Language Management Theory

Poznámka: Podmínky pro zadání práce jsou k nahlédnutí na katedrách. Katedry rovněž formulují podrobnosti zadání. Zásady pro zpracování BP jsou k dispozici ve dvou verzích (stručné, resp. metodické pokyny) na katedrách a na Děkanátě Fakulty přírodovědně-humanitní a pedagogické TU v Liberci.

Cette recherche porte sur l’influence de l’enseignement du français dans les trajectoires de vie des étudiants cambodgiens dans un contexte postcolonial. Pour ce faire, une approche combinant des analyses institutionnelles et des témoignages de locuteurs/apprenants cambodgiens a été adoptée. Les résultats obtenus révèlent des dynamiques institutionnelles fortes en faveur du français au Cambodge ainsi que des héritages socioculturels intégrés par les apprenants. La coexistence de ces éléments souligne les enjeux et défis liés à la gestion de l’enseignement du français hérité pour le ministère de l’éducation cambodgien. La recherche met ainsi en lumière l’importance de considérer les récits de vie des apprenants pour une compréhension plus globale de l’impact de l’enseignement du français sur leurs trajectoires personnelles.

This paper focuses on the literary representation of Slovakia in selected travelogues by Czech authors. The subject of the research is that of cultural stereotypes, images of the other, and constructions of us and them. The corpus of travelogues covers the period from the 1830s to the end of the 1930s. The methodological framework for analysing travelogues includes several diverse approaches. In addition to literaryhistory classification, the study employs an imagological approach while also taking into account an approach based on postcolonial theories in the context of the interpretation of cultural stereotypes. The material is divided into four historical periods with regard to the form and changing face of Czech-Slovak dialogue. Through the travelogue material under review we can analyse how the image of Slovakia within the Czech cultural myth of Slovakia has been shaped and transformed over the course of a century.

U članku se govori o ispravljanju i ocjenjivanju te ispravku školske zadaće iz hrvatskoga jezika. Školska zadaća slika je učenikove pismenosti. Nastavnikova dužnost je zadaću pažljivo pročitati, ispraviti pogreške i zadaću objektivno ocijeniti. U školskoj zadaći pojavljuju se dvije vrste pogrešaka: jezične i nejezične. Stručno, objektivno i pravedno ocijeniti školsku zadaću nije ni jednostavno ni lako. Nastavnik treba savršeno poznavati sve jezične norme i aktualne jezične priručnike. Ocjenjivanje školske zadaće može biti analitičko ili sumarno. Na satu ispravka školske zadaće učenici najprije napišu ispravak zadaće slijedeći nastavnikove upute. Nakon toga nastavnik na ploči (ili prethodno na grafoprozirnici) napiše primjere jezičnih grešaka koje je uočio ispravljajući sastavke jednog razrednog odjela, a učenici ih prepisuju u bilježnicu za školski rad i pišu pravilna rješenja. I ispravljene školske zadaće nastavnik treba pažljivo pregledati, a učenici na nekom sljedećem nastavnom s...

With the supply of 8 closely interpreted dialectometrical maps, this paper analyses the linguistic change of the geolinguistic deep structures in Northern France (Domaine d'Oïl) between 1300 and 1900. As a matter of fact, the result will show-with one exception-the great stability of these deep structures.

Language Policy and Planning is currently a significantly diversified research area and thus it is not easy to find common denominators that help to define basic approaches within it. Richard B. Baldauf attempted to do so by differentiating between four basic approaches: (1) the classical approach, (2) the language management approach (Language Management Theory, LMT), (3) the domain approach and (4) the critical approach [Baldauf, R. B. ( ). Introductionlanguage planning: Where have we been? Where might we be going? Revista Brasileira de Linguística Aplicada, 12(2), 233-248]. This paper takes up this classification and seeks to show the main features of LMT, while highlighting the features that it shares with the other approaches and the features that are unique to it. This is done against the background of Baldauf's works and their contribution to the spread of LMT.

The article describes the Slovak language enclave and diaspora in Croatia and Serbia. It briefly describes the history of the Slovak settlement process and the recent demographic development of the Slovak minority in Croatia and Serbia. The central attention of the article focuses on the communication vectors, the language situation and linguistic characteristics of the Slovak language enclave and diaspora in these countries. Finally, the article states the basic common and different characters of the Slovak language communication in Croatia and Serbian Vojvodina.

