Linguistic Identity Research Articles

البُعد الإسلامي في الهويّة الوطنيّة للغة الماليزيّة

The spread of Islam in the Malay Archipelago has a significant impact on social change and the development of the Malay language, which is one of the languages spoken in the archipelago at this time. It is a global language that plays a major role in the spread of Islam in Malaysia and the neighboring countries of the archipelago. As for the Arabic language and the Malay language, they have the same position in linguistic communication. As this presence in language contact provides a balance between the two languages; which leads to exchange and interaction between them; As for the linguistic identity, it also has a role in uniting the different ethnicities in Malaysia through the Malay language. This study will follow the descriptive and analytical approach. The study aims to clarify the concept of national identity and its connection with the spirit of belonging, with the characteristics and features that it represents that distinguish Malaysians from their different ethnicities from other neighboring countries. Therefore, Malaysians show their personal characteristics as Malaysian citizens, to reflect the civilized image of Malaysia. In addition, this paper shows the influence of Islam on the development of the Malay language and the influence of the Islamic dimension from several aspects, including writing, translation, education, and borrowed Arabic vocabulary in the Malay language in the religious aspect. This made the Malay language carry Islamic dimensions in it, which led to a change in the Malaysian people's view of life and helped to unify them through the national identity from the linguistic side according to the Islamic point of view.

When the second language becomes the first: family language policies in Polish return migrant families from English-speaking countries

ABSTRACT The study focuses on Polish families returning from migration to English-speaking countries and their family language policies in a language-shift situation. It aims to discover what language(s) parents and children associate their identities with and how they navigate through their development. The data for the project comes from content analysis of 4 interviews with selected families. The results show a discrepancy between parental ideologies and their adolescent children’s linguistic identities. While parents aim to maintain and develop the heritage language, Polish, abroad and on return, the children’s primary identity is associated with English, which causes their difficulties in reintegration into the Polish school environment on return. Additionally, the age of return matters: young adolescents (aged 10-15) continue to seek ties with English-speaking communities and plan to return to the country of their childhood while younger children (their siblings) who returned at the time of onset of Polish school time managed to adapt to the new situation. The study’s findings should be relevant to parents, teachers and psychologists who wish to aid the children in developing harmonious bilingualism.

COMPARISON OF THE POSTCOLONIAL ELEMENTS IN THE ARROW OF GOD AND ITS TURKISH TRANSLATION WITHIN THE SCOPE OF VENUTI’S FOREIGNIZATION STRATEGY

Postcolonial literature has emerged as a significant field in recent decades, sparking exploration across various disciplines, notably in translation studies. Translation within the context of postcolonial literature involves assessing decisions made in the light of resistance against colonial cultural impositions. This has led to the development of postcolonial translation as a burgeoning area within translation studies. Chinua Achebe, a pivotal figure in postcolonial literature, has produced seminal works characterized by linguistic elements that challenge conventional norms, deliberately incorporating the "foreign" elements within ostensibly "fully English" texts. This essay primarily aims to examine the foreignization strategy proposed by Lawrence Venuti by comparing original texts with their Turkish translations, particularly those by Nazan Arıbaş Erbil. Through this analysis, the extent to which Erbil's translations maintain the foreignizing effect of the original texts will be explored. By scrutinizing linguistic decisions within the context of postcolonial literature and translation, this study seeks to shed light on the complexities and nuances of cross-cultural communication and the preservation of linguistic identity in translated works. Ultimately, the research aims to provide a deeper understanding of the translator's role in postcolonial literature and the implications of their decisions on cross-cultural communication and the preservation of linguistic identity in order to ensure an awareness.

Pragmatic Study of Discourse Markers in Scientific and Non Scientific Academic Articles

In the tricky landscape of instructional writing, discourse markers serve as pivotal linguistic equipment, guiding readers via complicated arguments and making sure logical drift. This research embarked on a complete exploration of discourse markers throughout clinical and non-medical genres. Through a comparative analysis, awesome styles in the frequency and distribution of these markers emerged, reflecting the specific epistemological and methodological underpinnings of every genre. The have a look at similarly delved into the practical roles of those markers, highlighting their contribution to coherence, argumentative shape, and universal readability. The examination of interdisciplinary articles discovered a completely unique linguistic identification, emphasizing the complexity of melding conventions from more than one disciplines. The findings no longer most effective shed light on the pragmatic software of discourse markers however also underscore their significance in educational writing pedagogy.

