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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Language Policy</h1><div class="u-tcGrayDark">32,055 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Language Policy</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Language_Policy">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Language_Policy/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Language_Policy/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Language_Policy/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Language_Policy">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44125727" data-work_id="44125727" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44125727/_2020_Language_and_in_securitization_Observations_from_educational_research_and_practice_in_conflict_affected_contexts_Journal_of_Sociolinguistics_24_103_110">(2020). Language and (in)securitization: Observations from educational research and practice in conflict‐affected contexts. Journal of Sociolinguistics, 24, 103-110.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Spurred in part by violent conflict and natural disaster, the surge in global migration calls for renewed attention to the central role of language in everyday (in)securitization. In this brief response, I draw on my work in the Middle... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44125727" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Spurred in part by violent conflict and natural disaster, the surge in global migration calls for renewed attention to the central role of language in everyday (in)securitization. In this brief response, I draw on my work in the Middle East and among Arabic‐speaking populations in the United States to offer some illustration of the instantiation of global, macro‐processes of (in)securitization and surveillance in the everyday micro‐practices of schooling—issues that are possible to “see” when language policy is the site of inquiry. In centring everyday communicative practice, sociolinguistics provides a distinctive entry point for examining the lived experience of this (in)securitization, by illuminating pervasive and mundane micro‐processes within the “extraordinary” and routinized social interactions of everyday schooling.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44125727" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="be381ebcda7102c12ec2ab5ca646a881" rel="nofollow" data-download="{"attachment_id":64476481,"asset_id":44125727,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64476481/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6127613" href="https://umcp.academia.edu/ZeenaZakharia">Zeena Zakharia</a><script data-card-contents-for-user="6127613" type="text/json">{"id":6127613,"first_name":"Zeena","last_name":"Zakharia","domain_name":"umcp","page_name":"ZeenaZakharia","display_name":"Zeena Zakharia","profile_url":"https://umcp.academia.edu/ZeenaZakharia?f_ri=38923","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_44125727 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44125727"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44125727, container: ".js-paper-rank-work_44125727", }); 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Language and (in)securitization: Observations from educational research and practice in conflict‐affected contexts. Journal of Sociolinguistics, 24, 103-110.","created_at":"2020-09-20T05:58:39.443-07:00","url":"https://www.academia.edu/44125727/_2020_Language_and_in_securitization_Observations_from_educational_research_and_practice_in_conflict_affected_contexts_Journal_of_Sociolinguistics_24_103_110?f_ri=38923","dom_id":"work_44125727","summary":"Spurred in part by violent conflict and natural disaster, the surge in global migration calls for renewed attention to the central role of language in everyday (in)securitization. In this brief response, I draw on my work in the Middle East and among Arabic‐speaking populations in the United States to offer some illustration of the instantiation of global, macro‐processes of (in)securitization and surveillance in the everyday micro‐practices of schooling—issues that are possible to “see” when language policy is the site of inquiry. 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The chapters discuss language policy issues in Azerbaijan, India, Kazakhstan, Tajikistan, Thailand, Uzbekistan and elsewhere.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/705480" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="625d2d2f7129f4fd1e24b469d98febba" rel="nofollow" data-download="{"attachment_id":42279676,"asset_id":705480,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42279676/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="335542" href="https://leeds.academia.edu/HywelColeman">Hywel Coleman</a><script data-card-contents-for-user="335542" type="text/json">{"id":335542,"first_name":"Hywel","last_name":"Coleman","domain_name":"leeds","page_name":"HywelColeman","display_name":"Hywel Coleman","profile_url":"https://leeds.academia.edu/HywelColeman?f_ri=38923","photo":"https://0.academia-photos.com/335542/15630167/16202362/s65_hywel.coleman.jpg"}</script></span></span></li><li class="js-paper-rank-work_705480 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="705480"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 705480, container: ".js-paper-rank-work_705480", }); 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$(".js-view-count[data-work-id=705480]").text(description); $(".js-view-count-work_705480").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_705480").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="705480"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="9815" rel="nofollow" href="https://www.academia.edu/Documents/in/Developing_Countries">Developing Countries</a>, <script data-card-contents-for-ri="9815" type="text/json">{"id":9815,"name":"Developing Countries","url":"https://www.academia.edu/Documents/in/Developing_Countries?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10096" rel="nofollow" href="https://www.academia.edu/Documents/in/Thailand">Thailand</a>, <script data-card-contents-for-ri="10096" type="text/json">{"id":10096,"name":"Thailand","url":"https://www.academia.edu/Documents/in/Thailand?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="19861" rel="nofollow" href="https://www.academia.edu/Documents/in/Russian_Language">Russian Language</a>, <script data-card-contents-for-ri="19861" type="text/json">{"id":19861,"name":"Russian Language","url":"https://www.academia.edu/Documents/in/Russian_Language?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22650" rel="nofollow" href="https://www.academia.edu/Documents/in/Central_Asia">Central Asia</a><script data-card-contents-for-ri="22650" type="text/json">{"id":22650,"name":"Central Asia","url":"https://www.academia.edu/Documents/in/Central_Asia?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=705480]'), work: {"id":705480,"title":"National Development, Education and Language In Central Asia and Beyond","created_at":"2011-06-29T11:51:45.381-07:00","url":"https://www.academia.edu/705480/National_Development_Education_and_Language_In_Central_Asia_and_Beyond?f_ri=38923","dom_id":"work_705480","summary":"The fourteen chapters in this book are the selected proceedings of the 6th Language \u0026 Development Conference which was held in Tashkent, Uzbekistan, in 2003 with the theme 'Linguistic Challenges to National Development and International Cooperation'. The chapters discuss language policy issues in Azerbaijan, India, Kazakhstan, Tajikistan, Thailand, Uzbekistan and elsewhere.","downloadable_attachments":[{"id":42279676,"asset_id":705480,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":335542,"first_name":"Hywel","last_name":"Coleman","domain_name":"leeds","page_name":"HywelColeman","display_name":"Hywel Coleman","profile_url":"https://leeds.academia.edu/HywelColeman?f_ri=38923","photo":"https://0.academia-photos.com/335542/15630167/16202362/s65_hywel.coleman.jpg"}],"research_interests":[{"id":9815,"name":"Developing Countries","url":"https://www.academia.edu/Documents/in/Developing_Countries?f_ri=38923","nofollow":true},{"id":10096,"name":"Thailand","url":"https://www.academia.edu/Documents/in/Thailand?f_ri=38923","nofollow":true},{"id":19861,"name":"Russian Language","url":"https://www.academia.edu/Documents/in/Russian_Language?f_ri=38923","nofollow":true},{"id":22650,"name":"Central Asia","url":"https://www.academia.edu/Documents/in/Central_Asia?f_ri=38923","nofollow":true},{"id":27195,"name":"Tajikistan","url":"https://www.academia.edu/Documents/in/Tajikistan?f_ri=38923"},{"id":33669,"name":"Azerbaijan","url":"https://www.academia.edu/Documents/in/Azerbaijan?f_ri=38923"},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923"},{"id":43838,"name":"India","url":"https://www.academia.edu/Documents/in/India?f_ri=38923"},{"id":49796,"name":"Uzbekistan","url":"https://www.academia.edu/Documents/in/Uzbekistan?f_ri=38923"},{"id":85585,"name":"Kazakhstan","url":"https://www.academia.edu/Documents/in/Kazakhstan?f_ri=38923"},{"id":121065,"name":"Tajik language","url":"https://www.academia.edu/Documents/in/Tajik_language?f_ri=38923"},{"id":405257,"name":"Badakhshan","url":"https://www.academia.edu/Documents/in/Badakhshan?f_ri=38923"},{"id":573556,"name":"Language and Development","url":"https://www.academia.edu/Documents/in/Language_and_Development?f_ri=38923"},{"id":802605,"name":"Uzbek Language and Linguistics","url":"https://www.academia.edu/Documents/in/Uzbek_Language_and_Linguistics?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23123515" data-work_id="23123515" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23123515/Determinants_and_Consequences_of_Language_in_Education_Policies_Essays_in_Economics_of_Education">Determinants and Consequences of Language-in-Education Policies: Essays in Economics of Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This thesis consists of three empirical studies in economics of education on the determinants and consequences of language-in-education (LiE) policies. The “Environmental settings – Inputs – Processes – Immediate outcomes – Long-term... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23123515" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This thesis consists of three empirical studies in economics of education on the determinants and consequences of language-in-education (LiE) policies. The “Environmental settings – Inputs – Processes – Immediate outcomes – Long-term outcomes” (EIPOL) evaluation model is applied to LiE policies and programs and serves as the overall framework of this research (see Introductory Chapter). Each study then targets at least one stage of the EIPOL framework to test the validity of the “green” vs. “free-market” linguistic theories. Whereas the two first studies derive models tested empirically in the African context, the third is tested on a sample of countries from the International Adult Literacy Survey (IALS). The first study, Rationales to Language-in-Education Policies in Postcolonial Africa: Towards a Holistic Approach, considers two issues. First, it explores the factors affecting the choice of an LiE policy in 35 African countries. The results show that the countries adopting a uni...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23123515" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2b16ccd96cc44f65b6283a00e90226b2" rel="nofollow" data-download="{"attachment_id":43617332,"asset_id":23123515,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43617332/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27118748" href="https://u-pec.academia.edu/ChristelleGarrouste">Christelle Garrouste</a><script data-card-contents-for-user="27118748" type="text/json">{"id":27118748,"first_name":"Christelle","last_name":"Garrouste","domain_name":"u-pec","page_name":"ChristelleGarrouste","display_name":"Christelle Garrouste","profile_url":"https://u-pec.academia.edu/ChristelleGarrouste?f_ri=38923","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_23123515 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23123515"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23123515, container: ".js-paper-rank-work_23123515", }); 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$(".js-view-count[data-work-id=23123515]").text(description); $(".js-view-count-work_23123515").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23123515").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23123515"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">24</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1681" rel="nofollow" href="https://www.academia.edu/Documents/in/Decision_Making">Decision Making</a>, <script data-card-contents-for-ri="1681" type="text/json">{"id":1681,"name":"Decision Making","url":"https://www.academia.edu/Documents/in/Decision_Making?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4557" rel="nofollow" href="https://www.academia.edu/Documents/in/Economics_of_Education">Economics of Education</a>, <script data-card-contents-for-ri="4557" type="text/json">{"id":4557,"name":"Economics of Education","url":"https://www.academia.edu/Documents/in/Economics_of_Education?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4859" rel="nofollow" href="https://www.academia.edu/Documents/in/Hierarchical_Linear_Modeling">Hierarchical Linear Modeling</a>, <script data-card-contents-for-ri="4859" type="text/json">{"id":4859,"name":"Hierarchical Linear Modeling","url":"https://www.academia.edu/Documents/in/Hierarchical_Linear_Modeling?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9491" rel="nofollow" href="https://www.academia.edu/Documents/in/Pedagogy">Pedagogy</a><script data-card-contents-for-ri="9491" type="text/json">{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23123515]'), work: {"id":23123515,"title":"Determinants and Consequences of Language-in-Education Policies: Essays in Economics of Education","created_at":"2016-03-11T02:00:13.951-08:00","url":"https://www.academia.edu/23123515/Determinants_and_Consequences_of_Language_in_Education_Policies_Essays_in_Economics_of_Education?f_ri=38923","dom_id":"work_23123515","summary":"This thesis consists of three empirical studies in economics of education on the determinants and consequences of language-in-education (LiE) policies. 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Uno studio delle politiche linguistiche in Europa e in Italia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Nell’elaborato viene presentata un’analisi della situazione relativa alla tutela delle lingue minoritarie in Europa e in Italia. Tale analisi si basa sulla nozione di “diritto linguistico”, derivata dal concetto di “diritto umano” e che... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29078441" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Nell’elaborato viene presentata un’analisi della situazione relativa alla tutela delle lingue minoritarie in Europa e in Italia. Tale analisi si basa sulla nozione di “diritto linguistico”, derivata dal concetto di “diritto umano” e che riguarda la protezione delle minoranze linguistiche. A un’indagine sulla genesi e la definizione di “diritto linguistico” segue l’esame delle politiche linguistiche dell’Unione europea. L’Unione europea non può però agire direttamente sulle politiche linguistiche degli Stati membri, ma solo finanziare la promozione e la tutela delle lingue minoritarie tramite programmi di finanziamento gestiti dalla Commissione europea. L’ultima parte dell’elaborato è dedicata alle politiche linguistiche attuate in Italia nei confronti dell’italiano, delle lingue minoritarie e dei dialetti. L’Italia, infatti, è interessata dalla presenza di numerose lingue minoritarie a cui bisogna riconoscere una particolare serie di tutele per favorirne la promozione e la salvaguardia all’interno del panorama linguistico italiano.<br /><br />Parole chiave:<br /><br />Lingue minoritarie, diritti linguistici, politiche linguistiche, Unione europea, lingue minoritarie in Italia, dialetti in Italia, progetti europei.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29078441" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="66c564e47a11d4dccce30a51c0cd51ab" rel="nofollow" data-download="{"attachment_id":49529248,"asset_id":29078441,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49529248/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13451667" href="https://ual-es.academia.edu/MaraMennella">Mara Mennella</a><script data-card-contents-for-user="13451667" type="text/json">{"id":13451667,"first_name":"Mara","last_name":"Mennella","domain_name":"ual-es","page_name":"MaraMennella","display_name":"Mara Mennella","profile_url":"https://ual-es.academia.edu/MaraMennella?f_ri=38923","photo":"https://0.academia-photos.com/13451667/6792424/34995552/s65_mara.mennella.png"}</script></span></span></li><li class="js-paper-rank-work_29078441 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29078441"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29078441, container: ".js-paper-rank-work_29078441", }); 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$(".js-view-count[data-work-id=29078441]").text(description); $(".js-view-count-work_29078441").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29078441").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29078441"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="383" rel="nofollow" href="https://www.academia.edu/Documents/in/European_Studies">European Studies</a>, <script data-card-contents-for-ri="383" type="text/json">{"id":383,"name":"European Studies","url":"https://www.academia.edu/Documents/in/European_Studies?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2592" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights">Human Rights</a>, <script data-card-contents-for-ri="2592" type="text/json">{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5034" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Planning_and_Policy">Language Planning and Policy</a><script data-card-contents-for-ri="5034" type="text/json">{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29078441]'), work: {"id":29078441,"title":"La tutela delle lingue minoritarie. Uno studio delle politiche linguistiche in Europa e in Italia","created_at":"2016-10-11T12:31:45.294-07:00","url":"https://www.academia.edu/29078441/La_tutela_delle_lingue_minoritarie_Uno_studio_delle_politiche_linguistiche_in_Europa_e_in_Italia?f_ri=38923","dom_id":"work_29078441","summary":"Nell’elaborato viene presentata un’analisi della situazione relativa alla tutela delle lingue minoritarie in Europa e in Italia. Tale analisi si basa sulla nozione di “diritto linguistico”, derivata dal concetto di “diritto umano” e che riguarda la protezione delle minoranze linguistiche. A un’indagine sulla genesi e la definizione di “diritto linguistico” segue l’esame delle politiche linguistiche dell’Unione europea. L’Unione europea non può però agire direttamente sulle politiche linguistiche degli Stati membri, ma solo finanziare la promozione e la tutela delle lingue minoritarie tramite programmi di finanziamento gestiti dalla Commissione europea. L’ultima parte dell’elaborato è dedicata alle politiche linguistiche attuate in Italia nei confronti dell’italiano, delle lingue minoritarie e dei dialetti. L’Italia, infatti, è interessata dalla presenza di numerose lingue minoritarie a cui bisogna riconoscere una particolare serie di tutele per favorirne la promozione e la salvaguardia all’interno del panorama linguistico italiano.\n\nParole chiave:\n\nLingue minoritarie, diritti linguistici, politiche linguistiche, Unione europea, lingue minoritarie in Italia, dialetti in Italia, progetti europei.","downloadable_attachments":[{"id":49529248,"asset_id":29078441,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13451667,"first_name":"Mara","last_name":"Mennella","domain_name":"ual-es","page_name":"MaraMennella","display_name":"Mara Mennella","profile_url":"https://ual-es.academia.edu/MaraMennella?f_ri=38923","photo":"https://0.academia-photos.com/13451667/6792424/34995552/s65_mara.mennella.png"}],"research_interests":[{"id":383,"name":"European Studies","url":"https://www.academia.edu/Documents/in/European_Studies?f_ri=38923","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=38923","nofollow":true},{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=38923","nofollow":true},{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=38923","nofollow":true},{"id":10347,"name":"European Union","url":"https://www.academia.edu/Documents/in/European_Union?f_ri=38923"},{"id":16164,"name":"Minority Languages","url":"https://www.academia.edu/Documents/in/Minority_Languages?f_ri=38923"},{"id":30160,"name":"Minority Rights","url":"https://www.academia.edu/Documents/in/Minority_Rights?f_ri=38923"},{"id":31877,"name":"Italian (Languages And Linguistics)","url":"https://www.academia.edu/Documents/in/Italian_Languages_And_Linguistics_?f_ri=38923"},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923"},{"id":52579,"name":"Language rights","url":"https://www.academia.edu/Documents/in/Language_rights?f_ri=38923"},{"id":176443,"name":"Dialetti italiani","url":"https://www.academia.edu/Documents/in/Dialetti_italiani?f_ri=38923"},{"id":379398,"name":"European Projects","url":"https://www.academia.edu/Documents/in/European_Projects?f_ri=38923"},{"id":1003481,"name":"Lingue Minoritarie","url":"https://www.academia.edu/Documents/in/Lingue_Minoritarie?f_ri=38923"},{"id":1930070,"name":"Diritti Linguistici","url":"https://www.academia.edu/Documents/in/Diritti_Linguistici?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20272881" data-work_id="20272881" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20272881/Critiquing_Mother_tongue_based_Language_in_Education_Policies_A_focus_on_the_Philippines">Critiquing Mother-tongue-based Language in Education Policies: A focus on the Philippines</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this chapter, we problematize language in education policies that consider a multilingual system of education against attitudes to language that can impact on the (non)success of these policies. We argue that without addressing... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20272881" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this chapter, we problematize language in education policies that consider a multilingual system of education against attitudes to language that can impact on the (non)success of these policies. We argue that without addressing perceptions toward the role/s of different languages across various uses, multilingual policies in education may reinforce the hegemony of the English language rather than raise the status of local languages. This can happen because of a lack of understanding of how languages work and function, particularly with respect to vertical discursiveness (Bernstein, 1996) and notions of how power is inscribed in different uses of language. Furthermore, we argue that any multilingual language policy should consider how English and other languages connect to language allocation and affiliation, which, if not considered, can lead to schooling maintaining power relations in an unequal society (Apple, 2004) rather than changing them. In addition, we consider how multilingual contexts with a strong level of English use lead to variations in language whose place must be considered where schooling is concerned. Finally, we consider these policies in terms of the Principles-Based Approach (Mahboob and Tilakaratna, 2011) to language policy. Without using the PBA as a guide, any language policy may just be created without its stakeholders fully understanding what it means. Language policies in a multilingual society that is dominated by English cannot be so simple as insisting on a multilingual system of education. Rather, various issues must be considered to insure that these policies do help toward changing society instead of just maintaining power relationships that limit the access of various sectors to different social, economic, and semantic resources.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20272881" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a8a2dfed130b34ad9d51aa189d5b2c48" rel="nofollow" data-download="{"attachment_id":41142171,"asset_id":20272881,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41142171/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44164" href="https://sydney.academia.edu/AhmarMahboob">Ahmar Mahboob</a><script data-card-contents-for-user="44164" type="text/json">{"id":44164,"first_name":"Ahmar","last_name":"Mahboob","domain_name":"sydney","page_name":"AhmarMahboob","display_name":"Ahmar Mahboob","profile_url":"https://sydney.academia.edu/AhmarMahboob?f_ri=38923","photo":"https://0.academia-photos.com/44164/14123/13204/s65_ahmar.mahboob.png"}</script></span></span></li><li class="js-paper-rank-work_20272881 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20272881"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20272881, container: ".js-paper-rank-work_20272881", }); 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$(".js-view-count[data-work-id=20272881]").text(description); $(".js-view-count-work_20272881").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20272881").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20272881"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2524" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociolinguistics">Sociolinguistics</a><script data-card-contents-for-ri="2524" type="text/json">{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20272881]'), work: {"id":20272881,"title":"Critiquing Mother-tongue-based Language in Education Policies: A focus on the Philippines","created_at":"2016-01-14T13:30:55.604-08:00","url":"https://www.academia.edu/20272881/Critiquing_Mother_tongue_based_Language_in_Education_Policies_A_focus_on_the_Philippines?f_ri=38923","dom_id":"work_20272881","summary":"In this chapter, we problematize language in education policies that consider a multilingual system of education against attitudes to language that can impact on the (non)success of these policies. We argue that without addressing perceptions toward the role/s of different languages across various uses, multilingual policies in education may reinforce the hegemony of the English language rather than raise the status of local languages. This can happen because of a lack of understanding of how languages work and function, particularly with respect to vertical discursiveness (Bernstein, 1996) and notions of how power is inscribed in different uses of language. Furthermore, we argue that any multilingual language policy should consider how English and other languages connect to language allocation and affiliation, which, if not considered, can lead to schooling maintaining power relations in an unequal society (Apple, 2004) rather than changing them. In addition, we consider how multilingual contexts with a strong level of English use lead to variations in language whose place must be considered where schooling is concerned. Finally, we consider these policies in terms of the Principles-Based Approach (Mahboob and Tilakaratna, 2011) to language policy. Without using the PBA as a guide, any language policy may just be created without its stakeholders fully understanding what it means. Language policies in a multilingual society that is dominated by English cannot be so simple as insisting on a multilingual system of education. Rather, various issues must be considered to insure that these policies do help toward changing society instead of just maintaining power relationships that limit the access of various sectors to different social, economic, and semantic resources. ","downloadable_attachments":[{"id":41142171,"asset_id":20272881,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44164,"first_name":"Ahmar","last_name":"Mahboob","domain_name":"sydney","page_name":"AhmarMahboob","display_name":"Ahmar Mahboob","profile_url":"https://sydney.academia.edu/AhmarMahboob?f_ri=38923","photo":"https://0.academia-photos.com/44164/14123/13204/s65_ahmar.mahboob.png"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=38923","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=38923","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=38923","nofollow":true},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=38923","nofollow":true},{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=38923"},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=38923"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=38923"},{"id":8785,"name":"Philippines","url":"https://www.academia.edu/Documents/in/Philippines?f_ri=38923"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=38923"},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=38923"},{"id":22559,"name":"Philippine Studies","url":"https://www.academia.edu/Documents/in/Philippine_Studies?f_ri=38923"},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923"},{"id":229155,"name":"Mother Tongue Based Multilingual Education","url":"https://www.academia.edu/Documents/in/Mother_Tongue_Based_Multilingual_Education?f_ri=38923"},{"id":469121,"name":"K12 Educational System in the Philippines","url":"https://www.academia.edu/Documents/in/K12_Educational_System_in_the_Philippines?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9189679" data-work_id="9189679" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9189679/Student_s_First_Guide_to_Language_Policy_and_Planning_Available_online_open_access_">Student´s First Guide to Language Policy and Planning (Available online, open access.)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">language planning goals, examples of corpus and usage planning, linguistic diversity, diglossia, language shift, globalisation of English, critical approaches to linguistic imperialism, practice of LLP in selected regions and countries:... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9189679" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">language planning goals, examples of corpus and usage planning, linguistic diversity, diglossia, language shift, globalisation of English, critical approaches to linguistic imperialism, practice of LLP in selected regions and countries: North America, EU, UK, Belgium, Switzerland, Malaysia, Nigeria, Ivory Coast, the Baltic states, Uzbekistan</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9189679" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8e019629b519a0982bc0530609283007" rel="nofollow" data-download="{"attachment_id":58645680,"asset_id":9189679,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58645680/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3015729" href="https://uni-regensburg.academia.edu/HannaPulaczewska">Hanna Pulaczewska</a><script data-card-contents-for-user="3015729" type="text/json">{"id":3015729,"first_name":"Hanna","last_name":"Pulaczewska","domain_name":"uni-regensburg","page_name":"HannaPulaczewska","display_name":"Hanna Pulaczewska","profile_url":"https://uni-regensburg.academia.edu/HannaPulaczewska?f_ri=38923","photo":"https://0.academia-photos.com/3015729/993515/1259743/s65_hanna.pulaczewska.jpg"}</script></span></span></li><li class="js-paper-rank-work_9189679 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9189679"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9189679, container: ".js-paper-rank-work_9189679", }); });</script></li><li class="js-percentile-work_9189679 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9189679; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = 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style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9189679"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5034" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Planning_and_Policy">Language Planning and Policy</a>, <script data-card-contents-for-ri="5034" type="text/json">{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="138932" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociolinguistics_Sociology_of_Languages_Language_Policy_and_Planning">Sociolinguistics, Sociology of Languages, Language Policy and Planning</a>, <script data-card-contents-for-ri="138932" type="text/json">{"id":138932,"name":"Sociolinguistics, Sociology of Languages, Language Policy and Planning","url":"https://www.academia.edu/Documents/in/Sociolinguistics_Sociology_of_Languages_Language_Policy_and_Planning?