Language Planning and Policy

This article examines the stage of language shift in Tlaxco (Santiago Tlaxco), a bilingual Nahuatl-Spanish-speaking community in Puebla, Mexico. We employ the theory of ecology of pressure framework to identify and analyze the pressures that favor or deter language maintenance of Nahuatl and categorize the level of language shift. The research data were drawn from 207 completed census questionnaires in 50 homes. Our findings show that Nahuatl is vigorous and used in the home and the community. Nahuatl is the preferred language of communication with adults and the older generation, while Spanish is commonly used with and among the youth. Based on these results, we conclude that Nahuatl continues to thrive in the community, with the risk of Spanish gradually replacing Nahuatl as the preferred language of communication across all age groups if the current youth population does not follow the current language use pattern as they enter adulthood. This study is one of the first to analyze the sociolinguistic situation of Tlaxco (Santiago Tlaxco). The findings, which are discussed in conjunction with other qualitative and observational studies, also provide a snapshot of a community at the potential early stage of language shift.

Language identity of secondary-level Russian-speaking immigrant students in Finland and its relation to ethnic identity, attitudes towards language and nationality, use of Russian and Finnish, and self-assessed language proficiency were investigated. Language identity refers to a person's identification with a language and as a speaker of a language, based on attitudes towards and appreciation of the language as well as on self-assessed and desired proficiency and language-use situations. Language identity is examined from a sociocultural perspective, according to which a person's identity is constructed in interaction with a community. Construction of identity is influenced by linguistic choices in different situations, goals, and a person's linguistic self. Identity is further linked with the existing socio-cultural and historical context. The sample comprised 256 Russian-speaking students, aged 15-30, studying in 35 Finnish educational institutions. The data were collected in 2000 with a structured questionnaire, and analysed quantitatively. Illustrative data consisted of interviews of 15 students. Results indicated that students regarded themselves primarily as speakers of Russian, and felt Russian closer to themselves and more important than Finnish. Strong relationship with the mother tongue lends support to Russian identity but does not exclude a bilingual and bicultural identity. Two dimensions were found in identification with Finnish and as a speaker of Finnish: on the one hand, emphasis was put on mastering the language and its importance to identity; on the other, goal-orientation in language learning for educational and employment purposes and ultimately for integration into the Finnish-speaking community were emphasised. Identifying with a language was linked with ethnic identity, attitudes towards language and nationality, language use in different situations and self-assessed proficiency. Cluster analysis produced five types of language identity: pro-Finnish, bilingual, Russian-speaking and pro-Russian, Russian-speaking, and Russianspeaking and anti-Finnish. The pro-Finnish favoured mainly assimilation, the bilingual integration, and the last three groups different degrees of separation.

This chapter examines the foundations and current directions of language education policy (LEP) as a field of inquiry at the intersection of sociolinguistics, education, and political economy. It traces the field’s origins in post-WWII and postcolonial contexts, where language was framed as a problem, right, or resource, and explores how early frameworks were shaped by modern nation-building projects across geopolitical contexts. The chapter then turns to critical research on the entanglements between language, schooling, and social inequality, highlighting how language policies in education often reproduce dominant racial and class hierarchies under the guise of meritocracy. It addresses key critiques of additive and inclusion-oriented models, and emphasizes the contributions of translanguaging and culturally sustaining pedagogies. The final section introduces a recent epistemological shift that conceptualizes LEP as infrastructure, foregrounding the material, affective, and embodied dimensions of language in educational institutions. Drawing on feminist, decolonial, and infrastructural theories, this approach repositions language policy within broader regimes of neoliberal governmentality and urban transformation, paving the way for further future research.

Günümüzde teknolojik alanda yaşanan gelişmeler her alanda kendini göstermektedir. Gelişen teknoloji ile birlikte öğretmenlere büyük görevler düşmektedir. Bu araştırmanın amacı Türkçe öğretmenlerinin teknolojik öğrenme ortamlarını kullanma durumlarının belirlenmesidir. Çalışmada nitel araştırma modellerinden biri olan durum çalışması uygulanmıştır. Araştırmanın çalıma grubunu Konya'nın merkez ilçelerinde görev yapan 22 Türkçe öğretmeni oluşturmaktadır. Öğretmenlere derslerinde EBA, Morpa ve Okulistik gibi teknolojik ortamlardan ne derece faydalandıklarına yönelik sorular yöneltilmiştir. Araştırmada veriler, nitel araştırma yöntemlerinden görüşme kullanılarak elde edilmiştir ve bu veriler içerik analizine tabi tutulmuştur. Araştırma sonucunda çeşitli temalara ulaşılmıştır. Bu temalar: "Teknolojiyi kullanan öğretmenler: Öğrenmeyi kolaylaştırma", "Etkileşimli bir öğrenme ortamı: Sosyal medya grupları", "En çok kullanılan öğrenme ortamı: Eğitim Bilişim Ağı", "Yeni bir teknolojik öğrenme ortamı: (Flash) Bellek", "Teknolojik öğrenme ortamlarını gerekli bulanlar: Öğretim Zenginliği ve Etkin Katılım", "Teknolojik öğrenme ortamlarının en fazla kullanıldığı öğrenme alanı: Dil Bilgisi", "Ölçme ve değerlendirmede teknolojik ortamlardan faydalananlar: Soru Çeşitliliği" olarak isimlendirilmiştir. Bulgulara göre, çalışmaya katılan tüm öğretmenlerin teknolojiden faydalandıkları, en çok kullanılan teknolojik öğrenme ortamının da Eğitim Bilişim Ağı (EBA) olduğu; teknolojik öğrenme ortamlarının Türkçe öğrenme alanlarını karşılamada yetersiz olduğu; Türkçe dersi için özel hazırlanmış içeriklerin yer aldığı belleklerin öğrenme ortamlarında sıkça kullanıldığı tespit edilmiştir.

