刊讯｜SSCI期刊《多元语言和多元文化发展》2022年第3-4期
2022-07-26
2022-07-21
Journal of multilingual and multicultural development
Volume 43, Issue 3-4, 2022
Journal of multilingual and multicultural development（SSCI二区，2021 IF：1.961）2022年第3-4期共发文14篇，其中研究性论文11篇，书评2篇，介绍性文章1篇。研究论文涉及语言多样性的危机和发展，教师单语策略、母语教学、CLIL实验等。
往期推荐：
目录
ARTICLES
■ The risk of ‘taking urgent steps’: linguistic diversity and the International Decade of Indigenous Languages, by Christine Schreyer, Tania Granadillo, Michelle Daveluy, Pages 195–199.
■ Insecurity through diversity: a case study from the Northwest Amazon, by Sarah Shulist, Pages 200–213.
■ The persistence of antiquity: language ideologies and perceptions of language vitality among Sakha speakers, by Jenanne Ferguson, Pages 214–227.
■ “At risk” languages and the road to recovery: a case from the Yukon, by Barbra A. Meek, Pages 228-242.
■ ‘It creates a whole linkage with your ancestral line’: language socialisation, family lineage, and language choice at diasporic Irish immersion events in Ontario, by Jonathan Giles, Pages 243-252.
■ Mapoyo language revitalisation at risk: when variation leads to uncertainty, by Tania Granadillo, Pages 253–261.
■ Uncertainty in diversity: language shift and language planning in Papua New Guinea, a Kala case study, by Christine Schreyer,John Wagner, Pages 262–275.
■ Soft power: teachers’ friendly implementation of a severe monolingual policy, by Jürgen Jaspers, Kirsten Rosiers, Pages 295-308.
■ Embracing multilingualism, experiencing old tensions. Promoting and problematising language at a self-declared multilingual school, by Sue Goossens, Pages 309-322.
■ Mother tongue teaching as a tension-filled language ideological practice, by Line Møller Daugaard, Pages 323-340.
■ The dilemmas of experimental CLIL in Catalonia, by Eva Codó, Pages 341-357.
INTRODUCTION
■ Linguistic dilemmas and chronic ambivalence in the classroom, by Jürgen Jaspers, Pages 281-294.
Book Reviews
■ Developing orthographies for unwritten languages, by Robyn Giffen, Pages 276-278.
■ Bringing Our Languages Home: Language Revitalization for Families, by Timothy Di Leo Browne, Pages 278-280.
摘要
The risk of ‘taking urgent steps’: linguistic diversity and the International Decade of Indigenous Languages
Christine Schreyer, Community, Culture, and Global Studies, University of British Columbia, Okanagan Campus, Kelowna, Canada
Tania Granadillo, Department of Anthropology, Western University, London, Canada
Michelle Daveluy, Département d'anthropologie, Université Laval, Québec City, Canada
Abstract In this introduction, we offer an overview of the topics of language risk, language choice, and language rights in relation to linguistic diversity. We situate this discussion around the recent International Year of Indigenous Languages (2019) and the upcoming International Decade of Indigenous Languages (2022–2032). In particular, we consider how the decade’s desire to ‘take urgent steps’ to prevent language loss, might take place on the ground, in Indigenous lands. Finally, we suggest that the papers in this issue, which are focused on language resilience and an anthropological view of language, might be case studies for how an approach to language risk, language choice, and language rights might be enacted during the International Decade of Indigenous Languages.
Key words Linguistic diversity, language revitalization, language rights
Insecurity through diversity: a case study from the Northwest Amazon
Sarah Shulist, Department of Languages, Literatures, and Cultures, Queen's University, Kingston, Canada
Abstract This paper uses the themes of language rights, language choice, and language risk to consider linguistic insecurity in the Northwest Amazon (Upper Negro river) region of Brazil. Because the region is home to a large number of languages (c. two dozen), the idea of preserving this diversity is a popular theme in discourses about language in the Upper Negro river. I argue that the ideologies underlying the goal of preserving ‘diversity’ as a concept are not, in fact, the same ones that have sustained the presence of these languages thus far, especially as concerns the Tukanoan languages of the Uaupés basin (Jackson, J. E. 1983. The Fish People: Linguistic Exogamy and Tukanoan Identity in Northwest Amazonia. Cambridge, UK: Cambridge University Press). Paradoxically, the reification of ‘diversity’ as a characteristic of the Northwest Amazonian Indigenous population has tended to promote homogenisation among groups that have historically valued differentiation from one another. In examining ideologies and practices surrounding each of the three themes of this issue, I suggest that discourses of ‘diversity’, applied at the local level, can create complex outcomes for the languages they are used to promote.
