Language Situation Research Articles

МОВНІ ДЕВІАЦІЇ У ПРАКТИЦІ ДОКУМЕНТУВАННЯ ОСОБОВИХ ІМЕН ПРЕДСТАВНИКІВ ПОЛЬСЬКОЇ СПІЛЬНОТИ В УКРАЇНІ НА ПОЧАТКУ ХХІ СТ.

The article is devoted to the analysis of the personal names of representatives of the Polish community of Khmelnytskyi from the point of view of their compliance with the norms of the contemporary Ukrainian literary language. The article considers the main types of linguistic deviations in the personal names records of the representatives of the Polish community of Ukraine at the beginning of the 21st century from the sociolinguistic perspective. Linguistic deviations in contemporary Ukrainian anthroponymy are caused by several reasons, the main of which are Ukrainian-Russian bilingualism, the dominance in the communicative practice of variants of names borrowed from the Russian language, as well as a significant number of borrowed names that do not have an established tradition of reproduction in the Ukrainian language. The connection between the language situation and the occurrence of language deviations in the records of personal names is traced using the example of the Polish community of Khmelnytskyi. The language situation in the Polish community of Khmelnytskyi can be characterized as Ukrainian-Russian-Polish trilingualism. Practices of alternating use of the Ukrainian, Russian, and Polish languages cause the emergence of deviant variants of personal names under the influence of the phonetic standards of the Russian and Polish languages. The correct spelling of the name is influenced by the awareness of the spelling of the Ukrainian language, literacy, language skills, and the nationality of the priest. Catholic priests, who often belong to the Polish nationality, carry out documentation of the personal names from the verbal message of the parents, using the Russian language, which leads to the entry of deviant forms of personal names into official documents. The variability of personal names is determined by the peculiarities of the stylistic use of anthroponyms, colloquial speech, dialectal speech, and regional specificity. A quantitative correlation of normative and deviant variants in records of personal names was determined. The tendencies of the creation of the contemporary naming system of the ethnic minorities of Ukraine under the influence of Ukrainian- Russian bilingualism are analyzed.

Current Media Perspectives on the Norwegian Language. Norwegian, Norsklish or Better English?

"Current media perspectives on the Norwegian language. Norwegian, norsklish or better English? The present paper explores the current situation of the English language used in Norway, as rendered by different articles published by Aftenposten, a Norwegian newspaper of significant circulation. The countries’ English language skills are annually tested, and according to the 2022 Education First’s English Proficiency Index, Norway is ranked number four in the world, with very high skills. Nowadays, English is used in schools, at higher education institutions, at work, but English words are more and more used in Norwegian in everyday life especially by teenagers. This leads to a mixture of English and Norwegian known as norsklish. The newspaper articles present various opinions about the level of English proficiency required in different fields, the influence of norsklish on the language of youth, and even the need for Norwegians to improve their English language skills. The influence of the English language on the speech of different generations in Norway varies, as each generation has had different exposure and experiences with this language. Norwegians are moreover exposed to a wide variety of language variants given the fact that they have two official written norms (Bokmål and Nynorsk) and quite many dialects, which are used in various aspects of the public life. Fields such as research, higher education, international business may be seen as threatened by the use of English mostly because there is a clear lack of terminology in Norwegian. Keywords: Norwegian language, norsklish, bilingualism, Anglicization, media"

LANGUAGE AND NATIONAL IDENTITY BILINGUAL (ON THE BASIS OF THE2022 SURVEY)

