Linguistic Conflict Research Articles

Nacionalismo y lengua: los judíos ashkenazitas en México, 1940-1950

This study understands the social process as a permanent construction of the world through the creation of identities. The analysis examines the power conflicts expressed in apparently non-political areas, such as the struggle between languages, in this case, between the sister languages Yiddish and Hebrew. This exemplifies how linguistic conflicts in the Jewish community in Mexico reveal certain groups' intentions of legitimizing and imposing their power vis-a-vis others. Once these intentions have materialized, relations of superiority and inferiority are established, regardless of the fact that on occasions, outbreaks of resistance occur within the group. The article concludes with a presentation of the process that has determined the new spaces of identity

The Ruthenian School Revolt of 1913: Linguistic and Cultural Conflict in Alberta

The Ruthenian School Revolt of 1913: Linguistic and Cultural Conflict in Alberta

Review of Posner & Green (1993): Trends in Romance Linguistics and Philology. Volume 5: Bilingualism and Linguistic Conflict in Romance

Review of Posner &amp; Green (1993): Trends in Romance Linguistics and Philology. <i>Volume 5:</i> Bilingualism and Linguistic Conflict in Romance

Review. Trends in Romance Linguistics and Philology. Vol. 5. Bilingualism and Linguistic Conflict in Romance. Posner, Rebecca and John N. Green (eds)

Journal Article REVIEWS Get access Trends in Romance Linguistics and Philology. Volume 5: Bilingualism and Linguistic Conflict in Romance. Edited by REBECCA POSNER and JOHN N. GREEN. (Trends in Linguistics. Studies and Monographs, 71). Berlin—New York, Mouton de Gruyter, 1993. x + 630 pp. Hb DM 228. MARTIN HARRIS MARTIN HARRIS UNIVERSITY OF MANCHESTER Search for other works by this author on: Oxford Academic Google Scholar French Studies, Volume XLIX, Issue 4, October 1995, Pages 498–499, https://doi.org/10.1093/fs/XLIX.4.498 Published: 01 October 1995

Trends in Romance Linguistics and Philology, Vol. 5: Bilingualism and Linguistic Conflict in Romance

Trends in Romance Linguistics and Philology, Vol. 5: Bilingualism and Linguistic Conflict in Romance

Nationalisme et parlementarisme : La percée complexe du nationalisme flamand au Parlement belge (1873-1914)

This article is related with the linguistic conflict in Belgium and the role of the parties and parties factions in the Parliament during the period 1873-1914. As a contribution to the history of the belgian Parliament, it illustrates the way the flemish claims for more autonomy were transformed in complex agreements in which non-linguistic matters, related to the system of cleavages of the belgian society, somestimes played a crucial role.

Die Orthographie-Debatte im &lt;i&gt;Diario de Barcelona&lt;/i&gt; 1796 und ihr soziolinguistisches Umfeld

Catalan linguistic historiography applies the categories of "linguistic conflict", which are quite useful for describing the current situation, also to the pre-Renaissance period. This period, still aristocratic, nevertheless shows a very different sociolinguistic structure, generally characterized by the absence of awareness of a linguistic conflict. The controversy over Catalan spelling that took place in the Diario de Barcelona in 1796 therefore seems more like the creation of a literary genre with the aim of distracting the public than a serious discussion. However, there are two linguistic attitudes that are typical of the time, as evidenced by the comparison with other documents: on the one hand “happy bilingualism” which, despite using the Castilian language, expresses esteem for Catalan and its philological tradition and, by doing so, rejects the process of Catalan being substituted by Spanish; and, on the other hand, a "frustrated" position that recognizes this process without having the means (yet) for a defence of Catalan. For both positions, Spanish is the point of reference and essential as a language of culture. At the end of the 18th century, a specific Catalan identity shows up, which continues to use Castilian as means of expression. Catalan, however, is still being written, a very important factor for the Renaixença. Now, under different sociolinguistic conditions, language has truly become the subject of public conflict.

Family, Children, and School

Much is said today about the urgent need for school reform. At least as much is noted about the changing nature of the family, its frequent instability, and the poverty of families headed by women. Innumerable children and teenagers are said to be involved in drugs, violent behavior, or premature sexual relations. To these concerns must be added the linguistic limitations and cultural conflicts encountered by migrant or recent immigrant families and their children in the United States, as well as in Europe.