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="178059" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_policy_and_planning">Language policy and planning</a><script data-card-contents-for-ri="178059" type="text/json">{"id":178059,"name":"Language policy and planning","url":"https://www.academia.edu/Documents/in/Language_policy_and_planning?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9189679]'), work: {"id":9189679,"title":"Student´s First Guide to Language Policy and Planning (Available online, open access.)","created_at":"2014-11-08T03:14:25.856-08:00","url":"https://www.academia.edu/9189679/Student_s_First_Guide_to_Language_Policy_and_Planning_Available_online_open_access_?f_ri=38923","dom_id":"work_9189679","summary":"language planning goals, examples of corpus and usage planning, linguistic diversity, diglossia, language shift, globalisation of English, critical approaches to linguistic imperialism, practice of LLP in selected regions and countries: North America, EU, UK, Belgium, Switzerland, Malaysia, Nigeria, Ivory Coast, the Baltic states, Uzbekistan","downloadable_attachments":[{"id":58645680,"asset_id":9189679,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3015729,"first_name":"Hanna","last_name":"Pulaczewska","domain_name":"uni-regensburg","page_name":"HannaPulaczewska","display_name":"Hanna Pulaczewska","profile_url":"https://uni-regensburg.academia.edu/HannaPulaczewska?f_ri=38923","photo":"https://0.academia-photos.com/3015729/993515/1259743/s65_hanna.pulaczewska.jpg"}],"research_interests":[{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":138932,"name":"Sociolinguistics, Sociology of Languages, Language Policy and Planning","url":"https://www.academia.edu/Documents/in/Sociolinguistics_Sociology_of_Languages_Language_Policy_and_Planning?f_ri=38923","nofollow":true},{"id":178059,"name":"Language policy and planning","url":"https://www.academia.edu/Documents/in/Language_policy_and_planning?f_ri=38923","nofollow":true},{"id":278779,"name":"Language death, billingualism and multilingualism","url":"https://www.academia.edu/Documents/in/Language_death_billingualism_and_multilingualism?f_ri=38923"},{"id":380069,"name":"Linguistic Imperialism in Postcolonial Era and Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Linguistic_Imperialism_in_Postcolonial_Era_and_Language_Planning_and_Policy?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76259447" data-work_id="76259447" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/76259447/The_monolingual_habitus_of_German_society_challenging_the_interests_of_an_autochthonous_minority_language_Linguistic_landscapes_in_the_Sorbian_capital_of_Bautzen_Budy%C5%A1in">The monolingual habitus of German society challenging the interests of an autochthonous minority language: Linguistic landscapes in the Sorbian “capital” of Bautzen / Budyšin</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper analyzes the LL in the city of Bautzen / Budyšin in Germany, a town which is frequently considered the “capital” of the Slavonic minority of the Sorbs. It focuses on the societal role of Sorbian in relation to practices and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_76259447" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper analyzes the LL in the city of Bautzen / Budyšin in Germany, a town which is frequently considered the “capital” of the Slavonic minority of the Sorbs. It focuses on the societal role of Sorbian in relation to practices and ideologies of mainstream German society. The vast majority of signs in Bautzen / Budyšin are in German only. Sorbian is essentially restricted to explicitly Sorbian institutions and to local and regional administration. Interviews conducted in shops and on the streets reveal that paternalistic attitudes common to perceptions of language policies and minority languages in Germany dominate; practices maintain the common monolingual habitus in German society. Members of the majority population show little awareness of Sorbian issues, and Sorbian signage is seen as a generous gesture but considered essentially unnecessary. Only in most recent times, a reaction by the Sorbian community has challenged these practices and attitudes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76259447" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="08e58b64a5cc6dc0022b23ca189a5ff5" rel="nofollow" data-download="{"attachment_id":84020637,"asset_id":76259447,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84020637/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1166712" href="https://tallinn.academia.edu/HeikoFMarten">Heiko F. Marten</a><script data-card-contents-for-user="1166712" type="text/json">{"id":1166712,"first_name":"Heiko F.","last_name":"Marten","domain_name":"tallinn","page_name":"HeikoFMarten","display_name":"Heiko F. Marten","profile_url":"https://tallinn.academia.edu/HeikoFMarten?f_ri=38923","photo":"https://0.academia-photos.com/1166712/44255312/34900206/s65_heiko_f..marten.jpg"}</script></span></span></li><li class="js-paper-rank-work_76259447 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76259447"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76259447, container: ".js-paper-rank-work_76259447", }); });</script></li><li class="js-percentile-work_76259447 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76259447; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_76259447"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_76259447 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="76259447"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76259447; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76259447]").text(description); $(".js-view-count-work_76259447").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76259447").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="76259447"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="384" rel="nofollow" href="https://www.academia.edu/Documents/in/German_Studies">German Studies</a>, <script data-card-contents-for-ri="384" type="text/json">{"id":384,"name":"German Studies","url":"https://www.academia.edu/Documents/in/German_Studies?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2308" rel="nofollow" href="https://www.academia.edu/Documents/in/Multilingualism">Multilingualism</a>, <script data-card-contents-for-ri="2308" type="text/json">{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2524" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociolinguistics">Sociolinguistics</a><script data-card-contents-for-ri="2524" type="text/json">{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76259447]'), work: {"id":76259447,"title":"The monolingual habitus of German society challenging the interests of an autochthonous minority language: Linguistic landscapes in the Sorbian “capital” of Bautzen / Budyšin","created_at":"2022-04-12T13:50:18.621-07:00","url":"https://www.academia.edu/76259447/The_monolingual_habitus_of_German_society_challenging_the_interests_of_an_autochthonous_minority_language_Linguistic_landscapes_in_the_Sorbian_capital_of_Bautzen_Budy%C5%A1in?f_ri=38923","dom_id":"work_76259447","summary":"This paper analyzes the LL in the city of Bautzen / Budyšin in Germany, a town which is frequently considered the “capital” of the Slavonic minority of the Sorbs. It focuses on the societal role of Sorbian in relation to practices and ideologies of mainstream German society. The vast majority of signs in Bautzen / Budyšin are in German only. Sorbian is essentially restricted to explicitly Sorbian institutions and to local and regional administration. Interviews conducted in shops and on the streets reveal that paternalistic attitudes common to perceptions of language policies and minority languages in Germany dominate; practices maintain the common monolingual habitus in German society. Members of the majority population show little awareness of Sorbian issues, and Sorbian signage is seen as a generous gesture but considered essentially unnecessary. Only in most recent times, a reaction by the Sorbian community has challenged these practices and attitudes.","downloadable_attachments":[{"id":84020637,"asset_id":76259447,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1166712,"first_name":"Heiko F.","last_name":"Marten","domain_name":"tallinn","page_name":"HeikoFMarten","display_name":"Heiko F. Marten","profile_url":"https://tallinn.academia.edu/HeikoFMarten?f_ri=38923","photo":"https://0.academia-photos.com/1166712/44255312/34900206/s65_heiko_f..marten.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=38923","nofollow":true},{"id":384,"name":"German Studies","url":"https://www.academia.edu/Documents/in/German_Studies?f_ri=38923","nofollow":true},{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=38923","nofollow":true},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=38923","nofollow":true},{"id":11509,"name":"Linguistic landscapes","url":"https://www.academia.edu/Documents/in/Linguistic_landscapes?f_ri=38923"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=38923"},{"id":16164,"name":"Minority Languages","url":"https://www.academia.edu/Documents/in/Minority_Languages?f_ri=38923"},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923"},{"id":50576,"name":"Germany","url":"https://www.academia.edu/Documents/in/Germany?f_ri=38923"},{"id":54008,"name":"Mehrsprachigkeit","url":"https://www.academia.edu/Documents/in/Mehrsprachigkeit?f_ri=38923"},{"id":106626,"name":"Apples","url":"https://www.academia.edu/Documents/in/Apples?f_ri=38923"},{"id":123744,"name":"Language Studies","url":"https://www.academia.edu/Documents/in/Language_Studies?f_ri=38923"},{"id":366048,"name":"Sorbian","url":"https://www.academia.edu/Documents/in/Sorbian?f_ri=38923"},{"id":574302,"name":"Sorbian languages","url":"https://www.academia.edu/Documents/in/Sorbian_languages?f_ri=38923"},{"id":624961,"name":"Linguistic Landscape","url":"https://www.academia.edu/Documents/in/Linguistic_Landscape?f_ri=38923"},{"id":2491046,"name":"Nationale und ethnische Minderheiten","url":"https://www.academia.edu/Documents/in/Nationale_und_ethnische_Minderheiten?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_78769597" data-work_id="78769597" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/78769597/Situating_Language_Acquisition_Planning">Situating Language Acquisition Planning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present chapter traces the development of language acquisition planning. It begins by considering the work of Robert L. Cooper, who placed language acquisition planning alongside corpus planning and status planning as a fundamental... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_78769597" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present chapter traces the development of language acquisition planning. It begins by considering the work of Robert L. Cooper, who placed language acquisition planning alongside corpus planning and status planning as a fundamental type of language planning. While corpus planning focuses on language form and status planning on language function, acquisition planning focuses on language users and how they acquire the communicative repertoires they need for access to opportunities in society. It is thus central to the management of language teaching and learning in both formal and informal settings. Contemporary issues in language planning and policy across contexts and levels of education are addressed. Language acquisition planning, it is argued, is multifaceted, involving a continuum of issues from the psychological to the societal. Research spanning this continuum is discussed, with attention to conceptual orientations and methodological approachess.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/78769597" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2830234" href="https://mah.academia.edu/MaarjaSiiner">Maarja Siiner</a><script data-card-contents-for-user="2830234" type="text/json">{"id":2830234,"first_name":"Maarja","last_name":"Siiner","domain_name":"mah","page_name":"MaarjaSiiner","display_name":"Maarja Siiner","profile_url":"https://mah.academia.edu/MaarjaSiiner?f_ri=38923","photo":"https://0.academia-photos.com/2830234/926448/18726959/s65_maarja.siiner.jpg"}</script></span></span></li><li class="js-paper-rank-work_78769597 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="78769597"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 78769597, container: ".js-paper-rank-work_78769597", }); });</script></li><li class="js-percentile-work_78769597 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 78769597; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_78769597"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_78769597 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="78769597"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 78769597; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=78769597]").text(description); $(".js-view-count-work_78769597").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_78769597").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="78769597"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1417" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Acquisition">Language Acquisition</a><script data-card-contents-for-ri="1417" type="text/json">{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=78769597]'), work: {"id":78769597,"title":"Situating Language Acquisition Planning","created_at":"2022-05-08T10:47:43.686-07:00","url":"https://www.academia.edu/78769597/Situating_Language_Acquisition_Planning?f_ri=38923","dom_id":"work_78769597","summary":"The present chapter traces the development of language acquisition planning. It begins by considering the work of Robert L. Cooper, who placed language acquisition planning alongside corpus planning and status planning as a fundamental type of language planning. While corpus planning focuses on language form and status planning on language function, acquisition planning focuses on language users and how they acquire the communicative repertoires they need for access to opportunities in society. It is thus central to the management of language teaching and learning in both formal and informal settings. Contemporary issues in language planning and policy across contexts and levels of education are addressed. Language acquisition planning, it is argued, is multifaceted, involving a continuum of issues from the psychological to the societal. Research spanning this continuum is discussed, with attention to conceptual orientations and methodological approachess.","downloadable_attachments":[],"ordered_authors":[{"id":2830234,"first_name":"Maarja","last_name":"Siiner","domain_name":"mah","page_name":"MaarjaSiiner","display_name":"Maarja Siiner","profile_url":"https://mah.academia.edu/MaarjaSiiner?f_ri=38923","photo":"https://0.academia-photos.com/2830234/926448/18726959/s65_maarja.siiner.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=38923","nofollow":true},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=38923","nofollow":true},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=38923","nofollow":true},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=38923","nofollow":true},{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=38923"},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65928166" data-work_id="65928166" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/65928166/Autochthonous_minority_languages_in_public_sector_primary_education_Bilingual_policies_and_politics_in_Brittany_and_Scotland">Autochthonous minority languages in public-sector primary education: Bilingual policies and politics in Brittany and Scotland</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper examines the relationship between policy and politics in relation to the development of public- sector primary education through Breton and Gaelic, considering closely the patterns of power through which such provision is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_65928166" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper examines the relationship between policy and politics in relation to the development of public- sector primary education through Breton and Gaelic, considering closely the patterns of power through which such provision is delivered. Brittany and Scotland present many similarities as culturally distinctive territories, contained within larger state-nations, which until recently allowed very little scope for minority language education. Initiatives to develop public-sector education through Breton and Gaelic were ﬁnally launched in the 1980s and have now became signiﬁcantly institutionalised, even if they remain small in scale. The dynamics of institutionalisation have been very different in the two territories, however: parallel problems have been tackled in different ways, and issues that have proved fraught in one have presented few complications in the other. Both case studies demonstrate the importance of ‘bottom-up’ dynamics as a source of innovative energy.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65928166" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1a937b726610058972d199f4fd794ff6" rel="nofollow" data-download="{"attachment_id":77314410,"asset_id":65928166,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77314410/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41572024" href="https://independent.academia.edu/VaughanRogers1">Vaughan Rogers</a><script data-card-contents-for-user="41572024" type="text/json">{"id":41572024,"first_name":"Vaughan","last_name":"Rogers","domain_name":"independent","page_name":"VaughanRogers1","display_name":"Vaughan Rogers","profile_url":"https://independent.academia.edu/VaughanRogers1?f_ri=38923","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_65928166 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65928166"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65928166, container: ".js-paper-rank-work_65928166", }); });</script></li><li class="js-percentile-work_65928166 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 65928166; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_65928166"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_65928166 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="65928166"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65928166; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=65928166]").text(description); $(".js-view-count-work_65928166").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_65928166").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="65928166"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5034" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Planning_and_Policy">Language Planning and Policy</a>, <script data-card-contents-for-ri="5034" type="text/json">{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7966" rel="nofollow" href="https://www.academia.edu/Documents/in/Scottish_Gaelic_Studies">Scottish Gaelic Studies</a>, <script data-card-contents-for-ri="7966" type="text/json">{"id":7966,"name":"Scottish Gaelic Studies","url":"https://www.academia.edu/Documents/in/Scottish_Gaelic_Studies?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11658" rel="nofollow" href="https://www.academia.edu/Documents/in/Bilingual_Education">Bilingual Education</a><script data-card-contents-for-ri="11658" type="text/json">{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=65928166]'), work: {"id":65928166,"title":"Autochthonous minority languages in public-sector primary education: Bilingual policies and politics in Brittany and Scotland","created_at":"2021-12-25T03:33:43.941-08:00","url":"https://www.academia.edu/65928166/Autochthonous_minority_languages_in_public_sector_primary_education_Bilingual_policies_and_politics_in_Brittany_and_Scotland?f_ri=38923","dom_id":"work_65928166","summary":"This paper examines the relationship between policy and politics in relation to the development of public- sector primary education through Breton and Gaelic, considering closely the patterns of power through which such provision is delivered. Brittany and Scotland present many similarities as culturally distinctive territories, contained within larger state-nations, which until recently allowed very little scope for minority language education. Initiatives to develop public-sector education through Breton and Gaelic were ﬁnally launched in the 1980s and have now became signiﬁcantly institutionalised, even if they remain small in scale. The dynamics of institutionalisation have been very different in the two territories, however: parallel problems have been tackled in different ways, and issues that have proved fraught in one have presented few complications in the other. Both case studies demonstrate the importance of ‘bottom-up’ dynamics as a source of innovative energy.","downloadable_attachments":[{"id":77314410,"asset_id":65928166,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":41572024,"first_name":"Vaughan","last_name":"Rogers","domain_name":"independent","page_name":"VaughanRogers1","display_name":"Vaughan Rogers","profile_url":"https://independent.academia.edu/VaughanRogers1?f_ri=38923","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=38923","nofollow":true},{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=38923","nofollow":true},{"id":7966,"name":"Scottish Gaelic Studies","url":"https://www.academia.edu/Documents/in/Scottish_Gaelic_Studies?f_ri=38923","nofollow":true},{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=38923","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=38923"},{"id":16164,"name":"Minority Languages","url":"https://www.academia.edu/Documents/in/Minority_Languages?f_ri=38923"},{"id":16457,"name":"Public sector","url":"https://www.academia.edu/Documents/in/Public_sector?f_ri=38923"},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923"},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=38923"},{"id":96047,"name":"Case Study","url":"https://www.academia.edu/Documents/in/Case_Study?f_ri=38923"},{"id":201857,"name":"Brittany","url":"https://www.academia.edu/Documents/in/Brittany?f_ri=38923"},{"id":211038,"name":"Institutionalisation","url":"https://www.academia.edu/Documents/in/Institutionalisation?f_ri=38923"},{"id":391056,"name":"France Language Policy and Education","url":"https://www.academia.edu/Documents/in/France_Language_Policy_and_Education?f_ri=38923"},{"id":904692,"name":"Bottom Up","url":"https://www.academia.edu/Documents/in/Bottom_Up?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_51849788" data-work_id="51849788" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/51849788/Prioritizing_Multilingualism_in_U_S_Schools_States_Policy_Journeys_to_Enact_the_Seal_of_Biliteracy">Prioritizing Multilingualism in U.S. Schools: States’ Policy Journeys to Enact the Seal of Biliteracy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Fueled by immigration and globalization, the United States has evolved into a nation of linguistically diverse residents; however, English remains the dominant language in schools. A recent language policy initiative emergent in states... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_51849788" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Fueled by immigration and globalization, the United States has evolved into a nation of linguistically diverse residents; however, English remains the dominant language in schools. A recent language policy initiative emergent in states across the nation, the Seal of Biliteracy challenges English monolingualism by promoting the development of students’ bilingualism and biliteracy by high school graduation. Using narrative inquiry, this study explores the policy journeys that states have taken to enact the Seal of Biliteracy, as educators and stakeholders come together to engage in grassroots policy work. Findings include the collective stories of these efforts to disrupt English-dominant ideologies in schools, as well as individual states’ journeys to develop students’ bilingualism. Implications serve educators, researchers, and other stakeholders interested in influencing practice through bottom-up policy movements, particularly at this crucial moment as states embrace more flexibil...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51849788" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="df3f0c53fae95d8724cf9ca8b2fa1880" rel="nofollow" data-download="{"attachment_id":69388521,"asset_id":51849788,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69388521/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2359677" href="https://uncc.academia.edu/KristinDavin">Kristin Davin</a><script data-card-contents-for-user="2359677" type="text/json">{"id":2359677,"first_name":"Kristin","last_name":"Davin","domain_name":"uncc","page_name":"KristinDavin","display_name":"Kristin Davin","profile_url":"https://uncc.academia.edu/KristinDavin?f_ri=38923","photo":"https://0.academia-photos.com/2359677/743765/3048010/s65_kristin.davin.jpg"}</script></span></span></li><li class="js-paper-rank-work_51849788 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="51849788"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 51849788, container: ".js-paper-rank-work_51849788", }); });</script></li><li class="js-percentile-work_51849788 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51849788; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_51849788"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_51849788 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="51849788"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51849788; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51849788]").text(description); $(".js-view-count-work_51849788").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_51849788").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="51849788"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="11167" rel="nofollow" href="https://www.academia.edu/Documents/in/Biliteracy">Biliteracy</a>, <script data-card-contents-for-ri="11167" type="text/json">{"id":11167,"name":"Biliteracy","url":"https://www.academia.edu/Documents/in/Biliteracy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1275727" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Policy">Educational Policy</a><script data-card-contents-for-ri="1275727" type="text/json">{"id":1275727,"name":"Educational Policy","url":"https://www.academia.edu/Documents/in/Educational_Policy?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=51849788]'), work: {"id":51849788,"title":"Prioritizing Multilingualism in U.S. Schools: States’ Policy Journeys to Enact the Seal of Biliteracy","created_at":"2021-09-11T06:55:19.645-07:00","url":"https://www.academia.edu/51849788/Prioritizing_Multilingualism_in_U_S_Schools_States_Policy_Journeys_to_Enact_the_Seal_of_Biliteracy?f_ri=38923","dom_id":"work_51849788","summary":"Fueled by immigration and globalization, the United States has evolved into a nation of linguistically diverse residents; however, English remains the dominant language in schools. A recent language policy initiative emergent in states across the nation, the Seal of Biliteracy challenges English monolingualism by promoting the development of students’ bilingualism and biliteracy by high school graduation. Using narrative inquiry, this study explores the policy journeys that states have taken to enact the Seal of Biliteracy, as educators and stakeholders come together to engage in grassroots policy work. Findings include the collective stories of these efforts to disrupt English-dominant ideologies in schools, as well as individual states’ journeys to develop students’ bilingualism. Implications serve educators, researchers, and other stakeholders interested in influencing practice through bottom-up policy movements, particularly at this crucial moment as states embrace more flexibil...","downloadable_attachments":[{"id":69388521,"asset_id":51849788,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2359677,"first_name":"Kristin","last_name":"Davin","domain_name":"uncc","page_name":"KristinDavin","display_name":"Kristin Davin","profile_url":"https://uncc.academia.edu/KristinDavin?f_ri=38923","photo":"https://0.academia-photos.com/2359677/743765/3048010/s65_kristin.davin.jpg"}],"research_interests":[{"id":11167,"name":"Biliteracy","url":"https://www.academia.edu/Documents/in/Biliteracy?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":1275727,"name":"Educational Policy","url":"https://www.academia.edu/Documents/in/Educational_Policy?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4859298" data-work_id="4859298" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4859298/Best_Practice_Patterns_and_Tool_Support_for_Configuring_Secure_WebServices_Messaging">Best-Practice Patterns and Tool Support for Configuring Secure WebServices Messaging</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Services. Security is a major concern when implementing mission-critical business transactions and such concern motivated the development of Web Services Security (WS-Security). However, the existing tools for configuring the security... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4859298" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Services. Security is a major concern when implementing mission-critical business transactions and such concern motivated the development of Web Services Security (WS-Security). However, the existing tools for configuring the security properties of Web Services give a technology-oriented view, and only assist in choosing the data to encrypt and selecting an encryption algorithm. The users must construct their own mental models of how the security configurations actually relate to business policies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4859298" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="093abc51f1567481901a7ff94a5b8734" rel="nofollow" data-download="{"attachment_id":49594668,"asset_id":4859298,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49594668/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6311884" href="https://ibmwatson.academia.edu/MichiakiTatsubori">Michiaki Tatsubori</a><script data-card-contents-for-user="6311884" type="text/json">{"id":6311884,"first_name":"Michiaki","last_name":"Tatsubori","domain_name":"ibmwatson","page_name":"MichiakiTatsubori","display_name":"Michiaki Tatsubori","profile_url":"https://ibmwatson.academia.edu/MichiakiTatsubori?f_ri=38923","photo":"https://0.academia-photos.com/6311884/8571544/9575905/s65_michiaki.tatsubori.jpg_oh_334f30e875f27918906a2ab362bba687_oe_559d9aca___gda___1437167430_5c1000aef9ef0cf0cffbb2ee2ebfc9bb"}</script></span></span></li><li class="js-paper-rank-work_4859298 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4859298"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4859298, container: ".js-paper-rank-work_4859298", }); });</script></li><li class="js-percentile-work_4859298 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4859298; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_4859298"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_4859298 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="4859298"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4859298; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4859298]").text(description); $(".js-view-count-work_4859298").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4859298").