Pluricentric Research Articles

PLURIZENTRITITÄT DER DEUTSCHSPRACHIGEN TERMINOLOGIE IM AMTS- UND VERWALTUNGSBEREICH

The article is devoted to the revealing and analysis of the lexical features of the Austrian version of the German language as a pluriscentric language in the field of management and administration. The lexical differences between the German and Austrian versions of the German language are so significant that they can hinder free orientation in the German-speaking space and correct language use. The existing lexical differences are partly caused by the social and public system peculiarities of the country, the specifics of the administrative structure and state broadcasting. The sources of the research are texts of Austrian media publications. Study material is consisted of lexical units obtained by continuous selection of Austrian print media “Standard” and “Österreich Spiegel”. In the course of the study, in the texts of the printed publications were revealed lexical items, which are codified standard norms of the Austrian version of the German language. The analysis of available data allows us to classify several types of parallel forms in the Austrian and German variants of the German language: synonymous forms, denoting the same reality, but using different lexical items; synonymous lexical items to denote the same objects and phenomena, the distinction between which is purely formal; lexical items denoting realities, that are typical for only one country of the German-speaking space, or objects and phenomena whose similarities are limited; and lexical items that do not differ formally and are used in both versions of the pluricentric language, but have different meanings or synonyms only in one of the possible values.

Модель анализа языковой ситуации

В статье рассматривается возможность применения метода моделирования для описания такого трудно структурируемого объемного понятия, как языковая ситуация с плюрицентрическим языком, которая рассматривается не как локальная ситуация региона, а как существование единого языка в нескольких версиях на разных территориях. Это предполагает учет и синхронного состояния, и истории языка/языков, статики и динамики, внутренних и внешних факторов, контактов языков. Комплексная модель включает десять основных аспектов и предполагает предельную формализацию представления знаний. Она является открытой и пополняется новой информацией.

Separated by the same language: Intralingual translation between Dutch and Dutch

ABSTRACTFlanders and the Netherlands have a long history of intralingual translation. By looking at the different aspects of this intralingual translation we can gain insight into the evolving power relations between both regions. In the long nineteenth century [1800-1914] and the decades after the Second World War the Netherlandic Dutch norm was prevalent and the Flemings translated their texts into Netherlandic Dutch. During the World Wars there were efforts to change the direction of the intralingual translation in favour of Flemish Dutch. From the 1990s onwards Dutch can be considered a pluricentric language with more or less equal power balance. Intralingual translation often goes both ways: from Flemish Dutch into Netherlandic Dutch and vice versa.The case of Dutch can teach us something about the remit of intralingual translation. In my research I defined seven relevant research angles: the orientation of the translation flows, the field where translation takes place, the medium of the translated language, the stakeholders involved in the translation process, the textual elements that undergo translation, the reception of the intralingual translation and finally, and most importantly, the function of the intralingual translation between languages that do not need translation to understand each other.

Proficiency in English, linguistic shift and ethnic capital: an intergenerational analysis of non-English speaking background immigrant groups in Sydney, Australia

ABSTRACTMuch is known about immigrants’ majority language proficiency in the first (immigrant) generation. Less is understood of differences in linguistic shift compared with heritage language retention in subsequent generations. Focusing on Sydney, Australia’s largest ‘EthniCity’, we build on Clyne and Kipp’s (1999. Pluricentric Languages in an Immigrant Context. Berlin: de Gruyter) and Chiswick and Miller’s (1999. “Immigration, Language and Multiculturalism in Australia.” Australian Economic Review 32: 369–385) work on variations among non-English speaking background (NESB) immigrant groups in proficiency with or sole use of spoken English in the first generation. We then compare this with an extension of Borjas' (1992. “Ethnic Capital and Intergenerational Mobility.” Quarterly Journal of Economics 107: 123–150) work on ethnic capital to examine linguistic shift and heritage language retention in the second and third generations. While results show linguistic shift mostly occurring over two or three generations, they also highlight differences among NESB groups, associated with particular cultural backgrounds, holding constant human capital and other socio-demographic factors. They further demonstrate the continuing though equally varied intergenerational importance of contextual (residential concentration) influences on heritage language retention.