Ce mémoire est consacré à l'analyse comparative des politiques linguistiques de la France et de Malte, aux relations entre langues officielles, langues régionales et minoritaires. Nous examinons les fondements historiques, juridiques et sociolinguistiques des choix effectués par les deux États, tout en intégrant le rôle d'acteurs supranationaux comme l'Union européenne et l'Organisation internationale de la Francophonie. En France, une politique de centralisation a mené à la domination du français au détriment des langues régionales. À Malte, le bilinguisme officiel entre le maltais et l'anglais reflète une histoire coloniale et une volonté de préservation linguistique. L'étude mobilise les concepts de planification linguistique, de diglossie et de glottopolitique, en s'appuyant sur l'analyse de documents législatifs. Elle met en lumière les tensions entre unité linguistique, diversité culturelle et enjeux identitaires dans un contexte européen.

Olga Zavyalova
On Cyrillization and Standardization of New Chinese Words in Russian Texts
Abstract. In the epoch of the Internet and of the easy switching from one type of writing to another, various Latinized words and abbreviations, primarily English, are widely represented in modern Russian and Chinese texts. Latin versions of their names and brands in English or in Chinese, but written in the official Latinized alphabet hanyu pinyin Chinese companies invent for the outside world. The same Latinized names have recently appeared and are primarily used in Russian. Moreover, the Cyrillic versions of these same names are often represented in different ways, without taking into account the rules that were developed for Chinese words by several generations of sinologists starting from the 18th century, first in the Russian Empire and later on in the USSR. In the post-Soviet period, however, the problems of standardization of Chinese words in Russian seem to be outside of the interests both of the scientific community and of the relevant official bodies.
Keywords: Chinese, Russian, Chinese brand names, Hanyu Pinyin, Palladius system, standartization of Chinese words.

The Three-Language Formula (TLF) in India, introduced to promote national integration and linguistic harmony, remains a subject of ongoing debate and controversy. Initially envisioned to foster multilingual competence among Indian citizens, the formula is increasingly contested, especially by southern and north-eastern states, who argue that the imposition of Hindi undermines regional linguistic identities and educational autonomy. This article revisits the TLF in the context of contemporary educational, political, and linguistic developments in India. It draws on recent statelevel demands for a two-language formula-mother tongue and English-as a more feasible and culturally sensitive approach. Through qualitative content analysis of policy documents, state government reports, and educational outcomes, this study examines whether the current multilingual model aligns with the evolving linguistic realities of India. Findings suggest that the TLF needs recalibration in favour of a bilingual model that prioritizes local language preservation while equipping learners for global competence. It concludes with policy suggestions aimed at balancing linguistic diversity, cultural preservation, and functional literacy.

For the AbOriginal peoples of Ontario, literacy is a process involving not only individuals, but also the whole colamunity. Literacy leads to development and empowerment, which contribute to self-determination. Once the wards of the federal government, Aboriginal communities now are assuming more control over their own affairs. Education, including literacy, is key to such control. Aboriginal literacy practitioners seek to "place education into culture" by using the holistic approach and by considering the elements of self, community, family, and the universe (world view) during program development. The Ontario Native Literacy Coalition (ONLC) is comprised of 31 urban and reserve-based literacy projects. ONLC provides networking opportunities, training for Native literacy practitioners, culturally sensitive program materials, and advocacy on all levels. Literacy practitioners are from the home community and have knowledge of community members and culture, a sincere belief in the student, creative abilities, organizational skills, and deep commitment. Community coordinators recruit students, train tutors, develop or adapt materials to local situations, and raise funds. Because programs are community based and student centered, a variety of models have emerged, many of them involving cultural education and the whole,language approach. Fourteen projects include literacy in an Aboriginal language. Practitioners meet for a week every 3 months, take courses, and visit successful programs. They identified the two most important courses in helping them enhance student self-esteem: the Healing Circle and Prior Learning Assessment (a portfolio development process) . (SV)

