Language and Globalization

This essay explores the wide-ranging benefits of multilingualism, showing how the ability to speak multiple languages strengthens cognition, deepens cultural understanding, and shapes identity. Drawing on research in psychology, linguistics, and cultural studies, it first demonstrates that multilingualism improves cognitive flexibility, attention, and executive function while also delaying the onset of dementia. It then examines how language learning fosters empathy and cultural sensitivity by opening access to new perspectives, norms, and values, making multilingual individuals better equipped to navigate diverse societies. Finally, the essay considers the identity dimension, discussing how speaking multiple languages allows individuals to inhabit multiple cultural worlds, negotiate complex senses of self, and maintain ties to heritage. By synthesizing scientific studies and personal narratives, the essay argues that multilingualism is not only a communicative skill but a vital asset for personal growth and global citizenship. It positions multilingualism as a transformative force that enriches minds, strengthens cultural empathy, and fosters adaptive, multifaceted identities in an interconnected world.

This research notes discusses English as a Lingua Franca (henceforth ELF) from a translanguaging perspective. In discussing ELF in "multilingual turn", Jenkins (2015) re-conceptualized ELF as English as a Multilingual Franca (EMF) (multilingual activity) and called for the need to explore a more nuanced understanding of multilingual nature in EMF from translanguaging perspectives. Translanguaging has been applied in various ways, yet, it is essential to acknowledge its critical emancipatory motivation and comprehensive conceptualization of human communication (i.e., each human being embraces respective repertoire including multiplicity of linguistic, semiotic, modal and sensual features). Thus, translanguaging transcends the dividing discussion within applied linguistics between scholars with interests in psychology-oriented cognitive theories and those in sociology-oriented theories/practice, and also divides between disciplines in human science (transdisciplinary potential)(e.g., Li, 2018). In my view, EMF in "multilingual turn" means English as not one of many (named) languages but as part of multiplicity of resources/features. In support, I will discuss how the multilingual activity already theorized in ELF can be further discussed by the notion of idiolect and through social semiotic views, and lastly to what extent translanguaging as a theory of language and human communication have implications for ELF and beyond. 概要：Jenkins (2015) は、「マルチリンガルターン」における ELF を EMF (マルチリンガルフラン カとしての英語

Artificial Intelligence (AI) is rapidly reshaping how English is learned, taught, researched, and produced in India. Moving beyond automation and convenience, AI compels a deeper rethinking of what counts as “English competence,” who gets to participate in English-language knowledge economies, and how literary and cultural value is created and evaluated. This article examines the role of AI across three interlocking domains—language learning, literary studies (including creative practice and criticism), and classroom pedagogy. After establishing the historical and sociolinguistic context of English in India, it maps key AI affordances (e.g., adaptive feedback, multimodal tutoring, corpus-driven literary analysis, assistive writing, and automated assessment), and critically explores their promise and pitfalls in relation to equity, multilingualism, authenticity, academic integrity, and teacher identity. The paper proposes a pragmatic framework—CARE (Contextualize, Augment, Reframe, Evaluate)—to guide responsible adoption, outlines design principles for Indian classrooms and campuses, and identifies a research agenda tailored to India’s linguistic diversity and infrastructural realities. It argues that AI is not merely a tool to accelerate existing practices but a catalyst for reimagining the epistemic, ethical, and aesthetic foundations of English in India.

The purpose of this article is to describe and analyze the policies designed and implemented since the early nineties by Spanish government agencies in order to promote Spanish as a valuable international language. In particular, we focus on its promotion in Brazil and on the strategies used to legitimize not only the presence of the language in various domains (e.g. the educational system) but also the active participation of Spanish institutions in its spread. Through a detailed analysis of a corpus of relevant texts, (a) we critically examine the cultural, economic, and political roots of these policies, as well as the rhetoric used to provide them with legitimacy; (b) we explore their connection to national language and global language ideologies; and (c), on the basis of our findings and related work done by other scholars, we argue for the need to develop a comparative strand in the analysis of the international promotion of languages.

The rise of Artificial Intelligence (AI) is transforming translation, impacting methodologies, ethics, and the human-AI relationship. Neural networks and hybrid models are prominent in machine translation (MT), offering efficiency gains. However, challenges remain in handling intricate language and cultural subtleties. Human expertise is irreplaceable for accuracy and cultural awareness. This study proposes a collaborative future where AI and human translators work together, capitalizing on their unique strengths. This human-machine partnership ensures the translation industry adapts to globalization and technological advancements while prioritizing accuracy and culturally appropriate communication. The presentation concludes by examining future trends and emphasizing the need for the translation profession to embrace AI while retaining the irreplaceable human element.

