Language Ideologies

This conceptual article discusses language ideologies in the context of white standardized English hegemony by critically examining historical and contemporary perspectives on U.S. language policy across the intersection of race and language. Its primary goal is to promote equitable multilingualism in literacy education in the United States. Because educational language policy is inseparable from its colonial history, equity cannot be achieved without structural changes. Through a critical examination of policy, theory, and practice, this article emphasizes the role of raciolinguistic ideologies in literacy instruction, offering recommendations for research and practice to support more equitable approaches to instruction for multilingual learners.

This article takes a dual approach to analyzing language ethnographically in an educational context by (1) exploring ideological discourse about an ethnolinguistic group and (2) illustrating how the structure of in-school communicative events shapes this ideological discourse. In layering these two foci, this analysis shows how language ideologies [Woolard 1998] can gain or lose traction when coupled with particular interactional structures and curricular materials. This classroom discourse analysis [Rymes 2009] draws on an academic year of ethnographic engagement in a middle school in the autonomous Italian province of South Tyrol to highlight one way in which the local Italian-German ‘bi-community bilingualism’ [Dal Negro 2009] manifests in and may emanate from everyday pedagogical and professional practice in this school.

The initial analysis examines ideological discourse that emerged in an Italian-language middle school about so-called ‘Germans’, German, and Germanness during the year. This includes analyses of three lessons in German class focusing on the topics of Deutsch in Bildern (the Germanosphere/Germanness in pictures) and Typisch Deutsch (typically German items and ways of being). We then examine the interactional structure of the communicative contexts in which this ideological discourse occurred. Together, these analyses demonstrate that – in a context where many interactions are time-constrained, hierarchical, and/or transmission-oriented – it is fundamental to create spaces for unpacking such ideological discourse so as not to contribute to a biased hidden curriculum [Giroux and Penna 1979].

This article adopts the critical and ethnographic language policy approach (McCarty, 2011; Johnson and Ricento, 2013) to unveil the family language policy adopted by firstand second-generation Romanian parents in a diasporic context, Castelló de la Plana, the capital city of the Castelló province (Spain). The study focuses particularly on parents' language ideologies and practices regarding the acquisition and use of Spanish, Catalan, and Romanian. The analysis of parental policies is pursued through 15 semi-directed interviews about life experiences produced in ethnographic research. By drawing on biographical narratives, I examine in detail how parents ground their position regarding language choices, transmission, or interruption of the home language and how multilingualism is perceived and valued by different generations. I conclude that first-and second-generation migrant parents mobilise different language ideologies in relation to the use of the heritage language and the translingual practices they deploy. I also report on the tensions migrant families experiment regarding languages in this neoliberal economic governmentality (Martín Rojo, 2019) and how language policy at the family level sometimes supports and reproduces the institutional discourses and hegemonic nation states' policies and at other times challenges them.

This paper examines the role of bilingual education in enhancing academic performance and social skills among elementary school learners. A review of literature reveals significant correlations between bilingualism, academic achievement, and social development. By analyzing various studies, this paper highlights the benefits of dual language programs and their implications for educational policy.

This article explores aspects of the life of one of the creators of the commercial radio model in Argentina. Jaime Yankelevich pioneered developing an entertainment system that included highly popular programs, many of which shaped the history of radio in Argentina, and exported the model to Latin America. We analyze Yankelevich's challenges while building his entertainment industry model and review some aspects of programming and the national government's influence on the radio business. Under Yankelevich's leadership, radio in Argentina diversified and became more professional. He introduced innovations such as varied programming, which included news, music, and live entertainment, attracting different segments of the population.

As children and adults draw upon linguistic, paralinguistic, and other symbolic resources to express and interpret meaning, they socialize one another to use language in certain ways (Ochs, 1993; Ochs & Schieffelin 1986, 2001; Garrett & Baquedano-Lopez, 2002; Ochs & Schieffelin, 2008). The ways in which they socialize each other to use language reflect their language ideologies, either explicitly in discussions of their beliefs regarding competent language use, or implicitly through the sociolinguistic behavior they exhibit (Woolard, 1998). As defined by Garrett & Baquedano-Lopez (2002), language ideologies represent beliefs of "what counts as a language, of who counts as a speaker, and of what can (and cannot) be done with (and done to)" language (p. 354). In schools and classrooms, teachers and students produce localized language ideologies that equate specific sociolinguistic and linguistic behavior with academic competence (Heath, 1983; Rymes, 2009; Gee, 2012; Suoto-Ma...