Neural correlates of phonetic categorization under auditory (phoneme) and visual (grapheme) modalities.

We tested whether the neural mechanisms of phonetic categorization are specific to speech sounds or generalize to graphemes (i.e., visual letters) of the same phonetic label. Given that linguistic experience shapes categorical processing, and letter-speech sound matching plays a crucial role during early reading acquisition, we hypothesized sound phoneme and visual grapheme tokens representing the same linguistic identity might recruit common neural substrates, despite originating from different sensory modalities. Behavioral and neuroelectric brain responses (ERPs) were acquired as participants categorized stimuli from sound (phoneme) and homologous letter (grapheme) continua each spanning a /da/ - /ga/ gradient. Behaviorally, listeners were faster and showed stronger categorization of phoneme compared to graphemes. At the neural level, multidimensional scaling of the EEG revealed responses self-organized in a categorial fashion such that tokens clustered within their respective modality beginning ∼150-250 ms after stimulus onset. Source-resolved ERPs further revealed modality-specific and overlapping brain regions supporting phonetic categorization. Left inferior frontal gyrus and auditory cortex showed stronger responses for sound category members compared to phonetically ambiguous tokens, whereas early visual cortices paralleled this categorical organization for graphemes. Auditory and visual categorization also recruited common visual association areas in extrastriate cortex but in opposite hemispheres (auditory = left; visual=right). Our findings reveal both auditory and visual sensory cortex supports categorical organization for phonetic labels within their respective modalities. However, a partial overlap in phoneme and grapheme processing among occipital brain areas implies the presence of an isomorphic, domain-general mapping for phonetic categories in dorsal visual system.

The making of the “transitional generation”: language politics, writing diaspora and strategic integration of Chinese students in post-war Australia

PurposeThis article explores the overlooked experiences of Chinese students in Australia from the White Australia Policy era to the post-war period. It argues that the emerging post-war transitional generation faced racial discrimination and geopolitical challenges, leading to the establishment of student societies and collaborations with religious groups and NGOs. Through writing and publishing in the 1950s and 1960s, they challenged rigid ethnic identities, shaping their ethnic identities, national belonging, language practices, and community involvement amidst historical contexts. Their narratives vividly depict a generational awakening, highlighting complex processes of integration and acculturation into a new societal landscape.Design/methodology/approachThis paper employs historical discourse analysis using Chinese student magazines and bilingual archives to explore language and identity evolution among Chinese students in 1950s’ and 1960s’ Australia. It contextualizes ethnic, cultural, and linguistic identity transformations and examines how language politics and diaspora writings shaped integration strategies. The study highlights education and language politics' transformative roles in redefining cultural belonging and fostering community cohesion within the diaspora amid shifting socio-political contexts.FindingsThe findings of this study reveal that the concept of the “transitional generation” highlights integration as a dynamic process involving ongoing dialogue, identity negotiation through language, and the redefinition of cultural boundaries. Through analysis of three student-centered magazines – Murhun, Asiana and East Wind – it becomes evident how Chinese students in Australia navigated ethnic, cultural and linguistic identities. Murhun used bilingual content to strengthen solidarity and political engagement among Chinese readers, while Asiana employed English to connect Asian students with Australian society and globally. East Wind facilitated a diverse expression of identity, challenging singular notions of “Chineseness” and promoting cultural integration. These insights reflect a transformative period where Chinese students reshaped their historical position, fostering autonomy and challenging stereotypes like “Yellow Perils”.Originality/valueThis paper examines the often-overlooked experiences of post-war Chinese students in Australia, emphasizing their profound influence on immigration history and shifting public perceptions of Asian immigrants. It introduces the concept of the “transitional generation” to address research gaps and highlight the nuanced complexities of integration, respecting the diverse experiences and identities within this dynamic student community. Emphasizing dynamic negotiation and shared experiences, the study underscores how Australia’s diverse Asian communities have transformative potential. Integration extends beyond adaptation, fostering inclusive spaces for identity negotiation, thriving NGOs and enriching Australia’s social fabric with resilience, diversity and cultural vibrancy.

