Official Language Research Articles

Linguistic tools of manipulation in russian language translations Of UN Security Council Resolution 1325 and its “Sisters” resolutions

One of the ways to clarify national terminology and to enshrine correct definitions of concepts related to various aspects of gender issues in the legal framework is using the official translations of international documents on women’s rights and gender equality in Ukrainian language. The issue of the correctness of translations of international documents in general and in the field of human rights and gender equality in particular is not only an important subject of scientific research, but also has great practical significance in the context of Russia’s hybrid war against Ukraine. Russian language is an official language of the UN. All documents from the working languages of the UN General Assembly (English and French) are translated into Russian and used by regional international organisations, as well as by countries beside the russian federation where this language has status of the official or state language. In addition, many translations of international documents into Ukrainian have been made using Russian translations as basis. This also applies to such important documents in the field of women’s rights and gender equality as UN Security Council Resolution 1325 “Women. Peace. Security” and related Security Council resolutions, in particular, 1888, 2467, 2493 and others. Based on a comparative analysis of the original texts of the above-mentioned UN Security Council resolutions and their russian translations, the article offers a classification of directions of linguistic manipulation in the translation of documents, illustrated by specific examples; draws conclusions about the consequences and impact of the using of incorrect translations on the policy of ensuring women’s rights and gender equality at both the international and national levels; offers recommendations for identifying linguistic manipulation during translation process.

A Comparative Study of Pragmatic Strategies in Compliment Responding Strategies between South Korean and South African International Students in China: Cross-Cultural Variations and Implications

Compliment is one of the essential speech acts of daily communication (Holmes, 1988). This study aimed to investigate the similarities and differences in the compliment responding strategies used by South Korean and South African international students in China. Data was collected using a discourse completion task questionnaire written in English (Blum-Kulka et al., 1989), covering four domains: appearance, personality, ability, and possessions. A total of 40 South Korean and South African international students participated in the survey. The results showed significant differences in the compliment response strategies employed by the two groups of students. Overall, both groups used the “Accept” strategy most frequently and the “Reject” strategy least frequently. However, South African students used the “Accept” strategy much more often than their South Korean counterparts while South Korean students relied on the “Evade” strategy to a much greater extent than South African students. Additionally, South African students utilized “Combination” strategies more frequently than South Korean students. Across the four discourse scenarios, the two groups exhibited similar compliment response strategies only for ability-based compliments. For the other three scenarios, their compliment response strategies differed significantly. These differences can be largely attributed to the distinct linguistic and cultural backgrounds of the two student groups, as both unconsciously transferred aspects of their native language and culture into their use of English. Overall, the compliment response patterns of South African students were more closely aligned with those of native English speakers. This is likely due to the status of English as an official second language in South Africa, which provides South African students with more extensive exposure to and familiarity with English language and cultural conventions, compared to the South Korean students for whom English is a foreign language.

An evaluation of PanSALB’s progress in monitoring and managing language rights violations in South Africa

This article evaluates the extent to which the Pan South African Language Board (PanSALB) managed to monitor and dealt with language rights violation complaints. The board’s role is to implement the language policy and to develop the official languages. The constitution of the country recognises 12 languages as official, including South African Sign Language. English continues to dominate regardless of its equal official status with other languages. This study used a qualitative method through document analysis and observations. The findings show that PanSALB has encountered various challenges in ensuring that language policy is implemented in a manner that satisfies all language groups and ensuring that language rights are protected. The study also found that few speakers of indigenous languages lodged complaints with the board compared to the speakers of other official languages. Data also revealed that out of 245 complaints lodged between 2004 and 2013, the board resolved only 60 complaints, while 185 remained unresolved. This article makes recommendations for how PanSALB could effectively fulfil its mandate and fast-track resolutions to the complaints. The article also suggests the use of awareness campaigns to encourage speakers of other languages to lodge complaints when their language rights are violated.