Pluricentricity and heritage language maintenance of Arab immigrants in the English speaking New World countries

Historical accounts of immigration from the Arab world show that Arab immigrants ended up in different New World destinations including North America, Australia, and New Zealand. The present review intended to be representative of studies on Arabic language contact and maintenance in English speaking New Word countries. As a pluricentric language (Abd-el-Jawad, 1992; Clyne & Kipp, 1999), Arabic has been brought to English speaking New Word countries by Arab immigrants from a range of different Arab countries. The Arabic language and its role in the formation of pan-Arab nationalism or Arabness throughout the Arab world seem to have an impact on the dynamics of Arabic language contact in immigrant multilingual contexts. The review indicates that Arabic pluricentricity plays an important role in creating a sense of “shared Arabness” among different Arabic-speaking immigrant groups. As a base of networking, the Arabic language provides one aspect of commonality for Arab immigrants that transcends other possible aspects such as religion and country of origin. Thus, Arabic operates as an important identity marker that seems to bring Arabic speaking immigrants together to establish their own ethnic associations and arrange for a variety of community events and activities conducive to heritage language maintenance.

Divergence of Languages as Resources for Theorizing

This paper investigates the potential of conceptual divergences within and between languages for providing intellectual resources for theorizing. Specifically, it explores the role of multilingual researchers in using the possibilities of the plurality of intellectual cultures and languages they have access to for theorizing International Service Learning (ISL). In doing so, this investigation of conceptual divergence within/between languages shows how it is possible for multilingual researchers to extend their capabilities for theorizing; to bring forward possibilities for theorizing ISL in languages other than English; and to potentially bring new perspectives to a field of enquiry which lays claim to being “international”. The process of developing the capability for theorizing begins by exploring the divergence in languages of key concepts. In this instance, the analysis focuses on the English concept of “service learning” which is rendered in Tiếng Việt (i.e., Vietnamese language) as học tập phục vụ cộng đồng. The analysis of the conceptual divergence represented by these Tiếng Việt concepts opens up insights into ways of developing the capabilities that multilingual researchers have for theorizing. In effect, this paper contributes to the knowledge about the options multilingual researchers have for using their full linguistic repertoire for the purpose of theorizing. The study has significant implications for multilingual education, multilingual research and theorizing ISL in universities which privilege English-only monolingualism.

From Traumatic Language to Posttraumatic Language: The Development of Language in Therapy According to the “Phenomenon of Hope” Model

ABSTRACTHope and language are part of the human development process starting from birth and continuing through all the stages of development. They are tools that help us to cope in complex situations. Environmental failure produces trauma, which damages the “self” and impairs the development of hope and language. The individual experiences “pessimistic hope” and “drained hope” and begins using “concrete language” and “pseudo-language.” Such profiles and languages indicate functional difficulties, including the inability to establish mature intimate personal relationships. When traumatic events such as those experienced in military combat compound childhood trauma (environmental failure), mental and functional difficulties buried by our defense systems may rise to the surface and worsen and chronic complex trauma may ensue. Psychotherapy for chronic complex trauma is complex. The therapeutic approach that is used in the “hope phenomenon” model includes five therapy stages that allow us to examine the effect of a trauma on personality and function. Here we examine the link between the five stages of therapy and the use of language. According to my experience, patients use concrete language and pseudo-language in the beginning of the therapeutic connection. As this connection and therapist-patient alliance evolves and deepens and the client and therapist move through the various stages, the patient then starts to use “plural language.” Concrete language and pseudo-language are used in the pessimistic hope and drawn hope stages, respectively, until a profile characterized by a realistic and mature hope emerges. This profile goes hand in hand with an ability to use plural language. This article examines the development of hope and language in a complex posttraumatic stress disorder (PTSD) patient who was treated using the hope phenomenon model. Consent for the therapy details to be used in this article was given by the patient.

КАЗАХСТАНСКИЙ РУССКИЙ: ВЗГЛЯД СО СТОРОНЫ

The article provides preliminary evidence supporting the hypothesis that the language in Kazakhstan has acquired autonomy from the global language. This conclusion provides the grounds for a discussion of as a pluricentric language. Such a discussion has implications well beyond the sphere of linguistics, as it can provide a context that redefines the terms in which social scientists and even politicians contemplate the problem of the Russian World in post-Soviet countries.