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4859298"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1615" rel="nofollow" href="https://www.academia.edu/Documents/in/Usability">Usability</a>, <script data-card-contents-for-ri="1615" type="text/json">{"id":1615,"name":"Usability","url":"https://www.academia.edu/Documents/in/Usability?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3205" rel="nofollow" href="https://www.academia.edu/Documents/in/Service_Oriented_Architecture">Service Oriented Architecture</a>, <script data-card-contents-for-ri="3205" type="text/json">{"id":3205,"name":"Service Oriented Architecture","url":"https://www.academia.edu/Documents/in/Service_Oriented_Architecture?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9545" rel="nofollow" href="https://www.academia.edu/Documents/in/Web_Services">Web Services</a>, <script data-card-contents-for-ri="9545" type="text/json">{"id":9545,"name":"Web Services","url":"https://www.academia.edu/Documents/in/Web_Services?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12011" rel="nofollow" href="https://www.academia.edu/Documents/in/Security_in_Web_Services">Security in Web Services</a><script data-card-contents-for-ri="12011" type="text/json">{"id":12011,"name":"Security in Web Services","url":"https://www.academia.edu/Documents/in/Security_in_Web_Services?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4859298]'), work: {"id":4859298,"title":"Best-Practice Patterns and Tool Support for Configuring Secure WebServices Messaging","created_at":"2013-10-22T18:35:07.980-07:00","url":"https://www.academia.edu/4859298/Best_Practice_Patterns_and_Tool_Support_for_Configuring_Secure_WebServices_Messaging?f_ri=38923","dom_id":"work_4859298","summary":"Services. Security is a major concern when implementing mission-critical business transactions and such concern motivated the development of Web Services Security (WS-Security). However, the existing tools for configuring the security properties of Web Services give a technology-oriented view, and only assist in choosing the data to encrypt and selecting an encryption algorithm. The users must construct their own mental models of how the security configurations actually relate to business policies.","downloadable_attachments":[{"id":49594668,"asset_id":4859298,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6311884,"first_name":"Michiaki","last_name":"Tatsubori","domain_name":"ibmwatson","page_name":"MichiakiTatsubori","display_name":"Michiaki Tatsubori","profile_url":"https://ibmwatson.academia.edu/MichiakiTatsubori?f_ri=38923","photo":"https://0.academia-photos.com/6311884/8571544/9575905/s65_michiaki.tatsubori.jpg_oh_334f30e875f27918906a2ab362bba687_oe_559d9aca___gda___1437167430_5c1000aef9ef0cf0cffbb2ee2ebfc9bb"}],"research_interests":[{"id":1615,"name":"Usability","url":"https://www.academia.edu/Documents/in/Usability?f_ri=38923","nofollow":true},{"id":3205,"name":"Service Oriented Architecture","url":"https://www.academia.edu/Documents/in/Service_Oriented_Architecture?f_ri=38923","nofollow":true},{"id":9545,"name":"Web Services","url":"https://www.academia.edu/Documents/in/Web_Services?f_ri=38923","nofollow":true},{"id":12011,"name":"Security in Web Services","url":"https://www.academia.edu/Documents/in/Security_in_Web_Services?f_ri=38923","nofollow":true},{"id":16542,"name":"Cryptography","url":"https://www.academia.edu/Documents/in/Cryptography?f_ri=38923"},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923"},{"id":43492,"name":"Standardization","url":"https://www.academia.edu/Documents/in/Standardization?f_ri=38923"},{"id":59964,"name":"GUI","url":"https://www.academia.edu/Documents/in/GUI?f_ri=38923"},{"id":83229,"name":"Best practice","url":"https://www.academia.edu/Documents/in/Best_practice?f_ri=38923"},{"id":97976,"name":"Data Security","url":"https://www.academia.edu/Documents/in/Data_Security?f_ri=38923"},{"id":147247,"name":"Service Oriented Architectures","url":"https://www.academia.edu/Documents/in/Service_Oriented_Architectures?f_ri=38923"},{"id":172832,"name":"Security Policy","url":"https://www.academia.edu/Documents/in/Security_Policy?f_ri=38923"},{"id":197254,"name":"Graphical User Interfaces","url":"https://www.academia.edu/Documents/in/Graphical_User_Interfaces?f_ri=38923"},{"id":317992,"name":"Web Service","url":"https://www.academia.edu/Documents/in/Web_Service?f_ri=38923"},{"id":1191356,"name":"Internet","url":"https://www.academia.edu/Documents/in/Internet?f_ri=38923"},{"id":1931321,"name":"Application Software","url":"https://www.academia.edu/Documents/in/Application_Software?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_55937446" data-work_id="55937446" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/55937446/Language_policy_implementation_and_language_vitality_in_Western_Cape_primary_schools">Language policy implementation and language vitality in Western Cape primary schools</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper is the product of a joint research project, carried out by PRAESA and Babylon, Centre for Studies of the Multicultural Society at Tilburg University (the Netherlands). It reports on a language survey conducted amongst primary... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_55937446" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper is the product of a joint research project, carried out by PRAESA and Babylon, Centre for Studies of the Multicultural Society at Tilburg University (the Netherlands). It reports on a language survey conducted amongst primary school children in the Greater Cape Town as well as in the rural/town areas of the Western Cape province between 1999 and 2002. The focus is on language policy in schools in relation to language vitality indicators such as language repertoire, choice, proficiency, dominance and preference. The findings show the dominance of English in the metropolis and its growing influence in the traditionally Afrikaans-dominant rural areas. There is also considerable interest in isiXhosa, both from speakers of isiXhosa themselves and from Afrikaans-and English-speakers. The outcomes of the survey stand to inform existing databases on language statistics in education with a view to informing language policy and practice. In this way, language surveys in multilingual societies provide information crucial to informed language planning. UNIVERSITY OF CAPE TOWN u PRAESA's series of occasional papers is meant to provide an opportunity for the research done by staff members and associated researchers working in the domain of language policy in education to obtain initial exposure to an interested peer audience. It is hoped that feedback will improve the final version in which this research is eventually published or distributed. u Daryl Braam is a former primary school teacher who currently conducts research into aspects of school language policy and its role in whole school development. Other research interests include surveys and language mapping.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/55937446" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8c2243d13f4335b3c29c791cfe1b9596" rel="nofollow" data-download="{"attachment_id":71570038,"asset_id":55937446,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/71570038/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9355412" href="https://tilburguniversity.academia.edu/PeterBroeder">Peter Broeder</a><script data-card-contents-for-user="9355412" type="text/json">{"id":9355412,"first_name":"Peter","last_name":"Broeder","domain_name":"tilburguniversity","page_name":"PeterBroeder","display_name":"Peter Broeder","profile_url":"https://tilburguniversity.academia.edu/PeterBroeder?f_ri=38923","photo":"https://0.academia-photos.com/9355412/15085365/15800710/s65_peter.broeder.jpg"}</script></span></span></li><li class="js-paper-rank-work_55937446 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="55937446"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 55937446, container: ".js-paper-rank-work_55937446", }); });</script></li><li class="js-percentile-work_55937446 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 55937446; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_55937446"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_55937446 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="55937446"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 55937446; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=55937446]").text(description); $(".js-view-count-work_55937446").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_55937446").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="55937446"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="77318" rel="nofollow" href="https://www.academia.edu/Documents/in/Primary_School">Primary School</a>, <script data-card-contents-for-ri="77318" type="text/json">{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1357254" rel="nofollow" href="https://www.academia.edu/Documents/in/Banking_finance-1">Banking finance</a><script data-card-contents-for-ri="1357254" type="text/json">{"id":1357254,"name":"Banking finance","url":"https://www.academia.edu/Documents/in/Banking_finance-1?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=55937446]'), work: {"id":55937446,"title":"Language policy implementation and language vitality in Western Cape primary schools","created_at":"2021-10-06T06:03:11.024-07:00","url":"https://www.academia.edu/55937446/Language_policy_implementation_and_language_vitality_in_Western_Cape_primary_schools?f_ri=38923","dom_id":"work_55937446","summary":"This paper is the product of a joint research project, carried out by PRAESA and Babylon, Centre for Studies of the Multicultural Society at Tilburg University (the Netherlands). It reports on a language survey conducted amongst primary school children in the Greater Cape Town as well as in the rural/town areas of the Western Cape province between 1999 and 2002. The focus is on language policy in schools in relation to language vitality indicators such as language repertoire, choice, proficiency, dominance and preference. The findings show the dominance of English in the metropolis and its growing influence in the traditionally Afrikaans-dominant rural areas. There is also considerable interest in isiXhosa, both from speakers of isiXhosa themselves and from Afrikaans-and English-speakers. The outcomes of the survey stand to inform existing databases on language statistics in education with a view to informing language policy and practice. In this way, language surveys in multilingual societies provide information crucial to informed language planning. UNIVERSITY OF CAPE TOWN u PRAESA's series of occasional papers is meant to provide an opportunity for the research done by staff members and associated researchers working in the domain of language policy in education to obtain initial exposure to an interested peer audience. It is hoped that feedback will improve the final version in which this research is eventually published or distributed. u Daryl Braam is a former primary school teacher who currently conducts research into aspects of school language policy and its role in whole school development. Other research interests include surveys and language mapping.","downloadable_attachments":[{"id":71570038,"asset_id":55937446,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9355412,"first_name":"Peter","last_name":"Broeder","domain_name":"tilburguniversity","page_name":"PeterBroeder","display_name":"Peter Broeder","profile_url":"https://tilburguniversity.academia.edu/PeterBroeder?f_ri=38923","photo":"https://0.academia-photos.com/9355412/15085365/15800710/s65_peter.broeder.jpg"}],"research_interests":[{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=38923","nofollow":true},{"id":1357254,"name":"Banking finance","url":"https://www.academia.edu/Documents/in/Banking_finance-1?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44224227" data-work_id="44224227" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44224227/Introduction_of_Cornish_in_education">Introduction of Cornish in education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">It is undeniable that the Cornish language has become a more evident characteristic of Cornwall, especially since 2002. There is, however, much work to do. One of the most notable weaknesses of the Dasserghians is its lack of education... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44224227" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">It is undeniable that the Cornish language has become a more evident characteristic of Cornwall, especially since 2002. There is, however, much work to do. One of the most notable weaknesses of the Dasserghians is its lack of education through the medium of Cornish in schools. Education is not only essential in language maintenance, but it is also the domain where most European have learnt a second language. This preliminary paper on the subject attempts to extend the discussion over Cornish language education by putting the spotlight on the strategies that may be applied for a successful introduction of the language in this vital domain. It uses the results of a survey in which 367 participants from Cornwall and Scilly shared their views about the language and its promotion. Moreover, it also explores the adaptation and adoption of strategies already in use in Trebiñuko Enklabea, a region in Spain, where, despite the lack of institutional support by the Castilian authorities, Basque has been successfully revived after being extinguished in the early 1800s. An appropriate use of Cornish in education may result in the necessary difference between a second language mostly used by adults and the native language of many children.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44224227" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ef9b7172c2586f86d521d9e4411dfcf2" rel="nofollow" data-download="{"attachment_id":64592049,"asset_id":44224227,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64592049/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1271225" href="https://lamp.academia.edu/SiarlFerdinand">Siarl Ferdinand</a><script data-card-contents-for-user="1271225" type="text/json">{"id":1271225,"first_name":"Siarl","last_name":"Ferdinand","domain_name":"lamp","page_name":"SiarlFerdinand","display_name":"Siarl Ferdinand","profile_url":"https://lamp.academia.edu/SiarlFerdinand?f_ri=38923","photo":"https://0.academia-photos.com/1271225/712218/129340760/s65_siarl.ferdinand.jpg"}</script></span></span></li><li class="js-paper-rank-work_44224227 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44224227"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44224227, container: ".js-paper-rank-work_44224227", }); 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$(".js-view-count[data-work-id=44224227]").text(description); $(".js-view-count-work_44224227").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44224227").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44224227"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="998" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Education">Language Education</a>, <script data-card-contents-for-ri="998" type="text/json">{"id":998,"name":"Language Education","url":"https://www.academia.edu/Documents/in/Language_Education?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1217" rel="nofollow" href="https://www.academia.edu/Documents/in/Cornish_Language">Cornish Language</a><script data-card-contents-for-ri="1217" type="text/json">{"id":1217,"name":"Cornish Language","url":"https://www.academia.edu/Documents/in/Cornish_Language?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44224227]'), work: {"id":44224227,"title":"Introduction of Cornish in education","created_at":"2020-10-03T23:46:04.038-07:00","url":"https://www.academia.edu/44224227/Introduction_of_Cornish_in_education?f_ri=38923","dom_id":"work_44224227","summary":"It is undeniable that the Cornish language has become a more evident characteristic of Cornwall, especially since 2002. There is, however, much work to do. One of the most notable weaknesses of the Dasserghians is its lack of education through the medium of Cornish in schools. Education is not only essential in language maintenance, but it is also the domain where most European have learnt a second language. This preliminary paper on the subject attempts to extend the discussion over Cornish language education by putting the spotlight on the strategies that may be applied for a successful introduction of the language in this vital domain. It uses the results of a survey in which 367 participants from Cornwall and Scilly shared their views about the language and its promotion. Moreover, it also explores the adaptation and adoption of strategies already in use in Trebiñuko Enklabea, a region in Spain, where, despite the lack of institutional support by the Castilian authorities, Basque has been successfully revived after being extinguished in the early 1800s. An appropriate use of Cornish in education may result in the necessary difference between a second language mostly used by adults and the native language of many children.","downloadable_attachments":[{"id":64592049,"asset_id":44224227,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1271225,"first_name":"Siarl","last_name":"Ferdinand","domain_name":"lamp","page_name":"SiarlFerdinand","display_name":"Siarl Ferdinand","profile_url":"https://lamp.academia.edu/SiarlFerdinand?f_ri=38923","photo":"https://0.academia-photos.com/1271225/712218/129340760/s65_siarl.ferdinand.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=38923","nofollow":true},{"id":998,"name":"Language Education","url":"https://www.academia.edu/Documents/in/Language_Education?f_ri=38923","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=38923","nofollow":true},{"id":1217,"name":"Cornish Language","url":"https://www.academia.edu/Documents/in/Cornish_Language?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_64031395" data-work_id="64031395" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/64031395/Language_Policy_and_Language_Beliefs_in_Sardinia_a_Case_Study">Language Policy and Language Beliefs in Sardinia: a Case Study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present dissertation investigates the Sardinian language policy, focusing on the language beliefs and attitudes of a specific educational institution’s teaching staff. Language policy is considered to be composed of language... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_64031395" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present dissertation investigates the Sardinian language policy, focusing on the language beliefs and attitudes of a specific educational institution’s teaching staff. Language policy is considered to be composed of language practices, language beliefs and language management (Spolsky, 2004), and speakers’ beliefs and attitudes are thought to be capable of conditioning the success of language management provisions (Baker, 1992; Spolsky, 2009). The language planning initiatives carried out by the Sardinian authorities have been trying to promote the use of Sardinian in various public settings, especially in schools, and therefore, teachers’ language ideologies and attitudes might be particularly important for their implementation. The data – obtained from questionnaires and interviews – show that participants see Sardinian positively at a general level, because that language is part of their identity and cultural heritage. Furthermore, teachers acknowledge the importance of a plu...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/64031395" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3d85e74c3542560b013d59539454f464" rel="nofollow" data-download="{"attachment_id":76258349,"asset_id":64031395,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76258349/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="195702004" href="https://unistrasi.academia.edu/PiergiorgioMura">Piergiorgio Mura</a><script data-card-contents-for-user="195702004" type="text/json">{"id":195702004,"first_name":"Piergiorgio","last_name":"Mura","domain_name":"unistrasi","page_name":"PiergiorgioMura","display_name":"Piergiorgio Mura","profile_url":"https://unistrasi.academia.edu/PiergiorgioMura?f_ri=38923","photo":"https://0.academia-photos.com/195702004/58049729/46275770/s65_piergiorgio.mura.png"}</script></span></span></li><li class="js-paper-rank-work_64031395 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="64031395"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 64031395, container: ".js-paper-rank-work_64031395", }); });</script></li><li class="js-percentile-work_64031395 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 64031395; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_64031395"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_64031395 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="64031395"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 64031395; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=64031395]").text(description); $(".js-view-count-work_64031395").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_64031395").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="64031395"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2524" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociolinguistics">Sociolinguistics</a>, <script data-card-contents-for-ri="2524" type="text/json">{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="33010" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Attitudes">Language Attitudes</a>, <script data-card-contents-for-ri="33010" type="text/json">{"id":33010,"name":"Language Attitudes","url":"https://www.academia.edu/Documents/in/Language_Attitudes?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a><script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=64031395]'), work: {"id":64031395,"title":"Language Policy and Language Beliefs in Sardinia: a Case Study","created_at":"2021-12-14T01:54:53.711-08:00","url":"https://www.academia.edu/64031395/Language_Policy_and_Language_Beliefs_in_Sardinia_a_Case_Study?f_ri=38923","dom_id":"work_64031395","summary":"The present dissertation investigates the Sardinian language policy, focusing on the language beliefs and attitudes of a specific educational institution’s teaching staff. Language policy is considered to be composed of language practices, language beliefs and language management (Spolsky, 2004), and speakers’ beliefs and attitudes are thought to be capable of conditioning the success of language management provisions (Baker, 1992; Spolsky, 2009). The language planning initiatives carried out by the Sardinian authorities have been trying to promote the use of Sardinian in various public settings, especially in schools, and therefore, teachers’ language ideologies and attitudes might be particularly important for their implementation. The data – obtained from questionnaires and interviews – show that participants see Sardinian positively at a general level, because that language is part of their identity and cultural heritage. Furthermore, teachers acknowledge the importance of a plu...","downloadable_attachments":[{"id":76258349,"asset_id":64031395,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":195702004,"first_name":"Piergiorgio","last_name":"Mura","domain_name":"unistrasi","page_name":"PiergiorgioMura","display_name":"Piergiorgio Mura","profile_url":"https://unistrasi.academia.edu/PiergiorgioMura?f_ri=38923","photo":"https://0.academia-photos.com/195702004/58049729/46275770/s65_piergiorgio.mura.png"}],"research_interests":[{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=38923","nofollow":true},{"id":33010,"name":"Language Attitudes","url":"https://www.academia.edu/Documents/in/Language_Attitudes?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_989317" data-work_id="989317" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/989317/Assessing_voter_attitude_toward_language_policy_issues_in_the_United_States">Assessing voter attitude toward language policy issues in the United States</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Two exploratory studies, Bilingual Education and Voter Intent: Colorado 2002, and The Language Policy Attitude Scale (LPAS) Study, investigated the attitudes of registered voters toward selected language policy issues in the United... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_989317" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Two exploratory studies, Bilingual Education and Voter Intent: Colorado 2002, and The Language Policy Attitude Scale (LPAS) Study, investigated the attitudes of registered voters toward selected language policy issues in the United States. In both studies, the Language Policy Attitude Scale (LPAS) consistently measured Cronbach's a > 0.8, despite disparities between the two samples in age, education, and political ideology and party. Logit regression analysis of the 2002 data identified the LPAS as the strongest predictor variable of voting intention among those variables tested. Most respondents in the two studies supported both English as the national language of the United States, and the public use of other languages in the United States, thereby providing evidence within the American voting public for support of English Plus rather than strict assimilationism. This research provides insight for language educators, formulators of language policy, and language planning and policy researchers.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/989317" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="abfb4969b401baa2e094f090cbd26d3d" rel="nofollow" data-download="{"attachment_id":6053152,"asset_id":989317,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/6053152/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="823325" href="https://miamioh.academia.edu/VincentPalozzi">Vincent J Palozzi</a><script data-card-contents-for-user="823325" type="text/json">{"id":823325,"first_name":"Vincent","last_name":"Palozzi","domain_name":"miamioh","page_name":"VincentPalozzi","display_name":"Vincent J Palozzi","profile_url":"https://miamioh.academia.edu/VincentPalozzi?f_ri=38923","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_989317 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="989317"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 989317, container: ".js-paper-rank-work_989317", }); });</script></li><li class="js-percentile-work_989317 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 989317; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_989317"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_989317 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="989317"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 989317; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=989317]").text(description); $(".js-view-count-work_989317").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_989317").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="989317"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a>, <script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="123230" rel="nofollow" href="https://www.academia.edu/Documents/in/Regression_Analysis">Regression Analysis</a>, <script data-card-contents-for-ri="123230" type="text/json">{"id":123230,"name":"Regression Analysis","url":"https://www.academia.edu/Documents/in/Regression_Analysis?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="123744" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Studies">Language Studies</a><script data-card-contents-for-ri="123744" type="text/json">{"id":123744,"name":"Language Studies","url":"https://www.academia.edu/Documents/in/Language_Studies?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=989317]'), work: {"id":989317,"title":"Assessing voter attitude toward language policy issues in the United States","created_at":"2011-10-08T05:45:35.106-07:00","url":"https://www.academia.edu/989317/Assessing_voter_attitude_toward_language_policy_issues_in_the_United_States?f_ri=38923","dom_id":"work_989317","summary":"Two exploratory studies, Bilingual Education and Voter Intent: Colorado 2002, and The Language Policy Attitude Scale (LPAS) Study, investigated the attitudes of registered voters toward selected language policy issues in the United States. In both studies, the Language Policy Attitude Scale (LPAS) consistently measured Cronbach's a \u003e 0.8, despite disparities between the two samples in age, education, and political ideology and party. Logit regression analysis of the 2002 data identified the LPAS as the strongest predictor variable of voting intention among those variables tested. Most respondents in the two studies supported both English as the national language of the United States, and the public use of other languages in the United States, thereby providing evidence within the American voting public for support of English Plus rather than strict assimilationism. This research provides insight for language educators, formulators of language policy, and language planning and policy researchers.","downloadable_attachments":[{"id":6053152,"asset_id":989317,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":823325,"first_name":"Vincent","last_name":"Palozzi","domain_name":"miamioh","page_name":"VincentPalozzi","display_name":"Vincent J Palozzi","profile_url":"https://miamioh.academia.edu/VincentPalozzi?f_ri=38923","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":123230,"name":"Regression Analysis","url":"https://www.academia.edu/Documents/in/Regression_Analysis?f_ri=38923","nofollow":true},{"id":123744,"name":"Language Studies","url":"https://www.academia.edu/Documents/in/Language_Studies?f_ri=38923","nofollow":true},{"id":2019300,"name":"Exploratory Study","url":"https://www.academia.edu/Documents/in/Exploratory_Study?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23983970" data-work_id="23983970" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23983970/The_Feasibility_of_Critical_Reading_in_ELF_Settings_Teachers_Roles_and_Modifications">The Feasibility of Critical Reading in ELF Settings: Teachers’ Roles and Modifications</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study aims to explore the feasibility of teaching critical reading—a practice based on critical language awareness—in local English language classes where learners tend to be receptive about the contents, and to describe the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23983970" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study aims to explore the feasibility of teaching critical reading—a practice based on critical language awareness—in local English language classes where learners tend to be receptive about the contents, and to describe the pedagogical applications of the theoretical framework of critical reading to English reading classes in the settings where English serves as a lingua franca. Through the action research in my critical reading practices at a Japanese university, critical reading activities could serve as a catalyst to change learners’ passive attitudes towards texts: they did not uncritically accept the contents and value of texts from an anglophone country, but rather willingly expressed their own opinions and values towards the texts. This study concludes that critical reading could be a feasible pedagogy for English language classrooms, although some modifications to fit local settings would be required.