As has been extensively exemplified in the ELF literature, users of English as a lingua franca are capable of using language to communicate in contextually appropriate ways even though in so doing they may not conform to the norms of Standard English or the usage of native speakers, which are generally taken to provide the benchmarks of competence in the language. This raises the question of what kind of construct competence is and how far it accounts for the ability to communicate. And if 'incompetent' users manage to be capable communicators, then what is the nature of this capability? If it refers to some kind of knowledge other than competence, what kind is it, and how is this knowledge acted upon in the actual pragmatic process of communication? Addressing these questions leads to the recognition that communication in general is achieved by the exercise of a general lingual capability that, unlike the concept of competence, is not a matter of conformity to the actual en...

for Research on Teaching is funded primarily by the Program for Teaching and 11, ,Instruction of the' National Institute of EducaXion,, United Staiep Department 4 ..of Education. The. opinions expressed ill thispublicatiop do not necessarily. ea deflect 'the position, policy, o endorseient of theliatidhal Institute Zi of Education. (Contract ,No.

to be identi ed as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Heritage language as identity: perspectives from the Azorean-American diaspora of New England. This article calls attention to the sociolinguistic invisibility of young heritage language learners of European Portuguese in New England. Through an exploratory analysis, based on ethnographic and sociolinguistic insights, we highlight the mismatch between top-down Portuguese language instruction policies and bottom-up language experiences in the Azorean-American diaspora in Massachusetts, affecting not only the academic success of those students but also their own ethnolinguistic identity. We critically analyze how a powerful standard language ideology, which is both monolinguist and monocultural, impacts language teaching policies, and thereby question the notion of a singular Portuguese heritage language that masks its internal diversity.

few fans demanded that he shift from speaking in his native Cantonese, the majority language in Macau, to Mandarin, the Chinese national language. Chan stopped and quickly launched into a multilingual lecture, reprimanding those who deigned to tell him what to speak. In English, Cantonese, Mandarin, and Thai, he defended multilingualism for the freedom it grants: 'I love speaking in whatever way and language I want' (Huang 2023). Chan noted that these demands dripped with a sense of entitlement. 'You can ask nicely,' he quipped. 'Would you ask David Bowie to speak Mandarin or Cantonese?' This entitlement, Chan implies, is emboldened by presumptions of power. Instinctively, both he and his audience know that most of them would not feel entitled to shout at a native Englishspeaking performer for the language they chose to speak. But to these members of Chan's audience, Cantonese speakers should speak the common and official Chinese language. Cantonese, in their world view, is a lesser, local variant of Chinese, whereas the official language should be the presumptive language of communication in Chinese-speaking spaces.

This study examines family language policy concerning the
transmission of Chinese dialects within four Franco-Chinese
families living in France. Through an ethnographic design, data
were collected through participant observations, recorded family
conversations, and interviews with the family members. By
exploring parents’ social representations of dialect transmission,
occasionally situated in the ‘silent zone’, this study illustrates that
both Chinese mothers and French fathers perceive the
transmission of Chinese dialects as a negligible concern when
juxtaposed with the challenge of raising bilingual Franco-
Putonghua children. Their language practices and management
regarding Chinese dialect transmission are shaped by negative
social representations, stemming from various factors, including
Chinese and French national language policies, parents’
educational and mobility experiences, and negative
representations of dialects and dialect speakers. The social
representations of dialect upheld by Chinese mothers are explicit,
while those upheld by French fathers are often implicit, and
situated in the ‘silent zone’. By examining parents’ explicit and
‘silent zone’ social representations of dialects in these families,
this study underscores the broader influence exerted by national
language policy in home countries on family language policy in
diasporic settings and the travelling of linguistic social
representations across contexts.

This paper examines current ways in which the concept of 'community' has been operationalized in sociolinguistics and how they relate to thinking about communication. It argues that in the age of globalization, well-established ideas about community need to be radically rethought in order to ensure compatibility with contemporary life, characterized by de-territorialization, fluidity and virtuality. This is particularly crucial when it comes to high-stakes encounters in critical contexts, such as international conflict mediation, interpreting, asylum procedures and international publishing. These are very often carried out via (English as) a lingua franca, (E)LF for short. Describing and analyzing these encounters is not just a matter of carrying out sociolinguistic, ethnographic and anthropological research but is essentially an applied linguistic undertaking, in that the conditions of ELF communication are inextricably interwoven with significant socio-political, socioeconomic and humanitarian issues of misunderstanding, inequity and disenfranchisement. It is therefore imperative to think clearly about the concepts that provide the basis for wide-reaching decisions in these critical contexts. The contribution of ELF research is thus that it not only helps us to understand how "communication communities" work; but also has an important part to play in the critical appraisal of well-entrenched but potentially unsuitable and anachronistic notions in sociolinguistics and in bringing our conceptual and methodological tools in line with the realities of globalization.