Background. Much research has been devoted to the problem of language situation in Ukraine. But in this study it has been analyzed on the basis of the newest sociolinguistic survey in 2022. The article “Language and national identity bilingual (on the basis of the 2022 survey)” deals with the problem of Ukrainians’ attitude to the Ukrainian and Russian languages and their identity. Purpose. The purpose of this paper is to identify the attitude of Ukrainians to the language problems after the war and analyze their thoughts on the Ukrainian and Russian identity and usage Languages within bilingual population. Methods. The research was conducted by analyzing the results of surveys that were distributed among 2005 respondents across the whole country, except for the territories that are out of control of Ukrainian government. Results. Political processes shape the relevant discourses, which, in turn, has an impact on linguistic and national identification. People increasingly call themselves Ukrainians precisely because they live in Ukraine, regardless of their origin, and transfer this civic identity to the category of nationality, which has traditionally been ethnic. The bloody war, which was started by the aggressor-country in Ukraine, influenced the choice of language and national identity of Ukrainians. The results of the survey have shown that bilingualism exist in Ukraine. However, the main problem is that most people do not understand the nature of not only language conflicts but also the political ones. The paper considers the fact that now people do not resist the legislative consolidation of various provisions regarding the Ukrainian language. So the task of Ukrainian language policy is to increase the amount of the Ukrainian language. We can conclude that the Ukrainian language will become the main one in all spheres of communication in the future if society and government understand the essence of language problems and try to force out the Russian language of formal and informal communication. Ukrainians associate the Russian language with the language of the attackers and consider it “toxic”, consciously choosing Ukrainian as their language of communication. As a result, Ukrainian will replace it as it must be the state language. Extralinguistic factors led to changes in the language situation in the country, where the overwhelming majority already understands the need to speak Ukrainian. Axiological and emotional components in the definition of national identity have led to a decline in the status of the Russian language and its low level of influence on the national identification of bilingual citizens of Ukraine.

ЛІНГВОКРАЇНОЗНАВЧА КОМПЕТЕНЦІЯ ПЕРЕКЛАДАЧА

The article considers the definition and components of the concept of translation competence, describes the concept of linguistic and country studies competence as a component of translation competence and describes its components. It is summarized that the modern concept of translation competence is defined as a dynamic combination of knowledge and practical skills to transfer information from one language to another, taking into account the differences between the two language systems, communicative situations and cultures. It is stated that translation competence is multifaceted, contradictory, dynamic and complex. It consists of different types of competences due to the translation types. The linguistic and country competence is one of the important components of translation competence and is defined as a set of socio-cultural information on the history, geography, economy, literature, norms of behavior, traditions, customs and culture realized by the cultural vocabulary of the language. The set of knowledge that forms the linguistic and country competence of a translator is summarized. The main skills that include linguistic and country studies competence are described, including the ability to identify the characteristic historical, geographical, national, and cultural features of the language communities of the country, the ability to operate cultural vocabulary; the ability to analyze dialectal and social variants of the language and describe the language situation. It is stated that linguistic and country studies information is crucial for the formation of translators' professional skills and understanding of the social and cultural significance of their profession in intercultural communication.

INTEGRATED FORMATION OF STUDENTS’ SOCIAL-CULTURAL COMPETENCE DURING FOREIGN LANGUAGE CLASSES IN INSTITUTIONS OF HIGHER EDUCATION

The article reveals the essence of the concept of ‘social-cultural competence’ and specifies its structural components. The peculiarities of the formation of students’ social-cultural competence during foreign language classes have been determined. The essence and expediency of the integrated formation of students’ social-cultural competence during foreign language classes in institutions of higher education has been revealed. The relevance of the study has been determined by the need for intercultural awareness of students for perfect and confident use of language in situations of intercultural communication. The purpose of the article is to reveal the expediency of the integrated formation of students’ social-cultural competence during foreign language classes in institutions of higher education.

Manipulative forms of media language in crisis situations

In the crisis situations that society has been going through lately (pandemics, war), propaganda is very active, which aims to spread some information aimed to convince the receiver, to gain his trust. However, very often, propaganda uses fake news, half-truths, various specific interpretations of events, which can mislead and create distorted images of reality. For this purpose, various lexical-semantic and grammatical means of expression are used. The article analyzes a series of cases of this kind.

