Language Policy

This paper explores how language use at the downtown library reflects and reinforces workplace power dynamics and social inclusion. Drawing from anthropological theories and firsthand observations, the study examines the role of English as the dominant institutional language and the informal use of other languages like Spanish and Tagalog among staff and patrons. Although multilingualism is present and useful, it is not formally recognized, leading to unequal labor expectations and limited support for non-English speakers. The research applies insights from Monica Heller, Nancy Hornberger, and Brigitta Busch to argue that language practices in the library are not neutral but tied to broader systems of recognition, labor, and equity. By documenting these patterns, the paper highlights how institutions can better support multilingual environments through inclusive policies. This study contributes to the understanding of language as a tool of both empowerment and exclusion in diverse workplaces and suggests practical steps toward greater equity and inclusion in public services.

Graduanda em Relações Internacionais pela Universidade Federal Fluminense (UFF) e membro do corpo editorial do Cosmopolítico O MODELO DA DIPLOMACIA CULTURAL FRANCESA THE MODEL OF FRENCH CULTURAL DIPLOMACY Resumo: O objetivo deste artigo é analisar o fenômeno da Diplomacia Cultural como condutora da política externa francesa, que assume então um protagonismo no cenário de um interconectado e globalizado sistema internacional na era pós-globalização. Neste estudo, é destacada a diplomacia cultural exercida na França, performada de forma pioneira nas relações internacionais desde o século XIV, principalmente através da difusão da língua, arte e costumes franceses ao redor do mundo e pautada no intuito de construir uma imagem nacional francesa forte, coesa e sedutora. Contemporaneamente, a diplomacia cultural francesa se baseia no incentivo à diversidade cultural, ilustrado pelo modelo do programa Saisons Culturelles promovido pelo governo francês, que é referência mundial na aproximação diplomática entre países a partir das artes e culturas.

This study explored the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Catanauan II District, aligning with Sustainable Development Goal 4 (SDG 4) to promote inclusive and equitable education. It focused on the cognitive and instructional benefits of using the learners' native language (L1) as the medium of instruction in multilingual settings such as the Philippines. Specifically, the research investigated teachers' instructional strategies, Grade 4 learners' English proficiency, and the supportive role of the mother tongue in English-based instruction. Data were gathered from 15 elementary schools during the third quarter of the 2024-2025 academic year. Findings revealed that implementation varied-some teachers strictly followed MTB-MLE guidelines, while others integrated English and the mother tongue depending on students' comprehension levels. Most Grade 4 learners demonstrated "developing" English proficiency, indicating emerging skills but continued reliance on L1 for expressing complex ideas. The use of the mother tongue improved understanding and engagement, allowing learners to grasp concepts more effectively and participate actively in class. However, the study also identified challenges, including over-reliance on L1, which may hinder the development of English fluency if not properly balanced. The study concluded that while the mother tongue is a crucial scaffold in learning English, its integration must be strategically managed to avoid dependency. It recommended targeted interventions such as teacher training, bilingual instructional materials, and enhanced teaching methods to support the gradual transition from L1 to English. These insights provide

The issue of language policies occupies a significant portion of current discourse in Syria and poses an ongoing challenge for decision-makers in Damascus, considering the country’s rich language diversity across its geographical landscape.  Since 2011, this diversity has further grown due to a large number of displaced Syrians and refugees in neighboring countries who have acquired new languages, particularly those living in Turkey and the Kurdistan Region of Iraq.

https://jfl.ngo/en/language-justice/

This study examines how the Education Office of the Oficina Jurídica Para la Mujer [Women’s Legal Office] (OJM), a community-based popular education organization in Cochabamba, Bolivia, works with women to address personal, legal and policy issues through local leadership training and popular education methodology, demonstrating a powerful model for achieving individual, family, community and societal change. Introduction In the face of poverty and long-term political instability in Bolivia, many adult educators are striving to help their learners achieve justice in the form of economic opportunity and the freedom to maintain their culture with dignity. Cunningham (1988) and other have argued that adult education helps learners acquire the necessary skills and knowledge that will allow them to work towards justice. Education may provide an avenue for people to view themselves and their world differently – thus opening the possibilities of promoting social justice. However, the educa...

This contribution seeks to explore what disintegration can mean for a language, with a focus on Brexit and the English language. Linguistic differences are often instrumentalized as drivers of disintegration. However, in the case of Brexit, disintegration will also affect the status of the English language. Due to the decision of the United Kingdom to leave the European Union, English will no longer be a first official language of any European member state; it is only the second official language in Ireland and Malta. This has important political and legal repercussions, that affect the future of the English language in the EU after Brexit. Based on desk research, we see two avenues for the future of the English language within the EU: it could be replaced by another major European language (German/ French), or could become a real European lingua franca. The latter option seems most reasonable as the English language has taken a firm foothold among young (and older) Europeans but entails that by taking back control of its decision-making processes by leaving the EU, the UK will lose the little control over the English language it currently still has. This tendency was already taking place both internationally as within the EU but will greatly accelerate after Brexit.

V rámci Plánu obnovy a odolnosti SR, Komponentu 6 – Reformy 2 má SR záväzok vyškoliť pedagogických a odborných zamestnancov v programoch vzdelávania v témach zavádzania podporných opatrení. V príspevku uvádzame výsledky z dotazníkov spätnej väzby (N = 1 019) od absolventov programov inovačného vzdelávania (PIV), ktoré poskytoval NIVaM v období 11/23 – 05/24. Výsledky poskytli užitočné pohľady a hodnotenia kvality realizovania PIV v oblasti vzdelávania k témam, ktoré súvisia so zavádzaním systému podporných opatrení do praxe.