MMA 1. Pourquoi êtes-vous impliqué dans la promotion de la langue régionale ? MMA 2. Depuis quand ? Le processus d'implication ou « d'engagement » a-t-il été progressif ou est-ce que vous avez « pris un tournant » brusquement, à un moment donné, pour des raisons précises ? MMA 3. Comment avez-vous commencé ? Seul ou dans le cadre d'une association ou d'une équipe de travail ? Avec qui avez-vous commencé ? Est-ce que cela s'est fait au gré des rencontres ? Avec qui ? Comment ? Vous avez commencé par faire quoi ? Comment a pris forme votre action ? MMA 4. Comment avez-vous pris la décision un jour de vous impliquer, comment et pourquoi ? Dans quelles circonstances ? Dans quelles conditions ? A quelle occasion (un projet, un spectacle ou une fête à organiser, etc.) ? MMA 5. Quels sont vos objectifs ? Aviez-vous un projet à court, moyen ou long terme, dès le début ? Ou bien avez-vous « improvisé » ? Avez-vous une « théorie » ou une « philosophie », en quelque sorte, de votre action ? Diriez-vous que vous appliquez une sorte de « plan stratégique », ou que vos actions se font « au fil de l'eau » et en fonction des circonstances ? MMA 6.1.1.Quelles sont vos activités, vos initiatives et vos projets en ce domaine ? Avec quels moyens ? MMA 6.2. Avez-vous obtenu des subventions ? Par quels circuits/créneaux ? Comment avez-vous procédé ? Quel est le bilan de ces soutiens financiers ou matériels à vos projets de développement de la langue régionale ? Avez-vous pris du recul depuis vos débuts, ou avez-vous le temps de prendre du recul par rapport à cette action ? MMA 7. Participation, appuis et réseaux MMA 7.1. Comment les gens du pays ont-ils participé à votre projet ou ont-ils coopéré dans vos activités ? MMA 7.2. Comment vos partenaires ou membres de votre équipe associative ou pédagogique ont-ils participé à votre projet ou ont-ils coopéré dans vos activités ? MMA 7.3. Comment les institutions locales, régionales et nationales ont-elles réagi ? Par exemple, le rectorat d'académie et les CRDP (pour les enseignants), la DRAC (pour les animateurs culturels), la DGLF-LF au Ministère de la Culture (pour les linguistes et militants de la reconnaissance officielle des langues régionales) ? MMA 7.4. Comment les maires ont-ils réagi ? MMA 7.5. Comment les députés locaux ont-ils réagi ? Si vous les avez sollicité, comment vous ont-ils écouté, et qu'ont-ils fait pour soutenirou au contraire, contrecarrervotre projet ? MMA 8. Quels obstacles avez-vous rencontrés et rencontrez-vous encore ? Comment les avez-vous surmontés ? Clé de lecture sémiotique (Greimas) du questionnaire LLV C) Activités autour de la langue : quoi/pourquoi/comment =Motivations et Mode d'action (questions liées au LAE et LAI de Roos) MOD : VOULOIR : Pourquoi êtes-vous impliqué dans la promotion de la langue régionale ? ASPECTUALITE : MMA 2. Depuis quand ? Le processus d'implication ou « d'engagement » a-t-il été progressif ou est-ce que vous avez « pris un tournant » brusquement, à un moment donné, pour des raisons précises ? PARCOURS NARRATIF et ACTANTS : MMA 3. Comment avez-vous commencé ? Seul ou dans le cadre d'une association ou d'une équipe de travail ? Avec qui avez-vous commencé ? Est-ce que cela s'est fait au gré des rencontres ? Avec qui ? Comment ? Vous avez commencé par faire quoi ? Comment a pris forme votre action ? LA QUETE et le CONTRAT Fiduciaire & ASPECT: MMA 5. Quels sont vos objectifs ? Aviez-vous un projet à court, moyen ou long terme, dès le début ? Ou bien avez-vous « improvisé » ? Avez-vous une « théorie » ou une « philosophie », en quelque sorte, de votre action ? Diriez-vous que vous appliquez une sorte de « plan stratégique », ou que vos actions se font « au fil de l'eau » et en fonction des circonstances ? LA PRAXIS: MMA 6.1.1.Quelles sont vos activités, vos initiatives et vos projets en ce domaine ? Avec quels moyens ? LES ADJUVANTS : MMA 6.2. Avez-vous obtenu des subventions ? Par quels circuits/créneaux ? Comment avez-vous procédé ? Quel est le bilan de ces soutiens financiers ou matériels à vos projets de développement de la langue régionale ? Avez-vous pris du recul depuis vos débuts, ou avez-vous le temps de prendre du recul par rapport à cette action ? MMA 7. Participation, appuis et réseaux MMA 7.1. Comment les gens du pays ont-ils participé à votre projet ou ont-ils coopéré dans vos activités ? MMA 7.2. Comment vos partenaires ou membres de votre équipe associative ou pédagogique ont-ils participé à votre projet ou ont-ils coopéré dans vos activités ? ACTEURS : ADJUVANTS & OPPOSANTS : MMA 7.4. Comment les maires , les députés locaux ont-ils réagi ? MMA 8. Quels obstacles avez-vous rencontrés et rencontrez-vous encore ? Comment les avez-vous surmontés ?

