The focus will be on societal and educational aspects of immigrant multilingualism in a number of national contexts ranging from Australia to the EU.

The article substantiates the socio-economic and cultural-historical introduction of the Ossetians to the Russian language, which is considered as the result of the natural development of the standard of living of the highlanders. The aim of the study is to consider the history and characteristics of national-Russian bilingualism, the role of language interaction in the formation of a bilingual personality, society, identification of deformed linguistic processes that led to both the loss of the function of language proficiency and its use in everyday life, as well as measures that contribute to the revival of native language. The article emphasizes that the Russian language has become a civilizing factor that has significantly accelerated the development of the spiritual culture of the mountaineers, that it, along with the Ossetian language, is recognized as the state language of the Republic of North Ossetia-Alania as a language of interethnic communication, it is provided with free functioning throughout the republic. The work also focuses on the ethno-demographic composition of the population, emphasizes the polyethnicity of the region, which contributes to the strengthening of the role of the Russian language as a language of interethnic communication. During the 20th century, a sharp delimitation of the functions of the Russian and native languages leads to a weakening of the role of the national language, which exposes it to the threat of extinction. Loss of language entails a loss of self-awareness, culture, perception of the world, as well as the loss of self-identification. According to the authors, the republic itself needs to be concerned about the widespread use and all-round development of the native language in national government bodies, public organizations of science, culture, education, health care and the service sector. We need to work with those native speakers who do not consider it prestigious to communicate in their native language in the family, do not try to pass it on to the next generation: the lack of linguistic continuity is destructive. To preserve the language in the context of globalization, the authors propose to strengthen the role of the state and society, to consolidate the efforts of scientists, statesmen and public figures in order to influence the activities of the media to preserve the language and culture; direct their efforts towards harmonious bilingualism.

The thesis aims to explore how Chang-rae Lee deploys the genre of the Bildungsroman to discuss the dilemma with respect to ethnic and national identity in his Native Speaker and A Gesture Life. In order to get a sense of belonging, the two protagonists in the novels, Henry Park and Jiro Kurohata, choose to suppress their Koreanness as well as selfhood, and embrace mainstream white culture in America through assimilation. I would like to explore their identity crises and journeys of searching for their selfhood in this thesis. Via the analysis, I delve into Lee’s thinking toward identity, along with his suggestion for Korean/ Asian Americans to relocate their social status in the US. That is, being a bicultural person is very possible for them to solve the dilemma between ethnic and national identity. The thesis includes four chapters. Chapter One investigates the transition of Korean American literature and the features of the Bildungsroman, both of which constitute the framework of the two novels. The following two chapters discuss the processes of the protagonists’ Bildung in Native Speaker and A Gesture Life respectively. In Chapter Two, I attempt to explore Henry Park’s viewpoints about the issue of ethnic and national identity from the linguistic identity. After his process of Bildung, Henry does not insist on the American identity, nor does he reject his Koreanness in order to be a real American. Moreover, he grasps the significance to be what he is. In Chapter Three, I examine the change of Jiro Kurohata’s attitude toward the issue of ethnic and national identity under the interweaving effect of his traumas and the model minority discourse. During the process of his Bildung, Hata gradually realizes the model minority discourse is nothing but an illusion. It is impossible for him to turn into an American with the help of the discourse. Finally, I make a conclusion in Chapter Four. With the Bildungs of the two protagonists, Chang-rae Lee suggests that Korean/ Asian Americans do not need to lose their ethnic culture due to assimilation. Instead, they should regard “the Korean/ Asian American” as a new identity, a kind of identification that contains two or even more cultures at the same time.

Azerbaijan's complex history has weaved a tapestry of linguistic, cultural, and national identities among Azerbaijanis through centuries of political, social, and linguistic integration. In the current post-Soviet era, this identity is undergoing another period of change, with influences from intra-state ethnic, religious, and sociopolitical institutions as well as from regional and international powers. This article centers on linguistic identity among Azerbaijani youth at three types of schools: Azerbaijani-medium, Russian-medium, and English-medium. The authors seek to discover whether and to what extent the language of instruction in each type of school affects linguistic identity, which in turn has implications for national identity. The article first discusses the existing literature on language and identity in second language acquisition and socio-educational linguistics. It then examines Azerbaijan's linguistic and political history through the lens of the latter framework, as a context for an analysis of the data from surveys and focus groups. The article analyzes the relationship between medium of instruction in school and students' perceptions of language and identification with various language groups, and discusses the findings of a significant correlation between language of instruction and linguistic identity, with its implications for national identity.

After the introduction of teaching foreign languages in primary schools of Uzbekistan, the need arose to optimize and change the content of teaching languages in the school curriculum. Uzbekistan is one of the unique states in which schools with 7 native languages - Uzbek, Russian, Karakalpak, Tajik, Turkmen, Kyrgyz and Kazakh - are officially functioning. This means that young learners begin to study not only their native language, but, along with it, the state language, and then a foreign one. A foreign language becomes the third language for young learners, and even the fourth in some regions of Uzbekistan. That requires extraordinary solutions. For young learners these are difficulties of an interlingual nature and overcoming intralingua interference. In this article the author considers the conditions that can stimulate motivation and interest in learning English, as well as facilitate the educational process as much as possible.