ABSTRACT 
Some research has been done on the intellectualisation of African languages.
However, African languages are still not used enough in academia; in fact, they are
undermined. They need to be developed into languages of education, economy and
social interaction. This means preparing the languages for use in more advanced
contexts. The aim of this study was to examine the intellectualisation of African
languages at the University of Limpopo. Methodologically, this study was achieved
through a qualitative-descriptive research design, with the use of semi-structured
interviews to find out if the University of Limpopo was actively involved in
intellectualising African languages. The data collected was analysed through thematic
content analysis. 
The first finding is that the University of Limpopo has a language policy whose
implementation requires improvement. It was found that there is no parity or equitable
use of the languages of the university, mostly between African languages and English.
It has been observed that African languages can improve the academic performance
of students at the University of Limpopo. The study further found that the development
of African languages can help students and lecturers to learn these languages, so they
can communicate with each other in these languages and thereby promote
multilingualism. It has been found that the University of Limpopo is a good place to
promote and exercise multilingualism as it is a multicultural community. The significant
point here is that there is a need to devise strategies to improve the implementation of
the university’s language policy. It is concluded that the intellectualisation of African
languages would help minimise (if not erase) any language barriers, particularly for
those who would be working with individuals on a daily basis in their respective fields.
There is a need to do campaigns to educate students about the importance of mother
tongue and African languages as well as to remove the negative perceptions about
these languages. 
One recommendation for the university is that the University of Limpopo must come
up with an implementation plan to implement its language policy. One
recommendation for other researchers is to come up with more strategies on how
x
higher institutions of learning can implement their language policies and intellectualise
African languages. 
Key words: African languages, higher education, implementation, intellectualisation,
language policy, Sepedi, Tshivenda, University of Limpopo, Xitsonga.

Dos son los principales cauces de relación entre las lenguas y la justicia. El primero se produce cuando la justicia se pronuncia sobre regulaciones o controversias jurídicas surgidas en asuntos relativos al conocimiento y uso de las lenguas. La falta en España de una política lingüística común y la inexistencia de órganos públicos estatales que faciliten el encuentro entre las diversas lenguas oficiales, así como la reflexión sobre cómo mejorar su convivencia y favorecer su reconocimiento y uso, ha implicado, en la práctica, que todos los conflictos lingüísticos terminen siempre ante el juez. Además, con carácter general, la justicia se ha pronunciado sobre este asunto sin que se incorporasen al proceso, mediante informes y pericias, la realidad sociológica de las lenguas o su estado de situación, elementos, sin duda, imprescindibles para ponderar la proporcionalidad de las medidas de protección aprobadas a favor de una lengua oficial minoritaria. La segunda conexión se produce, en nuestro país, como consecuencia de la doble oficialidad lingüística existente en algunos territorios. De todas las Administraciones Públicas, la de justicia es, con mucho, la que menos ha avanzado en el uso de lenguas oficiales distintas del castellano. No es casualidad. El artículo 231.1 de la LOPJ, una interpretación corporativa de la reserva de ley orgánica en materia judicial y una utilización interesada del deber de conocimiento del castellano y el derecho de las partes a no padecer indefensión explica, en cierto modo, ese marcado desequilibrio. Por otra parte, la aplicación estricta del principio de territorialidad, sin modulación alguna, ha llevado a que tanto el Tribunal Supremo como el Tribunal Constitucional no hayan podido colaborar en la tarea institucional de prestigiar todas las lenguas de España. El autor defiende y propone otra opción interpretativa que permita una acción estatal conjunta y, por tanto, la existencia una política pública estatal de reconocimiento y valorización de todas las lenguas oficiales, dentro del marco constitucional y estatutario vigente. Palabras clave: derecho a la libre elección de lengua; principio de territorialidad y lengua oficial; justicia del reconocimiento; ausencia de una política pública estatal en materia de lenguas; Tribunal Constitucional; Tribunal Supremo; lengua oficial/lengua de trabajo.

Language policy in education is often a site of struggle for equality and identity, especially for minorities and Indigenous peoples.1 This paper focuses on Amazigh language policy as it relates to, and sits in tension with, the advocacy of Indigenous Amazigh activists and language practitioners in Algeria. While the country has made some progress at a policy level concerning Tamazight teaching in schools over the past
thirty years, this progress has often come at a high price for Amazigh activists and has been accompanied by socio-political tensions. Hence, the slow rollout of Tamazight teaching on the ground cannot be analysed without looking at the structural discrimination faced by the community and the overall shrinking of civil society space.
The paper employs a human rights framework, particularly an Indigenous peoples’ rights lens, while borrowing concepts from decolonial linguistics. Drawing on desk based research of existing policies and targeted interviews with Tamazight speakers, the paper concludes that state-sponsored measures must be supported by genuine civil society participation, especially of representatives of concerned communities, through a human rights-based approach to language planning. It identifies priority areas for Amazigh language policy in multilingual education to advance equitable and inclusive education in Algeria.

Close to two million Jews, most from Eastern Europe, immigrated to the United States between the years 1881-1914. Their numerous absorption difficulties included earning a living and adapting to a new life socially, culturally, and religiously: from communal life in a traditional society to a new life in a modern, and mainly non-Jewish, society.
This process, with its dilemmas and fears, manifests itself in textbooks published by veteran immigrants for those newly arrived. These books – that were in use in both formal education and informal educational contexts - evince, on the one hand, an attempt to preserve the Jewish communal framework and, on the other, the aspiration to expedite the Americanization process.
Their common denominator was language: most were written in Yiddish. Although it might seem that the reason for this was purely functional, since this was the language of the immigrants, a deeper scrutiny identifies various senses of the language: from the spoken language, it becomes the language of memory; from a popular language, it becomes a cultural one; and from a language that transmits information alone, now it functions as lieu de memoire, that is, a source for both imparting information and creating significance and emotional response.
The lecture will illustrate this argument by examining textbooks in Yiddish, including:

• י' אנטין, פון אידישען קוואל, ניו-יורק תרנ"ז
• ד"ב אברמוביץ, דת ישראל, ניו-יורק תרנ"ז-תרס"ב
• ל' אלבה, [די] אידישע שפראך, ניו-יורק תרע"ד
• א' הרכבי, ]דער] אמעריקאנישער לעהרער, ניו-יורק תרנ"ט
• י' לוין, ]די] נייע אידישע שול, ניו-יורק תרע"ו

The lecture is based on methodology from the field of curriculum studies and seeks to explore the connection between language, identity, and meaning in the era in which postmodern thought facilitated a renewed discussion of these concepts.