The article deals with the applicability of the postcolonial theoretical framework to the relationship between the Habsburg Monarchy agents and the noble elites of the Kingdom of Galicia and Lodomeria following the First Partition of the Polish-Lithuanian Commonwealth. It is argued that the imperial government attempted to implement 'subalternization' strategies concerning the local elites by depriving them of possibilities to influence provincial politics. The reactions of the nobility of the Kingdom to these strategies, their attempts to retain dominant positions in Galicia through creating a hybrid government model, and the eventual outcome of the Habsburg homogenization politics in Galicia by the end of Napoleonic Wars are also examined.

This paper discusses the linguistics foundations for developing a Bodo Wordnet, describing the Bodo language characteristics and properties specific to the development of Wordnet. The characteristics of the Bodo language in terms of its morphological and syntactic structure are outlined. Important characteristics related to building of Wordnet are discussed with examples. As the Bodo Wordnet is being developed as an expansion of the Hindi-English Wordnet, the experience gathered during the initial startup works are very important in carrying out the whole work. Such experiences during the building of core 2000 synsets are discussed in the paper, alongwith the challenges faced during linking.

This paper presents benefits of literacy in Native American lan-
guages for four primary reasons: decolonization, complete bilingual-
ism, increasing academic achievement, and national identity. The loss
of American Indian languages is the direct result of colonization. As
American Indian nations work on re-establishing their own languages,
there is a pressing need to include literacy in those American Indian
languages. Carmen Silva-Corvalán’s (2014) study confirms the need for
schooling in the heritage language to give a child complete bilingualism
by adulthood. Moreover, this study supports Jim Cummins’ (2003a;
2003b) work with bilingual populations in Canada, in which literacy in
a child’s mother tongue was the gel that set up further success in both
languages. Additionally, research confirms the benefits of bilingualism
in academic achievement particularly in reading and writing. The cog-
nitive benefits of bilingualism have been strongly chronicled. Finally,
literacy in a language can strengthen national identity as confirmed by
Ellen Cushman’s (2013) study of the effects of the Cherokee syllabary
on Cherokee identity. Each of these research areas reinforce the urgency
for groups who have decided not to write their languages to find methods
and strategies to expand their language revitalization efforts to include
more complex linguistic structures to create truly bilingual speakers.

Since both countries border Russia and have visa-free entry for Russian citizens, Georgia and Kazakhstan have received many of the Russians fleeing the impact of the full-scale invasion of Ukraine. While a mass exodus of people from a country is nothing unique in human history (nor is the experience of uncertainty and precarity among migrants leaving Russia), what has been unprecedented is the flow of migrants from a former colonizer into those former colonies. While these migrants did not come as colonizers, their colonial identity was front and center in the minds of both host populations.

This book is the result of several years of research into the languages of Japan as part of Japan' s history of thought. My interest in this topic began with a study of the reception of western linguistics in modern Japan for my PhD thesis, through which I came to understand that linguistics did not evolve in a vacuum but sought to provide solutions to problems exceeding those of language tout court. In Japan, there is a small branch of linguistics dedicated to what is called kokugo mondai (problems of national language). Having dealt with the very broad topic of the reception of western linguistics, I decided to restrict my research to kokugo mondai for a while. I can still remember the first time I came across the small section on kokugo mondai at the library of the National Institute for Japanese Language in Tokyo. At the time, I was due to take a position at Duisburg University as an assistant to Florian Coulmas, and so I quickly wrote down the titles of all the books on kokugo mondai on the shelves there, with the intention of writing something on this issue during my time at Duisburg. I have long since left Duisburg, and so I can safely say that the topic demanded far more attention than the few books on the shelves at the National Institute for Japanese Language suggested. For this is more than just a book about the problems of a national language in Japan -it is about the problems caused by the idea of a national language too. In writing this book, it was not finding material that proved difficult, but deciding on how best to present what material. Undoing ideology demands the conscious questioning of ontological knowledge, but it is not easy to produce academic work on such shaky ground. Many people have helped me in forming the ideas behind this book. Above all, I am most indebted to my teachers Florian Coulmas, J.V. Neustupný and Josef Kreiner, and their influence is written all over the book. Inoue Fumio, Takaesu Yoriko, Miyara Shinsho and Ishihara Masahide were my hosts during prolonged research visits to Japan, during which times I studied matters that found their way into this book. In Duisburg, Sugita Yuko and Imai Jun discussed many of the issues presented here with me, 2159_FM.