An Analytical Review of Language Economics with a Discussion on Language Use, Policy and Planning in Sri Lanka

Language dynamics depend not only on factors as explained by sociolinguists but also on economic factors. Economics of language and economic analysis of language provide analytical framework for language choice, use of language, language development, language and economic wellbeing, language assimilation, language death, etc. This paper discusses theoretical aspects of economics of language and how language dynamics and economic factors are interrelated with a discussion on language use in Sri Lanka. The paper surveys literature on economics of language which considers language as a rational choice. Optimal language choice maximizes economic benefits subject to constraints. If a language does not serve the need of the people, the evolutionary forces work to improve its functioning, thus language remains incomplete. In a framework of human development, language skills enhance economic gains. As per the discrimination theory, marginalization of minority language speakers from economic activities was analyzed. It was also discussed that economic factors drive a society with many languages to choose one common language or to retain or preserve endangered minority languages. Another branch of research focused on the analysis of official language policies of countries. These studies were highly useful in understanding the relationship between economic factors and language issues and resulting language policy planning. In the discussion on language use in Sri Lanka, it is found that official and link language policies do not always ensure equal access to economic opportunities for different language users. Lack of official data and extensive research on language aspects and their economic concerns further restrict the implementation of better language policy and finally resolving language issues.

Investigating Teachers and Students’ Views on Debate Activities as a Tool to Improve English Speaking Skills: A Case of Rulindo District, Rwanda

This research is entitled ‘investigating teachers and students’ views on debate activities as a tool to improve English-speaking skills. Its main objective was to examine the role of debate activities in the English-speaking proficiency of lower-level secondary school students in Rulindo District. The study was guided by the theory of Vygotsky, titled Zone of Proximal Development (ZPD). To achieve the current study’s objective, a technique of questionnaires that contains open-ended and closed-ended questions was used to gather needed information. The research design used was a descriptive research design with a mixed method of data interpretation. The target population was 598, including students, teachers, and school authorities. For the learners’ sampling technique, we purposefully chose all students who participated in debate activities who were equal to 57 students. In this regard, 72 respondents (4 school leaders, 11 teachers, and 57 students) were surveyed. Findings revealed different benefits of participating in debates, including but not limited to acquiring speaking skills, improving critical thinking skills, and enhancing teamwork skills and collaboration. In addition, some challenges are faced, such as anxiety, nervousness, and limited language proficiency. Some strategies to improve oral skills in English, as proposed by the surveyed respondents, include providing practice opportunities and offering constructive feedback. Students were recommended to give value to English, the medium of instruction, and the official language and make efforts to practice through different techniques to learn and improve their oral skills in English. Teachers were recommended to define clear learning objectives for debate activities in English learning and help students make real-world connections through debate.

Critical Analysis of the Application about Multilingualism in Education Contexts with the Case of Singapore

Discussions on multilingual education arising from multilingualism have been a very popular topic in recent years. In multilingual education, languages other than the dominant language are usually recognized as the language of instruction. This model of education arises from different sociolinguistic contexts and needs to take into account the use of the language it involves and the relative status of that language. This paper critically analyzes the policy of multilingualism in education promoted in the Singapore region as a case study, and goes on to point out that multilingualism in education as an important resource cannot be guided by state policy while providing better developmental resources and economic value to individuals. Multilingualism in education should place indigenous, national, and official languages on an equal footing and promote the development and prosperity of multiple languages.

Kiswahili as a language for all Africa

The endorsement of Kiswahili as an official working language in AU meetings, conferences and communications gives Kiswahili a big boost. This comes in the midst of another milestone in which World Kiswahili day was set aside as July 7 by UNESCO. The AU did not only endorse Kiswahili as a language of official communication, it also added a resolution that by 2063, all African countries (member states) must have implemented full learning of Kiswahili language in an effort to have the language as the official language of Africa. The question then is, are all African countries ready for Kiswahili? Are there challenges that can be foreseen impeding the implementation of this policy? The paper investigates the challenges that may arise in making Kiswahili the language for Africa with specific reference to West Africa. The choice of West Africa is a purposive sampling methodological approach. The paper is guided by the socio-psychological theory which is one of the theories used in the study of second language learning. The outcome of this research will be essential in formulating the way forward in the implementation of the policy and designing strategies to make Kiswahili a working language for Africa with fewer challenges.