We use data from a questionnaire study on lexical variation in the German of current in-habitants of three places characterized by immigration from Northern Bohemia in Rio Grande do Sul. Data elicitation for 40 words (mostly nouns) followed the principles of Plu-ridimensional Dialectology, providing the opportunity to include variants from three steps of elicitation per lexeme (spontaneous answers, additional variants the informants were aquainted with, additional answers suggested by the interviewer) and meta comments. The data are used to take a qualitative look at ways in which the lexicon was changed and expanded in Brazil. The results show that complex contact situations shaped the development of the varieties: Variants from the original dialects are rare. The data suggest that they were frequently replaced by West Middle German and Standard variants. Portuguese loan words play a strong role, especially when they designate items of everyday relevance that were new in the Brazilian surroundings.

Traditionally, language policy (LP) has been conceptualised as a notion separate from that of practice. That is, language practices have usually been studied with a view to evaluate the extent to which a LP is (or is not) implemented (e.g. . Recently, however, Spolsky (2004, 2007 has argued that policy and practice need not be seen as distinct and that, in fact, there is policy in language practices themselves (I use the term 'practiced language policy'). Therefore, Spolsky's claim represents a decisive development in the field of LP research. However, this proposal remains essentially programmatic since Spolsky does not indicate how practiced language policies can be investigated. The aim of this thesis is to address this methodological gap. The main claim of the thesis is that Conversation Analysis (CA) -a method specifically developed to describe conversational practices -can be used to investigate practiced language policies. In order to support this claim, a case study has been conducted on the language practices of an induction classroom for newly-arrived immigrant children in France. In the thesis, a broad view of CA is adopted, incorporating both sequential and categorisation analysis (Membership Categorisation Analysis). More specifically, I have used the conversation analytic approach to code-switching (as developed over the last few years by researchers such as Auer, 1984; Gafaranga, 2009; and investigated a corpus of audio-recorded classroom interactions I collected in the above mentioned setting. Observation of these interactions revealed a number of "norms of interaction" (Hymes, 1972) the classroom participants orient to in order to go about the routine business of talking in an orderly fashion. For example, it was observed that each of the languages available can potentially be adopted as the "medium of classroom interaction" (Bonacina and Gafaranga, 2010) depending on who is doing being the language teacher. When no one is doing being the language teacher, it was observed, a key determinant of language choice is participants' language preference. Finally, in the absence of any shared preferred language, French was adopted. The practiced language policy of this induction classroom consists of the set of such interactional norms. It is because CA can be used to discover and describe such interactional norms that this thesis claims it can be used to investigate practiced language policies in this induction classroom and in other settings as well. In summary, this thesis is primarily a contribution to the field of LP research. It starts from recent proposals in the field, especially by Spolsky (2004Spolsky ( , 2008a)), that there is policy in practices and shows how this programmatically formulated proposal can be implemented. More specifically the thesis shows that and how CA can be used to discover a practiced language policy. The research reported here has adopted a case study methodology, investigating language choice practices in a multilingual educational setting. It therefore contributes to the study of bilingual classroom talk, albeit indirectly. This is particularly the case as there has been very few, if any, studies of bilingual classroom talk which combine both sequential and categorisation analysis.

The present investigation sought to explore the Iranian Azad University teachers' attitudes towards competency-based language courses particularly in terms of course design and assessment. Moreover, the study aimed to examine the outcomes of learning under the implementation of competency based language courses in this university based on teachers' viewpoints. In this study, 35 teachers of Iranian Azad University were invited and given questionnairesto express their views on CBLT. Only freshmen were asked to take part in the study. Their age ranged from 20 to 24. In order to minimize the role of gender, as an intervening variable, care was taken to invite a roughly equal number of male and female participants to take part in the study. A brief description was provided about the nature of the study and the purpose of data collection. Upon teachers' agreement to participate in the study, a package containing a copy of the two questionnaires measuring their attitudes towards competency-based language course questionnaire and their conceptions towards the outcomes of the implementation of Competency based language course was distributed among them. The participants were invited to take their time and answer the items in each of the questionnaires carefully. During the process of data collection, care was taken to consider the ethical issues of the research. For example, the teachers' participation in the research was voluntary. Moreover, they were assured of the confidentiality of the information they provided. Also, they were informed that the collected data would be used for research purposes only. Finally, each participant was interviewed twice. In the first interview, they were asked about their perceptions regarding learning English and its necessity. The second interview asked them about the skills they had learned as well as the application of the skills. The findings of this study showed that Azad University has been almost successful in implementation of CBLT. The fact that most respondents rated all the items in both questionnaires positively indicates that most of the goals associated with CBLT have been achieved to an acceptable level based on the participants' Volume 3 Issue 1

El  presente  artículo  tiene  como  objetivo  verificar  las  lenguas  presentes  en  el  paisaje  lingüístico  de  los  escenarios  turísticos  de  Foz  do  Iguaçu  y  analizar  la  relación  entre  el  estatus,  las  políticas lingüísticas y el espacio sociocultural que cada una de estas ocupa. Esta investigación es de carácter cualitativa y exploratoria, y su fundamentación teórica se encuentra insertada en los estudios de  Lingüística  Aplicada,  es  de  naturaleza  transdisciplinar  y  dialoga  con  las  políticas  lingüísticas.  Localizada en la región sur de Brasil, en el extremo oeste del estado de Paraná y en la triple frontera (Argentina-Brasil-Paraguay), Foz do Iguaçu se ha convertido en la segunda puerta de entrada para los  turistas  extranjeros  en  el  país  y  en  un  escenario  de  concentración  de  migrantes  nacionales  e  internacionales,  cuyas  lenguas  son  reflejadas  en  su  paisaje  lingüístico  (linguistic  landscape).  No  obstante, pese a su enriquecida diversidad lingüística/cultural, no hay una política lingüística oficial definida, ni un mapeo completo y oficial sobre las lenguas que coexisten, posicionando el portugués como  lengua  hegemónica  e  invisibilizando  ciertas  lenguas/culturas  en  los  espacios  públicos  y  privados. Dicha situación reafirma que la ciudad no puede considerarse un escenario plurilingüe y existe poco de esa “armonización” entre etnias que, bajo fines turísticos, transmiten los medios de comunicación.