Сохранность этнического языка у уральских марийцев

This article presents linguistic biographies of several representatives of the Mari diaspora in the Moscow region, natives of the Sverdlovsk region who took part in the author’s sociolinguistic 2019-21 survey aimed at describing how an ethnic language functions within an internal diaspora. It is assumed that language use is due, among other things, to previous linguistic experience in the locality where one grew up. Thus, part of the survey questionnaire was devoted to language use in intra-family communication, preschool education, school education (language of instruction and language as school subject), and further education. The responses made it possible to establish which channels were used by respondents for learning Mari and Russian, as well as to identify the languages used for interacting with their neighbors in their home area. The data collected in the article is also offered as an attempt to describe the current Mari language situation in areas with a high concentration of Ural Maris in the Krasnoufimsky, Achitsky, Artinsky and Nizhneserginsky districts of the Sverdlovsk region. The author discusses Mari language use in the home and in the educational system. Some common language ideologies that underly family language policy and influence the choice of the language of intra-family interactions are described in detail. A separate section analyzes the dynamics of how the Mari language functions in education according to data obtained in interviews with teachers at local schools. The issues of Mari language-in-culture maintenance and its presence in religious rites are also explored. An important focus of the article is on preserving the ethnic identity of the Mari people residing in the diaspora that was formed in the 16-18th centuries.

The Language Situation In Andorra In The Light Of Epilinguistic Data

The article examines epilinguistic information on the language situation in Andorra within the framework of research dedicated to the ethnography of language policy in this country. Despite the favorable situation for the only official language - Catalan, epilinguistic statements of language policy subjects indicate the expansion of the functionality of the Spanish language through its use “by default” as a language of communication between speakers of different languages, a language of social integration for migrants, a language of private business, and in a number of other spheres.

Linguistic and didactic peculiarities of teaching foreign languages in crisis situations: the experience of Ukrainian higher education institutions

Modern European integration processes highlight the importance of foreign languages in a multicultural society and their effective teaching, accordingly, is one of the priority tasks of the European language policy. However, its implementation is significantly complicated in the crisis Ukraine experiences nowadays. Consequently, it causes a change in approaches to teaching foreign languages and the methods used. One of the preconditions for improvement of the level of foreign language education and coping with crisis situations is the research of best practices in other countries. The purpose of such an investigation is the improvement of this experience and implementation of the best achievements of scholars and practitioners in the branch of linguistic didactics and methodology of teaching foreign languages in the educational process. The aim of this paper is to summarize and systematize the experience of teaching foreign languages in higher education establishments in Ukraine, and to determine its linguistic and didactic peculiarities in crisis situations. The author considers the practice of teaching foreign languages in Ukrainian higher education institutions in crisis situations. Within the period of the investigation, there could be distinguished the covid and war stages. These stages differ in linguistic and didactic features of teaching foreign languages. During the covid period, the teaching of foreign languages was arranged as the active development and teachersʼ acquaintance with online courses characterized by a complete set of goals, content, forms, methods, and means of teaching foreign language communication, setting educational content in accordance with the specific features of “Foreign Language” as an educational component. Whereas during the war period, the teaching of foreign languages in higher education institutions has been done in synchronous, asynchronous, and mixed versions of distance teaching of foreign languages. Linguistic and didactic features of the determined period include the application of flexible approaches to the organization of constructive communication between the participants of the educational process. Moreover, the creation of “situations of success” during the implementation of creative projects has manifested itself as a specific feature of this period. This paper reveals a significant expansion of the teacherʼs didactic repertoire in using digital technologies, depending on their functions (those of training, communication and cooperation, search and information, presentation and research, experimentation, and gamification). As a result, changes in a teacherʼs role as a coach, an Internet moderator, a video tutor, and a facilitator of communication were detected.

A DESCRIPTIVE CONTENT ANALYSIS OF THE TEXTBOOK USED OF ENGLISH FOR SPECIFIC PURPOSE

In English foreign language situations, students rarely have chances to use English outside the classroom, consequently English textbook seems to be the only source by which students receive input and the main material for both teachers and students to rely on as well. Every teacher and student needs textbooks to support their teaching and learning process. A textbook is best seen as a source for achieving aims and objectives that have already been set in terms of learners’ needs. English for a specific purpose (ESP) program is therefore built on an assessment of purposes, needs, and the functions for which English is required. As a matter of fact, ESP assesses needs and integrates motivation, subject matter, and content for the teaching of relevant skills. The objective of the study is (1) to comprehend the term of textbooks, (2) to excavate the growth and definition of English for specific purposes and (3) to comprehend the textbook of English for specific purposes. The criteria lists of textbook authors have to be an expert, they have to give examples that relate to the student’s own experiences. The list of activities to be carried out the aims which providing criteria, guidelines, and recommendations. In conclusion, the Textbook of English for specific purposes the most important aspect for teachers to try to engage students with the content they are going to be dealing with. In this case, the authors could take the example of the book, entitled “English for Careers, Tourism 2” by Robin Walker and Keith Harding to make the explanation clearly.