This volume examines constructions of Greekness and Greek-speakerhood in geographical and sociohistorical contexts where Greek speakers are minoritised, and Greek is not hegemonic.

Authors explore the sociolinguistic outcomes that arise from minoritisation, distant and more recent history, migration, and the proliferation of digital technologies for communication in the 21st century. Set against the backdrops of Albania, Australia, Canada, Cyprus, Sweden, Turkey, and the UK, the volume chapters consider the manifestations, conceptualisations, and negotiations of linguistic authenticity; the construction of identities; and the impact of institutions such as Greek language schools as well as families on local sociolinguistic landscapes and dynamics. Particular attention is given to the confrontations between competing language forms, practices, and repertoires resulting from the contact between standardised and non-standardised varieties of Greek as well as to communities that are distant from the influence of institutions where Standard Greek or other local Greek norms prevail.

The book is of interest to academic specialists and graduate students in sociolinguistics, applied linguistics, bi-/multilingualism, diaspora studies, linguistic anthropology, linguistic ethnography, social interaction, language contact, and language and culture – with a special focus on Greek.

In the Portuguese context, the figure of "the emigrant" has persisted over time, permeating media representations, political discourses and scientific productions. While the sociology of migration has produced numerous texts on "emigration" and "return", there are few reflections on the conditions of knowledge production. This paper aims to contribute to a critical reflection on the categories employed in research produced in Portugal. Drawing on a series of epistemological questions arising from the ethnographic work I undertook during my doctoral research (2018-2022) and postdoctoral research (2023-2024), I explore several grey zones and blind spots in studies on Portuguese migration within Europe. Specifically, I focus on the notions of "emigrant", "age", "life course", "gender", and "ethnicity", advocating for a reflexive approach to the so-called "Portuguese emigration" and, more broadly, to the process of knowledge production. This reflection is particularly important insofar as certain categories are proving to be too rigid to account for contemporary mobility patterns, and for the fluidity characterising the lives of individuals with migratory backgrounds and/or origins.

om passa en tantes altres disciplines, les ciencies polítiques han deixat l'estudi de la llengua, i els temes relacionats amb la llengua, als lingiiistes. No ha estat fins recentment que els experts en ciencies polítiques i filosofs de la política han comenqat a reflexionar seriosament sobre el paper que la llengua, i els temes relacionats amb la llengua, juguen en la política; i a desenvolupar construccions normatives entorn de quin hauria de ser aquest paper. En poques paraules, hem hagut de treballar de valent per tal de posar-nos al dia. La primera tasca ha consistit a establir que la llengua no només juga un paper en la vida política, sinó també que, en el curs normal dels esdeveniments, els estats regulen la llengua i l'ús de la llengua. El fet és que practicament tots els estats ho fan. El problema és que molts d'ells no reconeixen aquest paper. Pretenen que la llengua és una qüestió propia de l'esfera privada i, com a tal, es troba més enlla de l'abast o de la preocupació propia de l'estat. La mateixa ficció que s'utilitza per disfressar el paper de l'estat a l'hora de regular les relacions entre gkneres o la vida familiar serveix també per emmascarar les formes amb qui. l'estat regula l'ús de la llengua. El fet és que tots els estats moderns, conscientment i deliberada, regulen la practica de la llengua, per molt que s'obstinin a declarar que no ho fan. Els estats regulen el coneixement de les llengües entre els seus ciutadans, i prenen mesures per tal de garantir que els ciutadans dominin una llengua comuna. Aixo queda pales en el fet que crein i gestionin escoles públiques. Les escoles públiques impliquen un curriculun~ comú i un currículum comú implica una llengua comuna. De fet, consolidar una llengua comuna o "nacional" podria haver estat la raó principal de crear escoles públiques. Els estats també regulen l'ús de les llengues per part dels seus ciutadans, i no només en l'esfera pública. És evident que els estats regulen 1' 13s de la llengua en les seves propies estructures, ja sigui en l'administració pública o en l'ambit militar. És típic que no lli hagi normes explícites en relació amb la llengua. Se suposa, senzillament, que una llengua -la llengua comuna o "nacional"-dominara. Pero hi ha normes implícites i sancions que garanteixen que així sigui. De la mateixa manera, tots els estats pressuposen quina serh. la llengua en la qual s'han de proporcionar els serveis als ciutadans. En alguns casos aquestes pressuposicions s'autoperpetuen senzillament pel fet que aquells que proporcionen els serveis s611 persones n~onolingues. Pero, e11 alguns casos, quan els funcionaris si que dominen una segona llengua parlada pel públic, s'han d'especificar normes per tal de garantir que en aquestes relacions entre l'estat i els ciutadans s'utilitzi la llengua "correcta". És per aquest motiu que en alguns estats nord-americans s'han adoptat propostes d'utilitzar només l'angles en referendums públics per tal d'assegurar que s'utilitzi la llegua correcta. Sens dubte, l'any 2000 vint-i-cinc estats havien aprovat lleis declarant l'anglks llengua oficial.' La majoria dels estats també regulen la practica de la llengua més enlla de la seva propia esfera immediata. Els estats determinen, per exemple, quina llengua es pot utilitzar a les emissions radiofoniques i televisives públiques i privades. Irnplicitainent i explicita, els estats exerceixen un efecte sobre la practica de la llengua dins de l'ambit de l'economia quan estableixen normes relatives als contractes jurídics, quan regulen les practiques relatives a la igualtat d'oportunitats en l'ocupació, etc. Com tots sabem, alguns estats han intentat canviar deliberadament la -.