As part of its commitment to reversing the continued dismal performance in mathematics, the South African cabinet launched the NSMSTE in 2001. Stakeholders concurred that mathematically gifted youth would be identified and nurtured in Dinaledi or Schools for the stars rather than through a dilution of effort across the whole schooling system (DoE, 2001). Kahn (2019) would applaud such an intervention, arguing that attracting, nurturing, and retaining talent must reside at the heart of any serious developmental state. Finn, who devoted more than four decades of his career to improving education in the United States, would also describe Advanced Placement programs as morally correct, educationally sound, economically beneficial, and politically shrewd (Finn, 2020). Similarly, Goldstein (2012) asserted that one of the motivations driving the work of Sir Francis Galton earlier in the 19th century was the perceived need to identify and nurture those individuals, who, by virtue of their potential as scientists, were viewed as essential to the advancement of society. Hence, the Organisation for Economic Co-operation and Development (OECD) suggests that including gifted students' programs to improve their academic and societal well-being has long been regarded as a global necessity (OECD, 2020). At the launch of the NSMSTE, stakeholders acknowledged that language matters are important in the learning and teaching of mathematical sciences but cautioned that language problems reflect insufficient conceptual understanding (DoE, 2001). Against that observation, they took the position that learners with mathematical potential would be taught in English. Similar Trends in Mathematics & Science Studies [TIMSS] reports have also recommended that the solution to

RESUMO: O presente artigo tem por objetivo fazer uma exposição das políticas linguísticas voltadas para as línguas indígenas existentes nos estados que compõem a Amazônia Ocidental, sendo eles: Acre, Amazonas, Roraima e Rondônia. Para tanto, o artigo expõe o que é a categoria políticas linguísticas por meio do aporte teórico de Calvet (2007), Lagares (2018), Neves (2023), dentre outros. Em seguida propomos a exposição e a discussão das políticas linguísticas existentes em cada estado. A metodologia utilizada foi a qualitativa, por meio de pesquisa documental e bibliográfica, e o corpus analisado no trabalho está constituído de três leis estaduais, duas leis municipais, três resoluções institucionais e um decreto nacional, resultado de busca virtual realizada no primeiro semestre de 2024. Concluiu-se que, apesar das iniciativas estaduais, municipais e por parte de universidades da esfera pública, seja de forma ampla ou menos abrangente, ainda existe um caminho a ser percorrido no que diz respeito à valorização e à promoção das línguas indígenas nesse território.

This paper focused on digitalization of management of pre-primary, primary and secondary educational system in Nigeria. Digitalization era today has taken the lead in the educational sector which has made everything much easier. Digitalization is simply described as carrying out assignments that are meant to fit into technological advancements through information communication in order to make life easier for people. Pre-Primary education is defined as the education given to a particular group of children in order for them to be acquainted with the basic things before transiting into primary education. Primary education is a subject matter that is best described as the aspect of education that a child attains from the ages of 6-11 years. Secondary education is regarded as the second stage of education that children undergo which begins from the ages of 12-17 years. Challenges of pre-primary, primary and secondary education include: Resources and early childhood curriculum while that of primary education include: Expansion of primary education and inadequate provision of infrastructural facilities and challenges facing secondary education include: Poor primary education and examination malpractice. It was concluded that digitalization is simply described as converting analogue items to fit into technological advancements. It was recommended that government should try as much as possible to improve the welfare of teachers both at the state level as well as that of the federal level.

Departement Kommunikasiewetenskap aan die Universiteit van Suid-Afrika (Unisa). Sy het 'n doktorsgraad in Sosiale Sielkunde van Unisa en was voorheen werksaam by die Raad vir Geesteswetenskaplike Navorsing (RGN). Sy is die outeur/ mede-outeur van verskeie boeke, hoofstukke in boeke, artikels in nasionale en internasionale vaktydskrifte, kon greslesings en navorsingsverslae. PEtrus H PotgiEtEr voltooi in 1992 die graad MA (Math) aan die Kent State-universiteit in die VSA en keer terug na Suid-Afrika in dieselfde jaar vir doktorale studie by die Universiteit van Pretoria waar die graad PhD (Wiskunde) aan hom toegeken word in 1996. In 1995-1996 is hy werksaam aan die Universiteit van Stellenbosch. Sedert 1997 is hy by die Universiteit van Suid-Afrika in Pretoria, in die Departement Besluitkunde. JC (Koos) Pauw is buitengewone professor in Publieke Administrasie aan die Universiteit van Suid-Afrika. Hy promoveer by die Randse Afrikaanse Universiteit in die Filosofie onder Professor PGW du Plessis op grond van 'n proefskrif, Die filosofie en die bewerking van

The pervasive integration of the internet and social media into contemporary society has provided ordinary language users with a far-reaching and ever-vigilant surveillance tool that can be used to monitor, regulate, and control social norms, including language norms. When the target of this regulation is language, the practice is known as language policing. By categorizing and analyzing micro-level, community-based language policing practices in posts and comments from three Finnish Facebook language discussion groups, this article examines language policing as a form of biopower. It serves as a mechanism through which ordinary language users can police written Standard Finnish, control each other's language usage, reproduce dominant language ideologies, and, conversely, challenge them. Using a theory-driven content analysis approach and drawing upon the concepts of shaming types developed by Murumaa-Mengel and Muuli, as well as Foucault's theory of biopower, the analysis reveals two distinct techniques. Firstly, it demonstrates that normation occurs through language policing practices such as denunciatory, recreational, pedagogic, and participative approaches. These practices serve to reinforce established language norms and are in line with standard language ideology. Secondly, the analysis highlights the technique of normalization, in the forms of reflective and normalizing language policing practices. These offer a more critical view of codified language norms and are more accepting of norm-deviations, aligning with more critical language ideologies.