The Functioning of the English Language in the Educational, Political and Cultural Spheres of Belgium

Introduction. The English language continues to spread around the world, exhibiting a globalist function. The relevance of the presented research lies in the interest that follows from this fact in the positions of this language in countries where it is not a native or a state one. Belgium, as one of the important European centers from a socio-political point of view, is also a unique case due to the linguistic situation present in the country related to the Dutch and French languages. The purpose of this work is to analyze the position of the English language in Belgium in various areas and try to determine the trends in its development in the European state.Methodology and sources. The research materials include statistical data obtained as part of a study of the level of English language proficiency, recordings of speeches of the Prime Minister of Belgium at the UN, as well as information from the website of the Cannes Film Festival. Additionaly, results of the researchers Janssens and Hertogen concerning the language situation in Belgium are addressed. This work uses methods of synthesis and analysis, observational and descriptive methods, as well as a comparative method.Results and discussion. Belgium is one of the most advanced countries in terms of English language proficiency. Despite the existing ambiguous linguistic situation between the official languages of Belgium, English is not only able to make its way into this environment, but also has a fairly high influence. This is noticeable in the field of higher education, where, albeit with varying percentages by region, each of Belgium's most prestigious higher education institutions has programs in English. We can talk about a similar influence in the political sphere, since some major political figures in Belgium predominantly prefer English, even on those platforms where French is one of the languages of these platforms. However, the example of cinema shows that English is still poorly spread in the cultural sphere of life in Belgium.Conclusion. Younger generations of Belgium are accelerating their learning and mastery of English, playing a role in establishing very high levels of English proficiency. The contradictions that are reflected in the sphere of culture, partly in the sphere of higher education, as well as in the falling rates of language proficiency among older generations, ultimately do not alter those factors that allow us to say about the widespread and possible increase in the role of this language in the social language environment of Belgium.

OfficiallanguageuseinBerehovein1919-1920

The political map of East-Central Europe changed after the First World War. But this transformation also affected many different aspects of everyday life. In particular, the years of transition from the collapsing empires to the new republics offer rich research opportunities. In this paper, we have tried to explore one aspect of this transition at the interface of history and sociolinguistics. In a peripheral small town in the Czechoslovak Republic, we have used archival sources to investigate the characteristics of the official language use at the beginning of the consolidation of the new state power. Our study also seeks to find answers to the question of what influenced the different language-speaking actors at different levels of the administration, and what bargains were struck in everyday life that might have determined other aspects of the transition.

Affordances and Borderscapes: Language Ideologies, Nationalisms, Generations and Geographies of Resistance in Cyprus

In this article, we explore the ways language has been used in Cyprus during different historical periods as a means of a dividing power, with the use of Cypriot dialects as a form of resistance and reunification of the island. We situate these translanguaging themes within a context of affective biopolitics that impacts Cypriot generations in shaping their everyday life through borderscapes and nationalisms. More specifically, we first examine how the official languages of the island (Greek and Turkish) have been used in the dominant public sphere(s) of Cyprus to marginalise Cypriot dialects, which, in turn, have been used as an oral means of communication, but also to impose symbolic signifiers of the biopolitics of borders and nationalisms in dividing communities. Secondly, we explore ways in which Cypriot dialects have been used as forms of linguistic resistance to nationalism, offering an alternative collective identity for generations of both communities, even during periods when nationalism was dominant in both communities. The translanguaging exploration centres on a close discourse analysis of one particular radio programme—the ‘Cypriot radio sketch’—that has been very popular among Cypriots since the appearance of radio in Cyprus in 1953. Finally, we analytically and discursively contextualise attempts of revival of the Cypriot dialects by younger generations as communicative forms of resistance to powers of partition, as well as translanguaging pathways to actualise their desire for the reunification of the island. We eclectically draw on a multi-method approach to combine datasets from interviews, media and social media while combining critical discourse analysis to theorise the affordances, borderscapes and affective biopolitics of generational language use within geographies of nationalism and resistance in the borderscapes of a divided Cyprus.

Second Language Writing Anxiety among Faculty Scholars of a State University in the Philippines and Its Sex-Disaggregated Data

The study investigated the causes and the nature of writing anxiety specifically in the use of English as the second official language of the Philippines. Further, it accounted and analyzed its sex-disaggregated data. This was done among faculty scholars of Central Luzon State University. The respondents were randomly chosen from among the purposively identified faculty scholars of the university pursuing their graduate degrees - master’s and doctorate, in the different graduate curricular offerings in various universities in the Philippines and abroad, that require a thesis or dissertation as the final requirement for obtaining a graduate degree. The Second Language Writing Anxiety Inventory (SLWAI) of Cheng (2004), a questionnaire composed of 22 items with three open-ended questions was used to collect responses. The responses were scored and measured on a five-point Likert response scale. The differences in Second Language Writing Anxiety (SLWA) between male and female participants were analyzed using the Mann-Whitney Test, which is ideal for analyzing statistically the difference between the distributions of data of unparalleled groups with the comparison of ranks and scores. Based on the study findings, the most prominent nature of SLWA among participants is cognitive anxiety. Other sources of anxiety include the availability of external and internal resources and environmental elements. In relation to sex, males scored higher in terms of the level of anxiety compared to females. Lastly, it is forwarded that educators and the pedagogical approach may utilize a positive feedback mechanism as negative evaluation promotes anxiety even in composing in a second language.