This paper explores various trends and impacts of multilingualism and language shift in Tamang, the second largest ethnic indigenous language community in Kathmandu valley. Employing a mixed-method approach, data was gathered through ethno-linguistic survey questionnaires, Focus Group Discussions (FGD), informal interviews, and socio-ethnographic observations across various spheres including social, cultural, economic, official, and media-related activities. Participants were encouraged to utilize multiple languages alongside their native tongue, Tamang. The results primarily encompass different linguistic trends and the attitudes of Tamang speakers residing in the southern region of the Kathmandu valley towards different languages. Furthermore, this paper aims to propose strategies for preserving and revitalizing minority and endangered languages experiencing shifts due to socio-political factors in urbanizing areas such as Bosan and Dakshinkali. These locales have undergone significant shifts in language policies, prompting public discourse to comprehend the dynamic nature of language and multilingualism.

The presence of multilingual advertising messages represents one of the major trends in contemporary advertising. In this context, English, being the language of “modernity, progress and globalisation” (Piller, 2003, p. 170), becomes a reference model. The reasons seem to stem primarily from the general assumption that English, apart from being a suitable lingua franca for international communication, is now “shared” by so many across the globe (Crystal, 2003). Many companies, regardless of their geographical origin, choose English as the exclusive language for their brand, their slogans and their advertising campaigns precisely to promote a bilingual and cosmopolitan identity of a consumer inserted in the global market, who moves with ease in the globalized world.

The major goal of this paper is to scrutinize the status(es) of the languages newly introduced into the 2nd FL scene in Morocco, namely Chinese, Italian and Portuguese. As far as we know, these have by far not received specific attention in the literature. We use a mixed methods approach combining both quantitative and qualitative instruments, including document analysis, interviews with officials, and student questionnaires. The main finding is that, common LEP issues arise in the Moroccan context.. More importantly, although LEP in Morocco sets French as the 1st FL and the remaining languages as 2nd FLs, de jure, the 2nd FL situation is de facto a highly stratified one (see Boukous, 2008, 2009 for the stratification characterizing other languages in Morocco). We will use minor 2nd FLs as a descriptive term to refer to these languages, a term they earned on account of their suffering more or less the
same difficulties in the educational system, as shown in Eddakhch (2017), which presents a detailed study of Italian from the same perspective as the one we adopt. We will show that this stratification, which is more the product of local conceptions of FLs than it is the result of an independent ranking, is consolidated by official documents and published literature, as well as by the perceptions of officials and the students of these 2nd FLs.

Com antecedentes históricos e um lastro que excede a sua vigência direta, as campanhas de alfabetização de adultos em curso durante a Revolução portuguesa de 1974-76 estruturaram-se num eixo de dois polos opostos: o da «alfabetização», de carácter mais centralizado, e o do «poder popular», tendencialmente mais fluido. As divergências internas a este heteróclito «campo da alfabetização» refletiram no terreno da educação as disputas mais alargadas existentes na sociedade portuguesa durante a sua transição democrática por via revolucionária. Adaptando o método de alfabetização de Paulo Freire, estas campanhas colocaram em contacto populações rurais e jovens urbanos intelectualizados, transformando inexoravelmente as práticas educativas e as relações sociais em Portugal.