The paper draws on mediative research analysing interaction between home, European and international students in a London university through observations, interviews, and workshops. It argues for an integrative approach to mediative research into student interaction combining insights from interactional discourse approaches with consideration of world-system and postcolonial contexts as they articulate with subject area -here fashion -as a means to transformative intervention. Internationalisation for home students is seen to mean moving from Eurocentric to inter-/transnational frames of reference but also interactional styles, and for institutions, to include developing the outlook, practices and curricula to mediate that.

Representing six language stocks, the African continent exhibits significant linguistic diversity; however, a few linguae francae are regionally dominant, and most African languages remain severely un(der)documented-not just in terms of basic grammatical descriptions and dictionaries, but also in terms of their wider sociolinguistic contexts. As a result, African Language Media attempts to fill this gap by recognizing the important role that autochthonous languages can and do fulfill in describing and constituting reality and the perception thereof. In the twenty-first century, this involves not only an acknowledgment of the intrinsic value of the languages under discussion, but also the recognition that technological advancement, coupled with serious geopolitical situations and climate-related issues, all impact the production and reception of discourses in these languages. In pursuit of this task, this edited volume contains twenty-two chapters written by thirty-two authors. These chapters are organized into six sections and reflect a range of languages, such as Hausa, Shona, Ndebele, Xhosa, and Yoruba to a greater extent; Setswana, Tumbuka, Sango, Otjiherero, and others to a lesser extent. Thus, the regional focus areas include western Africa (Nigeria) and southeastern Africa (South Africa, Zimbabwe, and Malawi). Beyond the geographic and linguistic diversity offered, these chapters also engage multimodally with folk music, radio segments, literature, emojis, oral tradition, newspapers, comedic skits, interviews, focus groups, and podcasts. In many instances, the studies draw attention to more than one simultaneously. Two recurring themes are consistently addressed throughout the chapters: (a) the inherent value and importance of African languages and (b) the usage of African languages to transmit, perpetuate, and dismantle discourses surrounding a number of demographic, sociocultural, political, and medical issues. The former is communicated through the very existence of this volume and through its focus on languages autochthonous to the continent. On the other hand, the latter is reinforced through a sequence of case studies situated in time, space, and place. For instance, Chapter Four examines the representation of women in Shona-language comedic skits shared on YouTube, covering a number of salient topics like infidelity and lust. Although the author assumes a feminist approach, the exemplars provided say almost as much about men as they do women, reflecting the potential of African media to "dispel racial, gender and class prejudices and stereotypes, allowing others to understand and appreciate the

Background: The article critiques the monoglossic ideologies that dominate current educational practices in South Africa, which often marginalise indigenous African languages and fail to facilitate the dynamic multilingual realities of learners. It examines the impact of English
language pedagogies in multilingual settings, particularly in South Africa, where the dominance of English affects indigenous languages and cultures.
Objectives: The article aims to advocate for a paradigm shift in language education, proposing the integration of plurilingual and translanguaging pedagogies to address South Africa’s
complex linguistic and cultural landscape.
Method: The study analyses educational policies, curriculum documents, and literature on language learning and teaching approaches, focusing on monoglossic ideologies and their alternatives, such as translanguaging and plurilingualism.
Results: The article suggests that merging plurilingual and translanguaging pedagogies can lead to more inclusive and effective language education practices. Such a hybrid pedagogy
would facilitate language learning, foster social cohesion, and actively empower learners to participate in a multicultural society.
Conclusion: The proposed paradigm shift calls for collaborative efforts among policymakers, educators, and communities to embrace linguistic diversity as a resource and to transform language education in South Africa.
Contribution: This shift aims to innovate pedagogical practices, ensuring that all languages in learners’ repertoires are valued and that education reflects the sociocultural realities of the nation. It contributes to the discourse on language education by advocating for a hybrid approach that integrates translanguaging and plurilingualism, offering a comprehensive perspective on multilingual and multicultural education in South Africa.

This study critically investigates the global dominance of English in communication and its implications for multilingualism and communication equity. English has become the lingua franca in international politics, science, education, and media due to historical, political, and economic factors. However, this dominance has raised concerns about linguistic imperialism and the marginalization of minority languages. The research employs a qualitative literature review method, analyzing policy documents, academic studies, and international frameworks such as those of the EU. The European Union's approach to multilingualism is examined as a primary case, with emphasis on translation policies, language rights, and institutional challenges. Findings suggest that despite the EU's commitment to multilingualism, English remains disproportionately dominant in practice. While multilingualism is protected legally, translation costs and administrative complexity weaken its full implementation. The study argues that language policy is not merely technical but deeply political. It also highlights how globalization and digital platforms amplify the spread of English, intensifying linguistic inequalities. The Swiss multilingual model is presented as a possible alternative. Multilingualism is shown to be essential for democratic participation and cultural preservation. The role of language in shaping power dynamics is emphasized. Linguistic justice requires intentional policy support and resource allocation. Background. Especially in the 20th century, the global integration experienced in the economic, scientific, and cultural fields has reinforced the positioning of English as the "lingua franca". However, the views that this dominance of language threatens justice in universal communication and that multilingualism and cultural diversity should be protected are also gaining importance. In the globalizing world, English has become the primary language of international communication and has assumed a dominant role in science, technology, diplomacy, and cultural interaction. However, this dominance has also brought about various discussions on the issues of multilingualism and equality in communication. Methods. This study analyzes the origins and effects of the global dominance of English from historical and current perspectives, and examines the initiatives aimed at protecting communication justice within the framework of the European Union's multilingualism policies. 10 10 Results. In the research conducted using the literature review method, the dynamics of language imperialism, cultural interaction and language policies from the colonial period to the present were evaluated. Conclusions. The findings show that despite the functional power of English, the preservation of multilingualism is indispensable for global communication justice.