Future aims to explore the intricate relationship between language, cultural identity, and societal transformation in Algeria. This conference seeks to bring together scholars, educators, and practitioners to examine how Algeria's multilingual landscape-comprising Arabic, Berber, French, and English-shapes cultural identity and fosters intercultural dialogue. By addressing the challenges and opportunities of linguistic diversity in a globalized world, the event will explore the role of language as both a unifying force and a marker of distinct cultural identities. Through interdisciplinary discussions, participants will investigate themes such as cultural hybridity, identity construction, and the implications of multilingualism for education, policy-making, and cultural preservation in Algeria. Axes of Discussion This conference will principally concentrate (without being limited to) on the following themes: 1. Language and Identity Construction o The role of multilingualism in shaping Algerian identity. o Cultural hybridity and its impact on identity formation. o The interplay between local languages and global influences. 2. Language Policy and Planning

Este estudio intentó explorar qué se puede ver en la aplicación de un modelo bilingüe dinámico basado en la integración de translingüísmo, contenido y lengua en términos de la aplicación de este proceso. Como resultado, hubo profesores de primaria quienes implementaron lecciones con los tres componentes como parte de del modelo bilingüe institucional de los colegios en Pereira, Colombia Bilingüismo es el primer término que guías los componentes teóricos, educación bilingüe y sus marcos con el siguiente constructo, donde se explica la educación bilingüe dinámica (García, 2009), como mecanismo marco del contexto colombiano. En la misma línea, como ideología bilingüe se establece la heteroglosia (Bakhtin, 1981), la cual promueve la co-existencia de la L1 y L2 en el mismo contexto. Seguidamente, translingüísmo como uno de los tres constructos que soportan el modelo. Baker (2011) lo define como la enseñanza sistemática bilingüe a través de la inclusión de L1-L2 en el escenario de práctic...

AR Daad’s novella “Saheg Watar Kant” is a monologic epistolary work that reflects the deep psychological and social realities of human life. The novella highlights major themes such as freedom, sex, desire, need, habit, imagination, the influence of literature, and forgetfulness. Through this narrative, AR Daad explores the inner feelings of individuals and how they struggle to survive within society. He unmasks the true face of human nature and the contradictions of social structures.

Foreign language teaching goes through considerable changes and challenges currently observed in content development, teaching methods, and techniques modernization. Integration of the competence approach, introduction of intercultural learning stands out among many other contemporary issues in teacher education worldwide. English language proficiency together with global and cultural awareness, high level of intercultural competence ensures the necessary platform and required background for professional development of future teachers of English. By highlighting the importance of these competencies, this chapter aims to clarify the essential role of global awareness and intercultural competence in teacher education, identifying both the obstacles that hinder their development and the strategies that can overcome these barriers. Thus, this chapter addresses the challenges and innovative solutions within the realms of pedagogy, management, and materials development, offering a comprehensive guide for educators, policymakers, and institutions.

Title Volume 3: Sociolinguistics and/of Pidgins and Creoles Authors(s) Farquharson, Joseph T.; Migge, Bettina Publication date 2017-05-24 Publication information Farquharson, J. and Migge, B. (eds.). Pidgins and Creoles: Critical Concepts in Linguistics Publisher Routledge Link to online version https://www.routledge.com/Pidgins-and-Creoles/Farquharson-Migge/p/book/9781138841871 Item record/more information http://hdl.handle.net/10197/8772

In this article, the topic of language choice in tourism is examined from the perspective of the participants involved in the communication process. Drawing upon data from guided tours in different interaction settings, recurrent strategies of language selection are shown, taking into account their function as strategic resources on which the participants overtly orient themselves in order to cope with the communication tasks at hand. The data analysis explores and possibly supplements the communicative functions of language choice reconstructed by Thurlow/Jaworski (2010) in the interaction between tourists and guides. The analysis is based on interactional data from multilingual settings with English and German as mother tongue and foreign language.

The Geography of Skill Formation: On the Expansion, Organization, and Localization of Swedish Higher Vocational Education    Uncertainty about future skill needs in the labor market has accelerated the adop-tion of flexible reskilling and upskilling policies. In recent decades, substantial public investment has been allocated to higher vocational education (HVE) for adults. This article investigates the organization of HVE in Sweden, focusing on its geographical expansion across urban-rural divides and its impact on labor market mobility. The findings indicate increasing geographical immobility among HVE student cohorts between 2005 and 2020, coinciding with the expansion of this educational seg-ment. Furthermore, analysis of training providers who applied for and received state funding reveals significant disparities in how HVE expansion has reached different municipalities and labor market regions. Despite being state-funded, HVE’s growth is predominantly driven by private providers, which seem to have concen-trated educational opportunities in densely populated areas

Arabic manuscripts often contain a variety of marginal notes and end-page annotations, including literary texts, historical records, and general knowledge, written by the author after the manuscript's circulation or by others unconnected to the author. These notes, which are sometimes responses to the book's content, personal recollections, or documentation of significant events—such as births, deaths, or human and natural incidents—are collectively referred to in codicology as: Manuscript notes. This study aims to examine how early scholars utilized these marginal notes, treating them as reliable sources in the creation of biographies. It also seeks to draw the attention of manuscript editors to the importance of documenting all marginal data, even if unrelated to the main content of the manuscript, due to its value in filling informational gaps regarding historical events and figures.