Foreign and Ours: Czech Literature After the Split of Czechoslovakia using the Example of the RAK Literary Journal. Jana Pátková in her study looks into the reception of Czech literature in RAK (RAK-Revue aktuálnej kultúry) a journal that was published in Slovakia between 1996-2014. The journal adopted a new approach to contemporary literature based on intellectual views and sharpness of the founding editors (P. Darovec and V. Barborík) and presented a series of original columns and sections to reflect on books and the literary context. Pátková observes that Czech literature and its image after the Velvet Revolution in Slovak culture has been reflected minimally despite the closeness of Slovak and Czech cultures before 1989. RAK was one of the exceptions and occasionally (rather than systematically) offered insight into contemporary literary production in Czechia. The journal did not attempt to cover the whole of Czech literature but rather a personal selection that either picked world-famous Czech authors (K. Čapek, J. Hašek or M. Kundera) or writers with whom they shared artistic values. Pátková traces the key articles, in which there were analyses of Czech literature (including one "Czech issue" focused solely on Czech literature) conducted by both Czech and Slovak literary critics and historians. In her concluding ideas, she states that despite obvious insufficiency in what was once rich cultural exchange, there remain, in terms of mutual cultural interest, much better results on the Slovak side.

The main focus of the article is the software product description allowing to monitor dynamically the language situation in Ukraine. 33000 comments, depicting all regions of Ukraine over 10-year time period, have been analyzed and the interactive map, reflecting the Ukrainian-Russian bilingualism has been created.

This article examines Vietnamese ethnic minority students’ language practices under the influence of external interventions from a language management perspective. It focuses on the ways the students engage with various levels of interventions in their language practices. The study mainly draws on a group of college-age minority students’ experiences and perspectives collected through semistructured interviews. Findings suggest that the students, in making decisions to use their ethnic language and Vietnamese, the mainstream language, responded to interventions by the school and the ethnic community by adapting to the latter's language policy, while reinterpreting to conform to/deviate from interventions by other individuals such as their parents, their teachers, or their peers. In that process of managing their language practices, they reframed their identity in which both maintenance and transformation orientations were active. Implications related to minority language policy and language maintenance are then suggested. (Language management, individual language management, language practices, language choice, language policy, language maintenance, ethnic minority)*

Tatra Mountains, beeing the most important national symbol and a part of the collective identity of Slovaks, represent a distinctive motive in Slovak literature, reflected also by Czech authors due to the long time links between the two nations. The status of Tatras is supported by the lyrics of the Slovak national anthem Nad Tatrou sa blýska (Lightning over the Tatras) which are often cited both in Czech and Slovak texts and associated (similarly to the emblematic Tatras) with Slovakia in various contexts. In the chapter several examples of the links from the 19th century to our days are introduced.