This article investigates the intersections of immobility and informal work among unsheltered Ghanaians and how these interplay with their multilingual practices. The data include personal-life narratives and informal conversations recorded over a twoyear ethnography in a public-transport bench in the post-industrial Catalan town of Igualada in the outskirts of Barcelona. The study shows that informants practice immobility to gate-keep survival resources; inhabit identities dispossessed of employment and welfare, silencing unregistered economic tasks; and establish nonlegitimised peripheral language hierarchies for intercultural communication yet engage in 'integration-through-national-language' orders. This reveals how undocumented migrants challenge and subvert, while simultaneously perpetuating, the neoliberal exclusionary work/legality conditions and linguistic regimes to which they are subject, which positions them as 'illegal', ' de-killed' and 'languageless' personas, in late capitalism.

This paper investigates language ideologies involving various non-standard English-language practices among homeless Ghanaian migrants, and explores how these interplay with transnational identity management in Catalonia, a non-English-speaking bilingual society. Through a 6-month multi-site ethnography of three case-study informants which included recorded interviews and spontaneous interactions, I explore how migrants engage with various pluralisations of local and global English in reported encounters with other migrants and local residents, and I show that they share ambivalent positionings towards them. They generally present themselves as speaking 'small' or 'no' English, in acts of linguistic delegitimisation whereby they inhabit marginalised, de-skilled pan-African identities. However, on other occasions, they position themselves as 'better' English speakers than local populations who sanction 'outer-circle' English forms, in acts of self-legitimisation whereby they vindicate their 'native speakerhood' condition, constitutive of educated, cosmopolitan identities revolving around 'Ghanaianness'. I conclude that these sociolinguistic comportments speak of migrants' linguistic marginalisation. They uncover ways in which situated forms of identity categorisation linked to the censorship of socioeconomically-stratified English varieties shape, and are shaped by, hegemonic monolingual ideologies and societal normativities concerning 'English standardness' which dictate who count as legitimate transnational citizens in the Southern European societies of the 21st century.

This paper analyses the metalinguistic statements about Italo-Romance dialetti made in Italian song lyrics. The analysis shows that attitudes and ideologies expressed in pop culture often mirror widespread language beliefs in Italian society: singers are divided between those who hold a positive opinion of dialects and those with a more negative perspective. The latter tend to reflect deep-rooted stereotypes, such as the perception of dialects as inferior languages spoken by historically marginalised groups. These representations underline the media's role in circulating cultural stereotypes and reinforcing social bias. At the same time, other artists challenge these stereotypes, advocating dialects as symbols of identity and condemning their social stigmatisation. Nonetheless, both positive and negative attitudes often rely on simplified conceptions of dialect. The findings suggest that despite the increasing use of dialects in Italian music, long-standing prejudices and stereotypes persist. The paper highlights how analysing attitudes conveyed by the media can provide a broader understanding of language attitudes in society.

The article focuses on the Nordic “Hyperborean” motive in the oeuvre by Russian émigré poet Nikolaï Gronsky (1909–1934) and especially in his poetic play Scenes from Spinoza’s life. Gronsky, who inherited his interest for the Dutch philosopher from his literary “mother” Marina Cvetaeva, surprisingly puts Spinoza into a Nordic context when he makes him meet an enigmatic old poet who comes from a snowy country. Our argument is that this country should be identified with Russia and the poet with Gavrila Deržavin, whose classicist poetics deeply marked Gronsky’s own poetical style. Deržavin, who lived a century later than Spinoza did, is described by Gronsky as an emblematic rather than a historical figure and helps him to completely reconfigure Spinoza’s philosophical image. It is precisely after his contact with the northern poet that Spinoza happenes to become involved in a mystical discourse which is also related to “Hyperborean” and Russian nationalistic topics.

This dissertation investigates the linguistic and ideological conditioning of ergative case variation in Basque, focusing on two distinct bilingual communities: Getxo (Basque-Spanish) in the Basque Country, and Boise, Idaho (Basque-English), home to a diasporic heritage speaker population. Ergative nominal marking (-k) is among the most ideologically charged grammatical features in contemporary Basque, often functioning as an index of linguistic legitimacy. While previous studies have centered on child speech (difficulty (Austin, 2013; Duguine & Köpke, 2018; Ezeizabarrena, 1996; Ezeizabarrena, 2011; Meisel & Ezeizabarrena, 1996; Zawiszewski 2006) and native speech and documented its social salience(Rodríguez-Ordóñez, 2015, 2022; Gondra et al., 2024), this study extends the analysis to non-canonical speakers in research and incorporates a qualitative, ideologically focused approach linking ergative production to speaker beliefs and self-perceptions. It examines how linguistic, social, and ideological variables shape ergative variation, and how different speaker profiles—particularly early L2 and heritage speakers, often excluded from traditional sociolinguistic analysis—navigate ideologies of authenticity and correctness.