This paper examines language change in two Lingala youth languages from the DR Congo, Lingala ya Bayankee (sometimes referred to as Yanké) and Langila, focusing on processes of grammaticalization and replication. Speakers of Lingala ya Bayankee use a grammaticalized prefix kéfor the near/immediate future tense, derived from the verb kokende 'to go' and from a manipulated form of the same verb, namely the prefix dyéfrom kodyé (with the same meaning). The emergence and development of this tense marker is traced and compared with the strategies used by Langila speakers. Moreover, the microvariationist lens through which changes in the tense-aspect system of Lingala's youth registers are examined in this paper looks at different formation patterns of progressive aspect, with two dominant construction types in Lingala ya Bayankee; these are also compared to the strategies used by Langila speakers. While linguistic manipulations have long been the focus of sociolinguistic approaches to the study of adolescent language use, fine-grained differences in tense and aspect marking have received little attention. Here, this paper aims to take a first step, based on rich empirical data collected during various research stays in the urban environment of Kinshasa (DR Congo).

Linguistics Vanguard 2024,
Special issue on youth language, ed. by Gibson et al.

open access:
https://www.degruyter.com/document/doi/10.1515/lingvan-2023-0019/html

The study aims to propose methods and techniques to be used in the classroom to raise cultural capital level of students who come from families of a low socio-economic background. The role of cultural capital in EFL classroom can be considered important as the setting, teaching materials and teachers can play a crucial role in providing students with cultural codes. As teacher knowledge in these practices is also necessary, the study also aims to determine cultural capital level of English language teachers in comparison to teachers of several other fields. The study group consisted of 30 teachers, half of which are teachers of English and the other half are from other fields. A mixed method approach was adopted. For the collection of data, the cultural capital scale developed by Avci (2015) was used followed by semi-structured interviews.  Data analysis was carried out through SPSS for the quantitative data and, content analysis method for the qualitative data. It was found that cu...

This work is licensed under CC BY 4.0 international coverage aims at various Arabic readers worldwide. The study employs corpus linguistics analytical tools by using corpus data mining software 'AntConc 3.4'. Then, the quantitative results of corpus data will be analysed using a qualitative approach based on the textual-oriented Critical Discourse Analysis (CDA) of Fairclough (1992) and Wodak (2001). The result shows that news coverage of the event has highlighted several keywords that indicate the main social actors and main social events of the Arab Spring. These keywords are the shared command features among the news outlets, although each outlet portraying them is significantly different. Finally, the article presents suggestions for other related studies in the future.

In 2011, the Arab world had become the centre of attention once again after the emergence of the so-called ‘Arab Spring’ in December 2010. This historical event in the modern history of the Arab region has brought significant social and political reform to the Arab world. The wave of Arab uprising begins in Tunisia at the end of 2010, rapidly separated into other neighbouring countries such as Egypt, Libya, Morocco, Syria, Bahrain, and Sudan. Since the early stage of protest, which mainly participated by locals, mass media has comprehensively reported this historical event, which brought down many Arab leaders in power for decades. Thus, Arab Spring has become the headline of many international media outlets, and the media are still discussing the significant impact of the event until now. Hence, the main objective of the study is to examine the event's Arabic online news discourse by focusing on the keywords and prominent social actors in the news reports surrounding the Arab S...

This paper surveys the research methods and approaches used in the multidisciplinary field of applied language studies or language education over the last fourty years. Drawing on insights gained in psycho-and sociolinguistics, educational linguistics and linguistic anthropology with regard to language and culture, it is organized around five major questions that concern language educators. The first is: How is cultural meaning encoded in the linguistic sign? It discusses how the use of a symbolic system affects thought, how speakers of different languages think differently when speaking, and how speakers of different discourses (across language or in the same language) have different cultural worldviews. The second question is: How is cultural meaning expressed pragmatically through verbal action? It discusses the realization of speech acts across cultures, culturally-inflected conversation analysis, and the use of cultural frames. The third question is: How is culture co-constructed by participants in interaction? It discusses how applied linguistics has moved from a structuralist to a constructivist view of language and culture, from performance to performativity, and from a focus on culture to a focus on historicity and subjectivity. The fourth question is: How is research on language and culture affected by language technologies? The print culture of the book, the virtual culture of the Internet, the online culture of electronic exchanges all have their own ways of redrawing the boundaries of what may be said, written and done within a given discourse community. They are inextricably linked to issues of power and control. The last section explores the current methodological trends in the study of language and culture: the increased questioning and politicization of cultural reality, the increased interdisciplinary nature of research, the growing importance of reflexivity, and the noticeable convergence of intercultural communication studies and applied language studies in the study of language and culture. Given the overwhelming diversity of areas covered by the field of research called "Applied Linguistics" (for a review, see Knapp 2014, de Bot in press) I will focus here on the area acknowledged by Knapp as "by far the biggest and best known", namely language studies or language education. The publication in 1998 of the