In this introductory chapter, the authors define the concept of language management and characterize the main features of Language Management Theory (LMT). This is done against the background of other conceptualizations of language management in Language Policy and Planning. Afterwards, the authors deal with the methodology used in the study of language management, stressing the methods useful in gaining access to the specific features underlying LMT, that is, its focus both on interactional micro-phenomena and societal macro-phenomena, and the interplay of both levels. Accordingly, different types of introspective interview methodology and broadly conceived discourse analysis are presented. Finally, the authors briefly describe the individual chapters contained in the book, with a special focus on the methodology employed in each study.

The aim of the paper is to present the development of language planning from the perspective of the central current of western sociolinguistics, i.e. sociolinguistics from the Anglo-American world, in which the concept of language planning was born (as surprising as this statement may be for researchers from post-communist countries). Following Neustupný (2006), the author distinguishes between four historical types of language planning: “pre-modern”, “early modern”, “modern” and “post-modern”. More or less developed theories of language planning are also characteristic for these types. Language planning as an academic discipline has existed for about fifty years and at least two periods can be distinguished within it: “classic language planning” of the 1960s and 1970s, oriented above all toward the modernization of so-called third world countries, and the newer “ecology paradigm”, emerging from the critique of the previous period and supporting the plurality and diversity of languages in the spirit of postmodernism. The author devotes particular attention to the “Reversing Language Shift” model (Fishman, 1991), the “Catherine Wheel” model (Strubell, 1999) and Language Management Theory (Jernudd – Neustupný, 1987). The last of these theories places language planning in a broader communicative and sociocultural context than the previous theories of language planning, and it can be expected that, due to its constructive features, its significance will grow.

Vzďaľovanie? Česko-slovenské a slovensko-české jazykové vzťahy v dvadsaťročí po rozdelení spoločného štátu 1 Mira Nábělková Katedra středoevropských studií FF UK v Praze Medzi otázkami, ktoré priťahujú laickú aj odbornú pozornosť pri hodnotení toho, čo prinieslo dvadsaťročie existencie Českej republiky a Slovenskej republiky po rozdelení spoločného štátu, zaujíma osobitné miesto problematika vývinu jazykových vzťahov. Jazyková otázka, kontinuálne prítomná v dejinách vzájomných vzťahov Čechov a Slovákov, nestratila závažnosť a aktuálnosť ani v novom vývinovom období a vynárala sa na oficiálnych úrovniach aj v každodennosti občanov v celom jeho priebehu. V príspevku sa pokúsim "v niekoľkých obrazoch" načrtnúť vývin českého a slovenského právneho rámca vo vzťahu k druhému jazyku a poukázať na špecifické vývinové javy v česko-slovenskej a slovensko-českej medzijazykovej komunikácii.

Under the Soviet rule, Belarus was a subject of one of the most advanced assimilation among the titular nations of the USSR national republics, based on the cultural and linguistic proximity of the nation to Russia and backed with an ideological component of a common so-called "old-Russian people concept" implemented into the Soviet official history. As a result, in Belarus quite a significant portion of the titular nation's representatives were subjects of increasing adaptation of the Russian language not only as their second, but also as their first language. Additionally, the titular language faced a degree of creolization, resulted into formation of the mixed language, called trasianka.

This article provides an overview of the sociolinguistic situation in Belarus, the most russified of the post-Soviet countries. It summarizes language policy and legislation, and deals in more detail with language management and selected language problems in Belarusian education. It also contributes to the work on language planning by applying Jernudd's and Neustupný 's Language Management Theory, particularly the concept of the language management cycle, to analysis of sociolinguistic issues in Belarus.

Human societies contain elements which favor persistence in cultural and linguistic behavior - especially intra-generationally- and elements which favor change -more likely to evolve inter-generationally. Which elements help us to understand the dynamics of processes and to carry out sociolinguistic planning in order to ensure, for example, maximum use of a language in recession both in institutionalized and individualized communications? At least three important, complementary aspects should be considered. here: persistence, resistance and change itself. Human behavior shows a tendency towards functional persistence. The subconscious is responsible for a large part of human behavior, and so once a certain behavior has shown its efficiency and functionality in everyday life it becomes routine and occurs without the subject being aware of it, until a new behavior becomes the norm. Many norms in language behavior have this characteristic, which may explain the sociological observation that many types of behavior persist even though the conditions which led to such behavior disappear. The concept which perhaps most adequately explains this phenomenon is that of habitus, from Pierre Bourdieu.