Framed within the new speaker paradigm (O’Rourke et al., 2015; Ortega et al., 2015), the dissertation challenges essentialist notions of nativeness still active in the community—especially those based on family transmission or dialect use. Building on critiques of the native/non-native binary (Birkeland et al., 2024; Flores & Rosa, 2023; Lynch, 2008), it argues that early L2 and heritage speakers—though often ideologically positioned as less legitimate—are central to the contemporary Basque-speaking landscape.

To explore these issues, this study investigates how ergative marking varies across written controlled tasks and natural speech in both communities and across speaker profiles and examines the language ideologies that shape the salience and interpretation of this feature. Methodologically, it adopts a mixed-methods design combining (i) quantitative analysis of two structured tasks (acceptability judgment and elicitation tasks) and spontaneous interview speech, and (ii) qualitative discourse analysis of speaker ideologies, beliefs, and self-perceptions.

This dissertation makes two central contributions. First, it demonstrates that nativeness cannot be captured through fixed binaries (e.g., native/non-native; new/traditional; heritage/monolingual native), as acquisition type, self-perceived nativeness, and speaker identity influence both linguistic performance and ideological positioning in overlapping yet non-equivalent ways. Some early L2 outperformed heritage speakers and L1 speakers; some heritage speakers outperformed both early L2 and L1 speakers too, while some L1 speakers did not even identify as traditional or native. Hence, the use of ergativity may reflect their diverse experiences as bilinguals. These findings show that ergative variation is not simply a result of incomplete acquisition or attrition. Rather, it reflects how bilingual speakers—regardless of profile—navigate two structurally opposed case systems: ergative-absolutive (Basque) and nominative-accusative (Spanish and English), leading to systematic patterns such as -k omission or reanalysis of subject roles.

Second, the study reveals how the Mother-Tongue Ideology (Skutnabb-Kangas, 1989) and Standard Language Ideology (Milroy & Milroy, 1999) mediate beliefs about ergativity. In Getxo, -k is tightly linked to correctness and authenticity, enforced through schooling and peer surveillance. In Boise, these ideologies are weaker, and ergative omission is less policed. Drawing on Irvine and Gal’s (2000) semiotic model, the dissertation argues that ergative marking becomes iconized as a symbol of legitimacy, fractally mapped onto speaker categories, and used to erase proficient yet non-conforming speakers—such as proficient early L2 and illiterate heritage speakers. This process of iconization and erasure is particularly pronounced in Getxo. In Boise, its effects are more limited, primarily affecting speakers who are in regular contact with the motherland's ideologies through the education system or personal acquaintances. In sum, this work shows how grammatical variation is not only structured by linguistic constraints but also shaped by ideological regimes of authenticity and belonging in both revitalized and diasporic contexts.

This study investigates how multilingual students use role play as a powerful medium to reclaim their linguistic and cultural identities within the monolingual Cypriot educational space. The concept of monolingual multilingualism, i.e. the purposeful and strategic use of a single heritage or home language in role play, is used to explore how role enactment, topic of play, and language used serve as acts of identity visibility, cultural reclamation, and social belonging. Sixteen students aged 12-15 from various linguistic backgrounds created and performed role plays in their selected language. Data were collected through role plays, classroom observations, and student interviews, and analyzed using reflexive thematic analysis, responsive interviewing, and discourse analysis. Findings illustrate that students' selection of role and language were powerful symbols of asserting belonging, demonstrating linguistic pride and competence, and valuing languages entirely excluded from a monolingual learning system. The study addresses the importance of inclusive pedagogies in monolingual learning contexts where students' multiple linguistic repertoires and multilingual identities are welcomed as creative and contextually fluid resources for selfexpression, meaning-making, and cultural affirmation. It is in these pedagogical spaces where students' home and heritage languages are viewed as fundamental components of students' cognitive, emotional, social, and academic development.