V organizaciji Avstrijske zveze ljudskih visokih šol so letošnje poletje potekali pogovori na temo "Izobraževanje v kulturi - kultura izobraževanja". Sodelovali so udeleženci iz osemnajstih držav, med njimi Japonci, Izraelci, Latvijci in Slovenci. Pogovori so potekali pod geslom: Kultura je orožje, ki ga moramo znati nositi. V plenarnem delu, ki mu je zmeraj sledila dolga diskusija udeležencev z dokaj različnimi pogledi (razumljivo, saj je tako prišla do izraza njihova osebna kultura ali kultura okolja!), so predavatelji predstavili svoja razmišljanja o vlogi kulture v današnjem svetu, v posameznikovem življenju in družbi, pa tudi v njenem ekonomskem razvoju. Diskusija je bila tu več kot potrebna, saj dokončnih odgovorov na to temo zares ni.

The article focuses on the role of sociocultural competence in teaching Slovene as a foreign language at selected Polish universities. According to the results of the online questionnaire, given to students of Slovene language in Lodz, Katowice and Warsaw, the desire to broaden personal knowledge about Slovenia, its culture and people is one of the main factors behind the decision to study Slovene or attend a Slovene language course at universities. At the same time the results of the questionnaire showed that students wish for the sociocultural aspect to be increasingly emphasised. The relationship between Slovenes and Poles exists for centuries though interpersonal intertwining, but according to the questionnaire the mutual understanding of the two nations is superficial. The author concludes that sensitivity for various sociocultural factors and their pertaining intercultural differences should be fostered.

Aquest article revisa l'aportació realitzada des de l'àmbit lingüístic català a l'economia de la llengua. L'economia de la llengua comprèn dos subcamps: 1) l'estudi de les relacions entre llengua i activitat econòmica, i 2) l'estudi de les dimensions socials de la llengua des del mètode econòmic en sentit estricte. La producció des de l'economia de la llengua en sentit estricte amb prou feines arriba a la desena de recerques originals. Entre les recerques que s'han realitzat, destaca una mirada científica que es caracteritza per l'èmfasi en el valor d'ús de la llengua, i no només en el valor de canvi, i de la competència econòmica i política entre grups lingüístics. Tot i la rellevància dels problemes tractats, no s'ha produït en l'àmbit lingüístic català una especialització dels investigadors en l'estudi de les relacions entre economia i llengua. Un dels problemes principals que se'n deriva és que la recerca està essent reemplaçada per les representacions socials dominants sobre les grans llengües com a llengües de mercat i vehicles insubstituïbles de creixement econòmic.

L'évolution est un concept fondamental qui permet de comprendre comment les formes complexes et diverses de la vie ont changé au fil du temps et se sont adaptées. Ce processus est transmis de génération en génération par le biais de changements dans le matériel génétique des organismes. L'évolution, une maîtrise de la nature, permet aux organismes de s'adapter à divers environnements et de se développer au fil du temps, montrant que la vie est constamment en évolution et en changement. L'évolution inclut également des changements biologiques (mutations). Les changements aléatoires dans le matériel génétique peuvent entraîner l'émergence de nouvelles caractéristiques et augmenter les capacités d'adaptation des espèces. Ce processus permet aux êtres vivants de s'adapter à des conditions environnementales diverses et changeantes, assurant ainsi la transmission de leurs gènes à la génération suivante de manière plus optimale et fondamentale.

This paper is concerned with the metapragmatics of Chinese as a polycentric language. Based on ethnographic observation and interview in and around a Chinese complementary school in the Netherlands, this paper describes an ongoing shift along with demographic, economic and political changes, in what counts as Chinese: a shift from Hong Kong and Taipei to Beijing as the most powerful centre of Chinese in the world. Migration makes communicative resources like language varieties globally mobile and this affects the normativity in the diaspora classroom. A clearer understanding of the metapragmatics of Chinese is useful because it provides a key to understanding social identities in contemporary Chinese migration contexts and to understanding language within contexts of superdiversity and globalisation.