Objective: This study aims to analyze the reflections of a group of ninth graders from a Colombian high school about their culture during the development of an intercultural-based classroom project. Method: This qualitative action research study was grounded in an intercultural approach for language teaching. The study used a questionnaire and the written production of students to collect data which were analyzed using thematic and frequency analyses. Results: The findings suggested that the inclusion of cultural topics motivated the students and enhanced their awareness of the value of their culture and the impact of racism and discrimination within their sociocultural context. Similarly, a few elements of culturally relevant pedagogies, such as factual knowledge about culture, cultural competence, and critical consciousness, emerged from the voices of the students.

Anti-immigrant rhetoric has intensified under the Trump 2025 administration, reinforcing linguistic discrimination and fostering a climate of fear for Spanish speakers in public spaces. In this essay, I examine the linguistic and historical relevance of Spanish in the U.S., the consequences of linguistic profiling on minority language speakers, and the implications of the 2025 executive order designating English as the official language. I argue that such policies erode linguistic rights and deepen social inequalities. Additionally, I consider the role of schools and churches, which are critical spaces for language preservation and cultural expression and are being increasingly threatened by immigration enforcement. In advocating for sociolinguistic justice, this essay calls for policies that recognize and protect the linguistic rights of Spanish and other minority language speakers, framing multilingualism as a societal strength rather than a threat.

International audienceThe purpose of this paper is to present the way international students in the USA utilize their multilingual and multicultural background in order to communicate in daily life and how they adapt to their new environment. In this presentation, we look into the students' social, cultural, and linguistic perceptions of their practices and we demonstrate how they comprehend the significant role that their multicultural and multilingual background plays in their everyday life. The question we try to answer is how international students develop an intercultural competence through the challenges of their educational and cultural encounters. We argue that international students-in a world that is increasingly interconnected through global migrations-exercise their multicultural and multilingual competences along a fluid continuum between their cultural and linguistic repertoire in order to communicate effectively in different social, cultural and domain-specific co...

The collective monograph presents the results of the language situation study in Ukraine, carried out in 2016 – 2020 by the staff of the sociolinguistics group of the Institute of the Ukrainian Language of the National Academy of Sciences of Ukraine. For the first time, the methodology of a complex multicomponent analysis was tested on a large factual material, which involved the results of a statistically reliable sociological survey, conducted thanks to participation in an international scientific project financed by the Volkswagen Foundation and the results of the target audience (students and teachers of higher education institutions, employees of secondary education institutions) survey, focus group research materials, analysis of language biographies and media texts. This material highlights the main features of language processes in different regions of the country and among speakers with various social characteristics. Special attention is paid to the functioning of the language in education, mass communication, the service sector, among the younger generation, etc. The dynamics of the language situation development was traced by comparing it with the previous researches, in particular with the INTAS project survey conducted 11 years earlier. For a deeper understanding of the language development processes, the work also characterizes the evolution of language legislation and the peculiarities of its implementation in real time. The research highlights the discussions surrounding the language issue. Taking into account the changes that have taken place in the language consciousness of Ukrainian citizens after Russia's full-scale invasion, the already written chapters of the monograph have been reoriented in terms of the obtained results' relevance, and the tasks of further research have been outlined.
This book is addressed to linguists, sociologists, political scientists, journalists, language planning specialists and public administration officials.

This report is submitted in connection with Work Package 8 of the FP7 FRAME (Fostering Human Rights Among European Policies) project. The report falls within Cluster Two, tasked to look at the actors in the European Union's Multi-Level, Multi-Actor Human Rights Engagement. Work Package 8, 'Coherence Among EU Institutions and Member States', examines the principles, competences, actions and interactions of EU institutions and the Member States that characterise human rights policies and that lead to coherence or incoherence in the EU and Member States' promotion of human rights. The potential for 'horizontal' coherence and incoherence was examined in the Work Package's first report, Deliverable 8.1, 'Report on coherence of human rights policymaking in EU Institutions and other EU agencies and bodies'. The Work Package's second report, Deliverable 8.2, 'EU and Member State competences in human rights', examined 'vertical' coherence and incoherence, produced by the interaction between the EU and its institutions and the Member States. In this report, we try to put a face on the results of previous reports in Work Package 8 and to get a sense of how coherence or incoherence appears in practice in the activities and discourse of policymakers in EU institutions, the Member States and in their vertical and horizontal interaction. The report is based almost entirely on interviews with policymakers, which includes primarily EU officials, but is interpreted broadly to include also Member States and non-state actors. Given the emphasis on actors for this Cluster and the Work Package, the report maintains the focus on them, in this case both as the basis for the choice of interview subjects and in terms of the research question, with an emphasis on different actors as potential 'agents of coherence'. The questions that have been posed during the interviews are based on the findings from previous reports in Work Package 8. They begin with the understanding of coherence developed in Deliverable 8.1, which sees incoherence arising from three potential sources: structural, policy (in terms of competing concepts and visions or policy regimes) and interests. Policymakers have been asked specifically about their own experiences of coherence/incoherence in the context of EU human rights policy.