Етноніми в поемі івана котляревського енеїда

The semantics and functioning of ethnonyms in the poem Aeneid by Ivan Kotlyarevsky are covered in the article. It has been established that the text of the poem contains 44 ethnonym names referring to two time-spaces – the ancient (15 ethnonyms) and the early modern time of writing the Aeneid (29 ethnonyms). Ethnonyms are a reflection of inter-ethnic contacts, represent the linguistic picture of the world at the end of the turn of the 19th century. The text contains neutral and expressive ethnonyms, as well as ethnophaulisms. The ethnonyms of the Aeneid implicate the ethno-cultural specificity of peoples and at the same time are the historical and cultural realities of their time. The text contains the names of household items of ethnonymic origin. Literary ethnonyms record the connotative stereotyped images of peoples, in particular, the nearest neighbours of the Ukrainians. Against the background of other peoples, the self-identification of one's own people can be clearly traced, which the author designates with auto-ethnonyms – Cossacks, Our people, Baptized people. Literary ethnonyms reveal the linguistic identity of the author of the Aeneid as an educated Ukrainian who identified himself with the Cossack people.

Amplifying Parental Views about Language Choice When Raising Multilingual Children: Towards a Family-Centered Approach in Professional Contexts

Multilingualism has become the norm in families all over the world. These families need to juggle their children’s linguistic identity and integration in their contexts. They may also need professional advice about which language(s) they should use at home, especially when children present with developmental disorders. There is a dearth of studies addressing the role parental views play in home-language maintenance with children with developmental disorders. This study is conducted in Spain, where Spanish is the national language, along with local languages in certain regions, as well as foreign languages. This qualitative study aimed to deepen our understanding of the views about language choice of multilingual families whose children have either typical language development or a developmental disorder in Spain. We recruited 26 parents of multilingual children aged between 5 and 10 years, from different linguistic backgrounds. Semi-structured online interviews were conducted. The data were analyzed through reflexive thematic analysis. The findings illustrate the complexity and nuance of parents’ views and decisions regarding language choice in their contexts. The themes included identity and belonging, as well as the influences of external advice on parental decisions. It is important that professionals such as speech–language therapists understand these views to enable them to deliver family-centered care.

A Critical Study on the Rise of Regional Party and Weakening of National Party in Tamil Nadu with Special Reference to Chennai

The political landscape of Tamil Nadu has witnessed a significant transformation characterised by the ascendancy of regional parties and the concurrent weakening of national parties. This research delves into the underlying factors contributing to this phenomenon and its implications for the state's political trajectory.Drawing on a combination of qualitative and quantitative methodologies, this study examines historical trends, electoral data, party manifestos, and socio-political dynamics to elucidate the rise of regional parties such as the All India Anna Dravida Munnetra Kazhagam (AIADMK) and the Dravida Munnetra Kazhagam (DMK), alongside the diminishing influence of national parties like the Indian National Congress (INC) and the Bharatiya Janata Party (BJP).Key drivers identified include linguistic identity politics, regional pride, historical grievances, charismatic leadership, and effective mobilization strategies. Additionally, socio-economic factors such as caste dynamics, welfare policies, and regional disparities play a crucial role in shaping voter preferences and party allegiances.The ramifications of this shift extend beyond electoral outcomes to governance, policy formulation, and federal dynamics. The dominance of regional parties has led to the prioritization of state-centric issues and the articulation of Tamil Nadu's distinct socio-cultural identity within the Indian federal framework.By offering a comprehensive analysis of the rise of regional parties and the decline of national parties in Tamil Nadu, this research contributes to a deeper understanding of sub-nationalism, federalism, and political decentralisation within the Indian context.This research follows a empirical research method and a total of 202 samples have been collected through questionnaire.