In this paper, we focus on the changing conditions and contexts of Chinese as a language of complementary education in The Netherlands. Complementary education is communityorganized schooling additional to mainstream education in weekends or evenings (see Blackledge and Creese, 2010; Francis, Archer and Mau, 2009). Our discussion here draws on data of recent ethnographic fieldwork in and around a Chinese school in Eindhoven. We will focus here on what ‘Chinese’ means in a changing, globalizing world and what it means to teach this language. Our argument is that Chinese is a language in transformation, a moving target for learners as well as teachers. But first we need to sketch the context.

La inclusió de la mobilitat humana en les contribucions determinades i els plans d'adaptació al canvi climàtic a l'Estat espanyol: fonaments i raons Aquest document forma part del programa Els drets humans com a eines per a l'acció climàtica i la justícia ambiental, finançat per l'Agència Catalana de Cooperació al Desenvolupament. El programa té com a objectiu generar anàlisis, propostes, recursos i eines per promoure la defensa de drets humans davant de l'emergència climàtica i avançar cap a la justícia ambiental.

The modern conception of the self is grounded in stability and identity. Under this perspective, anxiety and insecurity of the border are only characteristic of peripheral communities. However, anxiety and insecurity are much more fundamental to linguistic life; heterogeneity of linguistic practice and our constant movement across communities, positions, categories, and identities mean that uncertainty and indeterminacy are just as salient in the way we use language. This special issue builds upon this insight to explore the subjectivities of border crossing in contexts of language contact under globalization. By bringing together studies that explore cases of language and cultural contact across the Asia-Pacific region from the perspective of anxiety and insecurity, it aims to highlight the importance of considering subjectivity in our analysis of language in globalization, and considers the new insights we may gain through an emphasis on the subjective dimensions of contact situations. Together, the contributions to the special issue identify three key issues for further research on the sociolinguistics of globalization: (1) the role of language ideologies in mediating experiences of transnationalism, (2) consequences of globally circulated semiotic resources on local articulations of subjectivities, and (3) the impact of neoliberal projects of social transformation upon our sense of self.

The modern conception of the self is grounded in stability and identity. Under this perspective, anxiety and insecurity of the border are only characteristic of peripheral communities. However, anxiety and insecurity are much more fundamental to linguistic life; heterogeneity of linguistic practice and our constant movement across communities, positions, categories, and identities mean that uncertainty and indeterminacy are just as salient in the way we use language. This special issue builds upon this insight to explore the subjectivities of border crossing in contexts of language contact under globalization. By bringing together studies that explore cases of language and cultural contact across the Asia-Pacific region from the perspective of anxiety and insecurity, it aims to highlight the importance of considering subjectivity in our analysis of language in globalization, and considers the new insights we may gain through an emphasis on the subjective dimensions of contact situations. Together, the contributions to the special issue identify three key issues for further research on the sociolinguistics of globalization: (1) the role of language ideologies in mediating experiences of transnationalism, (2) consequences of globally circulated semiotic resources on local articulations of subjectivities, and (3) the impact of neoliberal projects of social transformation upon our sense of self.

Recent geopolitical events have led to a worldwide resurgence in nationalism which entails political togetherness and invokes the spirit of patriotism. In various contexts, language has been a central point of departure for many nationalist movements. In particular, English is increasingly discussed with regards to its sociopolitical and sociocultural implications for the expanding-circle spaces. This research is a critical qualitative study that examines how neo-nationalist policies are potentially transforming TESOL classes in Morocco. By focusing on TESOL teachers' reactions, we seek to reveal the range of impacts that recent nationalist policies have had on English teaching in Morocco and discuss pedagogical possibilities that can balance internationalist and nationalist desires in the country. In addition, we attempt to investigate how understandings of the nation are actualized in classrooms and how English language teaching practices and policies account for the ideas about the Moroccan nation. The study highlights how English language teachers make sense of debates surrounding English as a threat to national languages and how they can be agentive in realizing change through critical pedagogical interventions with nationalism and the concept of nation.