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23983970" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d979c4515d6bb92c7ae35966ab3c11e9" rel="nofollow" data-download="{"attachment_id":44376098,"asset_id":23983970,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44376098/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1258712" href="https://kobe-u.academia.edu/TakeshiSato">Takeshi Sato</a><script data-card-contents-for-user="1258712" type="text/json">{"id":1258712,"first_name":"Takeshi","last_name":"Sato","domain_name":"kobe-u","page_name":"TakeshiSato","display_name":"Takeshi Sato","profile_url":"https://kobe-u.academia.edu/TakeshiSato?f_ri=38923","photo":"https://0.academia-photos.com/1258712/460359/66527764/s65_takeshi.sato.jpg"}</script></span></span></li><li class="js-paper-rank-work_23983970 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23983970"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23983970, container: ".js-paper-rank-work_23983970", }); });</script></li><li class="js-percentile-work_23983970 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23983970; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_23983970"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_23983970 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="23983970"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23983970; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23983970]").text(description); $(".js-view-count-work_23983970").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23983970").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23983970"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5034" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Planning_and_Policy">Language Planning and Policy</a>, <script data-card-contents-for-ri="5034" type="text/json">{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5794" rel="nofollow" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" rel="nofollow" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a><script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23983970]'), work: {"id":23983970,"title":"The Feasibility of Critical Reading in ELF Settings: Teachers’ Roles and Modifications","created_at":"2016-04-03T23:36:07.331-07:00","url":"https://www.academia.edu/23983970/The_Feasibility_of_Critical_Reading_in_ELF_Settings_Teachers_Roles_and_Modifications?f_ri=38923","dom_id":"work_23983970","summary":"This study aims to explore the feasibility of teaching critical reading—a practice based on critical language awareness—in local English language classes where learners tend to be receptive about the contents, and to describe the pedagogical applications of the theoretical framework of critical reading to English reading classes in the settings where English serves as a lingua franca. Through the action research in my critical reading practices at a Japanese university, critical reading activities could serve as a catalyst to change learners’ passive attitudes towards texts: they did not uncritically accept the contents and value of texts from an anglophone country, but rather willingly expressed their own opinions and values towards the texts. This study concludes that critical reading could be a feasible pedagogy for English language classrooms, although some modifications to fit local settings would be required.","downloadable_attachments":[{"id":44376098,"asset_id":23983970,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1258712,"first_name":"Takeshi","last_name":"Sato","domain_name":"kobe-u","page_name":"TakeshiSato","display_name":"Takeshi Sato","profile_url":"https://kobe-u.academia.edu/TakeshiSato?f_ri=38923","photo":"https://0.academia-photos.com/1258712/460359/66527764/s65_takeshi.sato.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=38923","nofollow":true},{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=38923","nofollow":true},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=38923","nofollow":true},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=38923","nofollow":true},{"id":9207,"name":"English as a Lingua Franca","url":"https://www.academia.edu/Documents/in/English_as_a_Lingua_Franca?f_ri=38923"},{"id":10632,"name":"World Englishes","url":"https://www.academia.edu/Documents/in/World_Englishes?f_ri=38923"},{"id":10633,"name":"Critical Discourse Analysis","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Analysis?f_ri=38923"},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=38923"},{"id":33703,"name":"Critical Reading (Education)","url":"https://www.academia.edu/Documents/in/Critical_Reading_Education_?f_ri=38923"},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923"},{"id":42227,"name":"English as an International Language","url":"https://www.academia.edu/Documents/in/English_as_an_International_Language?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44793466" data-work_id="44793466" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44793466/Alumnat_d_origen_brasiler_a_Catalunya_visibilitat_i_reptes">Alumnat d’origen brasiler a Catalunya: visibilitat i reptes</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">En aquests apunts ens concentrarem a explicar algunes característiques de l’alumnat d’origen brasiler a Catalunya i de la seva llengua de referència, el portuguès; a parlar d’algunes accions que grups locals duen a terme per donar a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44793466" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">En aquests apunts ens concentrarem a explicar algunes característiques de l’alumnat d’origen brasiler a Catalunya i de la seva llengua de referència, el portuguès; a parlar d’algunes accions que grups locals duen a terme per donar a aquesta llengua més visibilitat en el sistema escolar; i a reflexionar sobre el seu encaix amb les polítiques lingüístiques actuals per a les llengües i les cultures d’origen en l'àmbit educatiu.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44793466" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cb7daf0c5ec345e0a1b75ff32ffcb843" rel="nofollow" data-download="{"attachment_id":65288937,"asset_id":44793466,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65288937/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25991704" href="https://universidadinternacionaldelarioja.academia.edu/AndreiaMoroni">Andreia Moroni</a><script data-card-contents-for-user="25991704" type="text/json">{"id":25991704,"first_name":"Andreia","last_name":"Moroni","domain_name":"universidadinternacionaldelarioja","page_name":"AndreiaMoroni","display_name":"Andreia Moroni","profile_url":"https://universidadinternacionaldelarioja.academia.edu/AndreiaMoroni?f_ri=38923","photo":"https://0.academia-photos.com/25991704/19214698/19157503/s65_andreia.moroni.jpg"}</script></span></span></li><li class="js-paper-rank-work_44793466 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44793466"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44793466, container: ".js-paper-rank-work_44793466", }); });</script></li><li class="js-percentile-work_44793466 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44793466; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44793466"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44793466 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44793466"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44793466; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44793466]").text(description); $(".js-view-count-work_44793466").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44793466").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44793466"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="5034" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Planning_and_Policy">Language Planning and Policy</a>, <script data-card-contents-for-ri="5034" type="text/json">{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="33372" rel="nofollow" href="https://www.academia.edu/Documents/in/Heritage_language_studies">Heritage language studies</a>, <script data-card-contents-for-ri="33372" type="text/json">{"id":33372,"name":"Heritage language studies","url":"https://www.academia.edu/Documents/in/Heritage_language_studies?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="44861" rel="nofollow" href="https://www.academia.edu/Documents/in/Catalonia">Catalonia</a><script data-card-contents-for-ri="44861" type="text/json">{"id":44861,"name":"Catalonia","url":"https://www.academia.edu/Documents/in/Catalonia?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44793466]'), work: {"id":44793466,"title":"Alumnat d’origen brasiler a Catalunya: visibilitat i reptes","created_at":"2020-12-29T03:44:03.669-08:00","url":"https://www.academia.edu/44793466/Alumnat_d_origen_brasiler_a_Catalunya_visibilitat_i_reptes?f_ri=38923","dom_id":"work_44793466","summary":"En aquests apunts ens concentrarem a explicar algunes característiques de l’alumnat d’origen brasiler a Catalunya i de la seva llengua de referència, el portuguès; a parlar d’algunes accions que grups locals duen a terme per donar a aquesta llengua més visibilitat en el sistema escolar; i a reflexionar sobre el seu encaix amb les polítiques lingüístiques actuals per a les llengües i les cultures d’origen en l'àmbit educatiu.","downloadable_attachments":[{"id":65288937,"asset_id":44793466,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25991704,"first_name":"Andreia","last_name":"Moroni","domain_name":"universidadinternacionaldelarioja","page_name":"AndreiaMoroni","display_name":"Andreia Moroni","profile_url":"https://universidadinternacionaldelarioja.academia.edu/AndreiaMoroni?f_ri=38923","photo":"https://0.academia-photos.com/25991704/19214698/19157503/s65_andreia.moroni.jpg"}],"research_interests":[{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=38923","nofollow":true},{"id":33372,"name":"Heritage language studies","url":"https://www.academia.edu/Documents/in/Heritage_language_studies?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":44861,"name":"Catalonia","url":"https://www.academia.edu/Documents/in/Catalonia?f_ri=38923","nofollow":true},{"id":135861,"name":"Catalunya","url":"https://www.academia.edu/Documents/in/Catalunya?f_ri=38923"},{"id":1483774,"name":"Políticas Linguísticas","url":"https://www.academia.edu/Documents/in/Pol%C3%ADticas_Lingu%C3%ADsticas?f_ri=38923"},{"id":1621209,"name":"Imigração Brasileira","url":"https://www.academia.edu/Documents/in/Imigracao_Brasileira?f_ri=38923"},{"id":2316325,"name":"Português língua de herança","url":"https://www.academia.edu/Documents/in/Portugu%C3%AAs_l%C3%ADngua_de_heran%C3%A7a?f_ri=38923"},{"id":2316334,"name":"Línguas de herança","url":"https://www.academia.edu/Documents/in/L%C3%ADnguas_de_heran%C3%A7a?f_ri=38923"},{"id":2455441,"name":"Português como Língua de Herança","url":"https://www.academia.edu/Documents/in/Portugu%C3%AAs_como_L%C3%ADngua_de_Heran%C3%A7a?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38625352" data-work_id="38625352" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38625352/%D0%A1%D0%BE%D1%86%D0%B8%D0%BE%D0%BB%D0%B8%D0%BD%D0%B3%D0%B2%D0%B8%D1%81%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%B8%D0%B5_%D0%BE%D1%81%D0%BE%D0%B1%D0%B5%D0%BD%D0%BD%D0%BE%D1%81%D1%82%D0%B8_%D1%8F%D0%B7%D1%8B%D0%BA%D0%BE%D0%B2%D0%BE%D0%B9_%D1%81%D0%B8%D1%82%D1%83%D0%B0%D1%86%D0%B8%D0%B8_%D0%B2_%D0%9A%D0%B0%D0%BD%D0%B0%D0%B4%D0%B5">Социолингвисические особенности языковой ситуации в Канаде</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The paper presents the analysis of the linguistic situation in Canada made taking into account quantitative and qualitative characteristics that lie in the foundation of the sociolinguistic typology of languages. The aim of the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38625352" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The paper presents the analysis of the linguistic situation in Canada made taking into account quantitative and qualitative characteristics that lie in the foundation of the sociolinguistic typology of languages.  <br />The aim of the research is to determine the peculiarities of the linguistic situation in Canada and to describe it within the sociolinguistic approach.<br />According to the aim set the following tasks were solved: definition of the notion "linguistic situation", study of the historical dynamics of the interaction between the languages-components of the linguistic situation, consideration of the issue about the status of languages in the multiethnic society, definition of the main peculiarities of bilingualism, analysis of the language policy peculiarities of the state, determination of the typological parameters of the linguistic situation in Canada.    <br />Nowadays to characterize linguistic situations in various regions topical research uses a common system of significant features for the sociolinguistic typology, both qualitative and quantitative. The group of quantitative features of the linguistic situation consists of the following parameters: the number of languages-components of the linguistic situation, the degree of ethnic and language variety of the linguistic situation, the demographical value and the communicative capacity of the languages-components. To the group of qualitative features belong the degree of the genetic proximity, the level of the language prestige, as well as their legal status.  <br />The analysis of the linguistic situation in Canada considering the abovementioned features has shown the following results: the linguistic situation in Canada is characterized as multicomponent, exoglossic, demographically unbalanced, communicatively unbalanced, with a different legal status of the languages, combining closely-related and non-closely-related bilingualism.    <br />The paper locates world and regional language formations represented on the territory of Canada. It is stated that the aspiration for self-identification of the representatives of various ethnic groups results in the situations of bilingualism, diglossia, and multilingualism. There have been determined the spheres of the official language use, their spread on the territory of the state, their de facto and de jure status, communicative capacity, the degree of the genetic proximity, peculiarities of interaction with the languages of the indigenous population and those of allophones. Special attention is drawn to the historical conditions of emergence and spread of languages on the territory of Canada, the history of the Anglo-French conflict and the making of the national identity of Canadians as a factor having a direct influence on the formation of the present linguistic situation in the country.    <br />The research considers the topical issues of language policy and the activity of the institutions that deal with monitoring the observation of the citizens' language rights and the settlement of the interlingual conflict. The article provides statistical data that demonstrate the peculiarities of the current linguistic situation in Canada. <br />In conclusion it is argued that the linguistic situation in Canada is a combination of subsituations in definite provinces formed under the influence of historical, socio-demographical, cultural and political factors, which prompts a more detailed study of the local linguistic situations in the subsequent research of the author.<br />The results of the paper can be used in the teaching of subjects in sociolinguistics, linguocultural studies, linguistic geography, and in students' scientific research.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38625352" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b427be263e8b92ce7e29bc917b4b0b2d" rel="nofollow" data-download="{"attachment_id":58702614,"asset_id":38625352,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58702614/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6551332" href="https://sevsu.academia.edu/MariyaKorotkova">Mariya Korotkova</a><script data-card-contents-for-user="6551332" type="text/json">{"id":6551332,"first_name":"Mariya","last_name":"Korotkova","domain_name":"sevsu","page_name":"MariyaKorotkova","display_name":"Mariya Korotkova","profile_url":"https://sevsu.academia.edu/MariyaKorotkova?f_ri=38923","photo":"https://0.academia-photos.com/6551332/10897877/12161838/s65_mariya.korotkova.jpg_oh_cf5f064eb07c4c64ad774b30378bca4b_oe_56f7ed43"}</script></span></span></li><li class="js-paper-rank-work_38625352 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38625352"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38625352, container: ".js-paper-rank-work_38625352", }); });</script></li><li class="js-percentile-work_38625352 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38625352; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38625352"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38625352 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38625352"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38625352; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38625352]").text(description); $(".js-view-count-work_38625352").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38625352").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38625352"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2524" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociolinguistics">Sociolinguistics</a>, <script data-card-contents-for-ri="2524" type="text/json">{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="384324" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistic_Situation">Linguistic Situation</a><script data-card-contents-for-ri="384324" type="text/json">{"id":384324,"name":"Linguistic Situation","url":"https://www.academia.edu/Documents/in/Linguistic_Situation?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38625352]'), work: {"id":38625352,"title":"Социолингвисические особенности языковой ситуации в Канаде","created_at":"2019-03-25T04:55:21.049-07:00","url":"https://www.academia.edu/38625352/%D0%A1%D0%BE%D1%86%D0%B8%D0%BE%D0%BB%D0%B8%D0%BD%D0%B3%D0%B2%D0%B8%D1%81%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%B8%D0%B5_%D0%BE%D1%81%D0%BE%D0%B1%D0%B5%D0%BD%D0%BD%D0%BE%D1%81%D1%82%D0%B8_%D1%8F%D0%B7%D1%8B%D0%BA%D0%BE%D0%B2%D0%BE%D0%B9_%D1%81%D0%B8%D1%82%D1%83%D0%B0%D1%86%D0%B8%D0%B8_%D0%B2_%D0%9A%D0%B0%D0%BD%D0%B0%D0%B4%D0%B5?f_ri=38923","dom_id":"work_38625352","summary":"The paper presents the analysis of the linguistic situation in Canada made taking into account quantitative and qualitative characteristics that lie in the foundation of the sociolinguistic typology of languages. \nThe aim of the research is to determine the peculiarities of the linguistic situation in Canada and to describe it within the sociolinguistic approach.\nAccording to the aim set the following tasks were solved: definition of the notion \"linguistic situation\", study of the historical dynamics of the interaction between the languages-components of the linguistic situation, consideration of the issue about the status of languages in the multiethnic society, definition of the main peculiarities of bilingualism, analysis of the language policy peculiarities of the state, determination of the typological parameters of the linguistic situation in Canada. \nNowadays to characterize linguistic situations in various regions topical research uses a common system of significant features for the sociolinguistic typology, both qualitative and quantitative. The group of quantitative features of the linguistic situation consists of the following parameters: the number of languages-components of the linguistic situation, the degree of ethnic and language variety of the linguistic situation, the demographical value and the communicative capacity of the languages-components. To the group of qualitative features belong the degree of the genetic proximity, the level of the language prestige, as well as their legal status. \nThe analysis of the linguistic situation in Canada considering the abovementioned features has shown the following results: the linguistic situation in Canada is characterized as multicomponent, exoglossic, demographically unbalanced, communicatively unbalanced, with a different legal status of the languages, combining closely-related and non-closely-related bilingualism. \nThe paper locates world and regional language formations represented on the territory of Canada. It is stated that the aspiration for self-identification of the representatives of various ethnic groups results in the situations of bilingualism, diglossia, and multilingualism. There have been determined the spheres of the official language use, their spread on the territory of the state, their de facto and de jure status, communicative capacity, the degree of the genetic proximity, peculiarities of interaction with the languages of the indigenous population and those of allophones. Special attention is drawn to the historical conditions of emergence and spread of languages on the territory of Canada, the history of the Anglo-French conflict and the making of the national identity of Canadians as a factor having a direct influence on the formation of the present linguistic situation in the country. \nThe research considers the topical issues of language policy and the activity of the institutions that deal with monitoring the observation of the citizens' language rights and the settlement of the interlingual conflict. The article provides statistical data that demonstrate the peculiarities of the current linguistic situation in Canada. \nIn conclusion it is argued that the linguistic situation in Canada is a combination of subsituations in definite provinces formed under the influence of historical, socio-demographical, cultural and political factors, which prompts a more detailed study of the local linguistic situations in the subsequent research of the author.\nThe results of the paper can be used in the teaching of subjects in sociolinguistics, linguocultural studies, linguistic geography, and in students' scientific research.\n","downloadable_attachments":[{"id":58702614,"asset_id":38625352,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6551332,"first_name":"Mariya","last_name":"Korotkova","domain_name":"sevsu","page_name":"MariyaKorotkova","display_name":"Mariya Korotkova","profile_url":"https://sevsu.academia.edu/MariyaKorotkova?f_ri=38923","photo":"https://0.academia-photos.com/6551332/10897877/12161838/s65_mariya.korotkova.jpg_oh_cf5f064eb07c4c64ad774b30378bca4b_oe_56f7ed43"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=38923","nofollow":true},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":384324,"name":"Linguistic Situation","url":"https://www.academia.edu/Documents/in/Linguistic_Situation?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5509003" data-work_id="5509003" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5509003/Limited_pidgin_type_patois_Policy_language_technology_identity_and_the_experience_of_Cantopop_in_Singapore">Limited pidgin-type patois? Policy, language, technology, identity and the experience of Cantopop in Singapore</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article explores the interactions and tensions arising from a vibrant Canto-pop industry exported from Hong Kong to an interventionist nation-state of Singapore bent on discouraging the use of dialects by its ethnic Chinese... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5509003" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article explores the interactions and tensions arising from a vibrant Canto-pop industry exported from Hong Kong to an interventionist nation-state of Singapore bent on discouraging the use of dialects by its ethnic Chinese population. Aside from highlighting the roles of technological and commercial factors behind the regional music networks, it seeks further to position this contemporary relationship within the larger historical and cultural context. The cultural politics involved here is not just an isolated phenomenon between two different cities. More importantly, the language policies of the Singapore government represent a haunting replication of the perennial attempts by central authorities in China to impose a more standardised linguistic and cultural identity on its dialectspeaking peripheries. This identity is based on not just the court language of Mandarin, but notions of 'Chineseness'. This article goes on to question the extent to which Canto-pop could help foster a more hybridised identity transcending both the current dictates of the modern Singaporean state and the imagined cultural boundaries of a more historically entrenched Sino-centric realm.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5509003" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c5e1ff65079e017e84730fc89902dd8b" rel="nofollow" data-download="{"attachment_id":32630215,"asset_id":5509003,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32630215/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3413577" href="https://hkmu-hk.academia.edu/LiewKaiKhiun">Liew Kai Khiun</a><script data-card-contents-for-user="3413577" type="text/json">{"id":3413577,"first_name":"Liew","last_name":"Kai Khiun","domain_name":"hkmu-hk","page_name":"LiewKaiKhiun","display_name":"Liew Kai Khiun","profile_url":"https://hkmu-hk.academia.edu/LiewKaiKhiun?f_ri=38923","photo":"https://0.academia-photos.com/3413577/51132378/39191349/s65_liew.khiun.jpg"}</script></span></span></li><li class="js-paper-rank-work_5509003 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5509003"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5509003, container: ".js-paper-rank-work_5509003", }); });</script></li><li class="js-percentile-work_5509003 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5509003; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_5509003"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_5509003 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="5509003"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5509003; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5509003]").text(description); $(".js-view-count-work_5509003").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_5509003").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5509003"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1631" rel="nofollow" href="https://www.academia.edu/Documents/in/Popular_Music">Popular Music</a>, <script data-card-contents-for-ri="1631" type="text/json">{"id":1631,"name":"Popular Music","url":"https://www.academia.edu/Documents/in/Popular_Music?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a><script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5509003]'), work: {"id":5509003,"title":"Limited pidgin-type patois? Policy, language, technology, identity and the experience of Cantopop in Singapore","created_at":"2013-12-23T00:34:25.431-08:00","url":"https://www.academia.edu/5509003/Limited_pidgin_type_patois_Policy_language_technology_identity_and_the_experience_of_Cantopop_in_Singapore?f_ri=38923","dom_id":"work_5509003","summary":"This article explores the interactions and tensions arising from a vibrant Canto-pop industry exported from Hong Kong to an interventionist nation-state of Singapore bent on discouraging the use of dialects by its ethnic Chinese population. Aside from highlighting the roles of technological and commercial factors behind the regional music networks, it seeks further to position this contemporary relationship within the larger historical and cultural context. The cultural politics involved here is not just an isolated phenomenon between two different cities. More importantly, the language policies of the Singapore government represent a haunting replication of the perennial attempts by central authorities in China to impose a more standardised linguistic and cultural identity on its dialectspeaking peripheries. This identity is based on not just the court language of Mandarin, but notions of 'Chineseness'. This article goes on to question the extent to which Canto-pop could help foster a more hybridised identity transcending both the current dictates of the modern Singaporean state and the imagined cultural boundaries of a more historically entrenched Sino-centric realm.","downloadable_attachments":[{"id":32630215,"asset_id":5509003,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3413577,"first_name":"Liew","last_name":"Kai Khiun","domain_name":"hkmu-hk","page_name":"LiewKaiKhiun","display_name":"Liew Kai Khiun","profile_url":"https://hkmu-hk.academia.edu/LiewKaiKhiun?f_ri=38923","photo":"https://0.academia-photos.com/3413577/51132378/39191349/s65_liew.khiun.jpg"}],"research_interests":[{"id":1631,"name":"Popular Music","url":"https://www.academia.edu/Documents/in/Popular_Music?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16332808 coauthored" data-work_id="16332808" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16332808/Language_and_identity_in_the_late_Soviet_Union_and_thereafter">Language and identity in the late Soviet Union and thereafter</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The introduction to the special issue takes a brief look at the history of ethnolinguistic policies in the Russian Empire, the Soviet Union and post-Soviet space. It also covers relevant key terms for understanding linguistic processes... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16332808" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The introduction to the special issue takes a brief look at the history of ethnolinguistic policies in the Russian Empire, the Soviet Union and post-Soviet space. It also covers relevant key terms for understanding linguistic processes taking place after the collapse of the USSR. At the end it introduces the case studies included in this special issue.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16332808" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1d145811b285404cca424e103f136d68" rel="nofollow" data-download="{"attachment_id":72305144,"asset_id":16332808,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/72305144/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="30231693" href="https://ut-ee.academia.edu/MartinEhala">Martin Ehala</a><script data-card-contents-for-user="30231693" type="text/json">{"id":30231693,"first_name":"Martin","last_name":"Ehala","domain_name":"ut-ee","page_name":"MartinEhala","display_name":"Martin Ehala","profile_url":"https://ut-ee.academia.edu/MartinEhala?f_ri=38923","photo":"https://0.academia-photos.com/30231693/8748065/18185775/s65_martin.ehala.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-16332808">+1</span><div class="hidden js-additional-users-16332808"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://tallinn.academia.edu/AnastassiaZabrodskaja">Anastassia Zabrodskaja</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-16332808'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-16332808').html(); 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Nesse ambiente pós-moderno de microeletrônica, engenharia... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_6172260" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Vivemos, hoje, uma época individualista, em que as pessoas se trancam em suas salas de bate papo, vivendo virtualmente, distanciando-se do contato direto com seus semelhantes. Nesse ambiente pós-moderno de microeletrônica, engenharia genética, biotecnologia, robótica, nanotecnologia, software e hardware, a ciência avança rapidamente apresentando-nos uma nova tecnologia a cada semana. Nesse contexto surge a internet reduzindo espaços, unindo pessoas, diminuindo distâncias, (re)criando "lugares virtuais", aproximandonos de espaços distantes, através do Google Earth e agora do Google Street. Atualmente, com esses programas de computador é possível caminhar por Paris não apenas pelos pés, mas pelos olhos através do monitor. As fronteiras estão desaparecendo e a vida cotidiana não é mais a mesma.