Formation of Ethnic Identity of Mari People in Absence of Single Mari Literary Language

This study is devoted to the history of the formation of the ethnic identity of the Mari people in the Republic of Mari El. Particular attention is paid to the changes in the identification of Mari, which occurred in direct proportion to extralinguistic factors. The question of the role of language, confessional affiliation, historical past, relations with nature and mythological symbols that characterize the modern ethnic Mari identity is considered. The importance of the demographic imbalance in the Republic, which played the most significant role in shaping the character of the Mari, is emphasized. The relevance of the study is due to the increased interest of science in recent decades in the topic of ethnic and Russian identity. The identity of the Mari people has not been previously studied by the author of this work, although many problems of Mari El have been analyzed and described in detail: the language situation in different time periods, language policy, the legislative framework regarding languages and the education system, the history of the Mari literary language, its writing and a number of other sociolinguistic aspects. Unlike articles by other authors on the topic of Mari identity, the novelty of this work lies in the fact that for the first time the identity is shown in the process of formation, from antiquity to the present day. A characteristic of the identity of the Mari people, formed under the influence of a variety of factors, is compiled.

Peculiarities of Linguistic Situation of Multinational Guiana

The analysis of the sociolinguistic situation in Guiana, an overseas department and a region of France is presented in the article. The history of the settlement of this territory by speakers of different languages is considered. An overview of the demolinguistic situation in the region is presented, statistical data of the latest population censuses are given. A review and analysis of the results of anthropological, linguistic and sociolinguistic surveys conducted by French scientists in Guiana at the end of the 20th and the first decades of the 21st centuries is made. The novelty of the study is seen in the fact that the linguistic situation is considered simultaneously with the analysis of existing laws on languages, since only adopted laws can allow members of the linguistic community to assert and protect their rights. Particular attention is paid to the use of the Guianan Creole and French languages in various social and communicative areas: in the institutions of executive power, in the main area of the functioning of the language — the education system, in the areas of trade and the media. The relevance of the article is due to the special attention of the Russian and world community to the language situation and the solution of language problems in multi-ethnic states, as well as to the preservation of indigenous languages.

Design and Application of Intelligent Classroom for English Language and Literature Based on Artificial Intelligence Technology

ABSTRACT The phenomenon of economic globalization has led to a greater intermingling of economy and culture, which has brought about new demands for innovative talent cultivation in universities. To meet these demands, universities need to cultivate more students with high language ability who are capable of communicating and exchanging ideas between different cultures. This requires universities to innovate their language cultivation programs and improve students’ language ability and cultural literacy. The cultivation of international language ability, particularly in English language and literature, plays a vital role in enhancing students’ comprehensive language literacy. However, traditional teaching methods have been found to be less effective in achieving desired learning outcomes. As such, there is a need to adopt more innovative teaching methods that stimulate students’ interest in learning and facilitate their experience of English language and literature in authentic cultural contexts. One promising approach to achieve these objectives is through the integration of smart classroom teaching and artificial intelligence (AI) technology. This approach offers a range of benefits, including personalized learning experiences, real-time feedback, and interactive engagement. Furthermore, the application of AI technology can assist teachers in guiding students to experience the cultural background of English language and literature in English situations, helping students to exercise their English language application skills. This paper proposes a method and application assessment for designing a smart classroom for English language and literature based on AI technology. The primary aim of this approach is to help students become familiar with the English context and cultural background, thereby improving their overall language proficiency. The proposed approach seeks to facilitate a more engaging and effective learning experience for students, allowing them to develop their language skills and cultural literacy in a meaningful and impactful way.