Key words Language ideology, language endangerment, language revitalisation, Amazon, Tukanoan peoples, Brazil
The persistence of antiquity: language ideologies and perceptions of language vitality among Sakha speakers
Jenanne Ferguson, MacEwan University, Edmonton, Canada
Abstract This paper explores language ideologies and attitudes among both urban and rural speakers of Sakha (Yakut) in the Far Eastern region of the Russian Federation. Like other non-Russian languages in the Soviet era, Sakha was subject to many repressive and often contradictory policies; while today there is a sizeable, growing population of speakers and the presence of top-down support for the language within the Sakha Republic’s government, many contemporary Sakha speakers still express uncertainty about the future of Sakha. Differing perceptions of linguistic value and vitality together with the sustenance or abandonment of connections with other local speakers all shape Sakha speakers’ beliefs about whether the language is flourishing or disappearing. By tracing the shifts in contemporary metalinguistic discourse that circulates as language ideologies, we can see that while there have been positive changes in Sakha language policy and practices, some ambiguities from the Soviet period still linger and continue to influence how speakers view the future of the language.
Key words Language ideologies, Sakha (Yakut) language, language vitality, language purity, language attitudes
“At risk” languages and the road to recovery: a case from the Yukon
Barbra A. Meek, Department of Anthropology, University of Michigan, Ann Arbor, USA
Abstract This article traces the various ways that ‘languages at risk’ in the Yukon Territory, Canada, are imagined and managed across a range of ‘stakeholders.’ Predicated on a history of oppression and the management of risk in the U.S. and Canada, aboriginal language endangerment has arisen from insecurities about communicative diversity. Conversely language revitalization has arisen from insecurities about the loss of diversity. As this article demonstrates, ideologies of loss and the insecurities entailed therein resonate differently across different speakers, language activists, and institutions, resulting in different perceptions of loss, different experiences of risk, and different approaches to recovery. Moving from policy and the institutionalization of aboriginal languages to people’s reflections and concerns about their own welfare, this article argues that insecurities about language are ultimately insecurities about other vulnerabilities, including the shifting political-moral terrain of the nation-state and First Nations.
Key words First Nations, language revitalization, residential schooling, reparations
‘It creates a whole linkage with your ancestral line’: language socialisation, family lineage, and language choice at diasporic Irish immersion events in Ontario
Jonathan Giles, Department of Anthropology, Western University, London, ON, Canada
Abstract Colonialism and displacement have not only led to the migration of millions of Irish people and the endangerment of the Irish language, but also to a subjectivity in which it is possible to struggle against the risk of language loss. This paper explores the importance of sharing stories and information about family at second-language Irish immersion events in the diaspora as a cultural behaviour of prime importance that arises out of this subjectivity. These stories are important in the way that they recontextualize family experiences into a diasporic community of practice and because they occur independently of the institutional prerogative to speak Irish at immersion events. Paradoxically, this form of sharing is both foundational to the diasporic Irish-speaking community of practice and poses a challenge to the primacy of Irish as the preferred language of immersion events.
Key words Diaspora, Irish Gaelic, endangered languages, narrative, speech community, second language acquisition
Mapoyo language revitalisation at risk: when variation leads to uncertainty
Tania Granadillo, UWO Department of Anthropology, University of Western Ontario, London, ON, Canada
Abstract Mapoyo, a Carib language of Venezuela with only one native language speaker, is very close to becoming dormant. Recent interest in the revitalisation of the language has led to classes being imparted in the elementary school and to teachers trying to learn the language and to reinforce it in the school. However, in 2013 when there were 3 speakers left, variation within and among them has led to uncertainty among the language learners which in turn has led to diminishing use. I argue, based on observations in the community and interviews with the teachers, that a ‘standard language ideology’ is putting Mapoyo language revitalisation at risk and that therefore any revitalisation project needs to address ideological domains as well as pragmatic concerns.