FUNCTIONING OF AN EDUCATOR IN A DIGITAL ENVIRONMENT

In the current period of development of higher education in Ukraine, there is active integration of digital technologies, which radically change the usual pedagogical approaches and methods of teaching. Digitalization of education opens paths to autonomy in learning and individualization of the educational process, simultaneously generating challenges associated with the need to adapt to a rapidly changing educational environment. The main goal of this article is to analyze the new opportunities and challenges arising from the implementation of digital technologies in the sphere of higher education. Particular attention is paid to the educator’s image and the legislation regulating this process, including legislative norms that establish criteria for quality and directions for the development of education in the digital era. An important aspect of the article is the study of the psychological and cultural challenges of digitalization, including the adaptive barriers faced by educators and students. Recent research results indicate a complex balance between the positive and negative aspects of digital learning, which is of strategic importance for the development of online education in Ukraine. The conclusion of the article offers recommendations for the effective implementation of digital technologies in higher education, emphasizing the importance of developing digital competencies among all participants in the educational process and improving the infrastructure necessary to support continuous education. The subject of the study is the impact of digital technologies on the educational process in higher education, analyzing changes in pedagogical methods and the adaptation of educators to new teaching conditions. The object of the study is the formation of elite and burlesque meta-linguistic personalities (mMP) of educators in the digital environment. The scientific novelty of the article lies in the introduction into scientific circulation of the concept of "burlesque meta-linguistic personality" (burlesque mMP), which until now had no clear definition in linguistics and cultural studies. The concept of burlesque mMP allows for a deeper understanding of the dynamics of language transformations in the digital environment, where ironic and parodic use of language becomes a significant communication tool. The article details the main characteristics and features of the burlesque mMP, including its impact on the stylistic and ideological diversity of contemporary linguistic practice, which is conditioned by unconventional ways of using language that traditionally were not considered "literary". Such research opens new possibilities for analyzing digital communication and the interaction of linguistic identities in the virtual space.

Соотношение языковой и этнической идентификации

The proposed article is devoted to the substantiation of the introduction into scientific use of the concept “linguoethnos”, defined as an association of people for whom a certain language is their native one. This concept is used as a basis for identifying possible types of correlation between linguistic and ethnic identification of a person: linguoethnos establishes the peculiarities of the implementation of ethnic self-determination in relation to the linguistic identity of a person. The definition of the linguoethnos is based on the concepts of “national language” and “native language”. In this concept, the national language is a complex of idioms associated with one ethnic group, for which one linguonym is used as a hyperonym. The article describes the situations of the formation of a superordinate linguoethnos combining several basic linguoethnoses that use different national variants of the same language, and the lack of a linguonymic definition of an idiom. Peripheral characteristics of the national language are “the presence of a literary form of existence” and “the presence of an official status.” When describing the features of the first characteristic, the situation of linking several literary standards with one national language is considered separately: geographically loose (Bukmol and Nynorsk in Norway) and geographically fixed (Mari meadow, Gornomari and northwestern Mari in Mari El). The latter case is interpreted as a situation of formation of a superordinate linguistic ethnos. When describing the second characteristic, a list of official language statuses is given (state, official language of the province, regional language). Two approaches to the definition of a native language are stated: constructivist (native language is the language of my nation) and primordial (native language is functionally the first language of an individual). The primordial approach is considered the only acceptable one for determining the linguoethnos, since it takes into account the deep connection of language with ethnic identity. Two types of relations between linguoethnos and ethnos are established: isomorphic (basic, transformed and selective) and non-isomorphic (genetic and opportunistic).

The Question of Language in Ana de Castro Osório

Although the Portuguese writer, activist and publicist Ana de Castro Osório (1872-1935) did not write any works specifically dedicated to the issue of language, some of her writings reveal her understanding of the Portuguese language as an essential element of identity, intrinsically linked to the nationʼs civilizing mission. In particular, in the years of the First Portuguese Republic (1910-26) several of her works, including children’s books, lectures and activist texts, make repeated references to linguistic identity and to Brazil as a bastion of the Portuguese language and civilization.