The principles of territoriality and personality in the solution of linguistic conflicts

Abstract This paper examines the competing principles of territoriality and personality as key concepts in the provision of language‐related services and rights in multilingual societies. Drawing on recent legislative and sociopolitical change in Belgium, Quebec and Canada we examine to what extent the adoption of such principles actually increases or neutralises language‐related conflict. We argue that sensitive application of certain territorially‐derived language planning policies can lead to a reduction in conflict and reassure threatened linguistic minorities that their rights can be guaranteed within a multilingual political framework. We also argue for a closer liaison between language contact researchers and geographers, particularly in applied language planning policy‐formulation.

Discourse strategies in francophone African literary works

Abstract In multilingual contexts such as those found in Africa, ethnic conflicts have played a major role in human relations, and have often led to linguistic conflicts. The resulting situation has made it difficult to implement local languages as national and official languages. During colonisation, these linguistic problems were usually solved by adopting European languages as vehicles of communication among linguistically and culturally diverse peoples. In this paper, it will be shown that the cross‐cultural use of French has resulted in creative linguistic and stylistic modifications reflecting the sensibilities, inherited cultural patterns, and disposition of its users. Accordingly, new linguistic varieties of French have unfolded throughout the francophone world in Africa. The native speakers’ common reaction to texts created in African varieties of French has been puzzlement, alarm, indignation, mockery, and the like. Using texts from novels written by francophone African writers, it will be shown that these reactions have ensued from linguistic processes known as grammatical deviations, non‐native lexicalisation, and non‐native style features. This paper also shows that in the African context, French is acquired in the socio‐cultural and intellectual context of Africa and not the Christian, Franco‐European intellectual milieu of the native varieties. As a consequence, new discourse strategies that express the beliefs, values, experiences, and knowledge gained in the African setting have developed. Given that these discourse texts are intended for an African audience, African authors who write in French are directly or indirectly compelled to use varieties that serve as the basis of daily linguistic input in most communicative interactions. Finally, it will be shown that readers of francophone African literary work must consequently develop the textual competence for these varieties. This competence, according to Y. Kachru (1987), involves three types of knowledge: the knowledge of the linguistic characteristics of African varieties of French; the familiarity with the experiences, expectations, beliefs, values, and knowledge of the African people; and the knowledge of text types in African literature.

A Sociolinguistic Phenomenon and its Illustration in the Early Linguistic Evolution of D.H. Lawrence

Labov introduced the term lame to refer to isolated individuals on the fringes of vernacular culture. Their linguistic behaviour does not conform to the norms imposed by the vernacular. Social network theory has provided a valuable insight into why individual speakers use vernacular forms with greater or less consistency. In this paper we will argue that D. H. Lawrence experienced the linguistic and ideological conflict of a lame, hovering between loyalties to two different codes, as a result of contradictory influences from his working-class father and his middle-class mother. Feeling an alien in his own community, he finally emerged as the intellectual declassé.

The "Official English" Movement and the Symbolic Politics of Language in the United States

neous nations in the world, linguistically it is one of the most homogeneous (Thernstrom 1980). Nevertheless, in recent years policy has sparked political conflict in many states and localities as demands for bilingual government services have provoked concern about the continued primacy of This article explores elite and mass reactions to the ongoing confrontation between language rights and official English and reveals a significant gulf between the positions of opinion leaders and ordinary voters. As in the case of the tax revolt, the initiative process is the device that has allowed populist sentiment in favor of official English to prevail over elite opposition. Our main purposes are to identify the social and political conditions that have stimulated linguistic conflict and to determine the motivational bases for the mass appeal of official English. We argue that for most members of the majority group in the United States the tangible personal costs and benefits of bilingual government services or official English are neither clear nor substantial. On the other hand, challenges to the of one's typically engage deep-seated feelings about national identity and group worth (Horowitz 1985; Edwards 1985). With this in mind, we employ the familiar conceptual distinctions between economic and status politics (Gusfield 1963) and self-interest and symbolic politics (Sears, Tyler, Lau, and Allen 1980; Sears and Citrin 1985) to explore the sources of public opinion on issues.