“At Trieste, in 1872, in a palace with damp statues and deficient hygienic facilities…” : translation and the construction of identities in a context of language plurality and cultural diversity

In this article I place the role and function of translation within the multicultural and plurilingual context, of the city of Trieste, with the complex plethora of its manifestations. Translation will be considered here not merely in its textual aspects but mainly as a performative act and a culturally charged action, as a spectrum through which agencies and agents, identity and otherness, representations and constructions are conveyed.The problem of strictly identifying and equating culture with a definite location and space will be addressed through the consideration of discourses and doxas of translation, constructed in relation to the plurality of languages in question which calls for a re-articulation of the context itself. The case of Trieste is paradigmatic in this regard, as nowadays an idealization of what looks like a cultural “microcosm” (Magris Microcosmi) is often taken for granted, a hybrid individuality which is considered as highly representative of wider hybrid contexts. However plural and multiple this context can be conceived, it is seen as a circumscribed and isolated whole, rooted in a place and somehow self-sufficient. To this effect, I will discuss whether translation can be taken, in this sense, as a challenge to fixed, unquestioned definitions of contexts and an interrogation of relations that imply agencies, effectiveness and modalities of articulation (Grossberg) as a way to avoid models of interpretation framed within a strict localism.

Address practices in academic interactions in a pluricentric language

Following the recent development of address research in pluricentric languages (Clyne et al. 2006), the present study describes address practices in English-speaking academic settings and pursues two main objectives: (a) to provide a profile of address patterns in academic interactions in Australian English; and (b) to compare address practices in higher education across the three dominant varieties of English, namely American English, Australian English, and British English. The data on Australian English are drawn from 235 questionnaires completed by students, who reported on the address strategies adopted by students and teaching staff in classroom interactions in an Australian university. Data on American and British academic settings were retrieved from the research literature on the topic. The findings show a high degree of informality and familiarity in student-teacher relations in Australia, where reciprocal first names are the default pattern of address at all levels. By contrast, in American academia the hierarchical organization of roles and the different professional positions are foregrounded and reinforced through an asymmetrical use of titles, honorifics and first names. Finally, the British university setting displays a non-reciprocal usage of first names and titles between lecturer and students, which gradually evolves into a more generalised reciprocal use of first names, usually after extended contact and collaboration. We argue that the distinctive patterns of address observed in the three varieties of English reflect diverse social and cultural values systems at work in different speech communities.

The Third Island

Research Article| November 01 2016 The Third Island Luisa Grigoletto Luisa Grigoletto LUISA GRIGOLETTO is an arts writer based in Rome. Search for other works by this author on: This Site PubMed Google Scholar Afterimage (2016) 44 (3): 4–5. https://doi.org/10.1525/aft.2016.44.3.4 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Luisa Grigoletto; The Third Island. Afterimage 1 November 2016; 44 (3): 4–5. doi: https://doi.org/10.1525/aft.2016.44.3.4 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAfterimage Search This content is only available via PDF. © 2016 Afterimage/Visual Studies Workshop, unless otherwise noted. Reprints require written permission and acknowledgement of previous publication in Afterimage.2016 Article PDF first page preview Close Modal You do not currently have access to this content.

Nationale variatie in het vreemdetalenonderwijs

Abstract National variation in foreign language teaching: a tool for intra-linguistic curriculum analysisThis article proposes an evaluation instrument (‘pluricentricity checklist’) for coursebook analysis focusing on (standard) language variation. The Common European Framework of Reference for Languages advocates the development of language learners’ and users’ sociolinguistic competencies, which include linguistic awareness of national and intranational language variation. Based on a review of pertinent linguistic and educational literature, the checklist presented in this article will meet the needs of both teachers and coursebook editors, and of foreign and second language students, all of whom are involved in teaching and learning pluricentric languages. An evaluation of Sprachkurs Niederländisch (Melis 2011) and Routledge Intensive Dutch Course (Quist, Sas & Strik 2006), two examples of course materials for learning Dutch as a foreign language, serves to demonstrate the instrument. It is not being propagated with a view to productive mastery of as many national variants as possible ‐ least of all by beginner students ‐ but should contribute to a growing recognition of (standard) language variation in modern foreign/second language teaching and learning.