Coloniality in language and education policies and the sustenance of Indigenous languages in the Global South: The case of the Wayuu people in Colombia

Coloniality in education and language policies continues to impact Indigenous communities in implicit and complex ways. In this article, we describe the case of Colombia where, like in many other countries in the Global South, educational policy messages are contradictory. While ethno-education policies purport to sustain Indigenous languages and epistemologies and grant Indigenous peoples the right to educate their children and youth in ways that sustain their cultural and linguistic identities, the National Bilingual Plan enforces colonial English and Spanish exclusively, thus implicitly devaluing Indigenous peoples’ bilingualism. This has resulted in further displacement of Indigenous languages that now compete for space in the curriculum against two colonial languages. Drawing on Southern Epistemologies Coloniality and Decoloniality, in this case study, we explore how these seemingly contradicting policies impact curriculum design, how teachers and school administrators in the Wayuu community, the largest Indigenous people in Colombia, perceive and navigate these demands, and how they, along other community members, envisage possibilities to resist this impact. Findings point to the insufficiency of stand-alone policies to sustain Indigenous languages and cultures and assert the need to center Indigenous voices and epistemologies to decolonize education.

Language Choices and Digital Identity of High School Student Text Messages in the New Capital City of Indonesia: Implication for Language Education

This research investigates the language choices and digital identities represented in text messages exchanged by high school students in the New Capital City of Indonesia (Ibu Kota Nusantara/IKN) and the implications of these linguistic practices for language teaching. Using a corpus of messages transmitted via WhatsApp collected from 100 high school students, this study produced 2.1 million tokens of 83,414 word types. This study uses corpus linguistic analysis to investigate the distinctive features of language usage, lexical changes, and communication trends in the digital discourse of IKN high school students. Data analysis utilizes features from AntConc corpus tools, including word lists, collocations, concordances, and N-grams. Concerning the features uncovered the subtle nuances that contribute to the unique linguistic identity of the student authors. This research highlights how digital language patterns attribute individual identity within the context of IKN high school students. The data analysis discovers three linguistic patterns in the electronic texts produced by IKN High School students, reflecting their general digital identity as language users in IKN, namely (1) lexical choice, (2) orthographic selection, and (3) lexical bundles. Furthermore, the study reveals the complex construction of digital identity through language, with students negotiating social positions, connections, and personal identities via their linguistic choices in electronic texts. The research findings contribute to the implications of language teaching in the IKN area and a deeper understanding of how students within the IKN area express themselves through language in the virtual realm, thus shaping their digital identities.

The Dynamics of Multilingualism in an Arctic Language Ecology

Abstract The Dolgan language is a Turkic variety, closely related to Sakha but differing from it due to contact, primarily with Evenki (Tungusic). We analyze the linguistic identity of translocal Dolgan communities in the Republic of Sakha (Yakutia) in the Anabar District, which is home to a minority of the larger group of Dolgan people. Linguistically, Anabar Dolgan is best classified as a northern Sakha variety with significant lexical borrowings from Tungusic. Anabar Dolgans consider it a separate language, and see themselves as speaking Dolgan, Sakha, or a mixture of the two. Their strong sense of Dolgan identity comes from an attachment to language, culture, and territory, an identity reinforced by social ties with and ongoing migrations to and from the Taimyr Dolgan-Nenets District, home to the majority of Dolgans. Data come from sociolinguistic questionnaires, structured interviews, and linguistic elicitation with 50 respondents, and a subset of open-ended interviews.

Crimean War to Empire’s Fall: The English Periodicals of Late Ottoman Capital

This study investigates the impact of English-language periodicals in the Ottoman Empire from the mid-19th to early 20th centuries, offering an overview of their inception, development, varied content, and strategies for engaging readers amidst commercial considerations. Focusing on periodicals from Constantinople, this study underscores their distinct contributions to the media landscape, illuminating the period’s sociocultural, political, and linguistic changes. The research draws upon primary sources, including periodicals, memoirs, and archival documents, to enhance understanding of the role played by these periodicals in shaping the region’s media outlet, public opinion, and cultural and linguistic identity. Overall, the study uncovers a new overview of a transformative period in Ottoman history, emphasizing the enduring influence of English-language periodicals on the region’s press industry and highlighting the Anglophone presence in Asia Minor.