Edició i estudi d'alguns poemes catalans en un manuscrit de Don Francesc de la Torre i Sebil

The work of Francesc de la Torre is positioned in the baroque context, in the junction between linguistic conflict and literary language configuration. Kenneth Brown and Vicent Escarti edit ten unpublished Catalan poems of this author included in a miscellany manuscript. A brief study of the literary atmosphere and the significance of these texts is included.

The History of Literacy in Spain: Evolution, Traits, and Questions

Compared to other European countries, one of the characteristic features of the expansion of literacy in Spain since 1500 has been the lack of firm and sustained religious, political, and ideological goals for its promotion and support. Also, the advancement of literacy in Spain has been much more dependent than elsewhere on schooling and on urbanization through migration from rural areas. Therefore, an analysis of literacy in Spain will be of special interest because of the contrast it provides to the countries of central and northern Europe and because of the opportunities it offers for an examination of the relative roles of central and local governments and of the Catholic church. Moreover, as Spain is a country with both a rich oral tradition and a significant written literature, we can investigate the complex and peculiar relationships between orality and literacy, between oral and written languages and cultures. And, in a region noted for its linguistic complexity, this analysis can be combined with a study of the clashes and interactions between two or more oral and/or written languages (Latin, Hebrew, Arabic, Castilian, Catalan, Basque, Galician), the development of literacy in one or more of them, and their uses in the family, religious, administrative, and school domains. As this latter issue of linguistic conflict is much too complicated for a short article, it will not be discussed here.

Bilingualism and Diglossia in the Canadian Eastern Arctic

In the Eastern Arctic the Inuktitut language is as strong as it has ever been in terms of public recognition. But there are some reasons for concern: code-switching, subtractive bilingualism, etc. This article addresses this apparent contradiction by explaining the current language situation as a linguistic conflict. The social history of the Arctic has induced a basic inequality between English, the dominant speech form, and Inuktitut. This situation, called diglossia, entails a gradual loss of the native language among the younger generations. The study of a sample of Inuit students shows that Inuktitut is still the preferred language for addressing one's parents, but it is much less so, especially in the Baffin region, with siblings and friends. It is argued that only a change in the social and political conditions of the Inuit could reverse this trend. Key words: Inuktitut, language (Inuit), bilingualism, diglossia, Eastern Arctic

Language contact means language conflict

Abstract Conflict plays a role in many social sciences. Linguistically, conflict between different ethnic groups often results from language contact. Problems viewed as political, economic or sociological in nature are often actually rooted in linguistic conflict. In the literature, however, contact has overshadowed conflict. In addition, the emphasis in contact research has traditionally focussed on closed, homogeneous groups rather than on urban industrial societies in which social and linguistic conflict are important factors. Language contact and conflict are seen as interdependently related elements applicable both to individuals and to language communities, yet these phenomena occur only between speakers of languages, not between languages per se. This overview describes the characteristics of language conflict and looks at the areas of emphasis in the literature, including multilingualism and linguistic identity, glottophagia and minority/majority relations, the danger of reliance on language censu...