Key words Language ideologies, language revitalisation, Mapoyo, standard language
Uncertainty in diversity: language shift and language planning in Papua New Guinea, a Kala case study
Christine Schreyer, John Wagner
Department of Community, Culture, and Global Studies, University of British Columbia, Kelowna, Canada
Abstract Since independence in 1975, Papua New Guinea, the most linguistically diverse country in the world, has had both unofficial and official policies of mother-tongue education. However, limited resources and support for mother-tongue education has led communities to incorporate bottom-up language planning as well. In particular, this paper examines the language planning efforts of the Kala Language Committee (KLC). The Kala language, which has four distinct dialects, is spoken in six villages in the Morobe province. In 2010, the KLC developed an orthography for their traditionally oral language leading to the expansion of mother-tongue education programmes in each of the six villages. Each village has different levels of language shift and during meetings in 2013 had developed their own individual language plans, which best suit their community’s needs. This paper compares the choices of each village to the wider choices of the KLC and to the demands of the national mother-tongue education policies.
Key words Kala language, Papua New Guinea, Mother Tongue education, linguistic diversity, uncertainty
Soft power: teachers’ friendly implementation of a severe monolingual policy
Jürgen Jaspers, Université Libre de Bruxelles (ULB), Faculté de Lettres, Traduction et Communication Brussels, Belgium
Kirsten Rosiers, Universiteit Gent, Faculteit Letteren en Wijsbegeerte Gent, Belgium
Abstract Dutch-medium schools in Brussels traditionally cater to a Dutch-speaking minority, but they have recently seen a massive influx of pupils with a limited competence in Dutch. In order to face the resulting pedagogical and ideological challenges, many of these schools have intensified their efforts to remain Dutch enclaves in a predominantly Francophone city. In this article we discuss one Dutch-medium secondary school that positions itself as fairly severe in this regard. We will demonstrate, however, that teachers were generally drawn to a more friendly interpretation of their language policy as they reconciled monolingual expectations with multilingual pupils. Thus, although teachers agreed that a severe linguistic stance was important, they formulated various reasons for not adopting this stance relentlessly. And while pupils in principle could earn a ticket for not speaking Dutch, teachers often merely prefigured the possibility of sanctions, ignored the use of other languages to address other pressing matters, and occasionally recruited pupils’ other linguistic skills as a pedagogical device – without, however, reneging on their language political stance. We argue that these ambivalent strategies can be usefully explained as the outcome of negotiating dilemmatically related ideological concerns.
Key words Language policy, ideological dilemmas, discipline, ambivalence, Brussels, Dutch-medium education
Embracing multilingualism, experiencing old tensions. Promoting and problematising language at a self-declared multilingual school
Sue Goossens, Faculté de Lettres, Traduction et Communication, Université libre de Bruxelles (ULB), Brussels, Belgium
Abstract While much research has focused on how Western schools contain or silence the increasing multilingualism of their pupils, this paper investigates how a Dutch-medium school in Brussels has decided to take a different approach by branding itself as multilingual. Based on sociolinguistic-ethnographic fieldwork, it will show that teachers invested in a multilingual school policy and that they recruited, and allowed pupils to speak, other languages for didactical purposes, as well as in more informal conversations. Nevertheless, as its curriculum remained predominantly Dutch-medium, the school was a site for contradictory behaviour: teachers problematised pupils’ flexible language practices and limited proficiency in Dutch, and restricted their use of other languages out of a concern with pupils’ acquisition of Dutch, access to curricular knowledge, and future educational and professional success. So, despite the school’s attempts to transcend the struggles that arise in schools which are more averse to multilingualism, similar tensions emerge in this setting, as teachers need to find a balance between their pedagogical goals and concerns about monolingualism in the wider society.