Micro language planning as a contested space: evidence from a South African university

ABSTRACT Micro language planning is often framed as democratic, transformative, inclusive, and therefore, less contested as it reproduces community consensus and support. This is contrasted with macro or top-down language planning which is power inflected and weaponised to serve interests of the dominant class. Through a theorisation of institutional language policies as products of micro language planning, this article analyses the language policy of one university in South Africa and reveals that, contrary to this widely held view, bottom-up language planning is also a site of struggle and contestation. In particular, we focus on specific language policy provisions that reveal the university’s underlying disposition towards multilingualism and linguistic identities. The analysis reveals multi-layered contestations on multilingualism and identity inherent in the university’s language policy. While the language policy purports to foster transformation by promoting multilingualism through the university’s ‘languages of choice,’ it is not exempt from the vagaries of essentialist identity politics and macro level language ideologies which legitimise English and Afrikaans. By identifying only four languages for promotion, the language policy envisages a kind of ‘exclusionary multilingualism’ that disregards the cosmopolitan character of the university and the identities marked by indigenous African languages left invisibilised by the language policy.

The role of linguistic identification and motivation in oral proficiency: a study on learners of Chinese as a Second Language (CSL)

ABSTRACT This study explores the direct and indirect effects of linguistic identification and learning motivation, specifically the L2 Motivational Self System (L2MSS), on Chinese oral proficiency, focusing on complexity, accuracy, and fluency (CAF). The participants were 203 Chinese as a Second Language (CSL) learners recruited from regions and countries participating in the Belt and Road Initiative. Structural equation models (SEMs) were employed to analyse the data. The results demonstrate that linguistic identification contributed to Chinese oral complexity directly, but showed weak or no direct influence on accuracy or fluency. Although learning motivation exerted a weak influence on Chinese oral accuracy, it mediated the path from linguistic identification to oral accuracy. Finally, it was found that linguistic identification significantly influenced learning motivation. This study contributes to the research on second language (L2) learning from a sociocultural perspective, and provides implications for CSL teaching and learning.

The sociolinguistic navigation of sexual normativities among same-gender-attracted men in contemporary Chengdu, China

In this article, the navigation of normativities by same-gender-attracted, male-identified individuals in Chengdu, China is considered with reference to their linguistic identity work. It foregrounds the relevance of plural normativities, which often arise from intersecting structural forces with diverse cultural roots, to better acknowledge the rich diversity of the broader sexual minority community in China. In turn, it argues that individual performances of sexual identity cannot be accurately accounted for using essentialist notions of culture. Furthermore, it is suggested that a sociocultural discourse analysis approach can provide an important and novel perspective on sexual identity in the region. Taking up this perspective questions and challenges assumptions of a characteristic orientation to normality in ‘Chinese culture’ and complicates oversimplified conceptualisations of normativity.

Voices in the Virtual: Constructing Linguistic Identity in Digital Spaces

The emergence of digital spaces has fundamentally reshaped how humans interact and communicate. The research paper explores the intricate dynamics of language and identity in the online environment in the Indian context. The influence of the Internet and digital spaces has provided unprecedented opportunities to express their linguistic identities in diverse ways. The paper examines how digital platforms allow individuals to construct their linguistic identities, a process shaped by social interaction, platform constraint, and social interaction. Code-switching, online slang, and manipulation of registers highly influence the formation of the digital persona or image of oneself, also known as digital self-fashioning does not come without complexities. With the help of Social Identity theory and Goffman’s dramaturgy, the paper highlights the social construction of the linguistic selves. Through the analysis of the case studies and the theoretical framework, the paper discusses the process of linguistic identity development in digital space and its impact on social dynamics, cultural representation, and individual expression.