The Growing Status of English in Morocco Morocco's first significant encounter with the British can be traced back to the thirteenth century when King John of England requested Sultan Mohamed Ennassir's support against France (Belhiah et al., 2020). Three centuries later, the diplomatic ties culminated in decrees issued by Sultan Abd al-Malik allowing English merchants to engage in commercial activities with their Moroccan counterparts. On the other hand, Morocco's relations with the United States were first established in the eighteenth century when Sultan Sidi Muhammad Ben Abdullah indicated a willingness to forge economic and diplomatic ties with the United States (Belhiah et al., 2020). In 1797, the US consulate was established in Morocco, paving the ground for military and economic relationships, leading up to an amity treaty for fifty years. This agreement was unprecedented as it was the first of its kind between the United States and an Arab, Muslim or African state. In the twentieth century, American military bases were established in Tangier and Kenitra to stall a potential conquest of Morocco by the Axis powers during the Second World War. The need to communicate with American military officers motivated Moroccan clerks and military officers to learn English, and thus English language centres started to flourish. The status of English in Morocco has grown steadily ever since and so too the demand for English classes. Errihani (2017) identifies seven agents that contribute to the successful promotion of English language teaching and learning in Morocco: (i) the Ministry of Education, (ii) the Moroccan Association of English Teachers (MATE), (iii) the British Council, (iv) the Regional English This ebook belongs to Hassan Belhiah

Aquest capítol ofereix una panoràmica de les principals ideologies i actituds lingüístiques dels joves de les Illes Balears que s’han pogut observar a
partir de les entrevistes i els grups de discussió, així com de dades quantitatives reelaborades a partir de l’ES2004 i l’EULIB2014. En els diferents apartats, s’explora la relació que els joves estableixen entre llengua i identitat, les percepcions de les varietats geogràfiques i de la llengua estàndard, els elements que limiten i faciliten l’ús de la llengua i com conceben la situació sociolingüística de les Illes Balears. Finalment, hi ha un resum que recull els principals tòpics relacionats amb les ideologies lingüístiques dels joves de les Illes Balears.

Ortak ve Suni dilin ayrıştığı nokta bir toplum içerisinde bireylerin sağlıklı iletişim kuramamaları sonucu birbirlerini anlamadıkları ve iletişimin abartılı bir durumda değerlendirilmesidir. Bireyler arasında sağlıklı iletişimin sağlanması, aralarında ihtilafın giderilmesi gibi konular dilbilimcilerin başlıca araştırma alanlarını oluşturmaktadır. Diğer bir ifade ile yapay dil ile ortak bir dilin amaçlanması, geliştirilmesi 16.y.y. dan itibaren günümüze değin sürdürülmüştür. Ne var ki konuyu sadece art zamanlı olarak değerlendirmek yerine, aynı toplum içerisinde eş zamanlı olarak nasıl irdelenebilir? Zira ortak dilin "evrensel" bir dil olduğu varsayımından hareketle aynı toplum içerisinde, iletişimin genellikle "yapay" bir dille gerçekleştiği savını da öne sürebiliriz. Bir toplum içerisinde ortak dile ulaşmanın yolu analiz-sentez yolu ile kavrama kültürünün doğru orantılı olmasıdır

Th e present scenarios of global tourism refl ect that growing not only in the number of tourists around the world but also signifi cantly diff usion of global and tourists' culture. While tourism brings diff erent peoples together, question may be asked what happened when diff erent societies, one as a host and the other as tourists, encounter in the social fi eld. Th is study examines the local perspective of homestay tourism with the objective of how private houses and individuals are connected to global tourism and how host community and tourists infl uence each other lead for cultural change. By applying an ethnographic research methods and tools in the fi eld and reviewing relevant literatures, I argue that homestay business is not always associated with an economic aspect of profi t and loss. Rather it has to be analyzed in the local situational context. Although homestay brought number of positive impacts especially directly employment, women empowerment, increased tourism skills, and community development, this will be incomplete analysis if we look only from the perspective of sustainable business. Engaging with anthropological theories on globalization and theory of cultural change, my study also

Focusing on writing instruction within an era of international curricular reform, this study analysed classroom observations, educator interviews, and documents related to Japanese elementary writing instruction. A deductive approach using discourses of writing framework and an inductive approach to Japanese cultural practices uncovered beliefs and practices of writing instruction. Discourses of writing such as skills, creativity, process, genre, and social practice were found within cultural practices such as repetition, experience, and innermost heart. These discourses influenced Japanese writing instruction, yet also created tension between cultural practices and current reform efforts aimed at expression and independent thinking.

This study was carried out in Tumbaco which is a valley located next to Quito. The main objective of this research was to make a descriptive analysis of anglicisms used in three Ecuadorian newspapers, and to include etymological, syntactic, lexical-semantic and morphological aspects about anglicisms using the quantitative and qualitative method. The current research was performed using three different Ecuadorian newspapers: a National, a Local and a