Inheritance of Local Languages as the First Language of Children in Tapung Hilir

Multiethnic and multilingual demographic composition influences the use of language in the family. The first language received by children under five in the family is closely related to the inheritance of local languages. This research is focused on the problem of inheritance of the local language —the Tapung Malay dialect (TMD) — in Tapung Hilir by identifying the first language of native children under five, the reasons parents/families choose that first language, and its relation to the process of inheritance of the local language. This research uses the case study method with data collection techniques through in-depth interviews, observation, and focus group discussions. Data analysis was carried out by reducing, categorizing, analyzing, interpreting, and concluding research results. The research results show that (1) only 4.5% of families teach local languages as the first language for children under five; 88.5% teach Indonesian; and another 7% teach Indonesian and local languages, (2) the percentage of reasons parents (families) use Indonesian in interacting with children under five seems more prestigious/classy by 56%, so that children can socialize easily in a heterogeneous environment by 23%, preparing children towards schooling by 18%, and other reasons by 3%, and (3) language attitudes and local language competence of children and adolescents who speak Indonesian for the first time can be described as follows: shy of speaking the local language, not motivated to be proficient in the local language, the majority not fluent in local languages, the majority do not understand local language rules, and the majority do not know the extralinguistic elements of local languages. The process of inheritance of local languages is considered weak because there is no strong effort to pass on local languages to the next generation and the weakening of the use of local languages in various situations. One area of language use that is still strong enough to use local languages is the realm of customs.

Языковая политика Швейцарии в условиях федерализма

Modern plural societies characterized by ethno-cultural diversity are forming demand for effective balance of inter-group relations. The institutionalization of language policy is becoming the way of inter-ethnic relations regulation. The problem of language policy implementation is the relevance in modern European federations, the boundaries of which are overlap on the boundaries of the linguistic communities’ residence. In such cases the language policy of the federal center includes the impact on the federal and regional authorities’ relations. Switzerland is the research interest as one of the most decentralized federations in Europe. The compact residence of four linguistic communities’ impact on the institutional foundations of the federal structure. The existing interaction of models between central authorities and cantons requires consideration as a tool for normalizing and influencing relations in plural societies. In this article the authors consider the influence of federalism and federal principles on development of language policy. The article reveals the regulatory framework of Swiss federalism, its institutional foundations, which impact on regulation of the language regime, both at the federal and regional levels. Based on the statistical data, an assessment is made of the language situations in the monolingual and bilingual cantons. The authors capture the main principles of the Swiss language regime. The principles of equality of languages, free language choice for the regions and the formal consolidation of languages’ territoriality as the basis for the stability of the Swiss model of federalism. It is concluded that federalism observed the harmonization of the language situation due to division of federal and regional powers.

Georgian and Language Competition in the Diaspora (Emigrant community)

At the End of the XXth and at the beginning of the XXIst Century the population of Georgia has decreased by  9,1% . This decrease has been influenced by demographic processes as well as by those connected with long-term emigration. In terms of numbers, the largest emigration occurred bertween 2003  and 2010 when approximately 1,5 mln people left Georgia. Emigration has decreased in recent years; however, every year several tens of thousands of Georgian nationals leave Georgia. For an extended period of time  Georgia lacked any systematic studies grounded in statistics regarding the lives of those Georgian nationals who had emigrated; however, in recent years, the  number of researchers studying the Georgian Diaspora continues to extand. One of the most extensive studies devoted to researching the life of the diaspora is the study the Georgia’s emigrant communities: national identity, translational relationships and the politics of the diaspora, which has conducted in 2014-2016 by a research group from the Ministry of Foreign affairs of Georgia. The Georgian languuage situation in the diaspora is analyzed based on the statistics from this study. The Georgian language is one of the fundamental components of Georgiam national identity and to which special attention is devoded in language policy as well as in planning documents relating to the diaspora and remigration policies.  We have not yet sound such a policy system  on official Websites. How does knowledge and use of Georgian change after moving out of Georgia? How is it influenced by competition with other languages? What importance is given by parents to their children’s Georgian language profocoency and its maintenance? How is Georguan maintained when living outside of Georgia? Answers to these questions are given in this article based on the most extensive and multifaceted survey data of emigrants from Georgia available to date. At the same time, in order to give a deeper interpretation of particular aspects characterizing the Diaspora Georgian language situation, qualitative data are utilized in this study: from 90 in- depth interviews from five different countries – RussianFederation (25), Ukrtaine (30), Azerbaijan (30), Italy (15), USA (25) along with 25 interviews with remigrants (Georgian nationals who have returned to Georgia after a number of years spent as emigrants. In the interviews, emigrants and remigrants discussed the experience of Georgian language use outside of Georgia, and Georgian Language weekend school activities, including participation in these. They also discuss the support necessary for regaining Georgian language proficiency and further developing this profocoency after their return to Georgia.

