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- Volume 36, Issue, 2012
Language Problems and Language Planning - Volume 36, Issue 3, 2012
Volume 36, Issue 3, 2012
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Alemán coloniero como lengua minoritaria en peligro de extinción en el contexto sociolingüístico venezolano
Author(s): Natalia Bondarenko Pisemskaya and Haidy Collin Breidenbachpp.: 201–221 (21)More LessSe aborda la problemática del alemán coloniero, lengua minoritaria de los inmigrantes en peligro de extinción hablada en Venezuela, desde la perspectiva antropológica, política y sociolingüística. Para tal fin, se utiliza el enfoque holístico que integra múltiples metodologías. Después de una breve reseña histórica, se procede a clasificar y caracterizar la lengua. Luego, se analiza la política lingüística del Estado venezolano en relación con el alemán coloniero. Seguidamente, se describe la política lingüística “desde abajo” y el creciente interés internacional. Más adelante, se examina la transmisión intergeneracional y la interacción del alemán coloniero con el sistema educativo, se evalúa su grado de vitalidad a través del instrumento adoptado por la UNESCO y se le aplica el modelo de Fishman (1991) para la promoción de la reversión del desplazamiento lingüístico. Finalmente, se plantea una propuesta para revivir el alemán coloniero. Se concluye que su revitalización en su condición actual requiere de la consolidación de las medidas propias del estado siete según Fishman, en conjunto con las labores de codificación y estandarización, una política lingüística favorable y una toma de consciencia, por parte de la comunidad coloniera, de la situación precaria de su lengua.
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Unequal language rights in the Nordic language community
Author(s): Ari Páll Kristinsson and Amanda Hilmarsson-Dunnpp.: 222–236 (15)More LessThe aim of this paper is to show the implications of using the notion of ‘common culture’ as a basis for a communication policy across language boundaries. There are eight different national languages in the Nordic area, from Greenland in the west to Finland in the east, from Sápmi — the traditional territories of the Sami people in Northern Scandinavia — in the north to Denmark in the south. Additionally, a dozen traditional minority languages and some two hundred immigrant languages are spoken in the area. Despite this linguistic diversity, a ‘Declaration on a Nordic Language Policy,’ signed in 2006 by ministers of education in the Nordic countries, recommends using one of the three ‘Scandinavian’ languages (Danish, Norwegian, or Swedish) for communication across language boundaries throughout the Nordic area, rather than using translation and interpretation, or speaking in English — which is common practice despite official policies. Moreover, recent empirical research indicates that there is good reason to seriously doubt that using a Scandinavian language is a practical communication solution for the Nordic peoples. For example, Greenlanders have poor skills in understanding Swedish. Similarly, Finnish-speaking Finns have poor skills in understanding Danish. Official Nordic language policy is based on an ideology of a common culture rather than linguistic practice. Thus, it appears that communication problems are seen as less important than the prevailing ideas of perceived common Nordic (linguistic) culture.
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Aménagement linguistique, éducation et cohésion sociale en contexte multiculturel: Le débat sur la langue française au Québec
Author(s): Nadia Duchênepp.: 237–251 (15)More LessLe débat sur la langue française au Québec demeure un sujet d’actualité. En effet, la question linguistique occupe toujours une place prépondérante dans les esprits du peuple québécois. La promulgation en octobre 2010 de la loi 115 relative aux écoles passerelles à la suite du jugement de la Cour suprême du 22 octobre 2009 a réactivé le débat sur la question linguistique. Notre propos souligne dans un premier temps les difficultés que rencontre l’État au Canada et au Québec quand il intervient en matière de législation linguistique. Nous abordons ensuite les antécédents de la loi 115 et les modifications qu’elle apporte. Finalement, nous analysons ses enjeux dans le cadre de l’éducation et de l’identité québécoise.
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Bilingualism versus multilingualism in the Netherlands
Author(s): Marc van Oostendorppp.: 252–272 (21)More LessWhat are the consequences of the rise of English for the languages spoken in the Netherlands, a medium-sized EU Country in which most of the inhabitants speak a medium-sized language? There are several indications that the Dutch are moving from being a traditionally multilingual population, priding themselves on their knowledge of many foreign languages, to being bilingual, priding themselves on their knowledge of English. The rise of English as an international lingua franca does not seem to harm the position of Dutch in the Netherlands, but it may harm the position of other languages.
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André Martinet (1908–1999): An outstanding linguist and interlinguist of the twentieth century
Author(s): Johannes Klarepp.: 273–293 (21)More LessAndré Martinet holds an important position in the history of linguistics in the twentieth century. For more than six decades he decisively influenced the development of linguistics in France and in the world. He is one of the spokespersons for French linguistic structuralism, the structuralisme fonctionnel. The article focuses on a description and critical appreciation of the interlinguistic part of Martinet’s work. The issue of auxiliary languages and hence interlinguistics had interested Martinet greatly from his youth and provoked him to examine the matter actively. From 1946 onwards he worked in New York as a professor at Columbia University and a research director of the International Auxiliary Language Association (IALA). From 1934 he was in contact with the Danish linguist and interlinguist Otto Jespersen (1860–1943). Martinet, who went back to Paris in 1955 to work as a professor at the École Pratique des Hautes Études (Sorbonne), increasingly developed into an expert in planned languages; for his whole life, he was committed to the world-wide use of a foreign language that can be learned equally easily by members of all ethnic groups; Esperanto, functioning since 1887, seemed a good option to him.
Volumes & issues
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Volume 48 (2024)
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Volume 47 (2023)
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Volume 46 (2022)
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Volume 45 (2021)
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Volume 44 (2020)
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Volume 43 (2019)
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Volume 42 (2018)
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Volume 41 (2017)
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Volume 40 (2016)
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Volume 39 (2015)
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Volume 38 (2014)
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Volume 37 (2013)
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Volume 36 (2012)
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Volume 35 (2011)
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Volume 34 (2010)
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Volume 33 (2009)
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Volume 32 (2008)
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Volume 31 (2007)
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Volume 30 (2006)
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Volume 29 (2005)
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Volume 28 (2004)
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Volume 27 (2003)
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Volume 26 (2002)
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Volume 25 (2001)
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Volume 24 (2000)
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Volume 23 (1999)
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Volume 22 (1998)
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Volume 21 (1997)
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Volume 20 (1996)
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Volume 19 (1995)
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Volume 18 (1994)
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Volume 17 (1993)
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Volume 16 (1992)
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Volume 15 (1991)
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Volume 14 (1990)
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Volume 13 (1989)
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Volume 12 (1988)
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Volume 11 (1987)
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Volume 10 (1986)
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Volume 9 (1985)
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Volume 8 (1984)
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Volume 7 (1983)
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Volume 6 (1982)
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Volume 5 (1981)
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Volume 4 (1980)
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Volume 3 (1979)
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Volume 2 (1978)
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Volume 1 (1977)
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