Language is the foundation of cultural performance and a tool to claim individual and collective identity among a group of people. The connection between language and identity is critical among minoritized and indigenous people, regardless of their geographical or geopolitical space. Through their native languages, certain groups of people claim political, social, geographical, and ethnic identity and a legal base for their existence. Colonialism, however, has vanished minority spoken languages in many parts of the world. Additionally, despite claims of a "global village," the advent of internationalization has further isolated indigenous languages in some parts of the world. Revitalizing and preventing those languages from dwindling from their spoken communities is crucial for scholars of linguistics, sociology, cultural studies, and education. In that vein, Dunmore, in the book Language Revitalisation in Gaelic Scotland: Linguistic Practice and Ideology, offers profound perspectives on preventing the potential loss of Gaelic language in Scotland drawing from empirical research. In the book, Dunmore explores the experience of the first Gaelic Medium Education (GME) graduates in Scotland and their relationship and interaction

Recognizing the distributed nature of agency in human-AI interactions, this article proposes a framework for examining the power dynamics that undergird the use of generative AI (GenAI) for language learning. Drawing on Darvin and Norton's model of investment, it adopts a critical sociomaterial lens to cast a light on the entanglement of bodies, objects and discourse in these interactions, while highlighting how issues of positioning, access to resources, and ideological reproduction emerge from this perspective. Human agency both interacts with and is constrained or amplified by the functionalities of GenAI. To invest in agentive GenAI practices that enable meaningful learning and the achievement of their own intentions, learners must not only recognize the power of GenAI to steer interactions and promote specific ways of thinking, but also resist fully delegating the production of meaning and texts to technology. Cultivating critical digital literacies that recognize how power operates in human-AI interactions is integral to fostering reflexive, inclusive and equitable language learning and teaching in the age of GenAI.

The article is devoted to the phenomenon of occasional adverbs of B. Pasternak’s, B. Ahmadulina’s, R. Borodulin’s and N. Matsiah’s lyrics. It is found out universal, national and individual peculiarities of occasional adverbs of these authors. The basic structural types, semantics and stylistics of poet’s adverbial lexemes are analysed. The author of the article shows functional importance of occasional adverbs in artistic systems of the poets.

What does one learn about communication when one takes every communicative interaction to be the cooperative co-production of meaningfulness? In turning to generative AI, the question now becomes
what happens if this cooperative co-production of meaningfulness takes place when one of the partic-ipants is a new type of actor that operates according to principles of machine semiosis,  and thus offers utterances resulting from probabilistic analysis instead of utterances keyed to
context. Or put another way, since generative AI never refers, and people often view referentiality as a vital aspect of communication, what should sociolinguists be careful to attend to when studying human–AI interaction?

What does one learn about communication when one takes every communicative interaction to be the cooperative co-production of meaningfulness? In turning to generative AI, the question now becomes
what happens if this cooperative co-production of meaningfulness takes place when one of the  participants is a new type of actor that operates according to principles of machine semiosis,  and thus offers utterances resulting from probabilistic analysis instead of utterances keyed to
context. Or put another way, since generative AI never refers, and people often view referentiality  as a vital aspect of communication, what should sociolinguists be careful to attend to when studying human–AI interaction?

In this paper we analyze the tradition of linguistic studies on coa (the anti-language of Chilean criminals) from a glottopolitical perspective, considering these studies as discourses that influence the configuration of regimes of normativity, not only linguistic but also social. These discourses contain ideological representations of coa and its speakers that are configured according to the modernizing project of the Chilean State and the building of the prison and police apparatuses on the basis of positivist criminological assumptions. As a result, we find that in this metalinguistic tradition persists an ideological line that presents a reductionist image of coa and its speakers, which highlights their Otherness and contributes to the naturalization and justification of their disciplining.

La provincia de Samana, en la Republica Dominicana, constituye una zona donde convergen numerososfeno- menos de contacto linguistico. aunque el espanol es dominante, existen hablantes cuyas practicas sociolinguisticasreflejan un repertorio multilingue y multidialectal. Alli encontramos hablantes nativos del ingles, idioma originalmente traido a finales delsigloXiXpor negros, ex-esclavos provenientes de Norteamerica y vigorizado a principios del sigloXXpor emigrantes provenientes de las antillas inglesas. ademas de hablantes de una variedad del kreyol haitiano difundido porlos haitianos y haitiano-dominicanos que se establecieron en esta zona a partir de la revolucion Haitiana (1791-1804), tambien se integran los usuarios de hablas mixtas. Este particular panorama sociolinguistico heteroglosico, mayormente ignorado por los especialistas, ha sido el blanco de la ideologia y de la politica linguistica dominante de la sociedad dominicana. a diferencia de los estudios ya realizados que u...