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6172260" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="029e667293bf13338234b296cddef0bd" rel="nofollow" data-download="{"attachment_id":35159109,"asset_id":6172260,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35159109/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5506664" href="https://arquivonacional.academia.edu/DiegoBarbosadaSilva">Diego Barbosa da Silva</a><script data-card-contents-for-user="5506664" type="text/json">{"id":5506664,"first_name":"Diego","last_name":"Barbosa da Silva","domain_name":"arquivonacional","page_name":"DiegoBarbosadaSilva","display_name":"Diego Barbosa da Silva","profile_url":"https://arquivonacional.academia.edu/DiegoBarbosadaSilva?f_ri=38923","photo":"https://0.academia-photos.com/5506664/2415303/99415116/s65_diego.barbosa_da_silva.jpg"}</script></span></span></li><li class="js-paper-rank-work_6172260 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6172260"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6172260, container: ".js-paper-rank-work_6172260", }); 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Language","url":"https://www.academia.edu/Documents/in/English_Language-2?f_ri=38923"},{"id":685632,"name":"Lenguas","url":"https://www.academia.edu/Documents/in/Lenguas?f_ri=38923"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_50967595" data-work_id="50967595" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/50967595/%D0%A6%D1%8F%D0%B6%D0%BA%D0%B0%D1%81%D1%86%D1%96_%D1%88%D0%BC%D0%B0%D1%82%D0%BC%D0%BE%D1%9E%D1%8F_%D1%9E_%D0%95%D1%9E%D1%80%D0%BE%D0%BF%D0%B5">Цяжкасці шматмоўя ў Еўропе</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Лінгвістычная мапа Еўропы прадстаўляе сабой вялікую разнастайнасць (па дадзеных ЮНЕСКА – каля 70 моў і мікрамоў. Калі да нядаўняга часу бытавала меркаванне, што Еўропа рухаецца ў кірунку стварэння нацыянальных дзяржаў, то зараз многія... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_50967595" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Лінгвістычная мапа Еўропы прадстаўляе сабой вялікую разнастайнасць (па дадзеных ЮНЕСКА – каля 70 моў і мікрамоў. Калі да нядаўняга часу бытавала меркаванне, што Еўропа рухаецца ў кірунку стварэння нацыянальных дзяржаў, то зараз многія эксперты выказваюць думку, што Еўропа пачала аддаваць перавагу рэгіянальнаму развіццю.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/50967595" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="db08c06e80e70249ce0e366a47b9a7a2" rel="nofollow" data-download="{"attachment_id":68842279,"asset_id":50967595,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68842279/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="51101242" href="https://nasb-by.academia.edu/UladzimirKoshchanka">Uladzimir Koščanka</a><script data-card-contents-for-user="51101242" type="text/json">{"id":51101242,"first_name":"Uladzimir","last_name":"Koščanka","domain_name":"nasb-by","page_name":"UladzimirKoshchanka","display_name":"Uladzimir Koščanka","profile_url":"https://nasb-by.academia.edu/UladzimirKoshchanka?f_ri=38923","photo":"https://0.academia-photos.com/51101242/28347921/52289104/s65_uladzimir.koshchanka.jpg"}</script></span></span></li><li class="js-paper-rank-work_50967595 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="50967595"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 50967595, container: ".js-paper-rank-work_50967595", }); 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Калі да нядаўняга часу бытавала меркаванне, што Еўропа рухаецца ў кірунку стварэння нацыянальных дзяржаў, то зараз многія эксперты выказваюць думку, што Еўропа пачала аддаваць перавагу рэгіянальнаму развіццю.","downloadable_attachments":[{"id":68842279,"asset_id":50967595,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":51101242,"first_name":"Uladzimir","last_name":"Koščanka","domain_name":"nasb-by","page_name":"UladzimirKoshchanka","display_name":"Uladzimir Koščanka","profile_url":"https://nasb-by.academia.edu/UladzimirKoshchanka?f_ri=38923","photo":"https://0.academia-photos.com/51101242/28347921/52289104/s65_uladzimir.koshchanka.jpg"}],"research_interests":[{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=38923","nofollow":true},{"id":16164,"name":"Minority Languages","url":"https://www.academia.edu/Documents/in/Minority_Languages?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":335289,"name":"Official Languages","url":"https://www.academia.edu/Documents/in/Official_Languages?f_ri=38923","nofollow":true},{"id":1132648,"name":"социолингвистика","url":"https://www.academia.edu/Documents/in/%D1%81%D0%BE%D1%86%D0%B8%D0%BE%D0%BB%D0%B8%D0%BD%D0%B3%D0%B2%D0%B8%D1%81%D1%82%D0%B8%D0%BA%D0%B0?f_ri=38923"},{"id":1366160,"name":"Языковая Политика","url":"https://www.academia.edu/Documents/in/%D0%AF%D0%B7%D1%8B%D0%BA%D0%BE%D0%B2%D0%B0%D1%8F_%D0%9F%D0%BE%D0%BB%D0%B8%D1%82%D0%B8%D0%BA%D0%B0?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39693482" data-work_id="39693482" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39693482/Modification_of_the_Rajbhasha_Simple_vs_Pure_Hindi_and_Narendra_Modi_s_Language">Modification of the Rajbhasha: Simple vs Pure Hindi and Narendra Modi’s Language.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39693482" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cfac3e44880aa4e37fb647f834933cf0" rel="nofollow" data-download="{"attachment_id":59863433,"asset_id":39693482,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59863433/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="51434593" href="https://oxford.academia.edu/AntonZykov">Anton Zykov</a><script data-card-contents-for-user="51434593" type="text/json">{"id":51434593,"first_name":"Anton","last_name":"Zykov","domain_name":"oxford","page_name":"AntonZykov","display_name":"Anton Zykov","profile_url":"https://oxford.academia.edu/AntonZykov?f_ri=38923","photo":"https://0.academia-photos.com/51434593/13909119/18613478/s65_anton.zykov.jpg"}</script></span></span></li><li class="js-paper-rank-work_39693482 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39693482"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39693482, container: ".js-paper-rank-work_39693482", }); 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$(".js-view-count[data-work-id=39693482]").text(description); $(".js-view-count-work_39693482").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39693482").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39693482"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="17484" rel="nofollow" href="https://www.academia.edu/Documents/in/Hindi_Urdu">Hindi/Urdu</a>, <script data-card-contents-for-ri="17484" type="text/json">{"id":17484,"name":"Hindi/Urdu","url":"https://www.academia.edu/Documents/in/Hindi_Urdu?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="682599" rel="nofollow" href="https://www.academia.edu/Documents/in/Narendra_Modi">Narendra Modi</a>, <script data-card-contents-for-ri="682599" type="text/json">{"id":682599,"name":"Narendra Modi","url":"https://www.academia.edu/Documents/in/Narendra_Modi?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1009137" rel="nofollow" href="https://www.academia.edu/Documents/in/Hindi_Urdu_Language_and_Literature">Hindi Urdu Language and Literature</a><script data-card-contents-for-ri="1009137" type="text/json">{"id":1009137,"name":"Hindi Urdu Language and Literature","url":"https://www.academia.edu/Documents/in/Hindi_Urdu_Language_and_Literature?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39693482]'), work: {"id":39693482,"title":"Modification of the Rajbhasha: Simple vs Pure Hindi and Narendra Modi’s Language.","created_at":"2019-06-25T10:55:06.088-07:00","url":"https://www.academia.edu/39693482/Modification_of_the_Rajbhasha_Simple_vs_Pure_Hindi_and_Narendra_Modi_s_Language?f_ri=38923","dom_id":"work_39693482","summary":null,"downloadable_attachments":[{"id":59863433,"asset_id":39693482,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":51434593,"first_name":"Anton","last_name":"Zykov","domain_name":"oxford","page_name":"AntonZykov","display_name":"Anton Zykov","profile_url":"https://oxford.academia.edu/AntonZykov?f_ri=38923","photo":"https://0.academia-photos.com/51434593/13909119/18613478/s65_anton.zykov.jpg"}],"research_interests":[{"id":17484,"name":"Hindi/Urdu","url":"https://www.academia.edu/Documents/in/Hindi_Urdu?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":682599,"name":"Narendra Modi","url":"https://www.academia.edu/Documents/in/Narendra_Modi?f_ri=38923","nofollow":true},{"id":1009137,"name":"Hindi Urdu Language and Literature","url":"https://www.academia.edu/Documents/in/Hindi_Urdu_Language_and_Literature?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8306963 coauthored" data-work_id="8306963" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8306963/Authorization_in_Enterprise_Wide_Distributed_System_A_Practical_Design_and_Application">Authorization in Enterprise-Wide Distributed System: A Practical Design and Application</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As companies migrate from a centralized to a distributed computing environment, the administration and management of security policies, in particular authorization policies, is becoming an increasingly difficult task. This paper considers... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8306963" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As companies migrate from a centralized to a distributed computing environment, the administration and management of security policies, in particular authorization policies, is becoming an increasingly difficult task. This paper considers the design of an authorization system that is suitable for distributed applications. It discusses the architectural design principles, describes the constructs of the authorization policy language and outlines the authorization service and components involved. The paper gives some examples policy specifications and illustrates how privileges are specified and evaluated as well as how privilege resolutions are achieved.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8306963" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c6dac8b32e703cce3c84f6f5049cc86d" rel="nofollow" data-download="{"attachment_id":34716121,"asset_id":8306963,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34716121/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16544902" href="https://mit.academia.edu/JoePato">Joe Pato</a><script data-card-contents-for-user="16544902" type="text/json">{"id":16544902,"first_name":"Joe","last_name":"Pato","domain_name":"mit","page_name":"JoePato","display_name":"Joe Pato","profile_url":"https://mit.academia.edu/JoePato?f_ri=38923","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-8306963">+1</span><div class="hidden js-additional-users-8306963"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/VijayVaradharajan">Vijay Varadharajan</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-8306963'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-8306963').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_8306963 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8306963"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8306963, container: ".js-paper-rank-work_8306963", }); });</script></li><li class="js-percentile-work_8306963 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8306963; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8306963"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8306963 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8306963"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8306963; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8306963]").text(description); $(".js-view-count-work_8306963").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8306963").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8306963"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="22686" rel="nofollow" href="https://www.academia.edu/Documents/in/Distributed_System">Distributed System</a>, <script data-card-contents-for-ri="22686" type="text/json">{"id":22686,"name":"Distributed System","url":"https://www.academia.edu/Documents/in/Distributed_System?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="61738" rel="nofollow" href="https://www.academia.edu/Documents/in/Architectural_Design">Architectural Design</a>, <script data-card-contents-for-ri="61738" type="text/json">{"id":61738,"name":"Architectural Design","url":"https://www.academia.edu/Documents/in/Architectural_Design?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="172832" rel="nofollow" href="https://www.academia.edu/Documents/in/Security_Policy">Security Policy</a><script data-card-contents-for-ri="172832" type="text/json">{"id":172832,"name":"Security Policy","url":"https://www.academia.edu/Documents/in/Security_Policy?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8306963]'), work: {"id":8306963,"title":"Authorization in Enterprise-Wide Distributed System: A Practical Design and Application","created_at":"2014-09-12T22:43:22.208-07:00","url":"https://www.academia.edu/8306963/Authorization_in_Enterprise_Wide_Distributed_System_A_Practical_Design_and_Application?f_ri=38923","dom_id":"work_8306963","summary":"As companies migrate from a centralized to a distributed computing environment, the administration and management of security policies, in particular authorization policies, is becoming an increasingly difficult task. This paper considers the design of an authorization system that is suitable for distributed applications. It discusses the architectural design principles, describes the constructs of the authorization policy language and outlines the authorization service and components involved. The paper gives some examples policy specifications and illustrates how privileges are specified and evaluated as well as how privilege resolutions are achieved.","downloadable_attachments":[{"id":34716121,"asset_id":8306963,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16544902,"first_name":"Joe","last_name":"Pato","domain_name":"mit","page_name":"JoePato","display_name":"Joe Pato","profile_url":"https://mit.academia.edu/JoePato?f_ri=38923","photo":"/images/s65_no_pic.png"},{"id":35989615,"first_name":"Vijay","last_name":"Varadharajan","domain_name":"independent","page_name":"VijayVaradharajan","display_name":"Vijay Varadharajan","profile_url":"https://independent.academia.edu/VijayVaradharajan?f_ri=38923","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":22686,"name":"Distributed System","url":"https://www.academia.edu/Documents/in/Distributed_System?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":61738,"name":"Architectural Design","url":"https://www.academia.edu/Documents/in/Architectural_Design?f_ri=38923","nofollow":true},{"id":172832,"name":"Security Policy","url":"https://www.academia.edu/Documents/in/Security_Policy?f_ri=38923","nofollow":true},{"id":486037,"name":"Authoring System","url":"https://www.academia.edu/Documents/in/Authoring_System?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9340410" data-work_id="9340410" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9340410/The_Policy_Continuum_A_Formal_Model">The Policy Continuum - A Formal Model</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The policy continuum, one of the cornerstones of autonomic network management, provides a framework for the development of stratified sets of policy languages, tied together by a common information model, each targeting a different... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9340410" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The policy continuum, one of the cornerstones of autonomic network management, provides a framework for the development of stratified sets of policy languages, tied together by a common information model, each targeting a different constituency of policy author. This helps ensure the consistency of the policies deployed across a system and provides the foundation for powerful policy analysis processes. Whilst the notion of a policy continuum is well known there have been few examples of its realization. One contributing factor is the lack of a formal model of a policy continuum. In this paper we provide such a model and an associated policy authoring process.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9340410" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e14372b8d0ed4be061230a22dce3af0a" rel="nofollow" data-download="{"attachment_id":47816538,"asset_id":9340410,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47816538/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="21599379" href="https://independent.academia.edu/JohnStrassner">John Strassner</a><script data-card-contents-for-user="21599379" type="text/json">{"id":21599379,"first_name":"John","last_name":"Strassner","domain_name":"independent","page_name":"JohnStrassner","display_name":"John Strassner","profile_url":"https://independent.academia.edu/JohnStrassner?f_ri=38923","photo":"https://0.academia-photos.com/21599379/83308673/71926344/s65_john.strassner.jpg"}</script></span></span></li><li class="js-paper-rank-work_9340410 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9340410"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9340410, container: ".js-paper-rank-work_9340410", }); });</script></li><li class="js-percentile-work_9340410 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9340410; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_9340410"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_9340410 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="9340410"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9340410; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9340410]").text(description); $(".js-view-count-work_9340410").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9340410").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9340410"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="24438" rel="nofollow" href="https://www.academia.edu/Documents/in/Network_Management">Network Management</a>, <script data-card-contents-for-ri="24438" type="text/json">{"id":24438,"name":"Network Management","url":"https://www.academia.edu/Documents/in/Network_Management?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="30151" rel="nofollow" href="https://www.academia.edu/Documents/in/Policy_Analysis">Policy Analysis</a>, <script data-card-contents-for-ri="30151" type="text/json">{"id":30151,"name":"Policy Analysis","url":"https://www.academia.edu/Documents/in/Policy_Analysis?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="406370" rel="nofollow" href="https://www.academia.edu/Documents/in/Formal_Model">Formal Model</a><script data-card-contents-for-ri="406370" type="text/json">{"id":406370,"name":"Formal Model","url":"https://www.academia.edu/Documents/in/Formal_Model?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9340410]'), work: {"id":9340410,"title":"The Policy Continuum - A Formal Model","created_at":"2014-11-16T13:27:52.036-08:00","url":"https://www.academia.edu/9340410/The_Policy_Continuum_A_Formal_Model?f_ri=38923","dom_id":"work_9340410","summary":"The policy continuum, one of the cornerstones of autonomic network management, provides a framework for the development of stratified sets of policy languages, tied together by a common information model, each targeting a different constituency of policy author. This helps ensure the consistency of the policies deployed across a system and provides the foundation for powerful policy analysis processes. Whilst the notion of a policy continuum is well known there have been few examples of its realization. One contributing factor is the lack of a formal model of a policy continuum. In this paper we provide such a model and an associated policy authoring process.","downloadable_attachments":[{"id":47816538,"asset_id":9340410,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":21599379,"first_name":"John","last_name":"Strassner","domain_name":"independent","page_name":"JohnStrassner","display_name":"John Strassner","profile_url":"https://independent.academia.edu/JohnStrassner?f_ri=38923","photo":"https://0.academia-photos.com/21599379/83308673/71926344/s65_john.strassner.jpg"}],"research_interests":[{"id":24438,"name":"Network Management","url":"https://www.academia.edu/Documents/in/Network_Management?f_ri=38923","nofollow":true},{"id":30151,"name":"Policy Analysis","url":"https://www.academia.edu/Documents/in/Policy_Analysis?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":406370,"name":"Formal Model","url":"https://www.academia.edu/Documents/in/Formal_Model?f_ri=38923","nofollow":true},{"id":1854809,"name":"Common Information Model","url":"https://www.academia.edu/Documents/in/Common_Information_Model?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44951510" data-work_id="44951510" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44951510/English_educational_policies_of_the_U_S_Army_Military_Government_in_Korea_from_1945_to_1948_and_their_effects_on_the_development_of_English_language_teaching_in_Korea">English educational policies of the U.S. Army Military Government in Korea from 1945 to 1948 and their effects on the development of English language teaching in Korea</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study examines the English language teaching (ELT) policies and measures taken under the United States Army Military Government in Korea (USAMGIK) from 1945 to 1948, in an attempt to illuminate their implications on the current ELT... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44951510" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study examines the English language teaching (ELT) policies and measures taken under the United States Army Military Government in Korea (USAMGIK) from 1945 to 1948, in an attempt to illuminate their implications on the current ELT in Korea. The study analyzes data derived from documents of the Korean and the U.S. governments, literature on Korean history, and literature on Korean education and language education. During the previous decade of Japanese colonial rule, the development of ELT had been stalled due to Japan's war against the U.S. and its allies and the colonial government's consequent suppression of Anglophone elements in the colony. With the arrival of the U.S. forces in 1945, however, the climate unfavorable to ELT reversed. The U.S. military government took various educational measures to enhance ELT. It reintroduced English as a required subject in the secondary-school curriculum and as a key subject in university entrance exams. It also established a state-run English language school and provided teacher training nationwide through the school. Despite these reform measures, however, Korean ELT maintained core characteristics set earlier during Japanese colonial rule.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44951510" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ed2cc120f8ea1d1b2d1475f1b52bf5b8" rel="nofollow" data-download="{"attachment_id":65481854,"asset_id":44951510,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65481854/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="51464183" href="https://kaist-kr.academia.edu/EungyongEGKim">Eun Gyong (E.G.) Kim</a><script data-card-contents-for-user="51464183" type="text/json">{"id":51464183,"first_name":"Eun Gyong (E.G.)","last_name":"Kim","domain_name":"kaist-kr","page_name":"EungyongEGKim","display_name":"Eun Gyong (E.G.) Kim","profile_url":"https://kaist-kr.academia.edu/EungyongEGKim?f_ri=38923","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_44951510 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44951510"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44951510, container: ".js-paper-rank-work_44951510", }); });</script></li><li class="js-percentile-work_44951510 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44951510; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44951510"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44951510 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44951510"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44951510; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44951510]").text(description); $(".js-view-count-work_44951510").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44951510").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44951510"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="65485" rel="nofollow" href="https://www.academia.edu/Documents/in/Korea">Korea</a>, <script data-card-contents-for-ri="65485" type="text/json">{"id":65485,"name":"Korea","url":"https://www.academia.edu/Documents/in/Korea?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="454896" rel="nofollow" href="https://www.academia.edu/Documents/in/English_language_education">English language education</a><script data-card-contents-for-ri="454896" type="text/json">{"id":454896,"name":"English language education","url":"https://www.academia.edu/Documents/in/English_language_education?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44951510]'), work: {"id":44951510,"title":"English educational policies of the U.S. Army Military Government in Korea from 1945 to 1948 and their effects on the development of English language teaching in Korea","created_at":"2021-01-21T18:08:42.555-08:00","url":"https://www.academia.edu/44951510/English_educational_policies_of_the_U_S_Army_Military_Government_in_Korea_from_1945_to_1948_and_their_effects_on_the_development_of_English_language_teaching_in_Korea?f_ri=38923","dom_id":"work_44951510","summary":"This study examines the English language teaching (ELT) policies and measures taken under the United States Army Military Government in Korea (USAMGIK) from 1945 to 1948, in an attempt to illuminate their implications on the current ELT in Korea. The study analyzes data derived from documents of the Korean and the U.S. governments, literature on Korean history, and literature on Korean education and language education. During the previous decade of Japanese colonial rule, the development of ELT had been stalled due to Japan's war against the U.S. and its allies and the colonial government's consequent suppression of Anglophone elements in the colony. With the arrival of the U.S. forces in 1945, however, the climate unfavorable to ELT reversed. The U.S. military government took various educational measures to enhance ELT. It reintroduced English as a required subject in the secondary-school curriculum and as a key subject in university entrance exams. It also established a state-run English language school and provided teacher training nationwide through the school. Despite these reform measures, however, Korean ELT maintained core characteristics set earlier during Japanese colonial rule.","downloadable_attachments":[{"id":65481854,"asset_id":44951510,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":51464183,"first_name":"Eun Gyong (E.G.)","last_name":"Kim","domain_name":"kaist-kr","page_name":"EungyongEGKim","display_name":"Eun Gyong (E.G.) Kim","profile_url":"https://kaist-kr.academia.edu/EungyongEGKim?f_ri=38923","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":65485,"name":"Korea","url":"https://www.academia.edu/Documents/in/Korea?f_ri=38923","nofollow":true},{"id":454896,"name":"English language education","url":"https://www.academia.edu/Documents/in/English_language_education?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23640435" data-work_id="23640435" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23640435/A_PESQUISA_EM_POL%C3%8DTICA_LINGU%C3%8DSTICA_UMA_RESENHA_DE_LANGUAGE_POLICY">A PESQUISA EM POLÍTICA LINGUÍSTICA: UMA RESENHA DE LANGUAGE POLICY</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Language Policy, de David Cassels Johnson 2 , convida o leitor a refletir sobre o campo de estudos de política e planificação linguística, salientando a importância de se investigar a relação entre os textos e os discursos de política... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23640435" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Language Policy, de David Cassels Johnson 2 , convida o leitor a refletir sobre o campo de estudos de política e planificação linguística, salientando a importância de se investigar a relação entre os textos e os discursos de política linguística e as práticas linguísticas. O livro é uma referência para estudantes de graduação e pós-graduação interessados em iniciar seus estudos em política linguística, bem como para pesquisadores que desejem ampliar seus conhecimentos na área e explorar diferentes métodos de pesquisa.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23640435" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0d5fd3cb1368d19bf2b0701ddc076589" rel="nofollow" data-download="{"attachment_id":44050799,"asset_id":23640435,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44050799/download_file?st=MTc0MDE1NDAzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16262659" href="https://ufrgs.academia.edu/ThomasDorigon">Thomas Dorigon</a><script data-card-contents-for-user="16262659" type="text/json">{"id":16262659,"first_name":"Thomas","last_name":"Dorigon","domain_name":"ufrgs","page_name":"ThomasDorigon","display_name":"Thomas Dorigon","profile_url":"https://ufrgs.academia.edu/ThomasDorigon?f_ri=38923","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_23640435 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23640435"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23640435, container: ".js-paper-rank-work_23640435", }); });</script></li><li class="js-percentile-work_23640435 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23640435; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_23640435"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_23640435 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="23640435"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23640435; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23640435]").text(description); $(".js-view-count-work_23640435").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23640435").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23640435"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5034" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Planning_and_Policy">Language Planning and Policy</a>, <script data-card-contents-for-ri="5034" type="text/json">{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a><script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23640435]'), work: {"id":23640435,"title":"A PESQUISA EM POLÍTICA LINGUÍSTICA: UMA RESENHA DE LANGUAGE POLICY","created_at":"2016-03-23T19:25:49.661-07:00","url":"https://www.academia.edu/23640435/A_PESQUISA_EM_POL%C3%8DTICA_LINGU%C3%8DSTICA_UMA_RESENHA_DE_LANGUAGE_POLICY?f_ri=38923","dom_id":"work_23640435","summary":"Language Policy, de David Cassels Johnson 2 , convida o leitor a refletir sobre o campo de estudos de política e planificação linguística, salientando a importância de se investigar a relação entre os textos e os discursos de política linguística e as práticas linguísticas. O livro é uma referência para estudantes de graduação e pós-graduação interessados em iniciar seus estudos em política linguística, bem como para pesquisadores que desejem ampliar seus conhecimentos na área e explorar diferentes métodos de pesquisa.","downloadable_attachments":[{"id":44050799,"asset_id":23640435,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16262659,"first_name":"Thomas","last_name":"Dorigon","domain_name":"ufrgs","page_name":"ThomasDorigon","display_name":"Thomas Dorigon","profile_url":"https://ufrgs.academia.edu/ThomasDorigon?f_ri=38923","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":5034,"name":"Language Planning and Policy","url":"https://www.academia.edu/Documents/in/Language_Planning_and_Policy?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65814822" data-work_id="65814822" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/65814822/Rethinking_Language_Education_policy_in_the_Context_of_Multilingual_Multicultural_English">Rethinking Language Education policy in the Context of Multilingual/ Multicultural English</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Globalization has brought about a phenomenal spread of English. This spread has led to the emergence of the newborn varieties which has created serious challenges to language teaching pedagogy and language education policy. Bangbose... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_65814822" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Globalization has brought about a phenomenal spread of English. This spread has led to the emergence of the newborn varieties which has created serious challenges to language teaching pedagogy and language education policy. Bangbose (2003) has clearly pointed to this issue, stating "as researchers in world Englishes, we cannot consider our job done if we turn a blind eye to the problems of educational failure or unfavorable language policy outcomes" (as cited in the Council of Europe, 2007, p. 31). It seems that there is a mismatch between the advances that happened in the field of applied linguistics and language education policy. This paper focuses on language education policy in the context of global English because it is considered one of the influential factors in the gap between English lingua franca reality and English as a native language. First, it gives a brief overview of the recent situation with regard to English and shows the recent reality of multilingual English and its multifarious aspect (Rahal, 2018 & 2019). It also discusses the conceptual gap in language education policy. It points to the conceptual gap between the sociolinguistic reality of English and the language education policy that is still oriented towards English as a native language. Then, the paper points to the need for a language policy that includes linguistic diversity.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65814822" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="229588b6e95eff1cc0ba903fde285469" rel="nofollow" data-download="{"attachment_id":77247923,"asset_id":65814822,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77247923/download_file?st=MTc0MDE1NDA0MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="208088218" href="https://independent.academia.edu/InternationalJournalofMultilingualEducation">International Journal of Multilingual Education</a><script data-card-contents-for-user="208088218" type="text/json">{"id":208088218,"first_name":"International Journal","last_name":"of Multilingual Education","domain_name":"independent","page_name":"InternationalJournalofMultilingualEducation","display_name":"International Journal of Multilingual Education","profile_url":"https://independent.academia.edu/InternationalJournalofMultilingualEducation?f_ri=38923","photo":"https://0.academia-photos.com/208088218/68169664/56547159/s65_international_journal.of_multilingual_education.png"}</script></span></span></li><li class="js-paper-rank-work_65814822 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65814822"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65814822, container: ".js-paper-rank-work_65814822", }); });</script></li><li class="js-percentile-work_65814822 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 65814822; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_65814822"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_65814822 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="65814822"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65814822; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=65814822]").text(description); $(".js-view-count-work_65814822").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_65814822").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="65814822"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="50492" rel="nofollow" href="https://www.academia.edu/Documents/in/Global_English">Global English</a>, <script data-card-contents-for-ri="50492" type="text/json">{"id":50492,"name":"Global English","url":"https://www.academia.edu/Documents/in/Global_English?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="168578" rel="nofollow" href="https://www.academia.edu/Documents/in/Gap_Analysis">Gap Analysis</a><script data-card-contents-for-ri="168578" type="text/json">{"id":168578,"name":"Gap Analysis","url":"https://www.academia.edu/Documents/in/Gap_Analysis?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=65814822]'), work: {"id":65814822,"title":"Rethinking Language Education policy in the Context of Multilingual/ Multicultural English","created_at":"2021-12-24T01:32:31.855-08:00","url":"https://www.academia.edu/65814822/Rethinking_Language_Education_policy_in_the_Context_of_Multilingual_Multicultural_English?f_ri=38923","dom_id":"work_65814822","summary":"Globalization has brought about a phenomenal spread of English. This spread has led to the emergence of the newborn varieties which has created serious challenges to language teaching pedagogy and language education policy. Bangbose (2003) has clearly pointed to this issue, stating \"as researchers in world Englishes, we cannot consider our job done if we turn a blind eye to the problems of educational failure or unfavorable language policy outcomes\" (as cited in the Council of Europe, 2007, p. 31). It seems that there is a mismatch between the advances that happened in the field of applied linguistics and language education policy. This paper focuses on language education policy in the context of global English because it is considered one of the influential factors in the gap between English lingua franca reality and English as a native language. First, it gives a brief overview of the recent situation with regard to English and shows the recent reality of multilingual English and its multifarious aspect (Rahal, 2018 \u0026 2019). It also discusses the conceptual gap in language education policy. It points to the conceptual gap between the sociolinguistic reality of English and the language education policy that is still oriented towards English as a native language. Then, the paper points to the need for a language policy that includes linguistic diversity.","downloadable_attachments":[{"id":77247923,"asset_id":65814822,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":208088218,"first_name":"International Journal","last_name":"of Multilingual Education","domain_name":"independent","page_name":"InternationalJournalofMultilingualEducation","display_name":"International Journal of Multilingual Education","profile_url":"https://independent.academia.edu/InternationalJournalofMultilingualEducation?f_ri=38923","photo":"https://0.academia-photos.com/208088218/68169664/56547159/s65_international_journal.of_multilingual_education.png"}],"research_interests":[{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":50492,"name":"Global English","url":"https://www.academia.edu/Documents/in/Global_English?f_ri=38923","nofollow":true},{"id":168578,"name":"Gap Analysis","url":"https://www.academia.edu/Documents/in/Gap_Analysis?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73606112" data-work_id="73606112" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73606112/Language_planning_and_its_discontents_lines_of_flight_in_Haugen_s_view_of_the_politics_of_standardization">Language planning and its discontents: lines of flight in Haugen’s view of the politics of standardization</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this article, I claim that, while placing his theory of language, language planning, and standardization within a conceptual and historical framework inspired by Modernity, the emergence of the nation-state and liberal democracy,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73606112" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this article, I claim that, while placing his theory of language, language planning, and standardization within a conceptual and historical framework inspired by Modernity, the emergence of the nation-state and liberal democracy, Haugen carefully mapped sociolinguistic phenomena onto their political treatment. And it was this careful and honest cartography-unafraid of generating internal tensions-that revealed aspects of language planning practice and scholarship in need of a critical treatment. Ultimately, Haugen embraced an understanding of linguistics that revolves around normativity and accepts language's fundamentally political nature.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73606112" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bc4f8b572a1890c99d8fbb4aff7ec1a7" rel="nofollow" data-download="{"attachment_id":82063156,"asset_id":73606112,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82063156/download_file?st=MTc0MDE1NDA0MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="21230961" href="https://gc-cuny.academia.edu/JdelValle">Jose del Valle</a><script data-card-contents-for-user="21230961" type="text/json">{"id":21230961,"first_name":"Jose","last_name":"del Valle","domain_name":"gc-cuny","page_name":"JdelValle","display_name":"Jose del Valle","profile_url":"https://gc-cuny.academia.edu/JdelValle?f_ri=38923","photo":"https://0.academia-photos.com/21230961/6720836/7591572/s65_jose.del_valle.jpg_oh_357a4cd4d28325b2c21508831fbf5072_oe_55209d0e___gda___1432540606_8c3beda01afaf77d590d359c540f2754"}</script></span></span></li><li class="js-paper-rank-work_73606112 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73606112"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73606112, container: ".js-paper-rank-work_73606112", }); 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$(".js-view-count[data-work-id=73606112]").text(description); $(".js-view-count-work_73606112").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_73606112").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="73606112"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a>, <script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="123744" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Studies">Language Studies</a><script data-card-contents-for-ri="123744" type="text/json">{"id":123744,"name":"Language Studies","url":"https://www.academia.edu/Documents/in/Language_Studies?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=73606112]'), work: {"id":73606112,"title":"Language planning and its discontents: lines of flight in Haugen’s view of the politics of standardization","created_at":"2022-03-12T07:36:41.698-08:00","url":"https://www.academia.edu/73606112/Language_planning_and_its_discontents_lines_of_flight_in_Haugen_s_view_of_the_politics_of_standardization?f_ri=38923","dom_id":"work_73606112","summary":"In this article, I claim that, while placing his theory of language, language planning, and standardization within a conceptual and historical framework inspired by Modernity, the emergence of the nation-state and liberal democracy, Haugen carefully mapped sociolinguistic phenomena onto their political treatment. And it was this careful and honest cartography-unafraid of generating internal tensions-that revealed aspects of language planning practice and scholarship in need of a critical treatment. Ultimately, Haugen embraced an understanding of linguistics that revolves around normativity and accepts language's fundamentally political nature.","downloadable_attachments":[{"id":82063156,"asset_id":73606112,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":21230961,"first_name":"Jose","last_name":"del Valle","domain_name":"gc-cuny","page_name":"JdelValle","display_name":"Jose del Valle","profile_url":"https://gc-cuny.academia.edu/JdelValle?f_ri=38923","photo":"https://0.academia-photos.com/21230961/6720836/7591572/s65_jose.del_valle.jpg_oh_357a4cd4d28325b2c21508831fbf5072_oe_55209d0e___gda___1432540606_8c3beda01afaf77d590d359c540f2754"}],"research_interests":[{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":123744,"name":"Language Studies","url":"https://www.academia.edu/Documents/in/Language_Studies?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42244651" data-work_id="42244651" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42244651/STATE_LANGUAGE_AND_NATIONAL_SECURITY_%D0%94%D0%B5%D1%80%D0%B6%D0%B0%D0%B2%D0%BD%D0%B0_%D0%BC%D0%BE%D0%B2%D0%B0_%D1%96_%D0%BD%D0%B0%D1%86%D1%96%D0%BE%D0%BD%D0%B0%D0%BB%D1%8C%D0%BD%D0%B0_%D0%B1%D0%B5%D0%B7%D0%BF%D0%B5%D0%BA%D0%B0_%D0%BA%D1%80%D1%96%D0%B7%D1%8C_%D0%BF%D1%80%D0%B8%D0%B7%D0%BC%D1%83_%D0%B3%D1%96%D0%B1%D1%80%D0%B8%D0%B4%D0%BD%D0%B8%D1%85_%D0%B7%D0%B0%D0%B3%D1%80%D0%BE%D0%B7_">STATE LANGUAGE AND NATIONAL SECURITY (Державна мова і національна безпека крізь призму гібридних загроз)</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42244651" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="506488b817f16af1096d9906d08ea357" rel="nofollow" data-download="{"attachment_id":62395229,"asset_id":42244651,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62395229/download_file?st=MTc0MDE1NDA0MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="36508927" href="https://umcs-pl.academia.edu/NadiaGerga%C5%82o">Nadia Gergało</a><script data-card-contents-for-user="36508927" type="text/json">{"id":36508927,"first_name":"Nadia","last_name":"Gergało","domain_name":"umcs-pl","page_name":"NadiaGergało","display_name":"Nadia Gergało","profile_url":"https://umcs-pl.academia.edu/NadiaGerga%C5%82o?f_ri=38923","photo":"https://0.academia-photos.com/36508927/41480951/52633851/s65_nadia.gerga_o.jpg"}</script></span></span></li><li class="js-paper-rank-work_42244651 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42244651"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42244651, container: ".js-paper-rank-work_42244651", }); 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$(".js-view-count[data-work-id=42244651]").text(description); $(".js-view-count-work_42244651").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42244651").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42244651"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9626" rel="nofollow" href="https://www.academia.edu/Documents/in/Ukrainian_Politics">Ukrainian Politics</a>, <script data-card-contents-for-ri="9626" type="text/json">{"id":9626,"name":"Ukrainian Politics","url":"https://www.academia.edu/Documents/in/Ukrainian_Politics?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="61620" rel="nofollow" href="https://www.academia.edu/Documents/in/National_Security">National Security</a>, <script data-card-contents-for-ri="61620" type="text/json">{"id":61620,"name":"National Security","url":"https://www.academia.edu/Documents/in/National_Security?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="363227" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_and_the_State">Language and the State</a><script data-card-contents-for-ri="363227" type="text/json">{"id":363227,"name":"Language and the State","url":"https://www.academia.edu/Documents/in/Language_and_the_State?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42244651]'), work: {"id":42244651,"title":"STATE LANGUAGE AND NATIONAL SECURITY\n(Державна мова і національна безпека крізь призму гібридних загроз)","created_at":"2020-03-17T13:41:53.417-07:00","url":"https://www.academia.edu/42244651/STATE_LANGUAGE_AND_NATIONAL_SECURITY_%D0%94%D0%B5%D1%80%D0%B6%D0%B0%D0%B2%D0%BD%D0%B0_%D0%BC%D0%BE%D0%B2%D0%B0_%D1%96_%D0%BD%D0%B0%D1%86%D1%96%D0%BE%D0%BD%D0%B0%D0%BB%D1%8C%D0%BD%D0%B0_%D0%B1%D0%B5%D0%B7%D0%BF%D0%B5%D0%BA%D0%B0_%D0%BA%D1%80%D1%96%D0%B7%D1%8C_%D0%BF%D1%80%D0%B8%D0%B7%D0%BC%D1%83_%D0%B3%D1%96%D0%B1%D1%80%D0%B8%D0%B4%D0%BD%D0%B8%D1%85_%D0%B7%D0%B0%D0%B3%D1%80%D0%BE%D0%B7_?f_ri=38923","dom_id":"work_42244651","summary":null,"downloadable_attachments":[{"id":62395229,"asset_id":42244651,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":36508927,"first_name":"Nadia","last_name":"Gergało","domain_name":"umcs-pl","page_name":"NadiaGergało","display_name":"Nadia Gergało","profile_url":"https://umcs-pl.academia.edu/NadiaGerga%C5%82o?f_ri=38923","photo":"https://0.academia-photos.com/36508927/41480951/52633851/s65_nadia.gerga_o.jpg"}],"research_interests":[{"id":9626,"name":"Ukrainian Politics","url":"https://www.academia.edu/Documents/in/Ukrainian_Politics?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":61620,"name":"National Security","url":"https://www.academia.edu/Documents/in/National_Security?f_ri=38923","nofollow":true},{"id":363227,"name":"Language and the State","url":"https://www.academia.edu/Documents/in/Language_and_the_State?f_ri=38923","nofollow":true},{"id":985507,"name":"Hybrid War","url":"https://www.academia.edu/Documents/in/Hybrid_War?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27949137" data-work_id="27949137" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/27949137/More_and_Earlier_Neoliberalism_and_Primary_English_Education_in_Mexican_Public_Schools_Sayer_2015_">'More & Earlier': Neoliberalism and Primary English Education in Mexican Public Schools (Sayer, 2015)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As global English expands, developing countries feel the pressure that, in order to remain globally competitive, they must increase the number of people with English proficiency. In response, many countries have significantly expanded... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_27949137" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As global English expands, developing countries feel the pressure that, in order to remain globally competitive, they must increase the number of people with English proficiency. In response, many countries have significantly expanded English instruction in public schools by implementing primary English language teaching (PELT) programs. This is particularly true in countries in Southeast Asia and Latin America, where national Ministries of Education have taken a " more & earlier " approach, integrating English into the public primary curriculum. Children start learning English younger and study the language more during their basic education. The author argues that this language education policy shift toward expanding English in the public education curricula in developing countries is best understood as a shift from past models of elite English bilingualism to policies intended to support the macroacquisition, or general proficiency in English. The rationale for this policy change is framed in terms of the " modernization " and " internationalization " of a country's public education system, and hence should be understood as part of the response to align education curricula and programs with neoliberal policies. The author examines Mexico's recent national English program for public primary schools as a case study in the implementation of neoliberal language policy.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27949137" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2767011d5960dda83c014598301e5631" rel="nofollow" data-download="{"attachment_id":48246966,"asset_id":27949137,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48246966/download_file?st=MTc0MDE1NDA0MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1881659" href="https://osu1.academia.edu/PeterSayer">Peter Sayer</a><script data-card-contents-for-user="1881659" type="text/json">{"id":1881659,"first_name":"Peter","last_name":"Sayer","domain_name":"osu1","page_name":"PeterSayer","display_name":"Peter Sayer","profile_url":"https://osu1.academia.edu/PeterSayer?f_ri=38923","photo":"https://0.academia-photos.com/1881659/637800/14928897/s65_peter.sayer.jpg"}</script></span></span></li><li class="js-paper-rank-work_27949137 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27949137"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27949137, container: ".js-paper-rank-work_27949137", }); 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In response, many countries have significantly expanded English instruction in public schools by implementing primary English language teaching (PELT) programs. This is particularly true in countries in Southeast Asia and Latin America, where national Ministries of Education have taken a \" more \u0026 earlier \" approach, integrating English into the public primary curriculum. Children start learning English younger and study the language more during their basic education. The author argues that this language education policy shift toward expanding English in the public education curricula in developing countries is best understood as a shift from past models of elite English bilingualism to policies intended to support the macroacquisition, or general proficiency in English. The rationale for this policy change is framed in terms of the \" modernization \" and \" internationalization \" of a country's public education system, and hence should be understood as part of the response to align education curricula and programs with neoliberal policies. The author examines Mexico's recent national English program for public primary schools as a case study in the implementation of neoliberal language policy.","downloadable_attachments":[{"id":48246966,"asset_id":27949137,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1881659,"first_name":"Peter","last_name":"Sayer","domain_name":"osu1","page_name":"PeterSayer","display_name":"Peter Sayer","profile_url":"https://osu1.academia.edu/PeterSayer?f_ri=38923","photo":"https://0.academia-photos.com/1881659/637800/14928897/s65_peter.sayer.jpg"}],"research_interests":[{"id":998,"name":"Language Education","url":"https://www.academia.edu/Documents/in/Language_Education?f_ri=38923","nofollow":true},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_51083148" data-work_id="51083148" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/51083148/Was_the_Hungarian_Nationalities_Act_of_1868_a_Dead_Letter">Was the Hungarian Nationalities Act of 1868 a Dead Letter</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The article investigates explicit and implicit state language policies in Dualist Hungary (1867-1918), focusing on its eastern, Romanian, Hungarian and German-speaking parts. It presents the regulation and practices, and sets them against... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_51083148" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The article investigates explicit and implicit state language policies in Dualist Hungary (1867-1918), focusing on its eastern, Romanian, Hungarian and German-speaking parts. It presents the regulation and practices, and sets them against the benchmark of the linguistic rights set forth in the 1868 Law of Nationalities Act, the earliest modern, liberal language law on the continent. This document served as a central reference for the contemporaries, an importance also bequeathed on historiographical treatments of the era. The article is divided according to the contemporary domains of the official realm, covered section by section in the law: legislation, counties, the judiciary, church autonomy, state schools, local governments, civil society and government agencies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51083148" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="49713f90deb0f5320b333ba7af20961f" rel="nofollow" data-download="{"attachment_id":68936043,"asset_id":51083148,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68936043/download_file?st=MTc0MDE1NDA0MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1157917" href="https://eui.academia.edu/%C3%81gostonBerecz">Ágoston Berecz</a><script data-card-contents-for-user="1157917" type="text/json">{"id":1157917,"first_name":"Ágoston","last_name":"Berecz","domain_name":"eui","page_name":"ÁgostonBerecz","display_name":"Ágoston Berecz","profile_url":"https://eui.academia.edu/%C3%81gostonBerecz?f_ri=38923","photo":"https://0.academia-photos.com/1157917/3484964/18081451/s65__goston.berecz.jpg"}</script></span></span></li><li class="js-paper-rank-work_51083148 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="51083148"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 51083148, container: ".js-paper-rank-work_51083148", }); 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$(".js-view-count[data-work-id=51083148]").text(description); $(".js-view-count-work_51083148").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_51083148").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="51083148"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6633" rel="nofollow" href="https://www.academia.edu/Documents/in/Habsburg_Studies">Habsburg Studies</a>, <script data-card-contents-for-ri="6633" type="text/json">{"id":6633,"name":"Habsburg Studies","url":"https://www.academia.edu/Documents/in/Habsburg_Studies?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="30160" rel="nofollow" href="https://www.academia.edu/Documents/in/Minority_Rights">Minority Rights</a>, <script data-card-contents-for-ri="30160" type="text/json">{"id":30160,"name":"Minority Rights","url":"https://www.academia.edu/Documents/in/Minority_Rights?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="42321" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistic_Human_Rights">Linguistic Human Rights</a><script data-card-contents-for-ri="42321" type="text/json">{"id":42321,"name":"Linguistic Human Rights","url":"https://www.academia.edu/Documents/in/Linguistic_Human_Rights?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=51083148]'), work: {"id":51083148,"title":"Was the Hungarian Nationalities Act of 1868 a Dead Letter","created_at":"2021-08-29T12:42:32.386-07:00","url":"https://www.academia.edu/51083148/Was_the_Hungarian_Nationalities_Act_of_1868_a_Dead_Letter?f_ri=38923","dom_id":"work_51083148","summary":"The article investigates explicit and implicit state language policies in Dualist Hungary (1867-1918), focusing on its eastern, Romanian, Hungarian and German-speaking parts. It presents the regulation and practices, and sets them against the benchmark of the linguistic rights set forth in the 1868 Law of Nationalities Act, the earliest modern, liberal language law on the continent. This document served as a central reference for the contemporaries, an importance also bequeathed on historiographical treatments of the era. The article is divided according to the contemporary domains of the official realm, covered section by section in the law: legislation, counties, the judiciary, church autonomy, state schools, local governments, civil society and government agencies.","downloadable_attachments":[{"id":68936043,"asset_id":51083148,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1157917,"first_name":"Ágoston","last_name":"Berecz","domain_name":"eui","page_name":"ÁgostonBerecz","display_name":"Ágoston Berecz","profile_url":"https://eui.academia.edu/%C3%81gostonBerecz?f_ri=38923","photo":"https://0.academia-photos.com/1157917/3484964/18081451/s65__goston.berecz.jpg"}],"research_interests":[{"id":6633,"name":"Habsburg Studies","url":"https://www.academia.edu/Documents/in/Habsburg_Studies?f_ri=38923","nofollow":true},{"id":30160,"name":"Minority Rights","url":"https://www.academia.edu/Documents/in/Minority_Rights?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":42321,"name":"Linguistic Human Rights","url":"https://www.academia.edu/Documents/in/Linguistic_Human_Rights?f_ri=38923","nofollow":true},{"id":52579,"name":"Language rights","url":"https://www.academia.edu/Documents/in/Language_rights?f_ri=38923"},{"id":103660,"name":"Modern Hungarian History","url":"https://www.academia.edu/Documents/in/Modern_Hungarian_History?f_ri=38923"},{"id":280057,"name":"Austria-Hungary","url":"https://www.academia.edu/Documents/in/Austria-Hungary?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1792936" data-work_id="1792936" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1792936/Language_policy_and_the_drawing_of_social_boundaries_Public_and_private_schools_in_territorial_Tucson">Language policy and the drawing of social boundaries: Public and private schools in territorial Tucson</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Educational institutions developed in Tucson, Arizona in the last quarter of the nineteenth century, during a critical time in cultural and political shifts of power between Anglo and Mexican elites in Southwestern United States. My... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1792936" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Educational institutions developed in Tucson, Arizona in the last quarter of the nineteenth century, during a critical time in cultural and political shifts of power between Anglo and Mexican elites in Southwestern United States. My qualitative analysis reconstructs language policies in the incipient educational system in Territorial Tucson. This article examines official and unofficial language policies in both public and private schools in Tucson that reflected this accommodation of power and the negotiation of a new racial hierarchy in the context of westward expansion. I argue that the private schools Mexican elites founded in this period maintained bilingual instruction and promoted biliteracy as a means of racially and linguistically distancing themselves from Anglos, Indians and Mexicans from lower socioeconomic classes in public schools.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1792936" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="804fbe19037043417a212547f85b134c" rel="nofollow" data-download="{"attachment_id":32366428,"asset_id":1792936,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32366428/download_file?st=MTc0MDE1NDA0MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="683460" href="https://northerniowa.academia.edu/EliseDuBord">Elise DuBord</a><script data-card-contents-for-user="683460" type="text/json">{"id":683460,"first_name":"Elise","last_name":"DuBord","domain_name":"northerniowa","page_name":"EliseDuBord","display_name":"Elise DuBord","profile_url":"https://northerniowa.academia.edu/EliseDuBord?f_ri=38923","photo":"https://0.academia-photos.com/683460/694349/12631531/s65_elise.dubord.jpg"}</script></span></span></li><li class="js-paper-rank-work_1792936 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1792936"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1792936, container: ".js-paper-rank-work_1792936", }); 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$(".js-view-count[data-work-id=1792936]").text(description); $(".js-view-count-work_1792936").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1792936").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1792936"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="11658" rel="nofollow" href="https://www.academia.edu/Documents/in/Bilingual_Education">Bilingual Education</a>, <script data-card-contents-for-ri="11658" type="text/json">{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a>, <script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="158900" rel="nofollow" href="https://www.academia.edu/Documents/in/Arizona_History">Arizona History</a><script data-card-contents-for-ri="158900" type="text/json">{"id":158900,"name":"Arizona History","url":"https://www.academia.edu/Documents/in/Arizona_History?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1792936]'), work: {"id":1792936,"title":"Language policy and the drawing of social boundaries: Public and private schools in territorial Tucson","created_at":"2012-07-18T02:41:28.639-07:00","url":"https://www.academia.edu/1792936/Language_policy_and_the_drawing_of_social_boundaries_Public_and_private_schools_in_territorial_Tucson?f_ri=38923","dom_id":"work_1792936","summary":"Educational institutions developed in Tucson, Arizona in the last quarter of the nineteenth century, during a critical time in cultural and political shifts of power between Anglo and Mexican elites in Southwestern United States. My qualitative analysis reconstructs language policies in the incipient educational system in Territorial Tucson. This article examines official and unofficial language policies in both public and private schools in Tucson that reflected this accommodation of power and the negotiation of a new racial hierarchy in the context of westward expansion. I argue that the private schools Mexican elites founded in this period maintained bilingual instruction and promoted biliteracy as a means of racially and linguistically distancing themselves from Anglos, Indians and Mexicans from lower socioeconomic classes in public schools.","downloadable_attachments":[{"id":32366428,"asset_id":1792936,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":683460,"first_name":"Elise","last_name":"DuBord","domain_name":"northerniowa","page_name":"EliseDuBord","display_name":"Elise DuBord","profile_url":"https://northerniowa.academia.edu/EliseDuBord?f_ri=38923","photo":"https://0.academia-photos.com/683460/694349/12631531/s65_elise.dubord.jpg"}],"research_interests":[{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=38923","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":158900,"name":"Arizona History","url":"https://www.academia.edu/Documents/in/Arizona_History?f_ri=38923","nofollow":true},{"id":161712,"name":"Spanish in the U.S.","url":"https://www.academia.edu/Documents/in/Spanish_in_the_U.S?f_ri=38923"},{"id":603132,"name":"Private Schools","url":"https://www.academia.edu/Documents/in/Private_Schools?