The value of multilingualism for sustainable development: a case study of languages in Australia

ABSTRACT This paper forwards the notion that languages are an important resource for sustainable development for modern societies. Informed by theories from both sociolinguistics and language economics on the value of language skills, it is suggested that language(s) have different kinds of value in multilingual societies. Sociolinguists often emphasize the value languages have to their speakers and highlight the importance of social justice and equality between languages. Language economists argue that proficiencies in languages other than the dominant language are a form of human capital that can have a range of direct or indirect benefits. In language economics this is captured by the concepts of non-market and market value. Based on the example of the situation of languages in Australia, this paper argues that migration-induced multilingualism deserves more substantial support from both perspectives. Employing a theory-generating approach, this paper argues that multilingualism forms an important addition to Australia’s human capital. For sustainable development, both on economic and social levels, it appears necessary to maintain and support languages in order to enable the country to cater for present and future linguistic needs. These linguistic needs include job market demands, but extend to other aspects of social participation and cohesion.

Innovative reform strategy of Chinese language and literature education practice for college students based on information fusion technology

Abstract With the rapid development and updating of information technology and the gradual increase of economic and social influence, the Chinese language, as an important discipline in China’s higher education, has undergone a great transformation in its teaching conditions and teaching environment in the information age. To obtain more reliable information and better reform and innovation, this paper analyzes the machine model established based on information fusion and investigates the employment situation of Chinese language and literature graduates in university colleges and universities in the past five years to analyze the improvement of employment under the information fusion model establishment. The results show that the teaching process of Chinese language and literature can be well optimized through the machine learning model and is no longer homogeneous compared with the traditional teaching process of Chinese language and literature. The information fusion model can provide a certain degree of help in the employment of students in this major. Therefore, the introduction of information fusion technology is indispensable in the process of reform and innovation of the Chinese language and literature, and schools should also increase relevant courses and policies to encourage college students to actively cooperate with the reform and practice process.

Kul'turnaya adaptaciya pri hudozhestvennom perevode (na primere russkoyazychnogo perevoda romana Cyan' Chzhunshu «Osazhdennaya krepost'»)

Culture plays an important role in the goal that literary translation pursues, namely, aesthetic representation. This article uses the concept of cultural adaptation in the theory of translation adaptation, defines cultural adaptation as a transformation or rewriting at the cultural level of the source text in translation in order to fit the linguistic and cultural situation in the target language, and uses the example of the Russian translation of the novel “Fortress Besieged” by famous Chinese writer Qian Zhongshu to analyze various operations of cultural adaptation in the work in terms of both transformation and rewriting in translation.

Less than a Lingua franca but more than just ‘any other language’: conceptualising German in the Baltic States as ‘additional language of society’

ABSTRACT This paper discusses contemporary societal roles of German in the Baltic states (Latvia, Estonia, Lithuania). Speaker and learner statistics and a summary of sociolinguistic research (Linguistic Landscapes, language learning motivation, language policies, international roles of languages) suggest that German has by far fewer speakers and functions than the national languages, English, and Russian, and it is not a dominant language in the contemporary Baltics anymore. However, German is ahead of ‘any other language’ in terms of users and societal roles as a frequent language in education, of economic relations, as a historical lingua franca, and a language of traditional and new minorities. Highly diverse groups of users and language policy actors form a ‘coalition of interested parties’ which creates niches which guarantee German a frequent use. In the light of the abundance of its functions, the paper suggests the concept ‘additional language of society’ for a variety such as German in the Baltics – since there seems to be no adequate alternative labelling which would do justice to all societal roles. The paper argues that this concept may also be used for languages in similar societal situations and, not least, be useful in language marketing and the promotion of multilingualism.