En el presente trabajo discutimos el alcance y configuración de represen
taciones de neutralidad del mapuzugun (o mapudungun) en el contexto
de Chile contemporáneo. Desde el estallido social de 2019 y el proceso
constituyente de 2022, la cultura y la política del pueblo mapuche se han
movido al centro de las preocupaciones del país. A través de un análisis
sociolingüístico crítico con una perspectiva glotopolítica, observamos
cómo el tropo de la neutralidad evidencia una tensión poco estudiada, la
cual emerge entre la urgencia de establecer una lengua transparente y accesible para todos los públicos, adecuada a la vida moderna, y la necesidad  de enfatizar la especificidad y originalidad de una identidad indígena en medio de un proceso de reivindicación.

El proceso de aprendizaje de una segunda lengua se presenta, cambia y trasciende de distintas maneras según cada individuo. Factores internos y externos se hacen partícipes durante este tránsito. El lugar de crianza, el entorno académico, las experiencias personales y la identidad contribuyen a la creación y formalización de concepciones hacia el idioma. En consecuencia, la aparición de ideologías lingüísticas relacionadas con el nivel de competencia, y las percepciones hacia las características lingüísticas del habla, deben ser tenidos en cuenta para comprender el modo en que la imagen del idioma es proyectada por sus hablantes.

Borghetti, C., Cangelosi, M. & Bonifacci, P. (2025), “Social and child-driven factors and actors influencing family language policy and heritage language maintenance”, Journal of Multilingual and Multicultural Development, pp. 1-17.

This paper reports findings from a study on multilingual families aimed at targeting three main research questions: (Q1) Which social factors and actors potentially influencing family language policy (FLP) recur in parents’ discourses? (Q2) Do direct encouragements and indirect ideological pressures not to use heritage language (HL) relate to parents’ domestic language use and HL perceived value? (Q3) Do children’s language preferences – as reported by their parents – relate to adults’ HL use and valorisation? Data were collected via semi-structured interviews with mothers and/or fathers of 81 families of preschool children living in Italy. As for Q1, cycles of thematic analysis were conducted via NVivo; multivariate regression analyses were run to answer Q2 and Q3. The results show that a variety of social actors potentially influence FLP, even if most parents maintain to set their language policy autonomously. Both direct encouragements and indirect ideological pressures lead to favour the majority language for domestic language uses and/or to undervalue the HL, even if patterns of conditioning vary. Finally, parents are influenced by their children’s agency, when agency manifests itself through explicit language preferences but are not affected by the youngsters’ general attitudes towards the HL.

In this Insights column, four authors address the question: Given current and potential shifts in education policy, what should literacy educators keep in mind to move forward with exceptional literacy research and practices? Majors and Lewis urge white scholars to reach out to scholars of color in learning how to generate counter-arguments that speak back to alternative facts. Tierney encourages the field to learn from scholars who are engaged in community based participatory research and activism, especially those who are engaged as allies with groups of people who are indigenous, marginalized, transnational, and cross-cultural. Beach calls on the field to consider research that examines implementation of the Common Core State Standards, such as argumentative writing and translanguaging.

In the midst of the worst economic crisis since independence, in April 2022 Sri Lankan youth started a protest movement called Aragalaya (struggle), which called for the resignation of President Gotabaya Rajapaksa. The country was nearly out of foreign currency and had defaulted on massive local and foreign loans as a result of poor political decisions, reckless spending, and President Rajapaksa's criminal financial mismanagement. A dynamic and ideologically diverse movement devoted to fighting corruption and bringing about system change through nonviolent protest, Aragalaya was physically based at Gota Go Gama (GGG), a protest village in an oceanside park at the heart of Colombo from April to July 2022. While initially most of the participants were from the Sinhala majority community, over time, Tamil-speaking ethnic minorities also joined. This article takes a language-focused approach to the study of global protest movements by examining participants' efforts to promote unity and inclusivity by making Aragalaya (the movement) and GGG (the protest site) trilingual in Sinhala, Tamil, and English. I incorporate participant observation and interviews conducted in 2022 and 2023. The first part of the article examines how participants transformed GGG into a trilingual performative space through multimodal media including signboards, slogans, speeches, hashtags, and social media posts. I then analyze Sinhala participants' views on the