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9968918" data-work_id="9968918" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9968918/Modelling_linguistic_diversity_at_school_the_excluding_impact_of_inclusive_multilingualism">Modelling linguistic diversity at school: the excluding impact of inclusive multilingualism</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper discusses data from a Dutch-medium secondary school in 8 Brussels where almost all pupils speak a different language than Dutch at home. It 9 illustrates that teachers' preference for maintaining the school's monolingual policy... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9968918" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper discusses data from a Dutch-medium secondary school in 8 Brussels where almost all pupils speak a different language than Dutch at home. It 9 illustrates that teachers' preference for maintaining the school's monolingual policy 10 did not preclude their creation of haphazard or humorous multilingual interstices 11 that temporarily alleviated the friction between the school language policy and the 12 reality of pupils' linguistic repertoires, and promoted the construction of an 13 agreeable classroom climate. The paper argues, however, that these multilingual 14 interstices also suggested ideal models of language use across differently valued 15 discursive zones at school, and that the inclusion of unofficial linguistic resources in 16 specific discursive slots implied their exclusion in other, more important ones. The 17 scarce openings for linguistic diversity that teachers made, in other words, at the 18 same time socialized pupils into the broader sociolinguistic hierarchy that creates 19 their own disfluency and problematization. 20 21 Keywords Classroom interaction Á Multilingualism Á Metapragmatic 22 regimentation Á Socialization Á Brussels Á Dutch-medium schools 23 24 25 26 Introduction 27 Language policies have become critical tools for nation-states to reinvent 28 themselves in a time and age governed by what has come to be called late or 29 advanced capitalism. Confronted with an economy that exceeds national bound-30 aries, with supranational organizations (such as the European Union) that produce 31 linguistic policies of their own, and as they see their own turf become increasingly A1 J. Jaspers (&)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9968918" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="171f76dace5cf9cbf125c59945951a75" rel="nofollow" data-download="{"attachment_id":36114851,"asset_id":9968918,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36114851/download_file?st=MTc0MDE1NDA0MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="17632890" href="https://ulb.academia.edu/J%C3%BCrgenJaspers">Jürgen Jaspers</a><script data-card-contents-for-user="17632890" type="text/json">{"id":17632890,"first_name":"Jürgen","last_name":"Jaspers","domain_name":"ulb","page_name":"JürgenJaspers","display_name":"Jürgen Jaspers","profile_url":"https://ulb.academia.edu/J%C3%BCrgenJaspers?f_ri=38923","photo":"https://0.academia-photos.com/17632890/9595726/18717603/s65_j_rgen.jaspers.png"}</script></span></span></li><li class="js-paper-rank-work_9968918 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9968918"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9968918, container: ".js-paper-rank-work_9968918", }); 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$(".js-view-count[data-work-id=9968918]").text(description); $(".js-view-count-work_9968918").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9968918").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9968918"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="222971" rel="nofollow" href="https://www.academia.edu/Documents/in/The_Sociolinguistics_of_Globalisation-Affected_Multilingualism_in_Urban_Environments">The Sociolinguistics of Globalisation-Affected Multilingualism in Urban Environments</a><script data-card-contents-for-ri="222971" type="text/json">{"id":222971,"name":"The Sociolinguistics of Globalisation-Affected Multilingualism in Urban Environments","url":"https://www.academia.edu/Documents/in/The_Sociolinguistics_of_Globalisation-Affected_Multilingualism_in_Urban_Environments?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9968918]'), work: {"id":9968918,"title":"Modelling linguistic diversity at school: the excluding impact of inclusive multilingualism","created_at":"2015-01-01T05:06:14.871-08:00","url":"https://www.academia.edu/9968918/Modelling_linguistic_diversity_at_school_the_excluding_impact_of_inclusive_multilingualism?f_ri=38923","dom_id":"work_9968918","summary":"This paper discusses data from a Dutch-medium secondary school in 8 Brussels where almost all pupils speak a different language than Dutch at home. It 9 illustrates that teachers' preference for maintaining the school's monolingual policy 10 did not preclude their creation of haphazard or humorous multilingual interstices 11 that temporarily alleviated the friction between the school language policy and the 12 reality of pupils' linguistic repertoires, and promoted the construction of an 13 agreeable classroom climate. The paper argues, however, that these multilingual 14 interstices also suggested ideal models of language use across differently valued 15 discursive zones at school, and that the inclusion of unofficial linguistic resources in 16 specific discursive slots implied their exclusion in other, more important ones. The 17 scarce openings for linguistic diversity that teachers made, in other words, at the 18 same time socialized pupils into the broader sociolinguistic hierarchy that creates 19 their own disfluency and problematization. 20 21 Keywords Classroom interaction Á Multilingualism Á Metapragmatic 22 regimentation Á Socialization Á Brussels Á Dutch-medium schools 23 24 25 26 Introduction 27 Language policies have become critical tools for nation-states to reinvent 28 themselves in a time and age governed by what has come to be called late or 29 advanced capitalism. Confronted with an economy that exceeds national bound-30 aries, with supranational organizations (such as the European Union) that produce 31 linguistic policies of their own, and as they see their own turf become increasingly A1 J. Jaspers (\u0026)","downloadable_attachments":[{"id":36114851,"asset_id":9968918,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":17632890,"first_name":"Jürgen","last_name":"Jaspers","domain_name":"ulb","page_name":"JürgenJaspers","display_name":"Jürgen Jaspers","profile_url":"https://ulb.academia.edu/J%C3%BCrgenJaspers?f_ri=38923","photo":"https://0.academia-photos.com/17632890/9595726/18717603/s65_j_rgen.jaspers.png"}],"research_interests":[{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":222971,"name":"The Sociolinguistics of Globalisation-Affected Multilingualism in Urban Environments","url":"https://www.academia.edu/Documents/in/The_Sociolinguistics_of_Globalisation-Affected_Multilingualism_in_Urban_Environments?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4450509" data-work_id="4450509" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4450509/Language_policy_and_planning_as_an_interdisciplinary_field_Towards_a_complexity_approach_Pol%C3%ADtica_y_planificaci%C3%B3n_ling%C3%BC%C3%ADsticas_como_campo_interdisciplinario_Hacia_una_aproximaci%C3%B3n_compleja_compl%C3%A9xica_">Language policy and planning as an interdisciplinary field: Towards a complexity approach [Política y planificación lingüísticas como campo interdisciplinario: Hacia una aproximación compleja (compléxica)]</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">One of the dangers that we should be aware of when we study issues of language policy and planning is the fragmentary perspective by which they can be approached. Reality, by contrast, is interrelated and overlapping. This is why a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4450509" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">One of the dangers that we should be aware of when we study issues of language policy and planning is the fragmentary perspective by which they can be approached. Reality, by contrast, is interrelated and overlapping. This is why a complexity perspective stresses the importance of studying the contexts of phenomena, that is to say, their external relations. The direction to be followed here leads towards a better understanding of reality as a set of open systems that are in continuous exchange with the surrounding ecosystem, bearing in mind always that any apparent stability is the result of a dynamic equilibrium. Making headway towards an interdisciplinary approach is therefore necessary and imperative. <br />Headings such as status/normative/institution vis-à-vis others such as solidarity/normal/individual seem to imply a basic distinction in the definition of sociocultural reality. To discover and understand the dynamics of the interaction between these two major categories is, in fact, one of the most important subjects waiting to be addressed by language planning and policy strategies and more broadly by sociolinguistics. An interrelated set of guiding questions for the field could thus be stated as follows: What group or organisation, in pursuit of what overall objective or intention, wants to achieve what, where, how and when; and what do they actually achieve, and why? With this approach, even if how a group or organisation obtains its desired goal – that is, its actual intervention – is included as one of the main elements in a piece of research, the research will not focus exclusively on this topic, but will frame the intervention and identify how it is interrelated with all the other elements involved globally in this phenomenon, trying to establish a clear theoretical understanding of the entire interwoven set of events and processes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4450509" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d099adac58d415fb89d7932fe0ce82f0" rel="nofollow" data-download="{"attachment_id":34964216,"asset_id":4450509,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34964216/download_file?st=MTc0MDE1NDA0MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="66620" href="https://ub.academia.edu/AlbertBastardas">Albert Bastardas-Boada</a><script data-card-contents-for-user="66620" type="text/json">{"id":66620,"first_name":"Albert","last_name":"Bastardas-Boada","domain_name":"ub","page_name":"AlbertBastardas","display_name":"Albert Bastardas-Boada","profile_url":"https://ub.academia.edu/AlbertBastardas?f_ri=38923","photo":"https://0.academia-photos.com/66620/18727/17402/s65_albert.bastardas-boada.jpg"}</script></span></span></li><li class="js-paper-rank-work_4450509 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4450509"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4450509, container: ".js-paper-rank-work_4450509", }); 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Reality, by contrast, is interrelated and overlapping. This is why a complexity perspective stresses the importance of studying the contexts of phenomena, that is to say, their external relations. The direction to be followed here leads towards a better understanding of reality as a set of open systems that are in continuous exchange with the surrounding ecosystem, bearing in mind always that any apparent stability is the result of a dynamic equilibrium. Making headway towards an interdisciplinary approach is therefore necessary and imperative.\r\nHeadings such as status/normative/institution vis-à-vis others such as solidarity/normal/individual seem to imply a basic distinction in the definition of sociocultural reality. To discover and understand the dynamics of the interaction between these two major categories is, in fact, one of the most important subjects waiting to be addressed by language planning and policy strategies and more broadly by sociolinguistics. An interrelated set of guiding questions for the field could thus be stated as follows: What group or organisation, in pursuit of what overall objective or intention, wants to achieve what, where, how and when; and what do they actually achieve, and why? With this approach, even if how a group or organisation obtains its desired goal – that is, its actual intervention – is included as one of the main elements in a piece of research, the research will not focus exclusively on this topic, but will frame the intervention and identify how it is interrelated with all the other elements involved globally in this phenomenon, trying to establish a clear theoretical understanding of the entire interwoven set of events and processes.","downloadable_attachments":[{"id":34964216,"asset_id":4450509,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":66620,"first_name":"Albert","last_name":"Bastardas-Boada","domain_name":"ub","page_name":"AlbertBastardas","display_name":"Albert Bastardas-Boada","profile_url":"https://ub.academia.edu/AlbertBastardas?f_ri=38923","photo":"https://0.academia-photos.com/66620/18727/17402/s65_albert.bastardas-boada.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=38923","nofollow":true},{"id":957,"name":"Cultural Sociology","url":"https://www.academia.edu/Documents/in/Cultural_Sociology?f_ri=38923","nofollow":true},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=38923","nofollow":true},{"id":2523,"name":"Sociology of Language","url":"https://www.academia.edu/Documents/in/Sociology_of_Language?f_ri=38923","nofollow":true},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=38923"},{"id":3155,"name":"Complexity Theory","url":"https://www.academia.edu/Documents/in/Complexity_Theory?f_ri=38923"},{"id":5034,"name":"Language Planning and 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})();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37644570" data-work_id="37644570" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37644570/Niloofar_Haeri_Sacred_Language_Ordinary_People_Dilemmas_of_Culture_and_Politics_in_Egypt">Niloofar Haeri. Sacred Language, Ordinary People. Dilemmas of Culture and Politics in Egypt</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37644570" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8a2fe0f20e8312e2b95cb49d2ee36f95" rel="nofollow" data-download="{"attachment_id":57630236,"asset_id":37644570,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57630236/download_file?st=MTc0MDE1NDA0MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="88185" href="https://oxford.academia.edu/SuzanneRomaine">Suzanne Romaine</a><script data-card-contents-for-user="88185" type="text/json">{"id":88185,"first_name":"Suzanne","last_name":"Romaine","domain_name":"oxford","page_name":"SuzanneRomaine","display_name":"Suzanne Romaine","profile_url":"https://oxford.academia.edu/SuzanneRomaine?f_ri=38923","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_37644570 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37644570"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37644570, container: ".js-paper-rank-work_37644570", }); });</script></li><li class="js-percentile-work_37644570 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37644570; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37644570"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37644570 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37644570"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37644570; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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Sacred Language, Ordinary People. Dilemmas of Culture and Politics in Egypt","created_at":"2018-10-24T20:09:43.608-07:00","url":"https://www.academia.edu/37644570/Niloofar_Haeri_Sacred_Language_Ordinary_People_Dilemmas_of_Culture_and_Politics_in_Egypt?f_ri=38923","dom_id":"work_37644570","summary":null,"downloadable_attachments":[{"id":57630236,"asset_id":37644570,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":88185,"first_name":"Suzanne","last_name":"Romaine","domain_name":"oxford","page_name":"SuzanneRomaine","display_name":"Suzanne Romaine","profile_url":"https://oxford.academia.edu/SuzanneRomaine?f_ri=38923","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":123744,"name":"Language Studies","url":"https://www.academia.edu/Documents/in/Language_Studies?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44533272" data-work_id="44533272" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44533272/Language_and_identity_in_Ukraine_after_Euromaidan">Language and identity in Ukraine after Euromaidan</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Language has traditionally been an important marker of Ukrainian identity which, due to a lack of independent statehood, has been ethnic rather than civic. The contradictory policies of the Soviet regime produced a large discrepancy... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44533272" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Language has traditionally been an important marker of Ukrainian identity which, due to a lack of independent statehood, has been ethnic rather than civic. The contradictory policies of the Soviet regime produced a large discrepancy between ethnocultural identity and language use. In independent Ukraine this discrepancy persisted, as increased identification with the Ukrainian nation was not accompanied by a commensurate increase in the use of the Ukrainian language, even though the latter was predominantly valued as a symbol of nationhood. The Euromaidan and the subsequent Russian aggression further detached language use from national identity, as many Russian speakers came to identify strongly with the inclusive Ukrainian nation without abandoning their accustomed language or even adding Ukrainian as an active part of their communicative repertoire. The post-Maidan leadership refrained from an active promotion of Ukrainian for fear of provoking alienation among Russian speakers, but this policy exacerbates the disadvantaged position of the titular language in various domains and causes discontent among those viewing it as a crucial component of national identity. This article examines a change in the relation between language and identity in Ukraine in the wake of the Euromaidan protests and the subsequent Russian intervention in the Crimea and the Donbas. Although the Ukrainian language has traditionally been an important marker of Ukrainian identity, its symbolic valorization has not been matched by its predominant use in various social domains. Since the times of its promotion by the</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44533272" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e7dc398f2525941297d0ecbc150e9c92" rel="nofollow" data-download="{"attachment_id":64979212,"asset_id":44533272,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64979212/download_file?st=MTc0MDE1NDA0MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="473067" href="https://ipiend.academia.edu/VolodymyrKulyk">Volodymyr Kulyk</a><script data-card-contents-for-user="473067" type="text/json">{"id":473067,"first_name":"Volodymyr","last_name":"Kulyk","domain_name":"ipiend","page_name":"VolodymyrKulyk","display_name":"Volodymyr Kulyk","profile_url":"https://ipiend.academia.edu/VolodymyrKulyk?f_ri=38923","photo":"https://0.academia-photos.com/473067/158296/184350/s65_volodymyr.kulyk.jpg"}</script></span></span></li><li class="js-paper-rank-work_44533272 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44533272"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44533272, container: ".js-paper-rank-work_44533272", }); 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$(".js-view-count[data-work-id=44533272]").text(description); $(".js-view-count-work_44533272").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44533272").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44533272"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5821" rel="nofollow" href="https://www.academia.edu/Documents/in/Ukrainian_Studies">Ukrainian Studies</a>, <script data-card-contents-for-ri="5821" type="text/json">{"id":5821,"name":"Ukrainian Studies","url":"https://www.academia.edu/Documents/in/Ukrainian_Studies?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="983083" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_and_Identity_Studies">Language and Identity Studies</a>, <script data-card-contents-for-ri="983083" type="text/json">{"id":983083,"name":"Language and Identity Studies","url":"https://www.academia.edu/Documents/in/Language_and_Identity_Studies?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2700356" rel="nofollow" href="https://www.academia.edu/Documents/in/Post-EuroMaidan_Ukraine">Post-EuroMaidan Ukraine</a><script data-card-contents-for-ri="2700356" type="text/json">{"id":2700356,"name":"Post-EuroMaidan Ukraine","url":"https://www.academia.edu/Documents/in/Post-EuroMaidan_Ukraine?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44533272]'), work: {"id":44533272,"title":"Language and identity in Ukraine after Euromaidan","created_at":"2020-11-19T04:04:56.145-08:00","url":"https://www.academia.edu/44533272/Language_and_identity_in_Ukraine_after_Euromaidan?f_ri=38923","dom_id":"work_44533272","summary":"Language has traditionally been an important marker of Ukrainian identity which, due to a lack of independent statehood, has been ethnic rather than civic. The contradictory policies of the Soviet regime produced a large discrepancy between ethnocultural identity and language use. In independent Ukraine this discrepancy persisted, as increased identification with the Ukrainian nation was not accompanied by a commensurate increase in the use of the Ukrainian language, even though the latter was predominantly valued as a symbol of nationhood. The Euromaidan and the subsequent Russian aggression further detached language use from national identity, as many Russian speakers came to identify strongly with the inclusive Ukrainian nation without abandoning their accustomed language or even adding Ukrainian as an active part of their communicative repertoire. The post-Maidan leadership refrained from an active promotion of Ukrainian for fear of provoking alienation among Russian speakers, but this policy exacerbates the disadvantaged position of the titular language in various domains and causes discontent among those viewing it as a crucial component of national identity. This article examines a change in the relation between language and identity in Ukraine in the wake of the Euromaidan protests and the subsequent Russian intervention in the Crimea and the Donbas. Although the Ukrainian language has traditionally been an important marker of Ukrainian identity, its symbolic valorization has not been matched by its predominant use in various social domains. Since the times of its promotion by the","downloadable_attachments":[{"id":64979212,"asset_id":44533272,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":473067,"first_name":"Volodymyr","last_name":"Kulyk","domain_name":"ipiend","page_name":"VolodymyrKulyk","display_name":"Volodymyr Kulyk","profile_url":"https://ipiend.academia.edu/VolodymyrKulyk?f_ri=38923","photo":"https://0.academia-photos.com/473067/158296/184350/s65_volodymyr.kulyk.jpg"}],"research_interests":[{"id":5821,"name":"Ukrainian Studies","url":"https://www.academia.edu/Documents/in/Ukrainian_Studies?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":983083,"name":"Language and Identity Studies","url":"https://www.academia.edu/Documents/in/Language_and_Identity_Studies?f_ri=38923","nofollow":true},{"id":2700356,"name":"Post-EuroMaidan Ukraine","url":"https://www.academia.edu/Documents/in/Post-EuroMaidan_Ukraine?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44207851" data-work_id="44207851" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44207851/_Zivilisierung_durch_Sprache_Die_Verbreitung_des_Deutschen_im_Rahmen_der_habsburgischen_Schulpolitik_in_Galizien_1772_1790">‚Zivilisierung‘ durch Sprache? Die Verbreitung des Deutschen im Rahmen der habsburgischen Schulpolitik in Galizien 1772–1790</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In 1772 the Habsburg Monarchy acquired the extensive and densely populated province of Galicia which, from the beginning, was regarded as an ‘inland colony’ by state officials. This understanding of a civilizing mission in the imperial... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44207851" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In 1772 the Habsburg Monarchy acquired the extensive and densely populated province of Galicia which, from the beginning, was regarded as an ‘inland colony’ by state officials. This understanding of a civilizing mission in the imperial East provided the discursive foundation for early Austrian language policy. It was one which generally favoured German over the vernacular Polish and was inherently linked to the establishment of Maria Theresa’s new school system in the multi-ethnic region. Under Joseph II, the expansion of the German language appears to be even more strongly connected to the development of elementary schools in Galicia. This interrelation, motivated by the Emperor’s desire for popular Enlightenment as well as the consolidation of power, manifested itself most forcefully within the public Jewish school system, where Germanisation was managed as a means of civilization towards Galicia’s Jewish population. The failure of these language policies was evident at latest by 1790, when the Polish nobility openly resisted the dissemination of German in the province and were able to enforce a process of Polonization over the course of the 19th century.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44207851" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a4a2be7c9cd5cecf4aea1849cee6eb40" rel="nofollow" data-download="{"attachment_id":64572579,"asset_id":44207851,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64572579/download_file?st=MTc0MDE1NDA0MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="107457449" href="https://univie.academia.edu/BenediktStimmer">Benedikt Stimmer</a><script data-card-contents-for-user="107457449" type="text/json">{"id":107457449,"first_name":"Benedikt","last_name":"Stimmer","domain_name":"univie","page_name":"BenediktStimmer","display_name":"Benedikt Stimmer","profile_url":"https://univie.academia.edu/BenediktStimmer?f_ri=38923","photo":"https://0.academia-photos.com/107457449/24886667/36437224/s65_benedikt.stimmer.png"}</script></span></span></li><li class="js-paper-rank-work_44207851 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44207851"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44207851, container: ".js-paper-rank-work_44207851", }); 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$(".js-view-count[data-work-id=44207851]").text(description); $(".js-view-count-work_44207851").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44207851").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44207851"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6148" rel="nofollow" href="https://www.academia.edu/Documents/in/German_Language">German Language</a>, <script data-card-contents-for-ri="6148" type="text/json">{"id":6148,"name":"German Language","url":"https://www.academia.edu/Documents/in/German_Language?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="48055" rel="nofollow" href="https://www.academia.edu/Documents/in/Civilizing_Mission">Civilizing Mission</a>, <script data-card-contents-for-ri="48055" type="text/json">{"id":48055,"name":"Civilizing Mission","url":"https://www.academia.edu/Documents/in/Civilizing_Mission?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="176360" rel="nofollow" href="https://www.academia.edu/Documents/in/Galicia">Galicia</a><script data-card-contents-for-ri="176360" type="text/json">{"id":176360,"name":"Galicia","url":"https://www.academia.edu/Documents/in/Galicia?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44207851]'), work: {"id":44207851,"title":"‚Zivilisierung‘ durch Sprache? Die Verbreitung des Deutschen im Rahmen der habsburgischen Schulpolitik in Galizien 1772–1790","created_at":"2020-10-01T05:26:56.777-07:00","url":"https://www.academia.edu/44207851/_Zivilisierung_durch_Sprache_Die_Verbreitung_des_Deutschen_im_Rahmen_der_habsburgischen_Schulpolitik_in_Galizien_1772_1790?f_ri=38923","dom_id":"work_44207851","summary":"In 1772 the Habsburg Monarchy acquired the extensive and densely populated province of Galicia which, from the beginning, was regarded as an ‘inland colony’ by state officials. This understanding of a civilizing mission in the imperial East provided the discursive foundation for early Austrian language policy. It was one which generally favoured German over the vernacular Polish and was inherently linked to the establishment of Maria Theresa’s new school system in the multi-ethnic region. Under Joseph II, the expansion of the German language appears to be even more strongly connected to the development of elementary schools in Galicia. This interrelation, motivated by the Emperor’s desire for popular Enlightenment as well as the consolidation of power, manifested itself most forcefully within the public Jewish school system, where Germanisation was managed as a means of civilization towards Galicia’s Jewish population. The failure of these language policies was evident at latest by 1790, when the Polish nobility openly resisted the dissemination of German in the province and were able to enforce a process of Polonization over the course of the 19th century.","downloadable_attachments":[{"id":64572579,"asset_id":44207851,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":107457449,"first_name":"Benedikt","last_name":"Stimmer","domain_name":"univie","page_name":"BenediktStimmer","display_name":"Benedikt Stimmer","profile_url":"https://univie.academia.edu/BenediktStimmer?f_ri=38923","photo":"https://0.academia-photos.com/107457449/24886667/36437224/s65_benedikt.stimmer.png"}],"research_interests":[{"id":6148,"name":"German Language","url":"https://www.academia.edu/Documents/in/German_Language?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":48055,"name":"Civilizing Mission","url":"https://www.academia.edu/Documents/in/Civilizing_Mission?f_ri=38923","nofollow":true},{"id":176360,"name":"Galicia","url":"https://www.academia.edu/Documents/in/Galicia?f_ri=38923","nofollow":true},{"id":204103,"name":"Joseph II. and Josephinism","url":"https://www.academia.edu/Documents/in/Joseph_II._and_Josephinism?f_ri=38923"},{"id":317754,"name":"Habsburg Monarchy in the 18th century","url":"https://www.academia.edu/Documents/in/Habsburg_Monarchy_in_the_18th_century?f_ri=38923"},{"id":983831,"name":"Schooling Systems","url":"https://www.academia.edu/Documents/in/Schooling_Systems?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29759492" data-work_id="29759492" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29759492/Minding_the_gaps_an_investigation_into_language_policy_and_practice_in_four_Eastern_Cape_districts">Minding the gaps - an investigation into language policy and practice in four Eastern Cape districts</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">South Africa&#39;s new Language in Education Policy (LiEP) has been described as one of the most progressive in the world but few schools have implemented it. This article describes research that investigates the gap between the policy... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29759492" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">South Africa&#39;s new Language in Education Policy (LiEP) has been described as one of the most progressive in the world but few schools have implemented it. This article describes research that investigates the gap between the policy goals and what is actually happening in schools in four districts in the Eastern Cape. The research attempts to make explicit community and</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29759492" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3a140ecf6ab9a597d768b569998c51ad" rel="nofollow" data-download="{"attachment_id":50213066,"asset_id":29759492,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50213066/download_file?st=MTc0MDE1NDA0MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="56304676" href="https://independent.academia.edu/BothaLiz">Liz Botha</a><script data-card-contents-for-user="56304676" type="text/json">{"id":56304676,"first_name":"Liz","last_name":"Botha","domain_name":"independent","page_name":"BothaLiz","display_name":"Liz Botha","profile_url":"https://independent.academia.edu/BothaLiz?f_ri=38923","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_29759492 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29759492"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29759492, container: ".js-paper-rank-work_29759492", }); });</script></li><li class="js-percentile-work_29759492 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29759492; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29759492"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29759492 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29759492"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29759492; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29759492]").text(description); $(".js-view-count-work_29759492").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29759492").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29759492"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9822" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Policy">Education Policy</a>, <script data-card-contents-for-ri="9822" type="text/json">{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a><script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29759492]'), work: {"id":29759492,"title":"Minding the gaps - an investigation into language policy and practice in four Eastern Cape districts","created_at":"2016-11-09T09:44:34.754-08:00","url":"https://www.academia.edu/29759492/Minding_the_gaps_an_investigation_into_language_policy_and_practice_in_four_Eastern_Cape_districts?f_ri=38923","dom_id":"work_29759492","summary":"South Africa\u0026#39;s new Language in Education Policy (LiEP) has been described as one of the most progressive in the world but few schools have implemented it. This article describes research that investigates the gap between the policy goals and what is actually happening in schools in four districts in the Eastern Cape. The research attempts to make explicit community and","downloadable_attachments":[{"id":50213066,"asset_id":29759492,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":56304676,"first_name":"Liz","last_name":"Botha","domain_name":"independent","page_name":"BothaLiz","display_name":"Liz Botha","profile_url":"https://independent.academia.edu/BothaLiz?f_ri=38923","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29549515" data-work_id="29549515" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29549515/Education_Systems_and_Language_Policies_in_California_and_Paraguay_Promoting_or_Repressing_Bilingualism">Education Systems and Language Policies in California and Paraguay: Promoting or Repressing Bilingualism?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">During World War II, the United States was able to win important battles against the Japanese because among the American soldiers there were some American Indians who spoke Navajo -an indigenous language. Using the Navajo language as a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29549515" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">During World War II, the United States was able to win important battles against the Japanese because among the American soldiers there were some American Indians who spoke Navajo -an indigenous language. Using the Navajo language as a base, the military developed a code for transmitting messages that the Japanese could not interpret. This historical episode is celebrated in Wind talkers, one of the movies of the summer 2002.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29549515" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7f7048bf91c9d80409d49da44ebead5d" rel="nofollow" data-download="{"attachment_id":49993545,"asset_id":29549515,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49993545/download_file?st=MTc0MDE1NDA0MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="55781284" href="https://ucla.academia.edu/ConcepcionValadez">Concepcion Valadez</a><script data-card-contents-for-user="55781284" type="text/json">{"id":55781284,"first_name":"Concepcion","last_name":"Valadez","domain_name":"ucla","page_name":"ConcepcionValadez","display_name":"Concepcion Valadez","profile_url":"https://ucla.academia.edu/ConcepcionValadez?f_ri=38923","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_29549515 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29549515"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29549515, container: ".js-paper-rank-work_29549515", }); });</script></li><li class="js-percentile-work_29549515 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29549515; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29549515"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29549515 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29549515"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29549515; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29549515]").text(description); $(".js-view-count-work_29549515").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29549515").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29549515"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="319000" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_System">Education System</a><script data-card-contents-for-ri="319000" type="text/json">{"id":319000,"name":"Education System","url":"https://www.academia.edu/Documents/in/Education_System?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29549515]'), work: {"id":29549515,"title":"Education Systems and Language Policies in California and Paraguay: Promoting or Repressing Bilingualism?","created_at":"2016-10-30T19:33:56.536-07:00","url":"https://www.academia.edu/29549515/Education_Systems_and_Language_Policies_in_California_and_Paraguay_Promoting_or_Repressing_Bilingualism?f_ri=38923","dom_id":"work_29549515","summary":"During World War II, the United States was able to win important battles against the Japanese because among the American soldiers there were some American Indians who spoke Navajo -an indigenous language. Using the Navajo language as a base, the military developed a code for transmitting messages that the Japanese could not interpret. This historical episode is celebrated in Wind talkers, one of the movies of the summer 2002.","downloadable_attachments":[{"id":49993545,"asset_id":29549515,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":55781284,"first_name":"Concepcion","last_name":"Valadez","domain_name":"ucla","page_name":"ConcepcionValadez","display_name":"Concepcion Valadez","profile_url":"https://ucla.academia.edu/ConcepcionValadez?f_ri=38923","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":319000,"name":"Education System","url":"https://www.academia.edu/Documents/in/Education_System?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6713858" data-work_id="6713858" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/6713858/Parents_assessment_of_their_preschool_childrens_bilingual_development_in_the_context_of_family_language_policy">Parents' assessment of their preschool children's bilingual development in the context of family language policy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Parents' assessment of children's development in the first and the second language is an essential part of their family language policy (FLP) and an important component of parent–child communication. This paper presents a pilot study... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_6713858" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Parents' assessment of children's development in the first and the second language is an essential part of their family language policy (FLP) and an important component of parent–child communication. This paper presents a pilot study focused on Russian-speaking immigrant parents' assessment of their children's language knowledge in Russian as a first language and Hebrew as the second language in the context of their FLP. The research questions were as follows: How is parents' assessment of their children's bilingual language development linked to their choice of bilingual versus monolingual preschool education? To what degree are parents' reports of their children's language knowledge similar or different to their children's actual language knowledge? Which domains of language knowledge do parents relate to or ignore when assessing their children's language development? The sample consisted of 27 children (14 from bilingual and 13 from monolingual kindergartens), and their parents. Two sets of measurements were used, one to obtain parents' reports on child's knowledge of Russian and Hebrew and the other to assess children. The finding points out parents' insensitiveness to the length of the children's utterances and their tendency to rationalise FLP by overestimating their children's general language knowledge.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6713858" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="aa3af3a2ba906929b54768221e9b00fb" rel="nofollow" data-download="{"attachment_id":48745320,"asset_id":6713858,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48745320/download_file?st=MTc0MDE1NDA0MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10983119" href="https://independent.academia.edu/MilaSchwartz">Mila Schwartz</a><script data-card-contents-for-user="10983119" type="text/json">{"id":10983119,"first_name":"Mila","last_name":"Schwartz","domain_name":"independent","page_name":"MilaSchwartz","display_name":"Mila Schwartz","profile_url":"https://independent.academia.edu/MilaSchwartz?f_ri=38923","photo":"https://0.academia-photos.com/10983119/3266424/3843776/s65_mila.schwartz.jpg"}</script></span></span></li><li class="js-paper-rank-work_6713858 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6713858"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6713858, container: ".js-paper-rank-work_6713858", }); 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This paper presents a pilot study focused on Russian-speaking immigrant parents' assessment of their children's language knowledge in Russian as a first language and Hebrew as the second language in the context of their FLP. The research questions were as follows: How is parents' assessment of their children's bilingual language development linked to their choice of bilingual versus monolingual preschool education? To what degree are parents' reports of their children's language knowledge similar or different to their children's actual language knowledge? Which domains of language knowledge do parents relate to or ignore when assessing their children's language development? The sample consisted of 27 children (14 from bilingual and 13 from monolingual kindergartens), and their parents. Two sets of measurements were used, one to obtain parents' reports on child's knowledge of Russian and Hebrew and the other to assess children. The finding points out parents' insensitiveness to the length of the children's utterances and their tendency to rationalise FLP by overestimating their children's general language knowledge.","downloadable_attachments":[{"id":48745320,"asset_id":6713858,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":10983119,"first_name":"Mila","last_name":"Schwartz","domain_name":"independent","page_name":"MilaSchwartz","display_name":"Mila Schwartz","profile_url":"https://independent.academia.edu/MilaSchwartz?f_ri=38923","photo":"https://0.academia-photos.com/10983119/3266424/3843776/s65_mila.schwartz.jpg"}],"research_interests":[{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=38923","nofollow":true},{"id":898,"name":"Multiculturalism","url":"https://www.academia.edu/Documents/in/Multiculturalism?f_ri=38923","nofollow":true},{"id":1008,"name":"Second Language 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Toropchin","profile_url":"https://nstu-uni.academia.edu/GlebToropchin?f_ri=38923","photo":"https://0.academia-photos.com/6529288/2656544/15960674/s65_gleb.toropchin.jpg"}],"research_interests":[{"id":101,"name":"Languages","url":"https://www.academia.edu/Documents/in/Languages?f_ri=38923","nofollow":true},{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=38923","nofollow":true},{"id":134,"name":"Modern History","url":"https://www.academia.edu/Documents/in/Modern_History?f_ri=38923","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=38923","nofollow":true},{"id":1567,"name":"Soviet History","url":"https://www.academia.edu/Documents/in/Soviet_History?f_ri=38923"},{"id":2715,"name":"Slavic Languages","url":"https://www.academia.edu/Documents/in/Slavic_Languages?f_ri=38923"},{"id":3516,"name":"Contemporary 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class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71340534/language_in_education_policy_in_Barbados">language-in-education policy in Barbados</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study examines language-in-education policies in other countries to determine the best kind of language policy for Barbados, the challenges which are presented by the process and feasible measures/plans for developing that policy.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71340534" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study examines language-in-education policies in other countries to determine the best kind of language policy for Barbados, the challenges which are presented by the process and feasible measures/plans for developing that policy. The aim is to convince policymakers of the need for an explicit, cohesive, 'humanised' language policy in order to improve the health of language education in the country.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71340534" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="563421b5012b40a5bd3e63aa179a8564" rel="nofollow" data-download="{"attachment_id":80725666,"asset_id":71340534,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80725666/download_file?st=MTc0MDE1NDA0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="58572182" href="https://cavehill-uwi.academia.edu/StacyDenny">Stacy Denny</a><script data-card-contents-for-user="58572182" type="text/json">{"id":58572182,"first_name":"Stacy","last_name":"Denny","domain_name":"cavehill-uwi","page_name":"StacyDenny","display_name":"Stacy Denny","profile_url":"https://cavehill-uwi.academia.edu/StacyDenny?f_ri=38923","photo":"https://0.academia-photos.com/58572182/109064332/98300852/s65_stacy.denny.png"}</script></span></span></li><li class="js-paper-rank-work_71340534 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71340534"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71340534, container: ".js-paper-rank-work_71340534", }); 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$(".js-view-count[data-work-id=71340534]").text(description); $(".js-view-count-work_71340534").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_71340534").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="71340534"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="38923" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Policy">Language Policy</a>, <script data-card-contents-for-ri="38923" type="text/json">{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="63813" rel="nofollow" href="https://www.academia.edu/Documents/in/Bidialectalism">Bidialectalism</a>, <script data-card-contents-for-ri="63813" type="text/json">{"id":63813,"name":"Bidialectalism","url":"https://www.academia.edu/Documents/in/Bidialectalism?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2008681" rel="nofollow" href="https://www.academia.edu/Documents/in/Vernacular_Education">Vernacular Education</a><script data-card-contents-for-ri="2008681" type="text/json">{"id":2008681,"name":"Vernacular Education","url":"https://www.academia.edu/Documents/in/Vernacular_Education?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71340534]'), work: {"id":71340534,"title":"language-in-education policy in Barbados","created_at":"2022-02-13T06:02:45.316-08:00","url":"https://www.academia.edu/71340534/language_in_education_policy_in_Barbados?f_ri=38923","dom_id":"work_71340534","summary":"This study examines language-in-education policies in other countries to determine the best kind of language policy for Barbados, the challenges which are presented by the process and feasible measures/plans for developing that policy. The aim is to convince policymakers of the need for an explicit, cohesive, 'humanised' language policy in order to improve the health of language education in the country.","downloadable_attachments":[{"id":80725666,"asset_id":71340534,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":58572182,"first_name":"Stacy","last_name":"Denny","domain_name":"cavehill-uwi","page_name":"StacyDenny","display_name":"Stacy Denny","profile_url":"https://cavehill-uwi.academia.edu/StacyDenny?f_ri=38923","photo":"https://0.academia-photos.com/58572182/109064332/98300852/s65_stacy.denny.png"}],"research_interests":[{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true},{"id":63813,"name":"Bidialectalism","url":"https://www.academia.edu/Documents/in/Bidialectalism?f_ri=38923","nofollow":true},{"id":2008681,"name":"Vernacular Education","url":"https://www.academia.edu/Documents/in/Vernacular_Education?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36417402" data-work_id="36417402" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36417402/A%C3%B0_halda_uppi_l%C3%B6gum_og_reglu_Saga_og_or%C3%B0myndun_or%C3%B0sins_l%C3%B6gregla">Að halda uppi lögum og reglu - Saga og orðmyndun orðsins lögregla</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article deals with the history and word formation of the Icelandic word for ‘police’, i.e. lögregla. The word constitutes an interesting case of word formation in that said lexeme is a dvandva compound whose creation is related to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36417402" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article deals with the history and word formation of the Icelandic word for ‘police’, i.e. lögregla. The word constitutes an interesting case of word formation in that said lexeme is a dvandva compound whose creation is related to the expression að halda uppi lögum og reglu ‘to maintain law and order’. Moreover, it is argued that the word has arisen in the wake of the Icelandic purist movement in the first half of the 19th century, and that its creator is Konráð Gíslason, who was at the time a<br />member of the Icelandic Literary Society (Hið íslenzka bókmenntafélag) and editor of the journal Fjölnir. According to the sources, the word, lögregla, cannot have been formed as an independent lexical item. In fact, the word appears first in a compound with maður ‘man’, meaning ‘policeman’ or, more precisely, ‘a man who is in charge of maintaining<br />law and order’. It is argued that lögregla has in fact been created in order to gradually substitute the Danish loanword pólití, first in compounds such as pólitímaður and pólitíþjónn ‘policeman’, and then as a single lexeme. The Danish loanword pólití had a twofold meaning: ‘policeman’ and ‘police’. Moreover, it is argued that lögregla, as an unbound lexeme, was initially a shortened form for lögreglumaður, and later assumed<br />the general meaning ‘police force’ by means of synecdoche (pars pro toto).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36417402" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b7028cf60493e7672276da30f6931078" rel="nofollow" data-download="{"attachment_id":56330005,"asset_id":36417402,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56330005/download_file?st=MTc0MDE1NDA0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="643294" href="https://kyushu-u.academia.edu/MatteoTarsi">Matteo Tarsi</a><script data-card-contents-for-user="643294" type="text/json">{"id":643294,"first_name":"Matteo","last_name":"Tarsi","domain_name":"kyushu-u","page_name":"MatteoTarsi","display_name":"Matteo Tarsi","profile_url":"https://kyushu-u.academia.edu/MatteoTarsi?f_ri=38923","photo":"https://0.academia-photos.com/643294/221419/24247592/s65_matteo.tarsi.jpeg"}</script></span></span></li><li class="js-paper-rank-work_36417402 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36417402"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36417402, container: ".js-paper-rank-work_36417402", }); 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$(".js-view-count[data-work-id=36417402]").text(description); $(".js-view-count-work_36417402").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36417402").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36417402"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">32</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="97" rel="nofollow" href="https://www.academia.edu/Documents/in/Philology">Philology</a>, <script data-card-contents-for-ri="97" type="text/json">{"id":97,"name":"Philology","url":"https://www.academia.edu/Documents/in/Philology?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1206" rel="nofollow" href="https://www.academia.edu/Documents/in/Lexicology">Lexicology</a>, <script data-card-contents-for-ri="1206" type="text/json">{"id":1206,"name":"Lexicology","url":"https://www.academia.edu/Documents/in/Lexicology?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2717" rel="nofollow" href="https://www.academia.edu/Documents/in/Etymology">Etymology</a><script data-card-contents-for-ri="2717" type="text/json">{"id":2717,"name":"Etymology","url":"https://www.academia.edu/Documents/in/Etymology?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36417402]'), work: {"id":36417402,"title":"Að halda uppi lögum og reglu - Saga og orðmyndun orðsins lögregla","created_at":"2018-04-16T03:26:30.110-07:00","url":"https://www.academia.edu/36417402/A%C3%B0_halda_uppi_l%C3%B6gum_og_reglu_Saga_og_or%C3%B0myndun_or%C3%B0sins_l%C3%B6gregla?f_ri=38923","dom_id":"work_36417402","summary":"This article deals with the history and word formation of the Icelandic word for ‘police’, i.e. lögregla. The word constitutes an interesting case of word formation in that said lexeme is a dvandva compound whose creation is related to the expression að halda uppi lögum og reglu ‘to maintain law and order’. Moreover, it is argued that the word has arisen in the wake of the Icelandic purist movement in the first half of the 19th century, and that its creator is Konráð Gíslason, who was at the time a\nmember of the Icelandic Literary Society (Hið íslenzka bókmenntafélag) and editor of the journal Fjölnir. According to the sources, the word, lögregla, cannot have been formed as an independent lexical item. In fact, the word appears first in a compound with maður ‘man’, meaning ‘policeman’ or, more precisely, ‘a man who is in charge of maintaining\nlaw and order’. It is argued that lögregla has in fact been created in order to gradually substitute the Danish loanword pólití, first in compounds such as pólitímaður and pólitíþjónn ‘policeman’, and then as a single lexeme. The Danish loanword pólití had a twofold meaning: ‘policeman’ and ‘police’. 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Miquel Pueyo i París,<br />secrétaire de Politique linguistique de la Generalitat de Catalogne,<br />prononcée le 12 juin 2007<br />devant la Reial Acadèmia de Bones Lletres de Barcelone.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19711139" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="de9eee9620f1e67406da93b52b911e2d" rel="nofollow" data-download="{"attachment_id":40799070,"asset_id":19711139,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40799070/download_file?st=MTc0MDE1NDA0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20894604" href="https://lleida.academia.edu/MiquelPueyo">Miquel Pueyo</a><script data-card-contents-for-user="20894604" type="text/json">{"id":20894604,"first_name":"Miquel","last_name":"Pueyo","domain_name":"lleida","page_name":"MiquelPueyo","display_name":"Miquel Pueyo","profile_url":"https://lleida.academia.edu/MiquelPueyo?f_ri=38923","photo":"https://gravatar.com/avatar/48552417e28a4baeaeb25a3457846753?s=65"}</script></span></span></li><li class="js-paper-rank-work_19711139 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19711139"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19711139, container: ".js-paper-rank-work_19711139", }); 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Miquel Pueyo i París,\nsecrétaire de Politique linguistique de la Generalitat de Catalogne,\nprononcée le 12 juin 2007\ndevant la Reial Acadèmia de Bones Lletres de Barcelone.","downloadable_attachments":[{"id":40799070,"asset_id":19711139,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":20894604,"first_name":"Miquel","last_name":"Pueyo","domain_name":"lleida","page_name":"MiquelPueyo","display_name":"Miquel Pueyo","profile_url":"https://lleida.academia.edu/MiquelPueyo?f_ri=38923","photo":"https://gravatar.com/avatar/48552417e28a4baeaeb25a3457846753?s=65"}],"research_interests":[{"id":1391,"name":"Catalan Language","url":"https://www.academia.edu/Documents/in/Catalan_Language?f_ri=38923","nofollow":true},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=38923","nofollow":true},{"id":8009,"name":"Immigration And Integration In Europe","url":"https://www.academia.edu/Documents/in/Immigration_And_Integration_In_Europe?f_ri=38923","nofollow":true},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy?f_ri=38923","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1996322" data-work_id="1996322" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1996322/In_Babel_s_Shadow_Multilingual_Literatures_Monolingual_States">In Babel’s Shadow: Multilingual Literatures, Monolingual States</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A study of the limits of multilingual literary expression in print culture. Beginning with the insight that multilingual literature defies simple translation, Brian Lennon examines the resistance multilingual literature offers to book... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1996322" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A study of the limits of multilingual literary expression in print culture. Beginning with the insight that multilingual literature defies simple translation, Brian Lennon examines the resistance multilingual literature offers to book publication. Looking closely at the limit of multilingual literary expression and the literary journalism, criticism, and scholarship that comments on multilingual work, In Babel’s Shadow presents a critical reflection on the fate of literature in a world gripped by the crisis of globalization.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1996322" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8229f2fc04c26694fabcaa7f979487fb" rel="nofollow" data-download="{"attachment_id":33510416,"asset_id":1996322,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33510416/download_file?st=MTc0MDE1NDA0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2602024" href="https://pennstate.academia.edu/blennon">Brian Lennon</a><script data-card-contents-for-user="2602024" type="text/json">{"id":2602024,"first_name":"Brian","last_name":"Lennon","domain_name":"pennstate","page_name":"blennon","display_name":"Brian Lennon","profile_url":"https://pennstate.academia.edu/blennon?f_ri=38923","photo":"https://0.academia-photos.com/2602024/839910/19655294/s65_brian.lennon.jpg"}</script></span></span></li><li class="js-paper-rank-work_1996322 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1996322"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1996322, container: ".js-paper-rank-work_1996322", }); 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$(".js-view-count[data-work-id=1996322]").text(description); $(".js-view-count-work_1996322").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1996322").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1996322"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">96</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="8" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="101" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages">Languages</a>, <script data-card-contents-for-ri="101" type="text/json">{"id":101,"name":"Languages","url":"https://www.academia.edu/Documents/in/Languages?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="105" rel="nofollow" href="https://www.academia.edu/Documents/in/Modern_Languages">Modern Languages</a>, <script data-card-contents-for-ri="105" type="text/json">{"id":105,"name":"Modern Languages","url":"https://www.academia.edu/Documents/in/Modern_Languages?f_ri=38923","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="495" rel="nofollow" href="https://www.academia.edu/Documents/in/History_Of_Computing">History Of Computing</a><script data-card-contents-for-ri="495" type="text/json">{"id":495,"name":"History Of Computing","url":"https://www.academia.edu/Documents/in/History_Of_Computing?f_ri=38923","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1996322]'), work: {"id":1996322,"title":"In Babel’s Shadow: Multilingual Literatures, Monolingual States","created_at":"2012-10-04T09:45:17.766-07:00","url":"https://www.academia.edu/1996322/In_Babel_s_Shadow_Multilingual_Literatures_Monolingual_States?f_ri=38923","dom_id":"work_1996322","summary":"A study of the limits of multilingual literary expression in print culture. 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Multilingualism","url":"https://www.academia.edu/Documents/in/Cultural_Research_on_Multilingualism?f_ri=38923"},{"id":1035954,"name":"The Institutionalization of Multilingualism/translation","url":"https://www.academia.edu/Documents/in/The_Institutionalization_of_Multilingualism_translation?f_ri=38923"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1282792" data-work_id="1282792" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1282792/Bilingual_Education_In_the_United_States_Historical_Development_and_Current_Issues">Bilingual Education In the United States: Historical Development and Current Issues</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bilingual education in the United States has been contested and reformulated within varying historical, political, social, and economic contexts. Guided by three interrelated research questions on ideology, policy, and politics, this... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1282792" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bilingual education in the United States has been contested and reformulated within varying historical, political, social, and economic contexts. Guided by three interrelated research questions on ideology, policy, and politics, this article examines the various interpretations of the historical forces that have determined language policy in the United States by first briefly discussing the permissive, restrictive, opportunist, and dismissive periods and then focusing on the current challenges to bilingual education. The author argues that changing political, social, and economic forces, rather than any consistent ideology, have shaped the nation's responses to language diversity. 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