يرصد الناظر في المخطوطات العربية كثرة ما يُكتب على طرر بعضها وخواتيمها من نصوص أدبية وتقييدات تاريخية ومعارف عامة، سجلها المؤلف على نسخته بعد إطلاق كتابه للتداول، أو قيَّدها أناس آخرون لا يتصلون بمؤلف الكتاب، إما استدراكاً على المؤلف لما في مضمون الكتاب، أو استذكاراً لها، أو تقييداً لحادثة ما تستدعي التوثيق حتى لا يطرقها النسيان، من ولادة طفل، أو وفاة رجل، أو حادثة بشرية أو طبيعية. واصطلح علماء المخطوطات على تسمية هذه التقييدات بخوارج النصوص.
وتسعى الدراسة لرصد مدى استفادة القدماء من مادة خوارج النصوص، واعتمادهم لها كموارد موثوقة في صناعة التراجم للأعلام. ولفت أنظار المحققين إلى الاهتمام بكل ما يرد على المخطوطات من بيانات حتى وإن كانت لا تتصل بالكتاب ومادته، نظراً لقيمتها في سدّ النقص المعرفي حول الأحداث والشخصيات.

The present thesis is written in the Chinese language.

The story of "Burmese Days" is set in the 1920s, while "Not Out of Hate" unfolds in the 1930s–40s. These two novels are continuous on the historical timeline, and their geographical settings are closely tied to the life moments of Orwell and Ma Ma Lay. Both works can be regarded as distinct forms of 'Burmese writing' concerning the late period of British colonial rule. Placing the two novels side by side opens a path for exploring the colonial cultural space of Burma, as they supplement and provide testimony regarding the human conditions under British colonialism.

If the 'novelistic history' can be seen as an expression of the author’s lived historical experience, then it also becomes a lens through which the authorial subject constructs and reflects upon history. The first part of this thesis examines the historical narratives presented in both texts, contextualizing 'novelistic history' alongside historical materials. This process clarifies the writer’s positionality and, through cross-verification, raises productive reflections. When literary texts and historical materials negotiate and corroborate one another, 'novelistic history' itself seems able to function as a form of historical material.

The second part focuses on the cultural representations and human conditions depicted in the two novels. In the case of "Burmese Days", the analysis highlights its connections with Orwell’s thought and his colonial experience as an imperial police officer. Through this lens, the thesis discusses his construction of colonial cultural space and the lived negotiations between colonizer and colonized within Burma’s colonial setting. In "Not Out of Hate", the narrative illustrates how the colonial cultural environment shapes the lives of the characters, presenting a historicized mode of existence. In articulating the dynamics between colonizer and colonized—between 'us' and 'them'—the thesis also links and reimagines colonial social and cultural realities as represented in the novels, with particular attention to the Burmese female body.

The third part of the thesis engages with the notion of a 'Burmese consciousness,' reading "Burmese Days" and "Not Out of Hate" as detailed accounts that speak to my present condition. It also interprets the two novels as metaphorical presences within Burma’s postwar processes of decolonization. In relation to my own present moment and to 'Burma' today, these texts thus carry renewed possibilities and significance for rereading.

de Mejía (2002) defines "elite" bilingual schooling as a privileged educational choice for families seeking to access or preserve prized symbolic capital and economic advantage through bilingual education in two or more high-status languages. This systematic literature review examines 48 entries from peer-reviewed journals, edited volumes, and books investigating so-called "elite" bilingual K-12 schooling across 35 global contexts. The review outlines various characteristics of these "elite" bilingual schools, including school types, language policies, and teaching staff. Additionally, I apply Bourdieu's (1977) concept of symbolic capital to explore how these schools function as sites of social reproduction, where learners are positioned to access and reproduce high-status linguistic and cultural capital. Findings describe the neoliberal language and institutional policies, as well as stakeholder attitudes, that frame bilingual education in these "elite" contexts as an investment in the market-based competitiveness of both the schools and their students. These findings suggest that so-called "elite" bilingual schools represent a fruitful yet understudied context for investigating social reproduction and the interrelationship between bilingual education, social class, and political economies.