Key words School ethnography, language policy, multilingualism, Brussels, Dutch-medium schools, classroom interaction
Mother tongue teaching as a tension-filled language ideological practice
Line Møller Daugaard, Department of Teacher Education, VIA University College, Aarhus, Denmark
Abstract This article focuses on mother tongue teaching in Arabic, Dari, Pashto and Somali as it is practised in a linguistically diverse primary school in Denmark. The article draws on a linguistic ethnography of language teaching across the curriculum, and the analysis focuses on three mother tongue teachers. Drawing on classroom observations and interviews with teachers and children, the article through three cases portrays mother tongue teaching as an inherently tension-filled language ideological practice. The tensions revolve around negotiation of what counts as legitimate and appropriate language(s): What counts as Arabic when Kurdish-speaking children enter Arabic class? How do centuries of language ideological tension between Dari and Pashto in Afghanistan resonate in mother tongue teaching in Denmark? How is dialectal variation in Somalia handled in mother tongue teaching of Somali in Denmark? The language ideological tensions extend across time and space, across generational borders and across hierarchized roles and relations between children and parents, between pupils and teachers, between teachers and school management and across the mother tongue teachers’ various personal and professional identities as teachers, parents and authors. Mother tongue teachers thus navigate between ambivalent and contradictory language ideological orientations as an integral part of their teaching practice.
Key words Mother tongue education, language ideologies, linguistic ethnography, critical sociolinguistics
The dilemmas of experimental CLIL in Catalonia
Eva Codó, Department of English and Germanic Studies, Universitat Autònoma de Barcelona, Bellaterra, Spain
Abstract In the early twenty-first century Content and Language Integrated Learning (CLIL) emerged as a distinctively European pedagogy for raising additional language competence. Although CLIL scholarship has been abundant and has taken many different directions, there is a dearth of ethnographic research to shed light on the situated ambivalences of CLIL policymaking. This paper aims to fill the existing gap by analysing in detail the complex interlocking dilemmas faced by all stakeholders (including policy makers and parents) at a Catalan state secondary school (Spain) and the ways in which they were navigated. Through a focused analysis of actors’ discourse, triangulated with long-term classroom observations and a variety of other ethnographic data, the study argues that, despite the school’s praiseworthy efforts at capitalising its students through English, CLIL did not achieve its full potential. This is attributed to the absence of explicitly-set and graded linguistic goals. Such absence is said to be shaped by the intersection of the experimental nature of the policy and long-standing linguistic ideologies in Catalan education. The article warns about the consequences of such indeterminacy for the democratising agenda of CLIL.
Key words CLIL, Catalan education, ethnography of language policy, language ideologies, oral output
Linguistic dilemmas and chronic ambivalence in the classroom
Jürgen Jaspers, Langues et Lettres, Université Libre de Bruxelles (ULB), Brussels, Belgium
Abstract This special issue brings together papers that discuss how teachers deliberate competing institutional, pedagogical and language ideological imperatives in the multilingual classroom. It does so because research on language-in-education policy often singles out teachers who resist and transform monolingual policies, or those who ignore pupils’ multilingual resources. Such accounts usefully highlight the possibility of change or the need for intervention. But they risk overlooking the many occasions where teachers waver between both types of conduct to reconcile contrary views on language, teaching, and learning. This issue argues that teacher behaviour must be explained in relation to these contrary views rather than to one of their component parts. Thus, it puts the lens, among other things, on teachers who implement monolingual policies without disregarding the value of multilingualism; on those who take up linguistic authority in congenial fashion; or on those who respect pupils’ linguistic repertoires while setting out to improve their skills in named languages. This introduction discusses some broad tendencies in earlier work on language-in-education policy, the chronic nature of contradictions in class and the ambivalence it invites, before presenting the different contributions of the issue.
Key words Language policyideo, logical dilemmas, ambivalence, deliberation, autonomy
期刊简介
The Journal of Multilingual and Multicultural Development is a cross-disciplinary journal for researchers from diverse scholarly and geographical backgrounds. It is concerned with macro-level coverage of topics in the sociology and social psychology of language, and in language and cultural politics, policy, planning and practice.
The journal welcomes submissions on the many ramifications of these broad themes:
《多元语言和多元文化发展》是一本面向来自不同学术和区域背景的研究人员的跨学科期刊。 我们关注语言社会学、社会心理学，以及语言和文化政治、政策、规划和实践等主题的宏观层面研究。本刊主要研究方向为：
Language planning and policy
Ethnicity and nationalism
Identity politics (with its linguistic, religious and other markers)
Languages and cultures in contact
Intertwinings among language, culture and religion
Language learning
Bilingual and multilingual accommodations
Programmes and policies of multiculturalism and pluralism
Language rights (group and individual)
Reading and literacy
Collective identity and its “markers”
Minority-group dynamics
Educational provisions for languages and cultures
Endangered languages
Emotions in Multilinguals
Multilingual learner emotions
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