This thesis is concerned with the ways in which language policy, planning and practices shape national and social identity. The research was conducted in the young nation of Timor-Leste, which achieved independence in 2002 after 24 years of illegal occupation by Indonesia. The Constitution of the new republic declared the former colonial language, Portuguese, and the indigenous lingua franca, Tetum, to be co-official languages. English and Indonesian were allocated the special status of working languages. The Constitution also allocated the 15 endogenous languages the status of national languages, to be protected and developed by the State. The thesis is structured around three classic language problems for developing nations, (i) dealing with the legacies of colonialism, (ii) reconstructing national identity, and (iii) managing the language ecology. The thesis is theoretically grounded in the ecology of language paradigm, which is founded on the assumption that languages exist and work in ecological relation to each other. Using multiple methods within an ethnographic design, the thesis provides a qualitative, holistic description and analysis of language policy, planning and practices in their cultural context. Taking a dualistic approach, the thesis studies language policy discourses at the macro (state) level and the micro (community) level. A sociolinguistic profile identifies the features of the language ecology; an historical study highlights the symbolic violence to the East Timorese habitus as a result of four distinct periods of language policy, planning and practice, the consequence of which was the fragmentation and hybridisation of identities. A qualitative analysis of contemporary language policy development discusses the issues and implications of the current trajectory for language policy-making, planning and use. The evolutionary study design culminates in a grounded theory analysis of data collected from 78 participants in semi-structured interviews and focus groups, in an effort to understand the relationships between language dispositions, language policy, and national and social identity. The narratives in the participant discourses were compared to those of official language policy. A key finding is that, while older participants in the research were willing to accept Portuguese as the language of national and international identity, younger participants tended to acknowledge a role for Portuguese as the primary source language for modernising and enriching Tetum and as a language of international communication. The participants were divided in their attitudes towards Indonesian. Older participants saw it as the language of the invader while many younger ones saw it as just another way to communicate. Whilst interest in English was high, it had little capital for the participants as a language of identity. In contrast, across much of the sample, there was deep and enduring loyalty to Tetum as the symbol of national unity and identity. However, negative, disparaging attitudes towards Tetum and doubts about its readiness to function as an official language were also elicited from certain participants. The thesis concludes that this has negative implications for reconstructing social and national identity and for achieving true parity between Portuguese and Tetum in the ecology. The data indicate that linguistic identities in Timor-Leste are multiple, situated and contested, particularly amongst the younger participants. However, the data also show that, in spite of these contestations, there is higher congruity between official and popular language policy discourses than might be expected, given the negative reporting East Timorese language policy has received in the Australian media. The thesis concludes that a more socially accommodating conception of identity would imply stronger efforts to promote respect for Tetum as the language of national unity and identity. This involves promoting it as a language fit for schooling and use in high-status domains. A socially accommodating approach to language planning would also imply a substantive commitment to indigenising literacy and promoting the national languages as symbols of local identity. The thesis presents the case for a consistently maintenance-oriented promotion policy approach that moves beyond mere tolerance and symbolic recognition of the endogenous languages. A language-as-resource ideology and a bottom-up approach to language planning which grants agency and voice to traditionally less powerful social actors and communities are advocated as essential to policy success. This is the first doctoral study of language policy, planning and practices in Timor-Leste. The methodological significance of the thesis lies in its respecification and integration of analytical tools from critical discourse analysis and ethnographic approaches in order to understand the effects of language shift and reform on language communities and their speakers. The theoretical significance of the thesis lies principally in its contribution to a theory of ecological language policy and planning in producing a set of principles for sustainable ecological language management.

The concern on the effective inclusion of indigenous languages in the school curriculum has been central to educational discussions among scholars and stakeholders. It is true that language as a medium of communication is very vital for sustainable growth in any society. However, the level of implementation of the policy of multilingualism in classrooms in Cameroon poses so many pedagogical challenges. While the Government is collaborating with private agencies such as PROPELCA(Cameroon National Language Association) in introducing the teaching of national languages in primary schools, and though the Government through the Ministry of Basic Education has also created an inspectorate in charge of the introduction of indigenous languages in Primary schools, there still exist some resistance from stakeholders to introduce the teaching of native languages in the curriculum of schools despite recommendations made in the 1995 education forum and the provision in article 4 section 5 of the 1998 Education Law. The study argues that, since the introduction of multilingualism as curriculum policy in Cameroon, its implementation is still at the pilot stage. Using the Historical analytic approach, data was collected from primary and secondary sources in establishing the level of use of the curriculum policy of multilingualism as a guide to teaching and learning in schools in Cameroon.