where I conducted my primary research, which I refer to as Hindu College and Girls' College. In the year and a half that I spent visiting these schools, I was exposed to some of the most creative, resilient, and determined people I have ever met. I learned more from my daily interactions at these schools than could ever be fully expressed within the confines of this dissertation. I would like to particularly thank the students in the 2007 Grade 11 class at Hindu College. At Girls' College, I would like to thank the students in the 2008 Grade 10 Tamil-medium class, as well as the Grades 9 and 10 English-medium classes. I would also like to thank the dedicated members of the Kandy Zonal Department of Education, and all the Kandy and Colombo teachers who took time out of their busy schedules to talk to me. This dissertation represents a collaborative work between my Sri Lankan research assistants and me. I am grateful to Kumudhini Nadesan for sharing her insights and experiences with me. It is rare to find someone who thinks so actively and critically about language and social difference. I would like to thank Udayaluxmi Jeyaraman for her patience in dealing with the hundreds of hours of sometimes barely audible recordings. I also want to thank my Sinhala teacher, Bandara Herath, who helped facilitate my research and deepened my knowledge of Sri Lankan history and society. iv There were many others who have substantially contributed to this project. I want to thank Shoba Palninathan for including me in everything that she did-from research trips to tea plantations, movies at Peradeniya University, and tea with her family in Badulla. I also owe my thanks to Sasikumar Balasundaram for his support of my project, both in Sri Lanka and the US. I would also like to express my thanks to Namil Nizan, Irshad, Anushka Pilimatalawwe, Madhu Karunarathne, and Indika Jayaweera for all their help and guidance. Though I will leave them unnamed here, I am grateful to all the members of the congregation at the Peradeniya chapel. During my fieldwork, two families were kind enough to allow me to stay in their homes. The Desilva family, including their cook, Michael, provided me with care and support, not only for the two months in which I lived with them, but throughout my fieldwork. I also owe my thanks to the Pillai family, with whom I lived for seven months. I will never forget our conversations over topics such as educational inequality, jungle survival skills, and Harry Potter on the porch, the roof, or during the evening news. Though I didn't actually live with them, my daily visits to the Mubarak residence were vital for both my research and my overall well-being. I also owe my thanks to many who helped me in Colombo. I would like to express my appreciation to Sutami Ratnavale, whose guest house provided me with a home away from home in Sri Lanka. Her guidance was crucial throughout my stay in Sri Lanka. I also owe my thanks to Gayatri, not only for taking me to my first Tamilmedium school, but for making me feel a part of her family. I would also like to acknowledge Father Sidney Knight for all of his help.

This study investigates two distinct ways of organising heritage language education within one national context. More specifically, we investigate the teaching of Greek in Sweden through: (a) mother tongue instruction provided by the national education system and (b) a complementary school run by a parental organisation. Drawing on Archer's morphogenetic approach (1995), where structure, culture and agency are seen as separate but interrelated analytical layers, we investigate key actors' agentive responses to structural and cultural enablements and constraints. The study includes a historical overview and a linguistic ethnography conducted in both contexts. The data encompass policy documents, classroom observations and interviews with teachers, board members, parents and students. The findings show that the educational contexts have different legal statuses and are governed at different policy levels (national vs. transnational), while sharing many structural constraints at the level of praxis, such as being based on voluntary participation, limited instruction time and inconvenient scheduling. However, the key actors navigate the constraints of each setting in different ways, thus pointing to distinctive differences between them. Ultimately, the study shows how both educational systems complement each other and serve important roles in supporting the maintenance and development of heritage language and culture in Sweden.

Por una lingüística crítica en México: reflexiones, acciones y prospecciones Este artículo establece los principios básicos para el desarrollo de una lingüística crítica en México, una tradición prácticamente ausente en nuestro país. Para ello se revisan los principales preceptos que han guiado la lingüística de campo en México, como expresión de una relación de poder de la que desde luego no se encuentra exenta la investigación, en particular con lenguas minorizadas. En este sentido, el artículo busca contraponer las perspectivas de los investigadores a la luz de las perspectivas de los propios actores en torno al fenómeno lingüístico, destacando sus principales efectos y disonancias. Para concluir, se resume brevemente un proyecto de lingüística aplicada a favor de las lenguas y culturas amenazadas de México, que pugna por ofrecer alternativas a las versiones recibidas de la lingüística de campo consideradas críticamente.