The person-environment fit of immigrants to the United States: A registered report.

There are notable parallels between processes leading to person-environment fit (PE-fit) and processes of selection and acculturation among U.S. immigrants. Thus, a natural question is: Do immigrants benefit from fitting their new environments? PE-fit appears to have uniformly positive effects in the education, career, and personality literatures, but it is unclear whether this would be the case for immigrants. The present study evaluated the PE-fit of U.S. immigrants (N = 39,195) to their new host communities (9,925 Zip Code Tabulation Areas [ZCTAs]). PE-fit varied across immigrants. On average, immigrant PE-fit was lower (b = 0.23 and b = 0.35) than the PE-fit of U.S. natives (b = 0.47; N = 122,339 from 2,374 ZCTAs). Immigrants more closely matched their community's profile when they were older, more educated, from Western countries, or from countries with French or German as the official language. PE-fit was positively associated with immigrant traits of Honesty, Introspection, Creativity, and Industry. Immigrants experienced better PE-fit when they resided in communities with more educated residents, with residents born abroad-particularly in the same world region-or with residents with a similar ethnic background. Finally, immigrant PE-fit was associated with well-being and self-reported health. We discuss the implications for the study of U.S. immigrants and the field of acculturation and propose future directions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Language Choice and attitudes in Public Institutions: The case of the University of Maroua

This study sets out to investigate on language choice and attitudes in public institutions. The study intends to scrutinize the factors that account for the language choice made by some language users at the University of Maroua, i.e., to choose any other languages different from the two official languages. To do this, a random sampling of 250 participants was used. The instrument used is a questionnaire with a purely sociolinguistic undertone. Spolsky’s (2009) Language Management and Fishman’s (1972) Domain Analysis backed up the study as frames. At the end of the analyses, it has been shown that, students, the teaching staff (involving some university Administrators) and the support staff have some positive and negative attitudes following the language choices made in relation with where the communication takes place as well as the language situations such as enabling mutual intelligibility, social inclusion/exclusion, intimacy and showing identity, solidarity and work coordination.

Disenfranchising the marginalized: the intersectionality of politics of distraction and English-medium education (EME) in Pakistani educational policy

ABSTRACT The historical Hindi-Urdu language strife intensified after the Indian ‘Mutiny’ in 1857 played a pivotal role in shaping the two-nation theory, culminating in the partition of the Indian subcontinent in 1947. Under English colonial rule, English language education became synonymous with power and job opportunities, creating divisions within the Muslim community over language preference. Analyzing Pakistan's language education policy through Farley, Leonardi and Donnor's (2021) five components of education policy distraction framework provides a structured approach to evaluate its impact on social mobility and English language education access. The analysis highlights the distractors of English-medium education, which include hierarchical multilingual policy, prioritizing English as the official language, using limited budgeting excuses for not professionally developing public school teachers, reliance on traditional English language teaching methods, and treating English as merely a subject. The findings emphasize the need to reform Pakistan's language education policy to address socioeconomic disparities, promote equitable access to English language education and mitigate the distractors. Recommended reforms include reviewing the advantage of English Medium Education (EME) over public education, increasing funding, enhancing the professional development of English language teachers, drafting and implementing language policies, encouraging public-private teacher exchange programs, and introducing teacher certification and capacity-building initiatives.

Survive, thrive and transform: African international students’ lived experience of monolingual Chinese higher education

In addressing the two problems within the existing literature – an over-emphasis on English as the medium of instruction (EMI) in the internationalisation of higher education and the under-explored, yet important, ‘default’ common language for communication beyond university classrooms – this article presents findings of a qualitative study on African international students’ lived experience of surviving, thriving and transforming at a provincial university. Drawing upon data collected from semi-structured interviews, the findings reveal that monolingual ideologies and Chinese-only practices were dominant at university. Whilst the participants expressed confusion, anxiety and perceived difficulties and challenges both in pursuing academic studies and social life at the initial stage of study in China, their ensuing self-identified easiness and confidence in making use of Chinese and building social relationships also means Chinese was increasingly considered as a norm and a ‘natural’ choice for them. It was also found that the participants moblised their agency towards their preferred language competency, which was a response to survival and living needs in the monolingual host community. As China is emerging as an education hub and actively promoting its official language, the article also calls for more nuanced understandings of monolingual, bilingual and multilingual experiences in different categories of universities.