هدف البحث هو استكشاف دور الذكاء الاصطناعي مع تقنيات التعليم النشط في تعليم اللغة العربية كلغة أجنبية، وذلك من خلال استخدام استراتيجيات وتقنيات تعليمية فعَّالة تواكب التطورات التقنية الحديثة في التعليم. وتكمن أهمية البحث في قدرته على تقديم حلول تعليمية حديثة تُحسِّن من تجربة تعليم اللغة العربية كلغة أجنبية عبر الذكاء الاصطناعي، والتعليم النشط من خلال طُرق جديدة تفاعلية، إضافة إلى أن التقنيات اليوم إذا استخدمناها بشكل صحيح، قد تساهم في تعزيز تفاعل المتعلمين، وتطوير أدائهم بشكل أسرع.  وكانت مشكلة البحث في كيفية دمج التقنيات الحديثة للذكاء الاصطناعي مع استراتيجيات التعليم النشط في مناهج تعليم اللغة العربية بطريقة فعالة تُلبي احتياجات المتعلمين، وتساهم في تجاوز التحديات التقليدية التي تواجه تعليم اللغة. أهداف البحث: أولاً: تحليل الفوائد التعليمية لتطبيقات الذكاء الاصطناعي وتقنيات التعليم النشط في تعليم اللغة العربية. ثانيًا: دراسة نموذج تعليمي يعتمد على الذكاء الاصطناعي لتحسين مهارات اللغة الأساسية (الكتابة والقراءة). ثالثًا: تقييم تأثير الأدوات الذكية والتقنيات النشطة على تحفيز المتعلمين وزيادة تفاعلهم مع المحتوى التعليمي. أسئلة البحث: أولاً: كيف يمكن للذكاء الاصطناعي مع التعليم النشط تحسين عملية تعليم اللغة العربية كلغة أجنبية؟ ثانيًا: ما هي الأدوات والتقنيات الأكثر فعالية في هذا المجال وكيف يتم استخدامها وتطويرها؟ ثالثًا: كيف يُمكن تقييم تأثير استخدام الذكاء الاصطناعي مع التعليم النشط على تقدم المتعلمين؟. فرضية البحث: يمكن لتطبيقات الذكاء الاصطناعي مع تقنيات واستراتيجيات التعليم النشط في تعليم اللغة العربية كلغة أجنبية أن تُحدث فرقًا إيجابيًا وملموسًا في تحسين كفاءة التعليم وتسهيل عملية التعلم من خلال تقديم تجارب تعليمية وتفاعلية. المنهج: يستخدم البحث منهجية تحليلية تجريبية، حيث يتم دراسة نموذج تعليمي مطور باستخدام تقنيات الذكاء الاصطناعي (Google Ai Studio)، وتجريبه عبر التعليم النشط باستخدام أداة (Padlet)، ومن ثم تقييم تأثيره من خلال دراسة حالة على مجموعة من المتعلمين. ومن نتائج البحث: أظهرت النتائج الأولية أن استخدام الذكاء الاصطناعي مع تقنيات واستراتيجيات التعليم النشط في تعليم اللغة العربية يُساهم بشكل كبير في تحسين مستوى المهارات اللغوية لدى المتعلمين لمادة القراءة والكتابة،  وتحديد مستوياتهم، ويزيد من تفاعلهم واهتمامهم بالمحتوى التعليمي، وهذا يعزز فعالية العملية التعليمية ويجعلها أكثر متعة وابتكارًا.

Case studies were conducted in four state-funded schools and one Further Education college identified as making an impact on girls' participation in mathematics at A-level. Teacher and student focus groups and observations were used to examine strategies and factors that have contributed to unusually high take-up of girls for A-Level mathematics. The following common features were identified: 1) The case study schools had not been involved in specific initiatives to attract girls to study mathematics; instead there was a strong culture of encouraging many students to aspire to take mathematics at A-level. Girls did not see the need for such initiatives because the dominant attitude was "we're good at it, we enjoy doing it, why wouldn't we?" 2) The school and college departments are active in promoting mathematics as a subject that has wide applicability, and so opens doors to many valued degree courses and careers. The message repeated by girls in these schools emphasises this over the value of mathematics for accessing elite courses. 3) The schools all offer a Mathematics A-level option that includes statistics in year 12 and they promote this as beneficial because of its social-science applications. 4) Teachers instil a belief that students will succeed in Mathematics A-level. This is reported by the girls as critical in their choice, and it is accomplished by a combination of strategies. Gender Type Size of A-level cohort in 2012-13 Decile for % of Girls completing Maths (state sector only) in 2012/13 Decile for % of Girls completing FM (state sector only) in 2012/13 School A (Shenley Brook End School, Milton Keynes) Town Mixed Academy 100-150 10 (10) 9 (10) School B Inner city Girls to 16 then mixed Voluntary Aided Under 100 9 (10) 8 (8) School C (Beauchamp College, Oadby) City conurbation Mixed Academy Over 300 8 (9) 7 (8) School D Outer city Mixed Academy 100-150 10 (10) 8 (9) College E (The Manchester College) City Mixed FE college 100-150 8 (9) 8 (9)

In the 21st century, characterized by technological advancements, the teaching of English continues to pose challenges in certain countries. Pakistan is among these countries where English teachers encounter various difficulties, particularly at the elementary level. To investigate these challenges, a cross-sectional study has been conducted, selecting four private and four government schools. The aim was to identify and analyze the numerous barriers faced by English teachers. The findings of the study indicated that there are several obstacles on the part of teachers, students, and management, which collectively hinder the successful learning of English language skills. These barriers contribute to the failure of English language learning in the educational context of Pakistan. Hence the analysis shows that successful communication in the English language is still desirable in the context of elementary schools in Pakistan.

Doctor Rahmouna ZIDANE for her invaluable help, her patience, insightful guidance, and research experience which encouraged me to elaborate this Master dissertation. I am also indebted and deeply grateful to Mr Omar, RAHMOUN for his sincere collaboration and supportive environment. My gratefulness also extends to all the teachers of the Department of foreign languages for their help, assistance and encouragement.

Tidak diijinkan karya tersebut diunggah ke dalam aplikasi Repository Perpustakan Universitas.For many decades, the use of mother tongue (MT) in English classroom has been debated. It is often argued that, teachers should avoid the use of mother tongue in English classroom and should use English (TL) only. The aim of this study is to find out and answer the research question which is “What are student teachers’ perceptions toward the use of mother tongue and target language in their English classroom?”. The participants of this research were 8 student teachers who had already done Teaching Practicum in SMK N 1 Salatiga. This research used two instruments to collect the data. The researcher used a questionnaire with follow-up structured interview. This research found that the language policy in SMK N 1 Salatiga was student teachers should use English only or 80% of TL in the classroom. However, mostly the student teachers used MT in the classroom but there was one student teacher who ...

Nigeria as a country realises and admits the desirability of preserving some, if not all, of its indigenous languages. It also realises and admits that children learn best in their individual mother tongues. As its Federal Ministry of Education would appear not to know how to go about accomplishing those two laudable objectives, this paper tries to help by setting out below possible ways of accomplishing them in the realms of Education and Official Language Policy for the whole country.