This essay explores the historical and contemporary securitization of Islam in Tajikistan through the lens of co-ethnicity and diaspora politics, focusing on two sub-ethnic groups: Sunni Lowland Tajiks and Shia Ismaili Pamiris. It argues that Soviet-era strategies of assimilation and control laid the foundations for the authoritarian governance of religion under President Emomali Rahmon, producing divergent trajectories of compliance and resistance among Tajik communities. While Lowland Sunni Tajiks became partially assimilated into a state-sponsored “Sunni Socialist Islam,” the Pamiris were marginalized, displaced, and securitized as a perceived threat to national cohesion. Drawing on theories of securitization, diaspora, and identity politics, the analysis situates these dynamics within broader regional and historical patterns, including forced resettlement under Soviet rule, the Tajik Civil War, and contemporary state policies that frame religious pluralism as extremism. By tracing the intersection of co-ethnicity, diaspora identity, and state power, the paper demonstrates how religion in Tajikistan remains both a tool of authoritarian consolidation and a source of communal resilience, with profound implications for security and stability in Central Asia.

This article reflects on the challenges and opportunities of wayang, Indonesia’s traditional puppet theatre, in the digital era. While wayang has been recognized by UNESCO as an Intangible Cultural Heritage of Humanity (2003, 2008) for its profound moral, spiritual, and social values, its continuity is now threatened by global popular culture, commodification, and changing lifestyles. Traditionally, the dalang served as an ethical communicator, transmitting wisdom and social critique through classical narratives like the Ramayana and Mahabharata. However, contemporary pressures have divided wayang into two currents: one prioritizing entertainment, risking the loss of its sacred essence, and another emphasizing philosophy but struggling for relevance. To ensure sustainability, the article suggests dialogical engagement among puppeteers, inspired by Habermas’s communicative action, while exploring responsible innovations. Digital platforms, including VR, AR, and archival digitization, offer new avenues for preservation and global outreach. Collaboration among artists, society, and the state is essential for wayang’s survival and renewal.

In this paper, we highlight two recently developed, technology-enabled platforms for documenting the small Walser varieties spoken in northwestern Italy. These platforms address the urgent need to record linguistic varieties that are undergoing rapid erosion. Through four case studies, we show that they also support fine-grained analysis, revealing structurally significant and original features shaped by centuries of language contact. Because they are readily available and easy to use, these digital resources can motivate speakers-especially younger generations-to engage with their heritage and help slow, or even halt, the dissolution threatening these "small languages".

India nyelvi csoportjai történelmükben és identitásukban nagyon eltérőek. A dravida délen például a Tamil Naduban élő tamil beszélők erős nyelvi identitással rendelkeznek (klasszikus irodalom, filmipar, tamil büszkeség), és politikai ellenállással rendelkeznek a hindi erőltetéssel szemben. A tamil nacionalizmus (és a dravida regionalizmus) a tamil nyelvet és kultúrát hangsúlyozza. Hasonlóképpen, a telugu beszélők (Andhra Pradesh/Telangana) felidézik a Telugu Desam Párt telugu büszkeségének mozgósítását, a kannada és a malajálam közösségek pedig büszkék gazdag helyi irodalmukra és saját államiságukra.
Az indo-árja északon, nyugaton és keleten minden nyelv saját identitást hordoz. A bengáli nyelvnek mély irodalmi hagyománya van, és ez volt Banglades nemzetiségének alapja (az 1952-es nyelvi mozgalomon keresztül); Az indiai bengáli beszélők (Nyugat-Bengáliában, Assamban, Tripura) osztoznak ebben az örökségben. A pandzsábi identitás (Pandzsábban) átfedésben van a szikh etnikai vallási identitással; az 1980-as években egy militáns Khalistan mozgalom még egy külön szikh nemzetet is keresett, amelynek középpontjában a pandzsábi nyelv és vallás állt. A maharashtrai marathi beszélők a Maratha Birodalomra emlékeznek, és a Marāṭhī asmita (marathi büszkeség) hangot vallják: az 1960-as nyelvi átszervezés létrehozta Maharashtrát a marathi beszélők számára, és az olyan pártok, mint a Shiv Sena, kifejezetten a marathi emberek "preferenciális bánásmódjáért" kampányoltak. A gudzsaráti beszélők (Gujarat állam) és a pandzsábiul beszélők (Pandzsáb) hasonlóan ünneplik nyelvüket az irodalom, a média és a fesztiválok révén. Keleten és északkeleten az asszámiak asszámiak asszámi nemzetük szimbólumának tekintik, még akkor is, ha a szomszédos bangladesi bengáliak ugyanazt a nyelvet beszélik, de más országot alkotnak. A törzsi és hegyvidéki régióknak saját nyelvhez kötött identitásuk van: például a Santali (Jharkhand, Odisha, Nyugat-Bengália törzsi nyelve) és a Bodo (Assam) közösségek elismerést és politikai engedményeket nyertek, részben a nyelvi identitás hangsúlyozásával.
Összefoglalva, India számos nyelve erős identitásjelzőként szolgál a regionális közösségek számára (gyakran egy államot ölel fel). Ez bizonyos értelemben tükrözi Európát: az olyan európai nemzetek, mint Franciaország vagy Németország, kifejezetten igazodnak a francia vagy a német nyelvhez és kultúrához. Indiában azonban ezek a nyelvi közösségek nem különálló nemzetek, hanem önkormányzati államok egy szövetségi Indián belül. India 3 nyelvű oktatási politikája és szövetségi struktúrái megpróbálják egyensúlyba hozni ezeket a szubnacionális identitásokat egy indiai keret alatt.