Since assuming the presidency on December 4, 2016, Mirziyoyev has been expediting firm language policy from 2018 to the present in order to further underpin Uzbek"s status as the national language. The Presidential Decree “On Measures to Radically Increase the Prestige and Status of the Uzbek Language as the State Language” and the Draft of “New Law on the State Language of Uzbekistan” were declared in 2019 and 2020 respectively. Upon the declaration, Uzbek politicians, artists, and lawyers who stay in line with the language policy of the Karimov’s government oppose Mirziyoyev"s measures. The Russian government, media, and experts articulate strong concerns to the Uzbek government. Consequently, the status of the Russian language in Uzbekistan matters in pros and cons on Mirziyoyev"s policy. The basic goal of language policy of the Mirziyoyev’s government is to develop Uzbek as the national language that all Uzbek can recognize and to effectively block the use of Russian. However, there has been no conflict among ethnic groups due to thirty-year language problems since the “Law on State Language of the Republic of Uzbekistan” enacted by the Karimov’s government in 1989. The current president is prompting his policy sturdily without considering the realistic status of the Uzbek language and the huge budget for developing the Uzbek language. It is questionable whether or not the language policy pursued by the Mirziyoev regime will be successful and his policy has other intentions. This study aims to reveal the goal of the new language policy under the Mirziyoyev regime by analyzing language policy theory and the realistic status of the Uzbek language. For this, based on the comprehension of the previous studies on the Uzbek language, theories of language policy are explored. Then, the linguistic status and level of the Uzbek language are analyzed with seeing Karimov’s language law through language policy theory. Finally, the realistic linguistic status of the language and the goal of Mirziyoyev’s new language policy are scrutinized.

In 1991 the University of York launched a PGCE course for European Community nationals who wished to train to teach their native language as a foreign language in schools in Britain. This study reports the first cohort of students’ experience of the course. The study highlights some of the adjustment problems faced by such students in coping with English schools and the English education system. It also highlights some of the issues involved in the teaching of foreign languages by native speakers.

The issue of teaching Kyrgyz as a native language in comprehensive schools and teaching in it was again considered at the state level, a multi-year national program for the development of the Kyrgyz language as a native and state language was developed, and according to it, the state subject standard for teaching the Kyrgyz language in comprehensive schools, the curriculum also underwent significant changes and additions. The subject standard and the curriculum set the requirements for an innovative update of the goal and objectives of teaching the Kyrgyz language, content and means, and teaching technology. Such an update, first of all, concerns the content of teaching the Kyrgyz language, and the content was determined on the basis of specially established competencies. In particular, teaching the Kyrgyz language as a native language in secondary schools has become a legal requirement based on linguistic, speech and cultural competencies. There is a need to direct the rich methodological heritage of Professor K. K. Sartbaev to the formation of students' linguistic competence in teaching the Kyrgyz language, to supplement it, improve it and re-develop it in accordance with modern requirements.

Kenya is linguistically diverse with approximately 66 native and 8 non-native languages; out of which 33 are developing, 15 are vigorous, 2 are in trouble and 4 dying. Generally, actively used native languages in Kenya have been on the decline due to a number of forces such as colonisation, globalisation and language policies. This presentation focuses on educational language policy implementation in Kenya and illustrates its effects on the use of “minority languages”. The study establishes that language policies in Kenya are ad hoc declarations that have had negligible impact on the use of native African languages in schools and other formal settings. The policies greatly favor English following the logic of pre-colonial practices of assimilation and exclusion. English and Kiswahili, the regional lingua franca, remain the most prominent languages in formal education, overshadowing over fifty native African languages spoken in Kenya. English continues to be used in classroom and formal settings even in areas where native languages are dominantly spoken. Those who advocate for the use of English view it as a language of science and technology and that which propels one to a higher social status. English is also promoted as a language that helps to ease mobility within and beyond the East African region

The article is devoted to the formation and education of a bi(poly)lingual personality as a social need of modern society. The authors pay special attention to the statistical data of recent years, illustrating the reduction in the number of students studying in their native language in schools in Tuva and Bashkortostan. A sociolinguistic model of the languages functioning in the educational sphere of republics, a characteristic feature of which is multilingualism, is proposed. The authors conclude about the scientific and methodological improvement of language teaching in secondary education: linguodidactic methods and techniques aimed at teaching schoolchildren should help them master the fluency of speech skills in their native language in interaction. One of the effective measures is the organization of multilingual schools, which provide for the creation of a motivating educational environment, the preservation of the national identity, language and residents culture of multi-ethnic regions. Educational institutions of this type need to provide favorable conditions for the multilingual development of creatively developed students who are competitive in various types of activities. As an example, the article describes the experience of a number of multilingual multidisciplinary schools in the Republic of Bashkortostan. In particular, the implementation of this educational model is carried out in two directions: language and information technology. The first direction involves in-depth study of Russian, native and English languages; organization of school subject Olympiads in native and English languages; preparation for international exams in English; organization of language camps. The next direction is based on the study of robotics, programming, 3D modeling, etc. In addition, the authors talk about the need for a well-thought incentive system in teaching the native language, namely a “social order” for a language, according to which a person chooses a means of communication that most contributes to his socialization.