Linguistic Conflict in Catalonia

RESUMO Lingva konflikto en Katalunio La kataluna lingvo en Hispanio en la periodo post la epoko de Franco atingis ofi-cialan juran rekonon, kaj preskaǔ ciuj politikaj fortoj en la aǔtonoma regiono Katalunio favoras la kreskantan oficialan kaj čiutagan uzadon de la kataluna—projekto, kiun la katalunoj nomas "lingva normaligo." La demando plej perpleksiga al socilingvistoj estas tio, ĉu la normaliga projekto sukcesos? Plej multaj esploristoj, fronte al tiu demando, koncentriĝas je la "sintenoj" de la homoj al la lingvo aǔ je la sociaj "normoj," kiuj indikas kiun lingvon uzi en kiuj cirkonstancoj. Tiu ĉi artikolo uzas alian aliron. Ĝi esploras "normaligon" el ludteoria perspektivo, en kiu strategia interago estas la ĉefa determinanto de lingvotransiro, pli ol simplaj normoj aǔ sintenoj. El tiu perspektivo, oni trovas, ke la lingva asimiliĝo de enmigrintoj, kiuj ne parolas la katalunan, estas malpli problema ol oni nuntempe opinias, kaj ke la interesokonflikto inter la indiĝenaj katalunoj estas pli severa ol oni nuntempe kredas. Interesokonfliktoj inter Madrido kaj Katalunio estas ankaǔ analizitaj, kiel ankaǔ tiuj inter la Generalitat (la aǔtonoma registaro de Katalunio) kaj la komunumoj de enmigrintoj al Katalunio. RESUM Conflicte Llingiiistic a Catalunya A l'Espanya post franquista, la llengua catalana ha aconseguit un status legal official, i pràcticament totes les forces polítiques de la regió autonòmica catalana afovoreixen el seu us creixent, tant oficialment com en la vida diària—un projecte que els catalans anomenen "normalització lingüística." La questió que més ha preocupat als sociolin-güistes es fins a quin punt el projecte de normalització serà un exit. A fi de contestar aquesta questió, la majoria d'investigadors, es centren bé en les "normes" socials que fan referencia a quina llengua s'ha de fer servir en cada contexte determinat. Aquest article prén un enfoc diferent. Examina la "normalització" desde una perspectiva de teoría de jocs, en la qual la interacció estratègica és la que determina el canvi d'una llengua a l'altre, més que no pas les normes senzilles o les actituds. Desde aquesta perspectiva, es troba que la assimilació llingüística dels immigrants que no parlen català es un problema menys important del que normalment es pensa i que el conflicte d'in-terès entre els catalans autòctons és més fort del que es creu normalment. L'article també analitza els conflictes entre Madrid i Catalunya, i els que existeixen entre la Generalitat (el govern autònom de Catalunya) i les comunitats d'immigrants a Catalunya.

The politics of benign neglect: education, public policy, and the mediation of linguistic conflict in Wales

<b>The politics of benign neglect: education, public policy, and the mediation of linguistic conflict in Wales</b>

Teaching and the Routes to Learning a Second Language

ABSTRACT Research in second language acquisition supports the notion that learners must have access to meaningful language (Sorenson, 24; Newmark, 15; Krashen, 13). In addition, Piagetian research in intellectual development indicates that learning is an active process of “constructing” knowledge and that there are three basic routes to knowledge: (1) the “perception” of data, (2) “action” with the data, and finally (3) a “conceptual” route consisting of formulas or generalizations about the data (Duckworth, 3). Many language teachers rely mainly on the third route; that is, they teach “correct” forms or generalizations about language and neglect to foster the use and interconnection of the other two routes.In this essay, I present data from observations of two different ESL classes. In one of the classes, the teacher uses a “prescriptive” approach and demands linguistic accuracy from the students at all times. By contrast, in the other class observed, the teacher's role is to motivate the need in the students to constantly use the language in order to share ideas about topics of immediate concern or vital interest. In this setting, students are expected to take risks, err and “construct” language. Much of this “building of language” takes place when students resolve linguistic conflicts which occur in their attempts to understand and make themselves understood. I examine the two classes in light of Piagetian research concerning the routes to knowledge and conclude by supporting the methods used in the latter class because they adequately interassociate the three routes to knowledge and help the students move beyond their current levels of linguistic development.

Sustitución lingüística en las comunidades de habla alicantinas

The specific objective of this analysis is to provide a critical revision of the hypotheses and evaluations reached up to the present on linguistic conflict in Alicante, starting from an appraisal of the findings of a recent survey (Molla, Alpera, Gimeno ef al., 1985). The study of language maintenance and language shift is used in an attempt to determine the current sociolinguistic situation of the Alicante speech communities. In this particular instance, we have studied three dimensions of the above-mentioned conflict: 1) multilectism, 2) language shift from Valencian in economic relations, and 3) negative linguistic attitudes towards Valencian. Among other conclusions, we may say that the type of language preference pattern ¡n the Alicante speech communities is the «outgroup preference», in which speakers of both varieties (Castilian and Catalan) acknowledge the superiority of the dominant group's language variety (standard Castilian) both with regard to social power and to group solidarity values.