Universities worldwide adopt English-medium instruction (EMI) due to the global role and status of English. However, policies advocating for EMI often overlook the importance of other languages, semiotic resources, and modalities in communication. Such oversight underscores the necessity of examining the adoption and implementation processes of both English and other languages. Building on an expanded language policy framework as well as translanguaging and trans-semiotizing perspectives, we investigated the language ideologies and classroom language practices of educators and students as micro-level responses to a private Bangladeshi university's English-only policy. To gain an in-depth understanding of the phenomenon, we employed a case study design and gathered data from various sources, including semi-structured interviews, classroom observations, and stimulated recall interviews. A thematic analysis of the data revealed that both educators and students held favorable beliefs about English, the adoption of EMI, and translanguaging in classroom teaching. In their language practices, translanguaging and trans-semiotizing were an integral part of instruction for various epistemological and pedagogical reasons, and EMI was used mostly in written discourse. Thus, EMI was more of an ideological manifestation and involved languages other than English. In this light, there is a need for a policy shift from an English-only to a bi/multilingual focus in Bangladeshi higher education.

H παρούσα εργασία εξετάζει την επίδραση της οικογενειακής γλωσσικής πολιτικής στη φωνολογική δεξιότητα των 3ης γενιάς ομιλητριών/ομιλητών της Νέας Ελληνικής ως γλώσσας πολιτισμικής κληρονομιάς στο Τορόντο. Η μελέτη βασίζεται σε δεδομένα από εθνογραφική έρευνα πεδίου με (α) 30 ομιλήτριες/ομιλητές 2ης γενιάς και τις/τους συντρόφους τους, που μπορεί να είναι κι αυτές/αυτοί ομιλήτριες/ομιλητές γλώσσας πολιτισμικής κληρονομιάς ή όχι, και (β) 30 ομιλήτριες/ομιλητές 3ης γενιάς. Στόχος είναι η μελέτη της φωνολογικής δεξιότητας των ομιλητριών/ομιλητών 3ης γενιάς, λαμβάνοντας υπόψη το δίγλωσσο ή τρίγλωσσο γλωσσικό τους ρεπερτόριο που περιλαμβάνει τη Νέα Ελληνική ως γλώσσα πολιτισμικής κληρονομιάς, την Καναδική Αγγλική ως κυρίαρχη γλώσσα και, σε περιπτώσεις τριγλωσσίας, μία ακόμα μειονοτική γλώσσα. Η φωνολογική τους δεξιότητα φαίνεται να διαμορφώνεται σε πολύ μεγάλο βαθμό από την οικογενειακή γλωσσική πολιτική, αυτή που υιοθετήθηκε δηλαδή από τους γονείς τους, τη 2η γενιά. Στην έρευνα που ακολούθησε εντοπίστηκαν δύο βασικοί τύποι οικογενειακής γλωσσικής πολιτικής που συνδέονται άμεσα με τους μεικτούς γάμους. Συγκεκριμένα, σε οικογένειες όπου και οι δύο γονείς είναι 2ης γενιάς μετανάστες διαφορετικού ωστόσο μεταναστευτικού υποβάθρου και μιλούν διαφορετικές γλώσσες πολιτισμικής κληρονομιάς, προτιμάται η Καναδική Αγγλική, ενώ οι μειονοτικές γλώσσες δεν φαίνεται να αποτελούν μέρος της πολιτιστικής τους ταυτότητας. Αυτό οδηγεί σε ατελή φωνολογική κατάκτηση της γλώσσας πολιτισμικής κληρονομιάς από την 3η γενιά. Αντιθέτως, σε οικογένειες όπου μόνο ένας γονέας είναι ελληνικής καταγωγής, αναγνωρίζεται η αξία της δίγλωσσης ανάπτυξης και της χρήσης της Νέας Ελληνικής παράλληλα με την Καναδική Αγγλική. Αυτό οδηγεί σε μια πιο ισορροπημένη διγλωσσία, με υψηλότερο επίπεδο φωνολογικής δεξιότητας στη μειονοτική γλώσσα.

Neste artigo, após uma breve revisão conceitual sobre planejamento e política lingüística, modelos de políticas de línguas e um caso exemplar de política lingüística no mundo, abordarei questões atuais de políticas de línguas no Brasil, como o ensino bilíngüe em escolas indígenas, o financiamento a pesquisas para documentação de línguas em extinção, a revitalização de línguas ou de variedades de línguas e investimento governamental em material didático específico para a educação indígena.

This paper examines the evolution of Ukrainian statehood from 1917 to 2025, focusing on both the continuity and changes in its characteristics. It employs normative and historicist approaches to analyze the state’s development across three distinct phases: the First Republic (1917-1922), the Second Republic (1922-1991), and the Third Republic (since 1991). The study demonstrates that while certain aspects of Ukrainian statehood, such as population and territory, have remained relatively stable, others have undergone significant changes, particularly in governance, sovereignty, and international relations. The research supports and challenges Charles Tilly’s hypothesis linking war-making and state-building, emphasizing the complex interplay between coercion, extraction, and state-building in the context of Ukraine.

Participation in the dossier CULTURAL RIGHTS AND MEMORY. CONTRIBUTIONS FOR THE DEBATE AND CASE STUDY OF THE AMAZIGH WOMEN OF TORTOSA, no. 12, Collective Rights Collection. CIEMEN and Fundació pels Drets Col·lectius dels Pobles

Contribution of an article on "The effective exercise of cultural rights" and a series of proposals for public policies in the matter

The article presents: (1) The notion of "cultural rights" as it has been developed within the framework of human rights understood as one of the foundations of an international system that makes human dignity an essential value; (2) The Fribourg Declaration; and (3) The need to empower non-hegemonic groups to preserve heritage and memory spaces

Chapter 5. “Proposals” presents specific public policy proposals for the exercise of cultural rights, collective rights and minority rights in a culturally diverse society.