Language-in-Education Policy in Zambia: The Case of Teaching in A Regional Official Language at A Selected Mission School in Lusaka

Upon gaining independence in 1964, the Zambian government embraced English as the official language for education, media, legislation, and all governmental functions. This choice followed extensive discussions on whether to adopt English or a Zambian language as the national language for classroom instruction. Despite arguments in favour of both English and Zambian languages, English ultimately prevailed. This paper delves into the language-in-education policy, with a particular focus on the 2014 Zambia education policy. The study's main objective is to investigate the impact of using Cinyanja, a regional official language, as the medium of classroom instruction for teachers and learners at a selected mission (private) school in Lusaka. Qualitative data was gathered from the school, with four teachers and twenty learners randomly selected from a population of 200 and interviewed individually. Additionally, direct observation was employed as a data collection method. The study revealed that implementing the revised 2014 education policy is challenging because the language used for teaching is considered a second language yet the teaching/learning methods and materials are designed for first language learners. This presents a hurdle for teachers and learners, who must grapple with learning both the language of instruction and the subject matter.

Canada’s Official Languages Act, Border Imperialism, and the Surface Tension of Water

Canada’s Official Languages Act, Border Imperialism, and the Surface Tension of Water

Defining migrants

Abstract In contemplating multilingualism and mobility in the 21st century, several dimensions warrant attention in the emerging field of migration linguistics. First is the move beyond migration to thinking about mobilities, in particular, the new mobilities paradigm in the social sciences which views human mobility as entailing a complex assemblage of movement, social imaginaries, and experience. Second, a study of the different waves of migration in a particular society, as well as concomitant and official language policies – using Singapore as a case in point – distinguishes the layers of, on the one hand, the older, and thus established migrants, versus newer migrants, in particular, transient populations of foreign workers, and, crucially, the differential statuses that these communities and their languages hold in society – including a potential invisibility of authentic multilingualisms. Such an examination allows the development of a typology of migrants in a statal narrative. Where lines are drawn is dependent on circumstance, with the periphery positioned differentially in times of celebration versus crisis, for example, in risk communication in this pandemic era. This holds significant implications for access and appropriation, and consequent (im)mobilities, and, in the bigger picture, for the crucial intersections – including how society is responding to the role of indigenous languages for the UN’s Sustainable Development Goals. This is particularly timely for this International Decade of Indigenous Languages (2022–2032), noted to not be addressing the interactions between language and migration, as well as the challenge of migrant intergration, recognised as a central and important driver of sustainable development.

Bill C-13 and the Constitutionally Conflicting Bilingualism in Canada: An Analysis of Three Provincial Approaches to Separate French Education Following the Implementation of the Official Languages Act and Its Larger Impact

Bill C-13 and the Constitutionally Conflicting Bilingualism in Canada: An Analysis of Three Provincial Approaches to Separate French Education Following the Implementation of the Official Languages Act and Its Larger Impact

Causaita Puruntuna (“Let's Plan Life Together”): Planes de Vida / Life Plans and the Political Horizon of Indigenous Planning in the Ecuadorian Amazon

AbstractPlanes de Vida (Life Plans) are an initiative in Latin America connecting Indigenous self‐governance with a state vision of a good life for citizens. While Life Plans have been proposed since the mid‐1980s, these are often crafted with the vision and language of states in place of Indigenous ones. Informed by Indigenous Standpoint Theory and Napo Runa living ecologies, we use autoethnography, participant observation, and secondary text analysis to re‐orient the relationship between state and Indigenous planning, and to ask what Amazonian futures would be possible if they started from Indigenous (rather than state) planning. To explore this re‐orientation, we examine the case of the Kichwa organisation FOIN, in the Ecuadorian Amazon. We argue that Life Plans can be indigenised with Kichwa planning philosophies and model ways to centre Indigenous methodologies that can shape the transformational potential of such planning initiatives.