Implementation Multicultural - Based Education in Confucius Integrated School Playgroup, Kindergarten and Elmentary School Mulia Bakti Purwokerto

Indonesia is one of the multicultural country. This can be seen from the multitude of religious differences, ethnic, geographic and cultural. The existence of various diversity that is owned by the people of Indonesia when not managed with good will generate conflicts.. Based on this, then needed a special strategy to solve the problem through various areas of education, economic, social and culture. Efforts must be continuously, systematic and sustainable. The planting of the values of diversity that effective can be done through the world of education. One of the alternative and efforts in take by Schools Integrated Confucius Playgroup, Kindergarten, and Elmentary School Mulia Bakti namely the implementation of the multicultural-Based Education. Integrated Confucius school Play Group and Kindergarten Standards Prostitutes is one of the schools that the multicultural because teachers and students consists of various differences in religion, race and culture.
 Multicultural Education is a reform in the education sector toward learning and lead to the output of the students to reach the achievement. Multicultural Education is also a development of students potential optimally which can be realized with an equal education service. Education multukultural oriented more on equality, diversity, respect over the plurality of languages, religion, race, tribe, culture, etc.
 Implementation of the multicultural-based education requires all elements of the teachers and the students, school principals and educators. The implementation of the multicultural education includes 5 dimensions: integration dimension, construction knowledge, reducing prejudice, education equivalent, and empowerment of the structure of the school.

Una lettura ‘bachtiniana’ dell’opera critica di Gao Xingjian 高行健

The polymorphous oeuvre of the artist Gao Xingjian 高行健 – born in China (1940), French citizen since 1998, now fully bilingual and bicultural – witnesses the devoted longing for a broader expressive richness in language, resulting from the elaboration of his primary linguistic and cultural awareness, and of another linguistic and cultural heritage, that has been consciously chosen and assimilated. This article examines one aspect of literary creation, that is the Sinophone critical oeuvre, through the essay Ziyou yu wenxue 〈自由與文學〉(2014). By observing the thematic and linguistic profiles we will discover that: firstly, there is a complementary plurality of languages, a tension towards a stratification of discourses and codes drawing from different – diatopically and diachronically speaking – linguistic and cultural systems, revealed by an intertextual and transcultural reading; secondly, in this essay characterized by heteroglossia – as a Bakhtinian concept (Bakhtin 1979) – the ontological clash arising from a plural linguistic and cultural awareness can often be solved by an intra-textual dialogic dimension.

Le finnois et le suédois en finlande : normalisations linguistiques comparées

Finland is officially a bilingual State, its two national languages being Finnish (spoken by 92% of the population) and Swedish (6%). The main normative institution, the Institute for the Languages of Finland, hosts the Language Boards and the Language Offices for both languages. These public services are responsible for language planning of the national languages, but their mission has different characteristics due to the history of Finland and its contemporary demolinguistic situation. The Finnish normative tradition has been marked by a purist approach and by the will of maintaining the “autochthonous” properties of the language. Swedish, on the other hand, is a pluricentric language and the grammatical and morphological structures of the Swedish language spoken in Finland are determined according to the norms of the Swedish Academy.

Is Dutch a Pluricentric Language with Two Centres of Standardization? An Overview of the Differences between Netherlandic and Belgian Dutch from a Flemish Perspective

Abstract Dutch, a West-Germanic language, is spoken by approximately 23 million people worldwide. In Europe, it is the language of all of the Netherlands and the northern part of Belgium, called Flanders. It is often said that since the Dutch and the Flemish speak Dutch differently, they in fact speak two different languages - Netherlandic Dutch and Belgian Dutch (Flemish). Linguists, however, argue they are not necessarily two separate languages but rather two varieties - a Netherlandic and a Belgian variety - of the same language, Dutch. Since there are a substantial number of grammatical, lexical, phonetic and even spelling differences between Belgian and Netherlandic Dutch, the question is whether Dutch is a pluricentric language with two centres of standardization or not. By explaining the socio-historical background of the Dutch language and giving a comprehensive overview of the differences between Netherlandic and Belgian Dutch, this article attempts to answer the aforementioned (research) question.