This chapter examines the necessity of English medium instruction in Andhra Pradesh's schools within the context of globalization. It traces the historical role of English in India, its importance as a global lingua franca, and the challenges faced by students lacking proficiency in English. The discussion also highlights the political debates surrounding the state's introduction of English medium instruction under the Navaratnalu scheme, where supporters emphasize global opportunities and critics warn of cultural and linguistic erosion. The chapter concludes that English medium instruction, when implemented inclusively, can balance the preservation of Telugu identity with the preparation of students for global competition.

Tendo em vista o atual contexto de fluxos migratórios cada vez mais intensos na fronteira entre Brasil e Venezuela, é fundamental que reflitamos sobre o conceito de Língua de Acolhimento (LAc) e o processo de ensino de Português como Língua de Acolhimento (PLAc) para migrantes, sobretudo no contexto da escola pública de Roraima. Nesse viés, com base em pesquisas de Linguística Aplicada (LA), e com o respaldo teórico do Pensamento Complexo (Morin, 1995; 2016; Paiva, 2005; Leffa, 2006; 2009), este trabalho tem como objetivo geral analisar a realidade educacional de estudantes venezuelanos imersos na sala de aula da escola pública de Boa Vista-RR. Os objetivos específicos são: 1) verificar questões linguísticas e culturais implicadas no processo de aprendizagem de PLAc na perspectiva de estudantes migrantes; 2) refletir sobre como o “acolhimento” pode se efetivar no ambiente da sala de aula de língua portuguesa no viés do Pensamento Complexo. A pesquisa é de abordagem qualitativa (Bogdan; Biklen, 1994) e foi realizada a partir de entrevistas semiestruturadas realizadas em novembro de 2023 com 4 alunos venezuelanos, com idades entre 14 e 15 anos, matriculados em uma turma de 9º ano de uma escola municipal. Os resultados do trabalho indicam que um grupo de venezuelanos em uma sala de aula é heterogêneo, no sentido de contar com uma pluralidade interna que não deve ser negligenciada, pois tal diversidade se conecta a outros operadores emergentes, como a variedade de perspectivas quanto à aprendizagem de português e a autonomia de cada um nesse processo complexo.

The continuous, excessive use of social media has made the use of English slangs compulsory among today's youth regardless of their background. This research depicts that how social media has been an important source for the spread of English slangs among teenagers and has turned this use of slangs into a trend. The method used for this research is descriptive qualitative method in the form of interview from 2 different participants, one person is an advanced English learning student and the second person is a student with ordinary English education. The result of the finding concludes that although both participants are familiar with common slangs like "omg", "lol", "k", "cool", "lit", "chill", "btw", and "fr", but the context in which they use these common slangs differ. This study also reveals that the presence of slang language is not only a part of social media but also a part of daily school and college conversations. As social media has played a major role in the spread of English slangs, social media users are greatly influenced by Western styles. Despite its differences, English slang is an important part of contemporary linguistic usage, valued for its inclusiveness and flexibility.

This research was aimed at comparing the Algerian and Ghanaianinternational students to ascertain which of the two categories of students integrates into the Turkish society easier. The elements of integration considered in this study were Turkish language acquisition and socialization.To ascertain which of the two groups is faster in learning the Turkish language, interviews were held with some Turkish language teachersandquestionnaires were administered to the international students from the two countries. Another questionnaire was administered to the students to establish their level of socialization. Separate focus group discussions were also held with the two groups of students. The data was analysed using the approach of content analysis. The results indicated an overall higher performance of the Algerian students in terms of Turkish language acquisition, albeit with some limitation in writing skills, but also a higher level of socialization of the Ghanaian students compared t...

Neste artigo, apresentamos, por meio de três ondas, um panorama de políticas linguísticas para indígenas após a Constituição Federal de 1988 com o seu reconhecimento do direito à terra e à diferença cultural dos povos indígenas no Brasil. A primeira onda nos anos 1990, mais direcionada às políticas linguísticas de aquisição, foi marcada pela criação de escolas indígenas e da carreira de magistério superior indígena. A segunda onda nos anos 2000, inclinada às políticas linguísticas de status, foi marcada pela cooficialização de línguas indígenas a nível municipal e pela institucionalização do Inventário Nacional da Diversidade Linguística do IPHAN. Já a terceira onda, mais focada nas políticas linguísticas de corpus, nos anos 2010, teve como marcos a intensificação da documentação de línguas e a criação de cursos de Licenciatura Intercultural Indígena em universidades pelo país. Essas ondas, geradas pela força do(s) movimento(s) indígena(s), vêm impulsionando recentemente processos de manutenção e retomada de línguas indígenas.