Arabic has been held up as a model of diglossia with Modern Standard Arabic (MSA) representing the "high" variety and local dialects the "low" variety. Yet, Arabic is not merely two language varieties, and Arabic speakers do not merely switch between the two. Arabic speakers, instead, draw on an array of linguistic features along a heteroglossic continuum between MSA and vernacular varieties (including sociolects). Features are deployed in daily interactions triggered by formality, education, gender, stancetaking, and other variables. Understanding how to successfully deploy these features translanguaging-is part of Arabic speakers' communicative competence. Translanguaging, however, poses a challenge for 266 Schaefer, Sedeek & Warhol learners of Arabic as an additional language. In response, greater emphasis on sociolinguistic competence is advocated to develop learners' proficiency to more effectively function in Arabic-speaking communities. We suggest enhancing metalinguistic awareness early on through pragmatic-focused task-based activities scaffolded by explicit instruction about the forms and functions of Arabic features.

https://ncolctl.org/wp-content/uploads/2023/05/Developing-the-Linguistic-Repertoire-and-Translanguaging-Skills-of-Learners-of-Arabic-as-an-Additional-Language.pdf

L'importanza della lingua per don Milani l 28 marzo 1956 don Milani invia un articolo al direttore del "Giornale del Mattino" di Firenze, in risposta al discorso che il ministro della Pubblica Istruzione Paolo Rossi (primo governo Segni, 1955-57) aveva tenuto in merito all'abolizione del latino dalla scuola media e in cui egli si dichiarò favorevole all'iniziativa. Era uesto uno dei temi caldi della ri essione sulla riforma della scuola che animava uegli anni e intorno alla uale si confrontavano visioni politiche e sociali diverse. La uestione si era posta all'attenzione di intellettuali e politici congiuntamente alla proposta di una scuola media unica, sin dal momento in cui, nel 1945, Concetto Marchesi l'aveva formulata sulle pagine di "Rinascita", la rivista di indirizzo culturale fondata da Palmiro Togliatti. La risposta di don Milani fu dura e incisiva e metteva in evidenza come l'iniziativa del ministro non avrebbe fatto altro che "forti care la cittadella ristretta dei potenti, allargare la palude in cui si dibattono gli impotenti" 1 . La lettera, come è noto, fu pubblicata soltanto due mesi dopo, il 20 ma io 1956, con il titolo, scelto dalla redazione del uotidiano, Giovani di montagna e giovani di città. Lettera di un parroco su uno dei problemi fondamentali del nostro tempo, e censurata nella sua parte nale che conteneva la dura risposta di don Milani al ministro sulla uestione del latino, così da rendere del tutto irriconoscibili i motivi della sua stesura. Eppure, nonostante i tagli e le censure, la lettera riassume bene l'idea che don Milani aveva della cultura, e soprattutto della lingua, non di una speci ca lingua che sia latino o italiano, ma della Lingua con la L maiuscola, della Parola, intesa come possibilità di comunicazione ed espressione e, al contempo, come strumento di promozione umana e sociale.

This article explores how language ideologiesbeliefs about immigrant students' language usecarry conflicting images of Spanish speakers in one New Latino Diaspora town. We describe how teachers and students encounter, negotiate and appropriate divergent ideologies about immigrant students' language use during routine schooling practices, and we show how these ideologies convey different messages about belonging to the community and to the nation. Although the concept of language ideology often assumes stable macro-level beliefs, our data indicate that ideologies can vary dramatically in one town. Elementary educators and students had a positive, "bilinguals-in-the-making" ideology about Spanish-speaking students, while secondary educators used more familiar deficit accounts. Despite their differences, we argue that both settings tended toward subtractive schooling, and we offer suggestions for how educators could more effectively build upon emergent bilinguals' language skills and practices.

Singapore has earned its reputation as one of the highest-achieving education systems worldwide, as indicated by the recent results of the Programme for International Student Assessment (PISA). In this success story, the transition from multilingualism to bilingualism has been one of the most significant modifications to their education system over the years. Therefore, the purpose of this review paper is to examine how Singaporeans, whose proficiency in English was not very high until a few years ago, introduced English as their medium of instruction (EMI) in the education system, and to explore the educational and sociolinguistic challenges associated with this shift as reported in previous studies. The paper follows a scoping review methodology and presents a synthesis of 30 meticulously selected research articles from various databases, including EBSCOhost, Scopus, and Science Direct, spanning the last 22 years, to understand the complexities and implications of the changing language policies in general, and in education in particular. The results of the analysis indicate that, by adopting the EMI model and by conducting strategically planned language examinations, the Singapore government has successfully attained its goal of becoming an economic hub through bilingualism and remained closely connected to its cultural heritage. Nevertheless, some of these pro-English bilingual policies need to be considered in light of the multilingual nature of everyday life in the country.