Events of Motion and Talmyan Typology: Verb-framed and Satellite-framed Patterns in Portuguese

This paper discusses the classical Talmyan proposal (Talmy 1985, 2000) on events of motion and lexicalization patterns, which classifies languages as verb-framed and satellite-framed. The research is based on corpus data of European Portuguese (ep) and Brazilian Portuguese (bp), and focuses on costa-motion events, which imply movement along/ towards an area of land bordering on a water basin. It is shown that these motion patterns may be encoded by: a) denominal lexicalized verbs such as (a)beirar, margear, acostar, and b) satellite-framed patterns of the type [V + preposition + costa Noun], in which the noun may be instantiated by costa ‘coast’, margem ‘margin’ or beira ‘edge’. Our analysis challenges the assumption that Portuguese is a(n) (exclusively) verb-framed language by showing that while the verb-framed pattern is stronger in bp, ep seems to be moving toward satellite-framing. These results indicate different typological tendencies in the development of Portuguese as a pluricentric language.

Entrevistas a María Reimóndez, Rosa Montero y Julia Otxoa: el arte de la escritura y el activismo

Writings by contemporary Peninsular authors, María Reimóndez (Galicia, 1975 -), Rosa Montero (Madrid, 1951 -), and Julia Otxoa (País Vasco, 1953 -) display, not only a deep awareness of local and national matters but also a noteworthy engagement with broader issues of a global nature. Their works highlight, furthermore, the strong presence of female voices and perspectives in two distinct generations of Peninsular writers, as well as marked ideological differences among Spanish intellectuals with regards to Spain’s political configuration. Their works reflect the plurality of languages, cultures, and geographies that make up the Iberian Peninsula today and foreground the complex and often conflictive experience of living in a multiregional and multicultural nation. This article provides a concise critical introduction to each author’s work and interviews with all three. The introduction to María Reimóndez’s work focuses on the role of feminism and postcolonialism in the context of identity and nation. Her novels often explore issues of gender and social justice as they relate, in particular, to marginal identities. Rosa Montero’s introduction describes the self- referential and metafictional qualities of Montero’s fiction and looks at the novelist’s portrayal of existential, political, and ethical themes. The introduction to Julia Otxoa’s oeuvre focuses on the poet’s depiction of the dehumanizing aspects of our contemporary world through short minimalist poems that propose reflection, solidarity, and introspection as an antidote to our depthless progress and environmental indifference. The interviews are edited versions of longer conversations with the authors in which their views on the role of literature in the 21st century and on the most important global challenges of our time were discussed.

Comunicación y diversidad cultural. Actitudes y opiniones de diferentes agentes de la comunidad educativa en torno al aula temporal de adaptación lingüística

The present work emerges from the I+D+I Project “Building differences at the school. Studies of the evolution of the ATAL in Andalusia, their teachers and students”. In this case, we focus on a research done in a SemiD school in the province of Huelva included in the Compensatory Education Plan due to its high percentage of foreign students, which counts with the only permanent ATAL teacher of the aforesaid province. One of the main aims that are set out in the research, was to know the opinion of the different agents in the educational community with more attendance in the center (headmaster, counselor, Special Needs teacher and tutors) about the Intercultural Education and Diversity Awareness in the ATAL. For that, we have followed a qualitative methodology, specially based on the interview and participant observation. As main results, we noticed the ignorance, by all the agents, of the cultures present in the center and the lack of involvement in the school life, as well as the difficulties in the communication with the students and the foreign families which affects negatively the relationship and attitudes towards this collective in a high percentage. We can conclude, after this research process, that the communication problems due to the plurality of languages existing in the school influences unfavourably in the ambit and development of this education center.

Ideology, reconciliation and nationalism in Northern Ireland

This article explores the conceptualization of ‘reconciliation’ within modern Northern Irish nationalist discourse. I argue that the case of Northern Irish nationalism adds a new dimension to those understandings that remain currently underappreciated within the literature. The article charts how reconciliation becomes operationalized as a restrictive politics both despite and because of it being framed in a language of pluralism, restoration and openness. While this process points towards the constitution of a political and ideological community, the concept of reconciliation also precipitates contestation and competition – not simply over memory but over a moral vision of the (violent) past. As such, I argue that reconciliation is not so much about the past but about ideological reframing(s). The case of Northern Irish nationalism, then, suggests that those reframings – a closing down and an opening up of debate – take place simultaneously within the rhetoric of reconciliation.