Bu çalışma Cumhuriyetçi seçkinlerin aslında uzlaşmaz görünen "ulusal özü korumak" ve "topyekûn modernleşme" hedeflerini uzlaştırma çabalarını Güneş Dil Teorisi deneyimi ışığında sorunsallaştırmaktadır. Diğer dünya dillerinin Türkçe'den doğduğunu iddia eden Güneş Dil Teorisi, genellikle tek parti döneminin resmi milliyetçiliğinin ırkçılığın kıyısında dolaştığının göstergelerinden biri olarak değerlendirilmiştir. Nitekim, Orta Asya'dan geldiği varsayılan Türk ırkına yaptığı göndermelerle bu teori dönemin seçkinleri arasında hakim olan ırkçı havayı yansıtmaktadır. Ancak bu teoriyi Kemalist milliyetçiliğin ırkçı eğilimlerinin basit bir tezahürü olarak değerlendirmek eksik bir okuma olacaktır. Söz konusu ırkçı eğilimlerin yanı sıra, Güneş Dil Teorisi özelinde Türk dili üzerine yapılan tartışmalar, Cumhuriyetçi seçkinlerinin "Batılılaşma" ve "millileşme" hedefleri arasındaki kaygan sınırı idare etme çabalarına hakim olan pragmatist yaklaşımı yansıtmaktadır. "Ulusal öz"e sahip olma iddialarını sürdürmek ve modernleşme projelerini meşrulaştırmak zorunda olan Cumhuriyetçi seçkinler Güneş Dil Teorisi'nde onları bu ikilemden kurtaracak pragmatist bir yol bulmuşlardır.

Depuis plusieurs années, on parle d'intelligences artificielles, qui sont capables de parler ou d'écrire de façon aussi fluide que les humains : ce sont les robots conversationnels comme ChatGPT, Copilot, Gemini, et d'autres. Sont-ils capables de converser dans la langue internationale Espéranto ? Et si oui, sont-ils capables de le faire mieux ou moins bien dans d'autres langues ?

From Patagonia to Alaska, Indigenous peoples have embraced education and the training of Indigenous teachers as a crucial strategy for the present and future wellbeing of their communities. However, Indigenous teacher education is underfunded, deprioritized and under researched. How do Indigenous Teacher Education Programs (ITEP) effectively contribute to the educational and social goals of Indigenous peoples? Framed on an ecological perspective and centered on the voice of Indigenous teachers, a systematic review of research literature between 2000-2019 was conducted in four major databases in North and South America yielding 1587 studies from which, through the exclusion criteria, 57 articles were selected for in-depth analysis, representing 46 ITEPs in 12 countries. Data was analyzed using deductive codes with inductive codes added in the second round of coding, allowing the identification of themes and convergent trends across the ITEPs. Findings show the critical role such programs have played when they resignified personal and academic biographies, expanded Indigenous teachers identities in relation with others, and cultivated Indigenous futurities. Findings also showed the importance of curricular decisions such as a clear practical orientation, strong bonds at the local level, implementation of highly researched strategies for teacher education, academically rigorous training and the need to transcend binary assessments of programs as Indigenous or Eurocentric. The elements of an emergent framework for Indigenous teacher education programs are presented, contributing to theorizing our understanding of the quality of teacher education when the dual goal of strengthening Indigenous teacher agency and contributing to transformative social action is foregrounded.

In order to operationalise small story research (De Fina and Georgakopoulou 2008) in a linguistic ethnography of place, the present study uses geomapping to trace participant trajectories through a
site and thereby examine the emergence and occasioning of narrative interaction. The data for the study consists of photographs, and GPS mapped and transcribed self-collected participant audio recordings. These are analysed using the axes of Bucholtz and Hall’s (2005) approach to identity as complemented by a geosemiotic analysis of discursive environment (Blommaert and Maly 2014 and Scollon and Scollon 2003). The resulting exploration of Sandton, Johannesburg, is a
‘new’ ethnography that aims to better understand new city spaces. One cohort in particular, that represents South Africa’s modernity (the ‘Born Frees’ or ‘millenials’) is focused upon. This paper gives an account of the subjectivities and understandings that will be relevant to the present, and
future, of the site. In particular, I look at Born Free’s tactics of intersubjectivity, their stylects, their complex movement from periphery to centre, their distinction through conspicuous consumption,
as well as gender violence and their insertion within vertical, neoliberal, power structures and discourses.