This paper investigates the changing Bedouinity (Bedouin identity) of the Bdul Bedouin community in Petra and Umm Sayhoun, Jordan, focusing on their perceptions and ideologies surrounding Bedouin Arabic (BA). The Bdul, traditionally semi-nomadic, were forcibly displaced from Petra’s caves to government housing in Umm Sayhoun. As the tourism industry in Petra developed, the community increasingly became dependent on the tourism sector, altering their traditional lifestyle and identity. This study explores
how the Bdul’s Bedouinity, once tied to a semi-nomadic way of life and subsistence economy, has been reshaped in response to economic pressures and tourism-driven displacement. Language plays a central role in this transformation, with BA viewed as a vital marker of their identity. The analysis reveals that the Bdul community’s language ideologies are deeply connected to notions of (linguistic) purity, emphasizing simplicity,
authenticity, and morality as core dimensions of their cultural identity.

La etnografía (y la etnografía del lenguaje en particular) constituye un enfoque creativo que se adapta a las nuevas condiciones que encuentra, como es el caso de la mediación digital. Si bien en los entornos digitales las premisas metodológicas del estudio etnográfico del lenguaje se van redefiniendo a partir de ciertos desafíos, también aparecen nuevas posibilidades, siempre en el marco de un compromiso teórico y analítico que supone estudiar densamente la acción social desde el entramado en línea/fuera de línea. Ilustraré lo anterior a partir de dos casos de mis propias investigaciones. El primero remite a una escena glotopolítica producida en la interacción entre medios tradicionales peruanos y redes sociales durante la pandemia, en la que estuve directamente involucrada como observadora participante. El segundo aborda cómo los datos en espacios digitales son fundamentales para enriquecer el estudio etnográfico fuera de línea, cuando se trata de comprender procesos sociales en curso que trascienden estudios localizados. El foco en ambos casos estará en las prácticas del lenguaje como acciones que se van desplegando en trayectorias de eventos, y no como textos, con el objetivo de entender la producción semiótica de la diferencia y la consecuencia que esto tiene en materia de desigualdad.

El final de la Guerra de Successió va provocar un gran canvi polític en els territoris de llengua catalana. I aquest canvi va tenir importants conseqüències en la seva situació sociolingüística. La imposició progressiva del castellà va provocar molts problemes de comunicació perquè la majoria de la població sols parlava el català i no sabia el castellà, i molts dels funcionaris que arribaven desconeixien el català. I la literatura humorística dels segles XVIII, XIX i principis del XX va reflectir aquests conflictes lingüístics en les seves obres.

Este trabalho consiste em um estudo teórico cujo objetivo é investigar a importância de competências interculturais, tais como habilidades de comunicação, para o desenvolvimento de uma educação para a cidadania global. Tem como hipótese a sugestão de que os argumentos contra a educação bilíngue nos Estados Unidos da América (EUA) podem representar indícios da existência de uma transição entre uma abordagem conservadora de cidadania e uma de cidadania global. Para esse fim, uma reflexão teórica sobre os aspectos morais associados a argumentos contra a educação bilíngue e em favor de movimentos English-only dentro do sistema educacional dos EUA, bem como sobre as suas implicações para a cidadania global, será construída por meio de uma análise crítica da literatura produzida na área. Demonstra-se que os argumentos a favor do uso exclusivo do inglês e contra a educação bilíngue parecem reforçar a necessidade de uma reforma educacional baseada tanto na teoria de Adela Cortina (2005) sob...

One key tenet of Global Englishes for Language Teaching (GELT) is that the native English speaker should no longer serve as the role model for second language (L2) English users. Such a view does not discount that some degree of linguistic knowledge is necessary for successful global communication. However, GELT scholarship has remained relatively silent on the process and product of L2 acquisition. In this paper, we propose integrating L2 acquisition theory into GELT pedagogical practices without relying on theoretical perspectives steeped in some form of native speakerism. At the heart of our discussion is the concept of linguistic knowledge-implicit (unconscious) and explicit (conscious)-emphasizing the role of explicit learning processes in GELT classrooms rather than adhering solely to the idealistic goal of implicit competence. Because L2 learners need to reflect on linguistic knowledge (repertoire) and strategies for effective global communication, we propose that their learning should aim to develop skill sets of using explicit and implicit knowledge dynamically and efficiently in varied communicative contexts. We argue that skill acquisition theory offers a useful framework for GELT, as it can account for the development of automatized explicit knowledge alongside implicit knowledge, aligning with GELT objectives of fostering multicompetent English users. We illustrate how this